Journal of International Cooperation in Education
ISSN: 2755-029X
eISSN: 2755-0303
Description
The Journal of International Cooperation in Education (JICE) is a peer-reviewed, open access journal that engages with empirical, theoretical and methodological discussions on educational policies, systems and practices in the global South. Since its official launch in 1998, JICE has become an alternative venue for generating non-Western-centric knowledge in educational development. JICE aims to contribute to accumulating field-level knowledge, policy-making and development strategies in the global South while espousing an unconventional mode of international cooperation in education.
The webpage and the submission system
eISSN: 2755-0303
Description
The Journal of International Cooperation in Education (JICE) is a peer-reviewed, open access journal that engages with empirical, theoretical and methodological discussions on educational policies, systems and practices in the global South. Since its official launch in 1998, JICE has become an alternative venue for generating non-Western-centric knowledge in educational development. JICE aims to contribute to accumulating field-level knowledge, policy-making and development strategies in the global South while espousing an unconventional mode of international cooperation in education.
The webpage and the submission system
Webinar on 5 January 2022 entitled "Reimagining our futures together: a new social contract for education"
The Portuguese Comparative Education Section (SPCE-SEC) invites the entire educational and academic community to participate in the webinar entitled Reimagining our futures together: a new social contract for education. This event will happen on January 5th from 3 pm to 4:30 pm Portugal time. The focus is the UNESCO Report published in 2021, with Professor António Nóvoa as speaker.
The webinar is free, and the access link is now available on the SPCE-SEC website. The working language in the webinar will be Portuguese. We would like to count on the presence of everyone to strengthen the exchange and debate around a thematic that is common to us.
The webinar is free, and the access link is now available on the SPCE-SEC website. The working language in the webinar will be Portuguese. We would like to count on the presence of everyone to strengthen the exchange and debate around a thematic that is common to us.
| cartaz_a4_pdf_impr.pdf |
Survey by UNESCO’s International Institute for Higher Education in Latin America and the Caribbean (UNESCO-IESALC)
UNESCO’s International Institute for Higher Education in Latin America and the Caribbean (UNESCO-IESALC) is running a major public consultation on the futures of higher education. This is being undertaken within the framework of UNESCO’s Futures of Education flagship project, a global initiative to reimagine how knowledge and learning can shape the future of humanity and the planet.
We hope to engage as many people as possible around the world to have their say on their hopes (and fears) for higher education in 2050. We invite you to complete a brief online survey and to share the links widely on your social media and other networks. The survey is open to all, regardless of age, profession, location etc. It’s available in English, French, Portuguese and Spanish until 31 July.
More information about the public consultation and links to the survey can be found at:
English - https://www.iesalc.unesco.org/en/futures-of-higher-education/public-consultation/
En français – https://www.iesalc.unesco.org/en/les-futurs-de-lenseignement-superieur/consultation-publique/
Em português - https://www.iesalc.unesco.org/en/consulta-publica-pt/
En español - https://www.iesalc.unesco.org/los-futuros-de-la-educacion-superior/consulta-publica/
Thank you in advance for your contribution. To find out more about UNESCO-IESALC’s work, subscribe to our newsletter athttps://www.iesalc.unesco.org/en/newsletter/.
We hope to engage as many people as possible around the world to have their say on their hopes (and fears) for higher education in 2050. We invite you to complete a brief online survey and to share the links widely on your social media and other networks. The survey is open to all, regardless of age, profession, location etc. It’s available in English, French, Portuguese and Spanish until 31 July.
More information about the public consultation and links to the survey can be found at:
English - https://www.iesalc.unesco.org/en/futures-of-higher-education/public-consultation/
En français – https://www.iesalc.unesco.org/en/les-futurs-de-lenseignement-superieur/consultation-publique/
Em português - https://www.iesalc.unesco.org/en/consulta-publica-pt/
En español - https://www.iesalc.unesco.org/los-futuros-de-la-educacion-superior/consulta-publica/
Thank you in advance for your contribution. To find out more about UNESCO-IESALC’s work, subscribe to our newsletter athttps://www.iesalc.unesco.org/en/newsletter/.
New Book Released
Education and DevelopmentOutcomes for Equality and Governance in Africa
Editors: Ndulo, Muna B., Assié-Lumumba, N'Dri T.
This edited volume addresses a critical aspect of development in Africa: the intersection between education and governance. Using case studies and experiences from different parts of the continent, this book assesses how the potential for human resources, in terms of education, can be leveraged in the development process to achieve equity, inclusive development and governance outcomes in Africa. This book builds on the "resource curse" to focus on human resources as an alternative paradigm to sustainable development in Africa. At a time when concerns over access to quality education is an important issue among policy makers and international development agents, this timely project calls attention to one of the most critical aspects of development in Africa.
New Book Released in the WCCES-Brill/ Sense Series
Relationality and Learning in Oceania: Contextualizing Education for Development
Editors: Seu'ula Johansson-Fua, Rebecca Jesson, Rebecca Spratt and Eve Coxon
This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Paci c Islands primary education schools. The
interventions explored here—in Solomon Islands and Tonga— were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program’s acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity.
Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which
center the importance of context and culture, and the signi cance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in ‘education for development’ in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the ‘global’ imperatives shaped by dominant development discourses.
New Book Released
Documenting the outcomes from three decades of transnational research conducted under the leadership of António Teodoro, this volume offers a robust scaffolding of the social and political context in which global education is being challenged by the contradictions of neoliberalism, globalization, deregulation, governance, and democracy.
Contesting the Global Development of Sustainable and Inclusive Education presents outcomes from transnational studies conducted in response to global policies advocating the development of sustainable and inclusive education for all. Chapters map the impacts of globalization on education policy and consider how international organizations are shaping national education reforms. Focusing on questions of social justice, the volume asks how the neoliberal strategies enacted by national governments are affecting the work of teachers, as well as curriculum, teacher training, and assessment. Finally, the text asks whether there are alternatives to financially-driven, competition-based reforms which might better position education as an action project for social justice.
This volume will be of interest to postgraduate students, scholars, researchers and policymakers in the fields of global education, comparative education, and education policy.
Call for Applications for Volunteers at WCCES Secretariat in Geneva
Organization: World Council of Comparative Education Societies (WCCES)
Location: Geneva (Switzerland)
Position: Volunteer
Established in 1970 and organized as an NGO in official consultative status with UNESCO, the World Council of Comparative Education Societies (WCCES) is an international organization of comparative education societies from across the globe.
WCCES is inviting applications for two volunteers to be assigned to its secretariat located at the premises of UNESCO International Bureau of Education (IBE), Geneva (Switzerland).
These volunteer positions are unpaid and the duration for each is for a period of 9 months. The positions are non-renewable.
Reporting to the WCCES Executive Director, the interns will be assigned office space in the WCCES secretariat to discharge their assigned responsibilities, which will include work related to the WCCES activities, specific events, publications, and general administration. The responsibilities for each volunteer will be detailed in their respective letters of appointment.
Desirable qualifications
- Interest in comparative and international education
- Bachelors, Masters or Doctoral degree in comparative education/ social sciences/ business management
- Excellent written and oral communication skills in English (and any of the other 5 official languages of the United Nations viz. Arabic, Chinese, French, Russian and Spanish)
- Legally eligible to work in Switzerland. Proof of eligibility must be provided if selected.
The volunteers will receive a certificate of appreciation upon successful completion of their term.
To ensure that two volunteers are on duty at any given time, there is no closing date for the applications. The first two volunteers are expected to start as soon as possible.
Contact: executivedirector@wcces-online.org with a one-page letter of interest along with your CV and contact details of two references.
WCCES is an inclusive organization and does not discriminate on any grounds including age, gender, race, religion, color, nationality.
Location: Geneva (Switzerland)
Position: Volunteer
Established in 1970 and organized as an NGO in official consultative status with UNESCO, the World Council of Comparative Education Societies (WCCES) is an international organization of comparative education societies from across the globe.
WCCES is inviting applications for two volunteers to be assigned to its secretariat located at the premises of UNESCO International Bureau of Education (IBE), Geneva (Switzerland).
These volunteer positions are unpaid and the duration for each is for a period of 9 months. The positions are non-renewable.
Reporting to the WCCES Executive Director, the interns will be assigned office space in the WCCES secretariat to discharge their assigned responsibilities, which will include work related to the WCCES activities, specific events, publications, and general administration. The responsibilities for each volunteer will be detailed in their respective letters of appointment.
Desirable qualifications
- Interest in comparative and international education
- Bachelors, Masters or Doctoral degree in comparative education/ social sciences/ business management
- Excellent written and oral communication skills in English (and any of the other 5 official languages of the United Nations viz. Arabic, Chinese, French, Russian and Spanish)
- Legally eligible to work in Switzerland. Proof of eligibility must be provided if selected.
The volunteers will receive a certificate of appreciation upon successful completion of their term.
To ensure that two volunteers are on duty at any given time, there is no closing date for the applications. The first two volunteers are expected to start as soon as possible.
Contact: executivedirector@wcces-online.org with a one-page letter of interest along with your CV and contact details of two references.
WCCES is an inclusive organization and does not discriminate on any grounds including age, gender, race, religion, color, nationality.
| call_for_applications_for_volunteers_at_the_wcces_secretariat.pdf |
Assistant or Associate Professor Position
International Education Policy
University of Maryland, College of Education
Department of Counseling, Higher Education, and Special Education
College Park, Maryland, USA
International Education Policy
University of Maryland, College of Education
Department of Counseling, Higher Education, and Special Education
College Park, Maryland, USA
Proceedings Book Released
A Educação Comparada para além dos números: contextos locais, realidades
nacionais, processos transnacionais
Edited by: Carla Galego, Maria Manuel Calvet Ricardo & António Teodoro
The section of Educação Comparada of Sociedade Portuguesa de Ciências de Educação (SPCE-SEC) organized in Lisbon, from 25th to 27th January 2016, its 1st International Conference under the title: Comparative Education beyond the numbers: local contexts, national realities and transnational processes
The Conference was attended by 312 participants from Europe (137), Latin America (129), Asia (3) and Africa (3). Of these participants, 214 presented a communication, inserted in the vast program that included,
in addition to plenary sessions, thematic sessions, working groups and free communications. Not all authors have provided the Organizing Committee with the texts of their communications but a very significant number made his work available for publication. The ebook now released contains all such communications.
It was not easy to gather so many and varied contributions. With the apology for the delay, this contribution is of a very high importance to SPCE-SEC, a section of the SPCE that intends to represent nationally and internationally the community that, in Portugal, identifies itself with the area of Comparative Education.
New Book Released
Re-Visioning Education in Africa - Ubuntu-Inspired Education for Humanity
Edited by: Emefa J. Takyi-Amoako and N'Dri Thérèse Assié-Lumumba
Palgrave Macmillan, 2018
ISBN: 9783319700434 , 257 Pages
Teaching in Higher Education
Call for Papers for Special Issue
Educational mobilities and internationalised higher education: Critical perspectives
Co-Editor: Peter Kahn, Director of the Centre for Higher Education Studies, University of Liverpool
Co-Editor: Lauren Ila Misiaszek, Associate Professor, Institute of International and Comparative
Education, Beijing Normal University, and Secretary General, World Council of Comparative Education
Societies
Deadline: 11 May 2018
For the first time, equity is at the heart of international development goals. The Sustainable Development Goal related to education (SDG 4) calls for inclusive and equitable quality education for all, encompassing not only gender parity in equal access to school but also “persons with disabilities, indigenous peoples and children in vulnerable situations”.
Greater equity and inclusion in education cannot be achieved without better data and analysis on the most marginalised populations. Yet today, many groups remain invisible in statistics at the national and global levels. As the official data source for SDG 4, the UNESCO Institute for Statistics (UIS) regularly produces indicators, tools, standards and methodologies to guide countries in their data collection, analysis and dissemination.
This handbook, produced in collaboration with FHI 360, Oxford Policy Management and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, proposes standard approaches and practical guidance in collecting information on educational equity. It addresses knowledge gaps while presenting a conceptual framework to measure equality in learning, offering practical guidance on calculating and interpreting indicators. The handbook also analyses the current situation in 75 national education systems, providing concrete examples in improving equity in education and recommendations for better data coverage to target the most disadvantaged groups. Lastly, the role of government spending is analysed to shed light on the groups that are most likely to benefit and how resources could be redistributed.
To better design policy interventions, countries need solid evidence. This handbook provides the tools
needed to produce high-quality, disaggregated data that are essential to ensure no one is left behind.
For more information:
Amy Otchet: a.othet@unesco.org
UNESCO Institute for Statistics (UIS)
www.uis.unesco.org
@UNESCOstat to edit.
Greater equity and inclusion in education cannot be achieved without better data and analysis on the most marginalised populations. Yet today, many groups remain invisible in statistics at the national and global levels. As the official data source for SDG 4, the UNESCO Institute for Statistics (UIS) regularly produces indicators, tools, standards and methodologies to guide countries in their data collection, analysis and dissemination.
This handbook, produced in collaboration with FHI 360, Oxford Policy Management and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, proposes standard approaches and practical guidance in collecting information on educational equity. It addresses knowledge gaps while presenting a conceptual framework to measure equality in learning, offering practical guidance on calculating and interpreting indicators. The handbook also analyses the current situation in 75 national education systems, providing concrete examples in improving equity in education and recommendations for better data coverage to target the most disadvantaged groups. Lastly, the role of government spending is analysed to shed light on the groups that are most likely to benefit and how resources could be redistributed.
To better design policy interventions, countries need solid evidence. This handbook provides the tools
needed to produce high-quality, disaggregated data that are essential to ensure no one is left behind.
For more information:
Amy Otchet: a.othet@unesco.org
UNESCO Institute for Statistics (UIS)
www.uis.unesco.org
@UNESCOstat to edit.
Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research is currently
accepting submissions for its Doctoral Research Grants,
Faculty Research Grants, and Seed Grant opportunities.
Ideal Applicants: The Al Qasimi Foundation grants are ideal for individuals with existing research interests in the GCC and Middle East region related to education, arts and culture, urban planning and community development, or public health. The Foundation would also consider submissions related to philanthropy in the region. While Ras Al Khaimah/United Arab Emirates (UAE) must be a significant site for data collection and analysis, comparative studies are welcome and encouraged. Scholars associated with an accredited higher education institution anywhere in the world are eligible to apply, and awards cover expenses associated with conducting field research in the UAE.
accepting submissions for its Doctoral Research Grants,
Faculty Research Grants, and Seed Grant opportunities.
Ideal Applicants: The Al Qasimi Foundation grants are ideal for individuals with existing research interests in the GCC and Middle East region related to education, arts and culture, urban planning and community development, or public health. The Foundation would also consider submissions related to philanthropy in the region. While Ras Al Khaimah/United Arab Emirates (UAE) must be a significant site for data collection and analysis, comparative studies are welcome and encouraged. Scholars associated with an accredited higher education institution anywhere in the world are eligible to apply, and awards cover expenses associated with conducting field research in the UAE.
New Book:
Religion and Education - Comparative and International Perspectives
By Malini Sivasubramaniam and Ruth Hayhoe
New Book:
Knowledge and the Study of Education- An International Exploration
By Geoff Whitty & John Furlong
New Program:
Master of International Management, Education & Training: An Online and Bilingual Program
University of Bordeaux
France