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New & Forthcoming Titles | Globalisation, Comparative Education and Policy Research

Globalisation, Comparative Education and Policy Research

Globalisation, Comparative Education and Policy Research

Series Ed.: Zajda, Joseph

The Globalisation, Comparative Education and Policy Research book series aims to meet the research needs of all those interested in in-depth developments in comparative education research. The series provides a global overview of developments and changes in policy and comparative education research during the last decade. Presenting up-to-date scholarly research on global trends, it is an easily accessible, practical yet scholarly source of information for researchers, policy makers and practitioners. It seeks to address the nexus between comparative education, policy, and forces of globalisation, and provides perspectives from all the major disciplines and all the world regions. The series offers possible strategies for the effective and pragmatic policy planning and implementation at local, regional and national levels.

The book series complements the International Handbook of Globalisation and Education Policy Research. The volumes focus on comparative education themes and case studies in much greater scope and depth than is possible in the Handbook.

The series includes volumes on both empirical and qualitative studies of policy initiatives and developments in comparative education research in elementary, secondary and post-compulsory sectors. Case studies may include changes and education reforms around the world, curriculum reforms, trends in evaluation and assessment, decentralisation and privatisation in education, technical and vocational education, early childhood education, excellence and quality in education. Above all, the series offers the latest findings on critical issues in comparative education and policy directions, such as:

  • developing new internal strategies (more comprehensive, flexible and innovative modes of learning) that take into account the changing and expanding learner needs;
  • overcoming ‘unacceptable’ socio-economic educational disparities and inequalities;
  • improving educational quality;
  • harmonizing education and culture;
  • international co-operation in education and policy directions in each country.