This book emanated from presentations at the World Congress of Comparative Education Societies (WCCES), held in Buenos Aires, Argentina in June 2013. The Congress theme of “New Times, New Voices” provided the broad frame of the post-Buenos Aires series of volumes including this one containing research contributions focusing on the situation of public education systems. The chapters in this volume are selected for quality of research and relevance to the theme, and for representation across global regions. They examine the new and renovated challenges faced by public education systems at present for which different paths are suggested. In particular, this book puts together studies from authors from Latin American countries, especially from the Southern Cone, as a way of giving voice to particular educational problems and perspectives in a globalized world. Getting into educational systems in Argentina, Brazil and Chile and analysing some of its current particularities through the lenses of regional and international comparison, contributes to a better understanding of the processes of circulation, reception, appropriation and translation that historically characterizes educational systems development. This is why the volume also includes studies regarding the impact on contemporary educational reforms in the public sector, their links to past reforms and their cumulative impact on educational systems.

This edited collection brings together scholars from Canadian and international institutions to discuss educationalization, a trend in modern societies that involves transferring social responsibilities onto the school system. This book brings a new dimension to the literature on educationalization by examining the concept in relation to Catholicism, Indigenous issues, the right to education, and historical studies grounded in both Canada and Chile. In these contributions, the book represents an attempt to both deepen the current discussion on the construction and use of educationalization as a concept as well as invite further exploration of this subject in relation to the increasing digitalization of life in the twenty-first century.

This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context. Chapters draw on advanced contemporary thinking from scholars and practitioners in the field to present case studies of how ICT can be used to promote sustainable development and social justice. Social justice is understood in a wide sense as the pursuit of democracy, justice and development in the struggle against any form of oppression; it is within this context that ICT is explored as a tool for social change. The objectives of this book are: - To analyze the philosophical, historical, political, and cultural backgrounds and contexts that are constitutive of contemporary challenges and tensions in the role of ICT for education, development, and social justice around the world; - To appreciate the contextual and international dimensions of the tensions and challenges faced by educators around the world and contribute to ongoing efforts to sketch a vision for addressing their needs; - To explore ways in which ICT in education can promote social justice and contribute toward sustaining communities around the world

After reviewing policies and practice in 15 countries, this book presents nine broad policy responses to the lifelong learning agenda that relate directly to national qualifications systems. They also identify twenty linkages between qualifications systems and lifelong learning goals.