This Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of 'what works', drawn from pragmatic ideas and approaches.
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Edited by Pauline Dixon, Steve Humble and Chris Counihan
An International Comparison from a Life-course Perspective
Edited by Hans-Peter Blossfeld, Elina Kilpi-Jakonen, Daniela Vono de Vilhena and Sandra Buchholz
As industrial societies increasingly evolve into knowledge-based economies, the importance of education as a lifelong process is greater than ever. This comprehensive book provides a state-of-the-art analysis of adult learning across the world and within varying institutional contexts. The expert contributors examine the structures of formal and non-formal adult learning in different countries, and investigate the levels of success those countries have experienced in encouraging participation and skill formation.
New Constellations in European Research and Higher Education Governance
Edited by Meng-Hsuan Chou and Åse Gornitzka
Building the Knowledge Economy in Europe investigates the integration of emerging knowledge policy domains on the European political agenda, and the dynamics of this in relation to knowledge policies. Professors Meng-Hsuan Chou and Åse Gornitzka bring together leading experts who address the two central pillars of the ‘Europe of Knowledge’, research and higher education, to reveal the vertical, horizontal and sequential tensions in European knowledge governance
The Role of Living Laboratories
Edited by Ariane König
Now that the Earth has reached the limits of its biophysical carrying capacity, we have to change technologies, social practices and social norms relating to material production and consumption to ensure that we do not further jeopardize the functioning of our planet’s life support systems. Through research, education and civic engagement, universities have a pivotal role to play in this transition. This timely book explores how universities are establishing living laboratories for sustainable development, and examines the communication networks and knowledge infrastructures that underpin impact both on and beyond the campus.
National Patterns and Challenges
Edited by Ellu Saar, Odd Bjørn Ure and John Holford
Combining qualitative and quantitative methods in a wide-ranging international comparative study, the book explores how far the EUs lifelong learning agenda has been successful and what factors have limited its ability to reshape national adult and lifelong learning systems. The chapters also look at adults’ participation in formal education, what they see as the obstacles to taking part, and the nature of their demand for learning opportunities.
New Actors and Modes of Governance in a Globalizing World
Edited by Susan L. Robertson, Karen Mundy, Antoni Verger and Francine Menashy
This insightful book brings together both academics and researchers from a variety of international organizations and aid agencies to explore the complexities of public private partnerships as a resurgent, hybrid mode of educational governance that operates across scales, from the community to the global.
Edited by Sara Delamont
The Handbook of Qualitative Research in Education offers both basic and advanced discussions of data collection, analysis and representation of all the best qualitative methods used in educational research.
Avoiding a Tragedy of the Commons
Using a political economy framework to analyze the current problems facing US postsecondary education, The New Limits of Education Policy tackles the questions surrounding the future of higher education. The study provides an explanation of why improvement of teaching and learning is not a high priority for the stakeholders involved. Roger Benjamin explains why heightened recognition by the State of the importance of human capital in the knowledge economy will create the external conditions that will, in turn, create the need for an altered incentive system for these stakeholders. He goes on to make a case for additional positive incentives that would reward behavior that improves teaching and learning.
Edited by Donald E. Heller and Madeleine B. d’ Ambrosio
This volume, part of the TIAA-CREF Institute Series on Higher Education, is based on a national conference convened by the Institute in November 2007. The generational issues that were the focus of the conference raise both risks and opportunities with the potential to profoundly affect our cultural environment, both inside and outside academe.