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Education & Language | International Review of Education: Journal of Lifelong Learning – incl. option to publish open access (Editorial Board)

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International Review of Education

International Review of Education

Journal of Lifelong Learning

Executive Editor: Paul Stanistreet

ISSN: 0020-8566 (print version)
ISSN: 1573-0638 (electronic version)

Journal no. 11159

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Executive Editor

Paul Stanistreet, UNESCO Institute of Lifelong Learning, Hamburg, Germany

Editorial Board:

David Atchoarena, Chair - UNESCO Institute for Lifelong Learning, Hamburg, Germany

Paul Bélanger, Université du Québec à Montréal, Canada

Aaron Benavot, University at Albany, State University of New York, USA

Un Shil Choi, Ajou University, Suwon, Republic of Korea

César Guadalupe, University of the Pacific, Lima, Peru

Heribert Hinzen, DVV International, Bonn, Germany

Catherine Odora Hoppers, University of South Africa, Pretoria, South Africa

Sylvia Ortega Salazar, Ministry of Public Education, Mexico City, Mexico

Albert Tuijnman, European Investment Bank, Luxembourg

Malak Zaalouk, The American University in Cairo, Egypt

 

Consulting Editors:

Helen Abadzi, University of Texas at Arlington, USA

Bob Adamson, The Education University of Hong Kong, Hong Kong SAR, China

Christel Adick, Ruhr University, Bochum, Germany

Hassana Alidou, University of Cincinnati, Ohio, USA

Daniel Baril, Institute for Cooperation Adult Education, Montréal, Canada

Stephanie Bengtsson, UNESCO International Institute for Educational Planning, Paris, France

Zvi Bekerman, Hebrew University of Jerusalem, Israel

Mark Bray, University of Hong Kong, Hong Kong SAR, China

Birgit Brock-Utne, University of Oslo, Norway

Martial Dembélé, University of Montreal, Canada

Xiaojiong Ding, Shanghai Normal University, China

Chris Duke, RMIT University, Melbourne, Australia

Anke Grotlüschen, Hamburg University, Germany

Soonghee Han, Seoul National University, Republic of Korea

Linda Herrera, University of Illinois at Urbana-Champaign, IL, USA

John Holford, University of Nottingham, United Kingdom

Timothy Dennis Ireland, Federal University of Paraíba, João Pessoa, Brazil

Thierry Karsenti, University of Montreal, Canada

Monika Kil, Danube University Krems, Austria

Zhiyong Lan, Tsinghua University, Beijing, China

Moosung Lee, University of Canberra, Australia

John Chin-Kin Lee, Education University of Hong Kong, Hong Kong SAR, China

Jyri Manninen, University of Eastern Finland, Joensuu, Finland

Vandra Masemann, Ontario Institute for Studies in Education, Toronto, Canada

Peter Mayo, University of Malta, Msida, Malta

Veronica McKay, University of South Africa, Pretoria, South Africa

Stanley Mpofu, National University of Science and Technology, Bulawayo, Zimbabwe

Norbert Nikiéma, Université de Ouagadougou, Burkina Faso

Ekkehard Nuissl von Rein, German Institute for Adult Education, Bonn, Germany

George Ladaah Openjuru, Gulu University, Kampala, Uganda

Afsata Paré/Kaboré, Université Norbert Zongo à Koudougou, Burkina Faso

Alan Rogers, University of East Anglia, Norwich, Great Britain

Esther Prins, Pennsylvania State University, PA, USA

Sylvia Schmelkes, Universidad Iberoamericana, Mexico City, Mexico

Daniel Schugurensky, Arizona State University, Tempe, USA

Crain Soudien, University of Cape Town, South Africa

Darko Štrajn, Educational Research Institute, Ljubljana, Slovenia

Shirley Walters, University of the Western Cape, Cape Town, South Africa

Melissa White, University of New Brunswick, Fredericton, Canada

Joseph Zajda, Australian Catholic University, Melbourne, Australia

A message from the Editor of the International Review of Education 

A message from the Editor of the International Review of Education

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The International Review of Education – Journal of Lifelong Learning (IRE) is the oldest journal of comparative education in the world and one of the most influential peer-reviewed publications on lifelong learning in the field.
Edited by a team at the UNESCO Institute for Lifelong Learning (UIL) and published by Springer Nature, IRE gives priority to research that explores ways in which lifelong learning is reflected in education policy and practice throughout the world. This means a focus on topic areas such as adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.
IRE is a scholarly, refereed journal with an international perspective, reflected both in the profile of our contributors and the focus of their articles and in our readership. The journal aims to advance understanding of lifelong learning both as a philosophical concept in education and as a concrete approach to the organization of educational policy, planning and practice. We value articles that take a problem-focused, critical approach to research and practice, and that explore new territories and perspectives on lifelong learning. We therefore encourage authors from different disciplines to contribute articles, and especially welcome multidisciplinary research.
We invite submissions of articles in English and French from interested researchers in every region of the world. We want to hear both from established authors and from new writers, including those already working in the field and those working outside who have a relevant perspective to bring. Unlike many journals, we offer extensive support in revising manuscripts prior to external review, and language editing support once a manuscript has been accepted. Please consult our Instructions for Authors before contributing.
Our aim is to support and foster the international community of scholars, policy-makers and practitioners working in and around the field, and to provide a focal point for those with a critical interest in lifelong learning.
We are particularly interested in receiving proposals for thematic issues that explore particular areas of lifelong learning research or practice. Special issue proposals have to be approved by the IRE Editorial Board. Please submit your outline proposals to the Executive Editor for consideration: p.stanistreet@unesco.org.

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    The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.

    Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.

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