International research has consistently found that the socioeconomic segregation of schools may worsen inequalities in schooling outcomes through the socioeconomic compositional effect. This study examines whether the socioeconomic compositional effect varies between developed countries and potential mechanisms by which national schooling systems…

Claims regarding Western neo-colonial domination over scholarship in Comparative and International Education (CIE) have recently commanded much attention -- for example in a 2017 special issue of the journal "Comparative Education Review" (CER) on the theme of 'contesting coloniality.' Stressing their marginal 'positionality,' the…

This article illustrates and discusses some elements of the "problematique" 'Southern Europe'. The themes stressed include its configuration and the criteria for its conceptualisation. A number of ways to think about 'Southern Europe are discussed -- of course with particular emphasis on the development and theoretical elaboration of…

In this paper I argue for a necessary -- and possible -- paradigmatic shift in early childhood scholarship that embraces multiplicity, diversity, ambiguity, uncertainty and shared situated knowledge creation in response to a profoundly changed global context. The contours of the new paradigm are already emerging as three interconnected…

This paper considers attempts to import pedagogic practices from other educational systems. In so doing, it focuses upon policymakers' attempts to: (a) import interactive whole class teaching approaches to the UK (and, to a lesser extent, the US); and (b) export learner-centred pedagogies, largely derived from Anglo-American theorising and…

In his article "Globalisation, the Learning Society, and Comparative Education", Peter Jarvis recommends lifelong learning in the period of globalisation as a topic ripe for scholarly research. In particular, he argues for the examination of the extent of lifelong learning around the world and its relation to different levels of…

Defines "nonformal education" as encompassing the educational influences of all of society's institutions. Suggests that nonformal education may be the best approach to aid for development in developing nations, as well as to lifelong learning in European and other developed nations. (SV)

Noting that economic conditions in developed and developing nations create vastly different environmental problems, the author looks at the directions environmental education is taking in the Third World and at efforts in industrialized nations to develop a global perspective in environmental education. (SJL)

The Organization for Economic Cooperation and Development's indicators project identified 635 educational indicators in 13 categories in 3 blocks: contexts, processes, and results. Analysis of the educational features of 28 high-income countries demonstrates relationships between the three blocks of indicators and suggests that about 50 indicators…

Explores contextual factors related to a nation's international position that promote introduction of school-level "development education" (also called "global education"). Analyzes the case of Japan; finds that although the contextual factors were present by the mid-1980s, introduction of development education was delayed due…

Compares Zimbabwe's rapidly expanding educational system to those of Kenya, Malawi, Tanzania, Zambia, Australia, Canada, New Zealand, United Kingdom, and United States with regard to enrollment rates, government expenditures, per pupil costs, student teacher ratios, teacher salaries, internal efficiency, and cost per graduate. Contains 16…

Reviews historical context and recent research on vocational education in 15 Commonwealth Caribbean countries and the United States. Identifies supportive American vocational legislation. Derives synthesis based on juxtaposition of vocational education in both regions and draws inferences regarding the larger question of vocationalization. (NEC)

It has been assumed that colonial schooling systems were always poor quality reproductions of the educational system in the colonizing (metropolitan) power. This paper compares the structures and curricula of colonial and metropolitan schools, finding not a reproduction, but a hierarchy, with the metropolitan school on top. (SJL)

Analyzes institutional responses to homelessness among children and youth in the United States and Brazil as a means of understanding the workings of the neoliberal state, both in developing and developed nations. Highlights a major contradiction of neoliberalism--its promotion of symbolic political and social inclusion, while simultaneously…

Examines differences among 29 developed nations in educational differentiation and sorting of students for specialized curricula. Compares countries with differentiated and nondifferentiated education systems with respect to costs per pupil and the scores of students in grades 7-8 on the Third International Mathematics and Science Study (TIMSS).…