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Education, once regarded as a key pillar of Commonwealth activity, is increasingly inconspicuous on Commonwealth agendas. Written to mark the sixtieth anniversary of the first Commonwealth Education Conference in 1959, the chapters in this volume reflect on the past, present, and future of Commonwealth educational cooperation. This book reviews some of the principal dimensions of education development in Commonwealth member states and the challenges they face, including girls’ education, student exchange, the use of technology, education challenges in small states, and efforts to achieve the Sustainable Development Goals in and through education. Across all its contributions, this book examines the case for education being a continued priority area for Commonwealth collective engagement and considers where and how the Commonwealth might direct future efforts in education at a time of constrained resources. This book is an insightful resource for scholars and researchers involved in Commonwealth studies and will be of particular interest to political scientists, economists, and educators. This book originally appeared as a special issue of The Round Table: The Commonwealth Journal of International Affairs.
Youth Mainstreaming in Development Planning: Transforming Young Lives is a compendium of concepts to initiate dialogue and mobilise consensus around visions and strategies for young people and includes practical tools and techniques that will support initiatives to mainstream youth rights, voices and capabilities across government and other institutions. It is aimed policy-makers and practitioners in all sectors engaged in development planning at all levels.
International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes. Education 2030 topics of interest include, but are not limited to, • Improving access to quality early childhood development, care, and pre-primary education; • Ensuring equal access for all women and men to affordable and quality education; • Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods; • Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations; • Achieving levels of literacy and numeracy required to engage in communities and employment; • Acquiring the knowledge and skills needed to promote sustainable development, including: * Human right * Gender equality, * Promotion of a culture of peace and non-violence, * Global citizenship education, * The appreciation of cultural diversity and of culture’s contributions to sustainable development, • Providing safe, non-violent, inclusive and effective learning environments for all; • Recruiting, preparing, supporting, and retaining quality teachers.
The Commonwealth Yearbook is the flagship annual publication of the Commonwealth Secretariat. It is the essential reference guide to the countries, organizations, activities and values of the modern Commonwealth. The 2013 edition has been fully updated and includes: * Analysis from leading commentators as the Commonwealth approaches 2015 and new global goals on development * The Commonwealth in Action - a review of the Commonwealth's work in democracy, development and diversity * Details of the Charter of the Commonwealth, signed by Her Majesty the Queen on Commonwealth Day 2013 * Essential communiqués and declarations forming the background to the Charter * The history, structure and activities of the Commonwealth Secretariat and other leading organizations * A guide to Commonwealth Heads of Government Meetings and other key summits * Comprehensive profiles of 54 member states including overseas territories * A directory of around 80 Commonwealth intergovernmental, cultural and professional organizations * An extensive statistics and reference section Published by Nexus Strategic Partnerships for the Commonwealth Secretariat
Approaches and methods in comparative education are of obvious importance, but do not always receive adequate attention. This second edition of a well-received book, containing thoroughly updated and additional material, contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles. As already demonstrated by the first edition of the book, the work will be of great value not only to producers of comparative education research but also to users who wish to understand more thoroughly the parameters and value of the field.
Robin Barrow has been one of the leading philosophers of education for more than forty years. This book is a critical but appreciative examination of his work by some of the leading philosophers of education at work today, with responses from Professor Barrow. It will focus on his work on curriculum, the analytic tradition in philosophy, education and schooling, and his use of Greek philosophy to enrich current debates in the subject. This work will be of interest to all those who have been influenced by his contributions to educational and philosophical debate.
An exchange on education ideas has shaped the transatlantic discourse in education for a long time. Over the past two decades education science has increasingly become networked internationally. Since 2015, the Office for International Cooperation in Education at DIPF | Leibniz Institute for Research and Information in Education has organized international sessions on education research at the Annual Meetings of the American Educational Research Association, thus providing a floor for transatlantic exchange on current research topics. The volume gives an overview of the transatlantic activities in education research with regard to these sessions representing a collection of topics ranging from school development over the use of large scale assessment and digital data in education to questions related to migration and public education or the economization of education. At the same time the volume offers a reflection on the assets and obstacles of international exchange.
The ‘future of teaching’ represents a technological disruption of moral traditions of teaching and what teaching might become and is a serious concern for the current generation of philosophers in both China and the West.
This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers’ unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and it focuses on ways that specific contexts create unique opportunities and constraints on what developing teachers know and do in their work. The chapters prioritize local voices and materials to build a more inclusive and comprehensive picture of L2 writing globally, enabling the book as a whole to both document and further shape pedagogical approaches to L2 writing. Readers will be able to use the unique insights contained in this book in their own classrooms and professional development activities.