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Nordin, Andreas; Sundberg, Daniel – Comparative Education, 2021
Competence-based approaches (CBAs) in education have become an internationally important educational policy concept in recent decades. However, a substantial body of research has suggested that in order to understand and explain the evolution of CBAs, there is a need to analyse curriculum-making as a complex and multi-layered practice. To…
Descriptors: Competency Based Education, National Curriculum, Curriculum Development, Foreign Countries
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Powell, Justin J. W. – Comparative Education, 2020
Comparative education relies on experiences, expertise, data, and criticism derived from multiple contexts and diverse levels to generate insights, facilitate understanding, and explain change. Marked by connectivity, our contemporary era vastly increases the (potential) diffusion of ideas essential for scientific advance. Three interlocking…
Descriptors: Comparative Education, Competition, Cooperation, Interdisciplinary Approach
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Verger, Antoni; Moschetti, Mauro C.; Fontdevila, Clara – Comparative Education, 2020
Despite Public-Private Partnerships' (PPPs) growing popularity within education policy circles, research on their effects yields contradictory results. The understanding of PPP effects is limited by the prevalence of generalist analyses that neglect to acknowledge the exceptional heterogeneity of the policy frameworks in which PPPs crystallize.…
Descriptors: Partnerships in Education, Educational Policy, Public Sector, Private Sector
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Helgøy, Ingrid; Homme, Anne; Lundahl, Lisbeth; Rönnberg, Linda – Comparative Education, 2019
Low completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary…
Descriptors: Foreign Countries, Welfare Services, Secondary School Students, Academic Persistence
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Parreira do Amaral, Marcelo; Zelinka, Jozef – Comparative Education, 2019
In the following article, we share our findings from the comparative analyses of 54 lifelong learning policy measures implemented in nine European countries, with a particular focus on their orientations, objectives, and solutions devised. Informed by the theoretical framework of Interpretive Policy Analysis (IPA), we have further reasoned on the…
Descriptors: Foreign Countries, Lifelong Learning, Educational Policy, Young Adults
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Klemencic, Eva; Mirazchiyski, Plamen Vladkov – Comparative Education, 2018
International large-scale student assessments (ILSAs) in education represent a valuable source of information for policy-makers, not only on student achievements, but also on their relationship with different contextual factors. The results are partly described in the official studies' reports; more can be derived from the publicly released data…
Descriptors: Evidence Based Practice, Educational Administration, International Assessment, Policy Formation
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Adamson, Bob; Forestier, Katherine; Morris, Paul; Han, Christine – Comparative Education, 2017
Since the mid-1980s, a number of East Asian societies have consistently performed well in international tests, and their education systems have emerged as models of "best practice", including Hong Kong, which has been extensively referenced by politicians and their advisers in England. In parallel, local dissatisfaction with the…
Descriptors: Educational Policy, Foreign Countries, Achievement Tests, International Assessment
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Tan, Charlene – Comparative Education, 2015
China's recent education reforms are a result of selective policy borrowing from "the West". Although comparativists have highlighted the importance of cultural context in policy borrowing in China, what remains relatively under-explored is the epistemological basis for cultural views that mediate policy transfer. This article argues…
Descriptors: Educational Policy, Foreign Countries, Educational Change, Western Civilization
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Erkkilä, Tero; Piironen, Ossi – Comparative Education, 2014
In the present study we provide an interpretation of a general narrative of transnational governance of higher education. All the elements of the narrative--competition, ranking autonomy and accountability--are visibly present in contemporary higher education policy agenda. We examine these not as separate ideas and practices but as an interlinked…
Descriptors: Governance, Higher Education, Institutional Autonomy, Reputation
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Molla, Tebeje – Comparative Education, 2014
In the context of low-income countries, the role of donors in public policymaking is of great importance. Donors use a combination of lending and non-lending instruments as pathways of influence to shape policy directions in aid-recipient countries. This paper reports some findings from a doctoral study on the role of the World Bank in the recent…
Descriptors: Foreign Countries, Comparative Analysis, Educational Policy, Higher Education
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Kennedy, Kerry J.; Hue, Ming Tak – Comparative Education, 2011
Research on and with ethnic minority students is characterised by a growing international literature that privileges "liberal multiculturalism" as a lens through which to understand their experiences, yet ethnic diversity is constructed and responded to in many societies that are not underpinned by liberal democratic values. In this…
Descriptors: Cultural Pluralism, Democratic Values, Minority Group Students, Cultural Awareness
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Spreen, Carol Anne; Vally, Salim – Comparative Education, 2010
The 10-year anniversary of the first democratic elections in South Africa in 2004 provoked much reflection and fuelled new policy debates on both the progress and failures of educational reform. While a myriad of achievements have been touted and are well-known to international audiences, a swelling critique from inside South Africa shows that…
Descriptors: Social Justice, Racial Segregation, Elections, Audiences
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Waldow, Florian – Comparative Education, 2009
Research on educational policy borrowing has mostly focused on explicit transfer processes, often highlighting how explicit reference to the international has served legitimatory purposes in the borrowing country. In contrast, this paper focuses on "silent" borrowing, i.e. non-acknowledged processes of policy transfer. The paper argues…
Descriptors: Educational Research, Foreign Countries, Educational Policy, Policy Analysis
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Lee, Moosung; Thayer, Tryggvi; Madyun, Na'im – Comparative Education, 2008
The EU's lifelong learning policy has emerged as an overarching educational reform policy intended to address a wide range of issues, including education, employment and competitiveness. The question has been raised as to whether the resulting policy is merely a catch-all concept that can be applied to any needs or whether it is underpinned by a…
Descriptors: Lifelong Learning, Educational Change, Educational Development, Educational Policy
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King, Kenneth – Comparative Education, 2007
This article traces the construction of the educational dimension of the global development agenda over the period 1990 to 2006. It argues that the multilateral agencies, and notably the World Bank, UNICEF, UNESCO and UNDP, played vital roles in designing the architecture of this world agenda, supported at a key stage by the Development Assistance…
Descriptors: Foreign Countries, Educational Development, International Organizations, Agenda Setting
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