"International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030a. This vision involves "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes"--

A concise comparative introduction to education in each major geographical region of the world and the major issues in international education today.

This edited book provides a global view on evolution education. It describes the state of evolution education in different countries that are representative of geographical regions around the globe such as Eastern Europe, Western Europe, North Africa, South Africa, North America, South America,Middle East, Far East, South East Asia, Australia, and New Zealand.Studies in evolution education literature can be divided into three main categories: (a) understanding the interrelationships among cognitive, affective, epistemological, and religious factors that are related to peoples’ views about evolution, (b) designing, implementing, evaluating evolution education curriculum that reflects contemporary evolution understanding, and (c) reducing antievolutionary attitudes. This volume systematically summarizes the evolution education literature across these three categories for each country or geographical region. The individual chapters thus include common elements that facilitate a cross-cultural meta-analysis. Written for a primarily academic audience, this book provides a much-needed common background for future evolution education research across the globe.

“An upbeat chronicle of [Clavel’s] children’s school experiences in Hong Kong, Shanghai, and Tokyo…[offering] advice about vetting schools and enriching children’s education.” —Kirkus Reviews “An intriguing volume on the differences in global education.” —Library Journal A must-read firsthand exploration of why Asian students are outpacing their American counterparts and how to help our children excel in today’s competitive world. When Teru Clavel had young children, she watched her friends and fellow parents vie for spots in elite New York City schools. Instead of losing herself in the intensive applications and interview process, Teru and her family moved to Asia, embarking on a decade-long journey through the public schools of Hong Kong, Shanghai, and Tokyo. These schools were low-tech and bare-bones, with teachers who demanded obedience and order. In Hong Kong, her children’s school was nicknamed The Prison for its foreboding facilities, yet her three-year-old loved his teachers and his nightly homework. In Tokyo, the students were responsible for school chores, like preparing and serving school lunches. Yet Teru was amazed to discover that her children thrived in these academically competitive cultures; they learned to be independent, self-confident, resilient, and, above all, they developed a deep love of learning. When the family returned to the States, the true culture shock came when the top schools could no longer keep up with her children. Written with warmth and humor, World Class is a compelling story about how to inspire children to thrive academically. “Studded with lists of useful tips about choosing schools and hiring tutors, for parents who must advocate for their children and supplement gaps in their educations” (Publishers Weekly) and an insightful guide to set your children on a path towards lifelong success.

Learning and Teaching Around the World is a wide-ranging introduction to diverse experiences, practices and developments in global primary education. It explores different contexts for children’s learning, and methods and purposes of primary education, in settings across Africa, Asia, Europe, the Americas and Australasia, and addresses wider issues such as the rise of refugee learners and large multi-grade classes. With an explicit focus on comparative and international studies and improving the knowledge, understanding and practice of effective pedagogies for children’s learning, this book reflects on key issues such as: Standards for learner-centred education Patterns of inclusion and exclusion Defining ‘teacher professionalism’ The impact of global education agendas Language policy for schooling and assessment Learning and Teaching Around the World is an essential text for those wishing to develop a critical understanding of the experiences of primary teachers and children around the world. Aimed at both undergraduate and postgraduate education studies students, the scope of this book will support all students in developing knowledge of primary education and of the diverse needs of learners in an era of global movement of children and families.

Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.

As we hurtle through the second decade of the 21st century, the pressure for radical change to mainstream education is becoming ever more urgent, and images for what that future might look like are emerging and coalescing. But there is a problem. There is no version of this complex, exciting new world of learning that can arrive fully operational and ready to open for business on Monday morning. Redesigning Education captures the journeys of cities and countries around the world as they travel from the education systems they have to the education systems they want and need-and highlights the tools and processes they are using along the way. The Global Education Leaders' Program, or GELP, is a partnership of teams of education system leaders and world-class organizations collaborating to transform education. Its members include some of the highest performing countries in the world and those where providing education for all is an extraordinary challenge. As a community, these teams have developed, refined and shared a compelling and-critically-actionable vision for the future of education: Education 3.0. Redesigning Education is about what it takes to transform education systems when the context in which they've flourished fundamentally alters. While a fully operational 21st century education system does not yet exist, GELP teams are identifying a clear set of models and practices that together form a "roadmap" to the future, backed up by the practical lessons drawn from their experiences. More than simply a compelling case for change, Redesigning Education offers real insights grown from stories of system transformation around the globe.