The Handbook of Education in China provides both a comprehensive overview and an original interpretation of key aspects of education in the People’s Republic of China. It has four parts: The Historical Background; The Contemporary Chinese System; Problems and Policies; The Special Administrative Regions: Macau and Hong Kong. The Handbook is an essential reference for those interested in Chinese education; as well as a comprehensive textbook that provides valuable supplementary material for those studying Chinese politics, economy, culture and society more generally.
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Edited by W. J. Morgan, Qing Gu and Fengliang Li
Edited by Hans-Peter Blossfeld, Nevena Kulic, Jan Skopek and Moris Triventi
Recognising that social change over recent decades has strengthened the need for early childhood education and care, this book seeks to answer what role this plays in creating and compensating for social inequalities in educational attainment.
An International Comparison
Edited by Hans-Peter Blossfeld, Sandra Buchholz, Jan Skopek and Moris Triventi
From an international comparative perspective, this third book in the prestigious eduLIFE Lifelong Learning series provides a thorough investigation into how social inequalities arise during individuals’ secondary schooling careers. Paying particular attention to the role of social origin and prior performance, it focuses on tracking and differentiation in secondary schooling examining the short- and long-term effects on inequality of opportunities. It looks at ways in which differentiation in secondary education might produce and reproduce social inequalities in educational opportunities and educational attainment. The international perspective allows illuminating comparison in light of the different models, rules and procedures that regulate admission selection and learning in different countries.
The Policy and Leadership Challenges
Edited by John Goddard, Ellen Hazelkorn, Louise Kempton and Paul Vallance
This innovative book addresses the leadership and management challenges of maximising the contribution of universities to civil society both locally and globally. It does this by developing a model of the civic university as an academic concept, drawing out practical lessons for university management on how to embed civic engagement in the heartland of the university. To this end, the contributors compare experiences and reports on a developmental process in eight institutions: University College London and Newcastle University in the UK, Amsterdam and Groningen Universities in the Netherlands, Aalto and Tampere Universities in Finland and Trinity College Dublin and Dublin Institute of Technology in Ireland. It will be of interest to academics of politics, public policy and management studies, as well as having relevance to policymakers in the field.
Projects, Processes, Politics
Edited by Susan L. Robertson, Kris Olds, Roger Dale and Que Anh Dang
This original book provides a unique analysis of the different regional and inter-regional projects, their processes and the politics of Europeanisation, globalisation and education. Collectively, the contirbutors engage with international relations and integrations theory to explore new ways of thinking about regionalisms and inter-regionalisms, and bring to the fore the role that higher education plays in this.
A Comparative Analysis of the Transmission of Socio-Economic Inequalities
Edited by Fabrizio Bernardi and Gabrielle Ballarino
This innovative book takes a comparative approach to the social origin–education–destination triangle (OED), looking at the intergenerational transmission of advantage in 14 countries. The intention is to debate the claim that education is the ‘great social equalizer’. The contributors examine the relation between family background, education and occupational achievement over time and across educational levels, focusing on the relationship between individuals’ social origins and their income and occupational outcomes. It will be of interest to academics and students of social policy and those interested in social inequalities and their reproduction over time.
An International Comparison of School-to-Work Transitions
Edited by Hans-Peter Blossfeld, Jan Skopek, Moris Triventi and Sandra Buchholz
For much of the twentieth century, women lagged considerably behind men in their educational attainment. However, in recent decades, young women have become an important source of human capital for labor markets in modern societies, as well as potential competitors to the male workforce. This book asks whether or not women have been able to convert their educational success into gains on the labor market
Edited by Pauline Dixon, Steve Humble and Chris Counihan
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.
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