This volume is the third in a series of publications that seeks to analyse the education indicators developed through the OECD/UNESCO World Education Indicators (WEI) programme. The volume examines both the investments and returns to education and human capital.

The 2002 edition of Education at a Glance -- OECD Indicators provides information on the output of educational institutions and the impact of learning, the policy levers that shape educational outcomes and how education systems operate and evolve, and the human and financial resources invested.

Despite a low enrollment rate in higher education of 3 percent on average, in comparison with 8 percent in countries with comparable levels of development, Francophone African countries are currently facing an immense challenge in terms of numbers. The increased social demand associated with the progress made in universal primary enrollment and the increase in secondary enrollment could cause the student population to grow from 800,000 in 2004 to approximately 2 million in 2015, and to double the coverage. This increase exacerbates the financial problems of higher education institutions and mi.

Education is one of the most fundamental prerequisites to economic growth and social stability in the world. It is also one of the most inadequately realised goals of development, with the average education of global adults remaining essentially at primary levels. Advancing Global Education is the second in a series of volumes that explores prospects for human development-how development appears to be unfolding globally and locally, how we would like it to evolve, and how better to assure that we move it in desired directions. The first volume addressed the reduction of global poverty. The third will turn to the enhancement of global health. Advancing Global Education presents the most extensive set of forecasts of global education participation and attainment levels to date-providing and exploring a massive, multi-issue database and proposing a scenario for accelerating educational attainment throughout major world regions and 183 countries.

The contemporary finance deals mainly with multilateral and multi-counterparty transactions. Islamic Jurisprudence (Fiqh) has yet to develop its conceptualization of this modality of financing. Thus far, it has become a norm for large financing projects to rely on a complex structure of interconnected bilateral contracts that in totality becomes opaque, complex and costly. An unfortunate result of the unavailability of an efficient Fiqhi model applicable to modern multilateral and multi-counterparty contracts has been the fact that the present Islamic finance has been forced to replicate conventional risk-transfer (interest rate based) debt contracts thus drawing severe criticisms of duplicating conventional finance. In 2012, a gathering of some of the Muslim world’s most prominent experts in Jurisprudence (Fuqaha) and economists issued the Kuala Lumpur Declaration (Fatwa) in which they identified risk sharing as the essence of Islamic finance. The Declaration opened the door for a new Fiqh approach to take the lead in developing the jurisprudence of multilateral and multi-counterparty transactions. This Declaration (Fatwa) provides a prime motivation to search for a comprehensive model of risk sharing that can serve as an archetypal contract encompassing all potential contemporary financial transactions. From the perspective of Islamic Jurisprudence (Fiqh), the technicalities of the concept of risk sharing in contemporary finance have yet to be defined in Islamic literature. This book attempts to clarify and shed light on these technicalities from the perspective of Fiqh. It is a comprehensive study that relies on the fundamental Islamic sources to establish a theoretical and practical perspective of Fiqh encompassing risk-sharing Islamic finance as envisioned in the Kuala Lumpur Declaration of 2012. This new paradigm should lead to a more efficient approach to multilateral and multi-counterparty Islamic contracts which, here-to-fore has been lacking in the current configuration of Islamic finance.

In rapidly globalizing spaces of life, any research project on international education would necessarily have multi-directional emphases, with the quality of observations and analyses reflecting the expanding political, economic and cultural intersections which characterize this potentially promising century. To respond to these emerging learning and living contexts of our world, this book brings together some of the most active and established scholars in the field. As such, the book represents important epistemic interventions that analyze and critique the institutional, socio-economic, linguistic and pedagogical platforms of international education. As the locus of international education cannot be detached from the pragmatics of social development, the specific recommendations embedded in this book expand the debates and broaden the boundaries of learning projects that should enhance the lives of people, especially those who are continually marginalized by the regimes of globalization. Thus, the book actively advocates for possibilities of human well-beings via different formats of education in diverse locations of life. “Critical Perspectives on International Education offers a historically comprehensive, intellectually honest, and perspective-rich scholarly exploration of a new education-globalization dynamic. This book courageously offers up diverse voices, gathered into a robust and useful conversation regarding global education. This book adds greatly to understanding why educational marketplaces must be driven by principles and practices that empower diverse peoples, to secure sustainable knowledge benefits that contribute to personal, local, national and international well-being. This critical perspective reader will engage scholars, researchers and citizens.” Jim Paul, University of Calgary “In the current intensifications of globalization and its resulting inequalities, it is crucial to better understand the role of knowledge creation and knowledge dissemination. Should knowledge be only a commodity to be sold in the market and a tool to increase economic capital, or should it be a shared sociocultural capital aimed at improving democracy and the common good? In Critical Perspectives on International Education, Yvonne Hébert and Ali A. Abdi assemble an impressive array of contributions from all over the world that address this question from a variety of critical perspectives and case studies. I recommend this book to everyone interested in the connections between education, citizenship development and human well-being.” Daniel Schugurensky, Arizona State University