Prospects provides comparative and international perspectives on key current issues in curriculum, learning, and assessment. The principal features of the journal are the innovative and critical insights it offers into the equitable provision of quality and relevant education for all; and the cross-disciplinary perspectives it engages, drawing on a range of domains that include culture, development, economics, ethics, gender, inclusion, politics, sociology, sustainability, and education.
Prospects aims to influence a wide range of actors in the field of education and development, whether academics, policy-makers, curriculum-developers, assessors, teachers or students. Unlike other journals in the field, which deal only with theoretical or research-related aspects, Prospects also focuses on policy implementation and aims at improving the extent and effectiveness of communication between theorists and researchers, on one side, and policy makers and practitioners, on the other.
The journal thus welcomes innovative empirical research, case studies of policy and practice, conceptual analyses and policy evaluations, as well as critical analyses of published research and existing policy.
Founded in 1970 and published in English by Springer, Prospects is among the most well-established journals in the field. Editions in Arabic and Mandarin Chinese are available as well.
The journal is edited by the International Bureau of Education (IBE), in Geneva. A leading UNESCO Institute and a global center of excellence in curriculum and related matters, the IBE is recognized and valued for the specialist knowledge and expertise that it brings to Member States, promoting new shared global understanding of curriculum, teaching, learning, and assessment.
- Executive Editor
- Simona Popa
- Publishing model
- Hybrid (Transformative Journal). Learn about publishing Open Access with us
- 69 days
- Submission to first decision
- 78,189 (2019)
As a result of the significant disruption that is being caused by the COVID-19 pandemic we are very aware that many researchers will have difficulty in meeting the timelines associated with our peer review process during normal times. Please do let us know if you need additional time. Our systems will continue to remind you of the original timelines but we intend to be highly flexible at this time.
The special issue invites contributors to extend critical consideration of GCE beyond Western-centric and neoliberal conceptions, and attempts to expand the definition of GCE and to think through its future possibilities.
How can curricula respond to fast-changing, unpredictable, and often disruptive events, such as the COVID-19 outbreak? This special issue of Prospects attempts to answer this while providing guidance for curriculum policy and practice.
We welcome submissions which deal with educational research, policy and practice, within a comparative perspective. The general manuscript guidelines are addressed here.
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About this journal
- Electronic ISSN
- Print ISSN
- Co-Publisher information
- Co-publication with UNESCO
- Abstracted and indexed in
- EBSCO Book Review Digest Plus
- EBSCO British Education Index
- EBSCO Discovery Service
- EBSCO Education
- EBSCO Education Research Complete
- EBSCO Education Source
- EBSCO Linguistics Abstracts Online
- EBSCO OmniFile
- Google Scholar
- Institute of Scientific and Technical Information of China
- OCLC WorldCat Discovery Service
- ProQuest Central
- ProQuest Education Database
- ProQuest Professional Education
- ProQuest Research Library
- ProQuest Social Science Collection
- ProQuest-ExLibris Primo
- ProQuest-ExLibris Summon
- TD Net Discovery Service
- UGC-CARE List (India)