The internationalisation of higher education is a dynamic and specific process that is continuously shaped by the context in which it occurs. This article reports on a study that explored perceptions on the internationalisation concept and how it manifests in public universities in Kenya. The article harnesses a phenomenographic analysis approach…

By the end of the twentieth century, there was concern about the low levels of achievement in many English schools -- particularly those in London -- and this acted as a catalyst for change, a key remedial initiative being London Challenge. While there is much to celebrate about the improvements that have been made over almost two decades, the…

This article examines the evolution of education which informs school leadership. Using the punctuated equilibrium model of organizational change, we describe how education has evolved under the weight of shifting understandings in the economic and sociopolitical foundations of society. We track the corresponding cardinal shifts in schooling that…

Despite many positive developments in South Africa (SA), the education system and educational outcome face many challenges and require further improvement. This is reflected by elevated school dropout rates and suboptimal annual pass rates in various grades (Grades 7-12). Over the years, a plethora of studies has identified methods through which…

This profile traces the recent evolution of assessment and examination policy and practice in the Republic of Macedonia, with an emphasis on the partnerships between state and non-governmental agencies in facilitating educational reform. Following a brief description of the country, the paper explores the overall educational architecture,…

Scotland's new "Curriculum for Excellence" (CfE) has been widely acknowledged as the most significant educational development in a generation, with the potential to transform learning and teaching in Scottish schools. In common with recent developments elsewhere, CfE seeks to re-engage teachers with processes of curriculum development,…

This paper provides an overview of Chinese government attempts to promote a revised school curriculum reflecting a more holistic approach to education under the banner of "suzhi jiaoyu" ("quality education"), and positions the policies in the Chinese historical, educational, social and economic context. While the push has…

An old saying about learning that has been passed down from generation to generation in Vietnam states, "The success of learning is determined by intelligence but the passing of an examination is determined by luck." Whether this idea is simply to comfort those who fail or not, it sheds light on the Vietnamese psyche on learning as well…

This report of the Basic Studies National Field Task Force is one of six reports by as many task forces on the improvement and reform of American education. The report begins with an introduction and alternative definitions of "basic studies." In section 3, the history of basic studies in American culture and education is traced as a…

This report considers the efforts of the Michigan State University (MSU) faculty to improve undergraduate education. The report is organized into 4 parts. Part 1 describes the function, organization, and operation of the Educational Development Program (EDP). Part 2 is a collection of summaries of educational development projects conducted by the…

This report is one in a collection of summaries of instructional development efforts by faculty at Michigan State University (MSU) to improve undergraduate education. Most of these exploratory efforts are aimed at improving the conditions for learning in a specific course or subject matter area, and were conducted by individual faculty under the…

The purpose of this report is to provide descriptive information about educational technology practices related to the core objectives of the U.S. Department of Education's Enhancing Education Through Technology (EETT) program. The EETT program is part of the "No Child Left Behind Act of 2001" ("NCLB") and, like other elements…

If Black Studies is to develop as a major force in interdisciplinary curriculum structures, then the process of standardization must be facilitated. Otherwise, without a "general" consensus of its basic content--at least at the introductory level--Black Studies will surely be doomed to eventual failure. (Author/NQ)