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
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.
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: email@example.com UNESCO Institute for Statistics (UIS) www.uis.unesco.org @UNESCOstat to edit.
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