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Operated on a voluntary, decentralized basis at 215 military bases (58 overseas), the TRANSITION Program is designed to provide maximum guidance and training or educational opportunities for servicemen during their last six months of duty to prepare them for productive reentry into civilian life. Public and private placement services are also offered. TRANSITION gives priority to the combat disabled, persons ineligible to reenlist, those without civilian job experience or skills, and those needing basic or high school equivalency education. The military establishment cooperates with business, industry, labor, and all levels of government (Federal, state, local) to provide on or off base on the job training or other educational services. Specific course offerings depend on resources made available by the public and private sectors (including educational institutions). Of about 400,000 men surveyed during 1968, about 83% received counseling. About 35% of servicemen indicating a desire for training actually began, but the completion rate was 93%. Thus far, despite operating problems in such areas as funds, staffing, counseling, followup, and determination of target groups, the program has generally met its educational and skill development objectives. Britain, Israel, West Germany, and Canada have somewhat similar programs. (LY)

During the education emergency, teachers’ leadership was indicative of their capacity to stay resilient and innovative in a changed educational environment. This study analyses their capacity to act as leaders and to promote equity in relation to the specific aspects of the French and Italian school systems. A pool of 16 interviews constitutes a unique case study of teacher leadership for equity under similar contextual conditions. Teacher leadership encountered very similar limitations in both countries. The education emergency per se represented an opportunity for some teachers to explore innovative equitable approaches, different from their actual practices and pedagogical cultures, as well as more professional dialogue. The margins for empowerment proved to be both of an instructional and of a transformative type. In particular, in systems with weak senior leadership and flat organisational structures, the margins for empowerment are at the classroom level. In such cases, a certain amount of collaboration and, quite often, hidden pedagogical innovation occurs in schools where school leadership and the wider organisational culture may offer some support. In fact, informal leadership is most often facilitated by certain conditions in terms of resources, school leadership and professional cultures.

For the past several decades there has been a solid research and policy consensus that school level leadership is an important lever for school improvement and is an integral component of the polic...

As developing countries aim to improve their education to address the challenges of globalisation's economic and social demands, comparative education can provide references for reforms and changes. Through studying the educational systems of other countries, we can discover which reforms are possible and desirable. This article attempts to demonstrate some specific aspects of the educational systems of Columbia, Iraq and Iraqi Kurdistan and to compare them. It shows the decentralisation process and challenges of the systems. It also reveals the structure of education of the three systems and their differences related to duration and organisation of primary and secondary schools. Following that, the curriculum provision and their orientations are explained. Finally, the article also tries to find the differences in teacher training in terms of duration and training types, occurring before / during service. The obtained results show that the decentralisation process and its challenges are very similar in these educational systems while there are differences in the duration, structure, and curriculum subjects.

This study aimed at comparing positive discipline practices implemented in two schools in Cairo city metropolitan area, one from Upper socioeconomic (Class A) and one from a middle socioeconomic background (Class C). The study followed both quantitative and qualitative methods using surveys and focus group interviews with stakeholders (students, teachers, parents) at both schools. The study showed that in the class C school, school positive discipline practices were found to be relatively less effective mainly due to the stress families felt towards university admission trying to secure a chance at public universities because they cannot afford private and international universities’ tuition fees. On the other hand, positive discipline practices in the Class A school, were found to be more effective compared to other school mainly because university admission is not a thing families worry about because they can afford paying tuition fees for higher education anywhere in the world inside and outside Egypt.

From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers’ beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today’s university system.

Relations between China and the United States will invariably influence the future of the human and natural world. New theory [Marginson, Simon, and Lili Yang. 2021. “Individual and Collective Outc...

This paper discusses the findings of a research study that gathered and analyzed recruitment and retention strategies employed by 50 teacher education programs (TEPs) in Canada, the United States, New Zealand, and Australia to increase the number of Indigenous teachers. It discusses several recruitment and retention strategies that were found to be successful in this regard, highlighting the importance of facilitating access, eliminating financial barriers, and offering Indigenous-centric programs.

The paper compares Anglo-American and Chinese approaches to the outcomes of higher education, primarily but not solely collective outcomes, by examining the Western domain of ‘public good’ and ‘public goods’ and parallel or near parallel activities in China. It reviews scholarly discourses of society, state and higher education in the respective political cultures (‘traditions’), including individualism and collectivism, university autonomy, the critical function, higher education in civil society, and global tianxia and global common good. A key issue in symmetrical cross-cultural comparison is the position from which it is made; and as well as elucidating similarities and differences the paper develops what Sen calls a ‘trans-positional’ view based on integrating the two positional views. The two traditions are not closely aligned. However, aside for the Anglo-American public/private dualism in economics (which occludes collective outcomes), all ideas in both traditions can contribute to transpositional understanding of the individualised and collective outcomes of higher education.

Effective school leadership is crucial to a school’s success. Yet throughout the world, attracting and retaining qualified school leaders is often a formidable challenge. To discern ways in which we may recruit and retain competent school leaders, this study compares the extent to which principals in three industrialized countries, China, Germany and the USA, value the characteristics of their positions as principals. Survey responses of principals in these three countries reveal many factors that gratify and some factors that disappoint principals about their work environments. Comparing the similarities and differences of the principals’ responses in these countries provides insights into ways in which we may learn from each other about the factors that influence the recruitment and retention of qualified principals.

This article addresses quality assurance in European higher education from the perspective of accreditation. To reduce the bias in favour of comparative research of Western (European) countries, it...

European countries and their regions are trying to develop quality foreign language policies to help citizens become communicatively competent. The Spanish region of Andalusia has implemented Bilingual Education since 2005, whereas in the United Kingdom the take-up rates of languages in schools are low despite the linguistic demands that Brexit will pose to citizens. Scotland, however, seems keen on promoting the inclusion of languages into curricula. Analysing language policies may help understand differences between both contexts and, ultimately, build synergies between the educational administrations of these countries. Considering that corpus linguistic analysis of language policies allows identifying political ideologies permeating language policy and planning, this article studies and compares the use of language in Scottish and Andalusian language teaching policies. Although differences are identified in terms of the focus of the instruction and the language approach followed, findings show the efforts of Andalusia and Scotland to foster plurilingualism.

PurposeThis paper aimed to review globally the empowerment programs for the prevention and control of smoking behavior among youths, to examine the role of empowerment in health promotion, to explore the stages of health promotion through community empowerment strategies including planning, implementation and evaluation. Finally, this paper will develop a model of youth empowerment to prevent and control smoking behavior that reflects theory and experience drawn from the literature.Design/methodology/approachThis review synthesized articles on community empowerment and health promotion, youth empowerment programs for tobacco prevention and control globally from books and electronic databases from the Universitas Gadjah Mada (UGM) library in the publication period 2000–2020. Relevant literature was selected and critically reviewed which reflected the role empowerment in health promotion, stage of community empowerment strategy as described by Laverack and youth empowerment concept in tobacco control as described by Holden.FindingsDocuments that specifically discuss empowerment programs for smoking prevention and control are still limited. The findings document that youth empowerment in tobacco control do not fully integrate the theory empowerment as described by Laverack and Holden. This paper provides information about the stages of youth empowerment, and a conceptual framework of youth empowerment for the prevention and control of smoking behavior. Youth empowerment is done through the direct involvement of youth in programs starting from program design, planning, implementation and evaluation. Indicators of the success of the empowerment process are reflected in the increase in the empowerment domain. Meanwhile, the output of empowerment can be seen from the individual- or group-level changes.Originality/valueThis paper proposes a model of youth empowerment for the prevention and control of smoking behavior among youths based on theory and experience in the field.

This article reports a study that investigated secondary school students’ higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education systems of Luxembourg and the Swiss Canton of Bern. The results of our analysis show that students in the Luxembourgish sample more often aspire to higher education than in the Swiss sample. Disparities in higher education aspirations were also more pronounced in the Luxembourgish sample, boys and students from families of low socio‐economic status (SES) were less likely to aspire to higher education. While the effects of values of education are generally scarce, stimulation in terms of anticipated enjoyment and interest derived from participation in higher education seems to have a positive effect on higher education aspirations.

Purpose: This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK. Design/Approach/Methods: The article contrasts the state of educational research in the U.S., the UK, and China, world leaders in evidence-based reform. Findings: The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education. One indicator of this partnership is an agreement among the Chinese University of Hong Kong, Nanjing Normal University, and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University. Originality/Value: This article is the first to compare developments in evidence-based reform in education in China with parallel developments in the U.S. and UK Building understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy and benefit many students.

Teaching science is still relying mainly on frontal teaching and assessed by paper-and-pencil-tests. Also, students in developed countries view science production through doing experiments in a lab, that’s why these students hold a negative view about science and scientists and they do not like to choose their future careers in science. The purpose of this study is to explore Lebanese and Omani school science teachers’ and their students’ perceptions of science and scientists. Using the Draw-a-scientist-test (DAST), qualitative and quantitative data were collected from 26 Lebanese and Omani teachers and their students (N= 571) enrolled in Grades 4 till 9, in both countries, from the public sector. Results showed that the main sources of Lebanese and Omani students of their drawings are the television and the internet. In addition, these sources are significant with the increase in students’ levels. Also, Lebanese students have more stereotypical image of the scientist than Omani counterparts. Overall, Lebanese and Omani students have a positive attitude towards science and scientists, as their teachers, but they emphasized the social and the private life of the scientist. Overall, students choose to have a future career in science and technology; but Omani students choose to have a career in science and technology more than the Lebanese ones. In addition, female students showed a higher interest in doing science in the future more than technology. Finally, Lebanese students do not have common contemporary or past Arab scientists as their Omani peers, but only scientists from the western culture. Data revealed that Einstein was the most popular idol among the sample of the study.

China and the US have responded to the challenges of a knowledge-based society, technological advancement, and global competition by implementing educational reforms to impart skills or competencie...

The purpose of this article is to uncover what makes learning enjoyable for Generation Z college students (born 1995-2010) in the United States (U.S.) and Brazil. Qualitative data from 1,282 participants in the U.S. and 775 participants in Brazil were analyzed independently and for comparison using content analysis and thematic coding. The results of this study show both similarities and differences between these two populations. Both groups enjoy learning that is interesting, inspiring, relevant, and engaging. U.S. students enjoy knowledge acquisition, learning for societal impact, and having instructors who are competent and relatable. Brazil students, on the other hand, enjoy peer learning. While these results align with previous research findings on preferences for learning and cultural nuances, it is important to note that studies on Generation Z college students and learning are sparse. Thus, understanding this generational cohort in higher education is paramount for both informing and supporting individual pedagogical practices and shaping training initiatives on teaching and learning in higher education. In addition, given the impact of globalization on technology, commerce, entertainment, and information, uncovering the similarities in how young people from different cultures perceive learning may have global implications on research, training, and individual instruction in a more macro and universal way.&nbsp

The abrupt influx of refugee populations in Europe in the last few years has, undoubtedly, posed many challenges in European countries. Higher Education is considered to be vital for the successful settlement of refugee communities into their host societies. Therefore, it is necessary to establish whether potential refugee aspirations to gain access in HEIs of their host country can be met at all. The present paper examines Greek policies regarding the inclusion of refugees in Higher Education (HE) and attempts to illustrate the range of initiatives taking place in Greek universities, directly or indirectly related to refugees, by highlighting the levels of authority involved, the locations, sources of funding and subject matter. Overall, what is made evident is that, in concurrence with dominant EU trends, the Greek government lacks a coherent policy for the inclusion of refugees in HE in Greece. It is most likely that the initiatives taken by researchers and academics (co-)shape what is considered to be the dominant policies regarding refugees in Greece and are not so much linked to their inclusion into HE as to other aspects of their presence in the country also involving separate target groups (teachers, local communities, researchers and others).

This contribution examines recent transformation in the institutionalization of a new mode of governance in the field of Higher Education. We identify three characteristics of the institutional des...

The aim of the article is to highlight the key elements related to the implementation of new technologies in education from the perspective of the opinions and experiences of educators in the field in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. The text compares issues related to attitudes towards the use of new media in education, experiences with different forms of e-learning, and the level of restrictions on the use of smartphones in school. These variables are juxtaposed with the self-assessment of digital competence and how cyberspace is used. The survey was conducted using a standardised survey questionnaire translated into the relevant national languages in the first half of 2019, and involved a sample of 873 teachers representing eight countries. On the basis of the pilot studies it was noted that: 1) Teachers from LAC and EU like to use digital media - this is a constant trend independent of geographical location; 2) Teachers note that new technologies are not always better than analogue didactic aids; 3) Teachers from selected countries (the Dominican Republic, Brazil, Turkey, and Uruguay) have much greater techno-optimism in themselves than teachers from Bolivia, Poland, Finland and Turkey in terms of the impact of ICT on student motivation and engagement; 4) In all countries teachers prefer free online courses (the different forms of e-learning are used most often by those in the Dominican Republic, and the least often in Bolivia and Poland); 5) In each country teachers who highly value their own digital competences and have a positive attitude towards new media use ICT much more actively; 6) There is also a global trend in that the extensive use of cyberspace (typical e-services) appears in combination with the extensive use of various forms of e-learning; 7) Teachers from Ecuador are most likely to want to ban the use of smartphones in schools. The most liberal approach in this respect is taken by the Uruguayans; 8) The knowledge of the conditions related to restricting the use of smartphones goes beyond the analyses related to the style of use and attitude towards new media. This article is the result of pilot studies conducted within the framework of the SMART ECOSYSTEM FOR LEARNING AND INCLUSION project carried out in selected Latin American, Caribbean (LAC) and European (EU) countries.

This study probes the execution of internal quality assurance vis-a-vis learning outcome assessments in Japanese and Taiwanese universities. To this end, it applies Elken and Stensaker’s theoretica...

National large-scale assessments (NLSA) have spread rapidly since the 1990s, but contrary to arguments of diffusion theories, not every country with large-scale assessments develop test-based accou...

Globally, the increasing cost of university eduation, growing student enrolments and weak economic of nations have caused a reduction in public funding for university education. This decline in public funding seems to have increased tuition fees, caused deterioration of infrastructure, thereby affecting student access to university education. In the Global South particularly, Ghana and South Africa, there is the quest for universities to widen access. This is as a result of the perceived association of the activities of universities to socio-economic development. However, funds allocated by these governments to the sector is woefully inadequate. The study reveals that public universities in South Africa and Ghana rely on alternative sources such as fees of international students and non-traditional learners to enhance their fiscal strength but this seems inadequate owing to the financial strain that comes with the growth in domestic student numbers.

Internationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education. During the past half-century, internationalization has evolved from a...

Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries’ students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students’ average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes towards reading and sense of belonging at school, and increasing bullying. While there are similarities among the two countries’ 15-year-olds, evidence shows practices are diverging at the middle primary schooling level, which may be impacting positively on younger Australian cohorts; these differences are also discussed with respect to early reading experiences.

Early childhood education for sustainability (ECEfS) is becoming internationally recognised as an important means for young children to develop their attitudes and behaviour towards sustainability....

School-based management (SBM) remains a “hot topic” in educational circles. This article explores the reality of SBM internationally. It focusses on the perceptions of selected Australian public secondary principals who reflect on the drivers and impediments affecting their capacity to lead school-based innovation. While broadly supportive of SBM, the participants indicated that authority to make effective local decisions was ambiguous and inhibiting in the face of the managing system’s policies, procedures, and supervisory processes.

This article examines patterns in the global higher education landscape associated with sector (i.e., public or private) and founding era. Using data on the formal and academic structure of 15,133 higher education institutions (ISCED 6+) from 183 countries and territories, we examine factors associated with the student body size, number of degree-granting programs, doctorate degrees, and curricular offerings. We find that only sector and age are associated with an institution’s student body size, while sector, age, and founding era are all associated with degree and curricular offerings. Private universities tend to be smaller and are more likely to offer business degrees, while public universities offer more degree programs on average, and are more likely to offer programs in science and technology and doctoral degrees. Meanwhile, in both sectors, universities founded after 1990 are less likely to offer doctoral degrees and more likely to offer degrees in business, science, and technology. Despite some regional variation, these trends are found worldwide. To interpret these findings, we argue that both sector- and era-specific institutional logics link higher education to knowledge production and the labor market in distinct and path-dependent ways. Notably, the expansion of higher education post- 1990 has been accomplished by establishing new teaching-focused institutions and orienting academic programs to the labor market in both sectors.

Social inclusion policy in higher education—also referenced as affirmative action, reservations, schedules, or antidiscrimination—has been used widely to promote equity and access for minority and historically discriminated subgroups who wish to participate in tertiary education. Inclusion is often protected de jure through a country’s constitution. Even so, the effects of the legislation vary according to the context within which it was instituted. This article offers a comparative review of the historical and legal evolution of social inclusion in higher education in Brazil, India, South Africa, and the United States and the educational outcomes created by systems of social inclusion around the world. The development and impacts of these policies are discussed within the frameworks of social inclusion and critical legal studies to suggest that social inclusion policy links higher education to its place.

The advent of mass schooling played a pivotal role in European societies of the later nineteenth century, transforming rural peasants into national citizens. The late-twentieth-century global expansion of higher education ushered in new transformations, propelling societal rationalization and organizing, and knitting the world into a more integrated society and economy. We address four key dynamics: (1) Higher education sustains the modern professions and contributes to the rationalization of society and state. (2) The supranational and universalistic orientation of higher education provides elites with shared global cultural frames and identities, facilitating globalization. (3) Consequently, tertiary education provides a foundation for major global movements and sociopolitical change around diverse issues, such as human rights and environmental protection as well as potentially contentious religious and cultural solidarities. (4) Higher education contributes to the reorganization of the economy, creating new monetarized activities and facilitating the reconceptualization of activities distant from material production as economic. In short, many features of the contemporary world arise from the growing legions of people steeped in common forms of higher education. Panel regression models of contemporary cross-national longitudinal data examine these relationships. We find higher-education enrollments are associated with key dimensions of rationalization, globalization, societal mobilization, and expansion of the service economy. Central features of modern society, often seen as natural, in fact hinge on the distinctive form of higher education that has become institutionalized worldwide.

In recent years, governmental policy changes have exerted significant impact on the structural transformation, role diversity and commercialisation of national quality assurance agencies in many na...

Following months of debate in 2012, Brazilian President Rousseff signed the Quota Law establishing quotas for the percentages of Black, Brown, and indigenous public secondary school students that p...

Cross-national analyses of university curricula are rare, particularly with a focus on internationalization, commonly studied as impacting higher education through the mobility of people, programs, and campuses. By contrast, we argue that university knowledge shapes globalization by producing various sociopolitical conceptions beyond the nation-state. We examine variants of such a globalized society in 442,283 study programs from 17,129 universities in 183 countries. Three variants stand out, which vary across disciplines: an interstate model (prevalent in business and political science), a regional model (in political science and law), and a global model (in development studies and natural sciences). Regression models carried out on a subset of these data indicate that internationalized curricula are more likely in business schools, in universities with international offices, in those with a large number of social science offerings, and in those with membership in international university associations. We discuss these findings and their links to changes in universities’ environment, stressing the recursive relationship between globalization and higher education.