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Books in Comparative education

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Community Financing of Education

  • 1st Edition
  • Volume 5
  • December 5, 2014
  • M. Bray + 1 more
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 7 6 6 - 8
This volume discusses the issues relating to community support for education, a topic which has come increasingly to the fore in recent years, especially in the Third World. The book is divided into four main areas: Firstly, an initial explanation of the conceptual framework of the book is given. Secondly, the issues surrounding community financing of education are explored, including community bodies engaged in fund-raising, generating resources, school fees, geographic and social inequalities and central guidance and control. The third section discusses case studies from seven countries, and finally the policy implications of this study are assessed.

The Western European Idea in Education

  • 1st Edition
  • June 28, 2014
  • V. Mallinson
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 6 4 2 - 5
A textbook on education in Western Europe, this book is designed for students of both education and European studies. It compares and contrasts education ideals and practice and cultural aspirations in different countries and generations and then goes on to consider how Western Europe will react to future challenge and change - both from within and beyond its own confines

Tradition and Change in Swedish Education

  • 1st Edition
  • June 28, 2014
  • L. Boucher
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 6 4 8 - 7
An up-to-date description and analysis of the recent reforms, current structure and issues in Swedish education. All stages of the system, from pre-school through to adult education and teacher training are covered. The book seeks to place the material firmly within the context of Swedish society and politics but the problems addressed are of concern to people everywhere

New Citizens for a New Society

  • 1st Edition
  • June 28, 2014
  • J. Boli
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 9 2 6 - 6
Employing a macro-sociological perspective applicable to all Western countries, this book argues that mass schooling is an essentially ideological enterprise. Concentrating on the 1650-1850 period in Swedish history, the book traces the institutionalization of the universal, egalitarian individual and the homogeneous, integrated national polity as primordial social elements in place of the corporate groups of estate society. It then studies the reorganization of the Swedish polity as a secular project for the pursuit of progress under the direction of an active bureaucractic state. These transformations led to the ideology of mass schooling as a ceremonial means of preparing competent, responsible citizens who could participate successfully in the rationalized, exchange-oriented polity. The book's detailed study of primary schooling between 1800 and 1880 supports this theory, demonstrating that competing theories - functionalist, social control, status competition, and modernization arguments - are contradicted by the Swedish primary schooling in the 20th century and speculates about future mass schooling developments.

Science Achievement in Seventeen Countries

  • 1st Edition
  • June 28, 2014
  • IEA-RETD
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 7 0 1 - 9
This preliminary report presents initial findings from the second International Study of Science Achievement that was conducted by the International Association for the Evaluation of Educational Achievement (IEA) in the period 1983 to 1986. Achievement results for three school population levels are presented together with some special analysis on growth in achievement between population levels and on sex differences in science achievement.

An Incurable Academic

  • 1st Edition
  • May 20, 2014
  • Torsten Husen
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 7 7 6 - 7
In these memoirs, Torsten Husen, Professor Emeritus of Education at the University of Stockholm, conveys a fascinating picture of the academic world from the l940s onwards and of the extraordinary developments in education and psychology. Professor Husen is an internationally acknowledged expert on school affairs. As the first holder of the Chair of Educational Research at the Stockholm School of Education, he became deeply involved in policy research tied to the school reforms and his research and writing have directly affected the worldwide debate on the structure and content of secondary and upper secondary schooling. He was a founder member of the International Association for the Evaluation of Educational Achievement (IEA) and as Chairman of the Board of the International Institute for Education Planning (IIEP) in Paris he became increasingly concerned with educational problems in the developing countries. This is an account of a remarkable man whose dedication to research into educational problems worldwide should be an inspiration to others.

The IEA Classroom Environment Study

  • 1st Edition
  • Volume 4
  • October 22, 2013
  • Louise Anderson + 2 more
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 8 7 1 2 - 6
This book reports the design, execution, and results of a cross-national study of classrooms in eight countries. Students were administered tests and completed questionnaires at the beginning and the end of the study. Teachers also completed questionnaires. Classrooms were visited by trained observers on the average of eight times during the study. The data were analyzed in a variety of ways: simple summaries, sequential analyses, and multivariate analyses. The results of these analyses are presented and discussed. Conclusions based on these findings as well as recommendations for further research are presented.

The Revival of Values Education in Asia & the West

  • 1st Edition
  • Volume 7
  • September 29, 1988
  • W. K. Cummings + 2 more
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 6 3 8 - 8
It is clear from cross-national investigations that the concern with values education is universal, but that national approaches to the critical questions confronting value educators are extraordinarily diverse. This volume begins by examining the context of the revival of values education, and asks why it is gaining new impact in national and local educational systems. Chapter 2 helps to locate values education in its historical time and place. The case studies presented in Chapters 3-9 provide examples of the major variations in national practice in Asia and the West; and the concluding chapter identifies many of the options open to educational leaders. The aim of the book is to provide both practitioners and scholars with insights into the latest developments so that they can approach their work with broader vision and compassion.

Human Rights & Education

  • 1st Edition
  • Volume 3
  • October 9, 1987
  • N. Bernstein Tarrow
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 5 2 2 - 0
This book discusses the relationship between human rights and education. Education as a human right and education for human rights are currently the topics of considerable debate worldwide. In addition to their traditional role of transmitting knowledge and values, education systems are being pressed to respond to a new range of aspirations and to a wide variety of economic, political, social and cultural developments whose roots lie outside the education system. Human rights education is much wider than just teaching about human rights; it should lead to an understanding of, and sympathy for, the concepts of democracy, justice, equality, freedom, solidarity, peace, dignity, rights and responsibilities. Young people are guaranteed their right to education, and education systems should equip them with the knowledge, skills and attitudes they will need if they are to take an active part in the operation of democratic institutions.

Benefiting from Basic Education, School Quality and Functional Literacy in Kenya

  • 1st Edition
  • Volume 2
  • April 12, 1987
  • T. O. Eisemon
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 4 4 3 - 8
Studies of the retention of literacy and numeracy by adults who have only obtained primary schooling have given little encouragement to the belief that the cognitive effects of schooling are enduring for many school leavers. How these findings can be reconciled with the claims made for the importance of schooling as an instrument of social and economic change is the subject ofinvestigation in this volume. The cognitive outcomes of literacy acqusition and secular schools in coastal Kenya are the focus of this ethnographic study, which stresses the relevance of an international understanding of the particular problems and dilemmas that face the educational systems of individual countries.