First Published in 2005. Almost everywhere policies designed to broaden access to education and to promote equality of opportunity are now pursued. In consequence the importance of examinations grows, since success in them determines entry to higher education and thus to professional posts. They are therefore a major instrument of social mobility and promotion which affects social structure by applying criteria of selection nearly always accepted unconsciously and uncritically. The aim of this text in selecting Examinations as the theme of the 1969 WORLD YEAR BOOK, was to present a comparative analysis of the way in which examinations are devised, administered and assessed, to find out why we are examining, and to look at the ways in which we examine to see if these are efficient, relevant and reliable.

Published in the year 2005, the World Yearbook of Education 1971/2 is a valuable contribution to the field of Major Works.

Published in the year 2005, World Yearbook of Education 1974 is a valuable contribution to the field of Major Works

The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book looks at the following main issues: Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their history Hegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learning Imperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emerging Paradoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice. Chapter 5 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license.

First Published in 2005. The 1970 edition of the educational yearbook focuses on education in cities. The purpose, in this volume, was not to produce yet another book describing various aspects of the ‘urban crisis', but to concentrate on the effects of urbanization on education at all levels - an aspect which has, of course, been mentioned explicitly in the literature concerned with problems of urban growth though usually in the context of social problems, town planning, and so on.

Published in the year 2005, World Yearbook of Education 1979 is a valuable contribution to the field of Major Works.

|Published in the year 2005, World Yearbook of Education 1972/3 is a valuable contrubtion to the field of Major Works.