Updated November 2018
Equity, Quality and Relevance
Understanding equity, quality and relevance: Concepts, dimensions and interrelationships (388 pp)
Aikman, S. and E. Unterhalter. 2013. Gender equality, capabilities and the terrain of quality education. In Tikly, L. & A.M. Barrett (Eds.) Education Quality and Social Justice in the Global South. Challenges for policy, practice and research. London: Routledge, 25-39 (10 pp)
Barrett, A., R. Chawla-Duggen, J. Lowe, J. Nikel, E. Ukpo. 2006.The Concept of Quality in Education. Review of ‘international’ literature on the concept of quality in education. EdQual Working Paper, Quality No. 2. (16 pp). Electronically available here
Farrell, Joseph P. 2013. Equality of Education: A Half-Century of Comparative Evidence Seen from a New Millennium. In Arnove, R.E., C.A. Torres & S. Franz, Comparative Education. The Dialectic of the Global and the Local. Lanham: Rowman and Littlefield Publisher, Fourth Edition, 149-174 (20 pp)
Kabeer, N. 2000. Social Exclusion, poverty and discrimination. Towards an analytical framework. IDS Bulletin Vol. 31, No. 4, 83-97 (12 pp).Electronically available here
Kendall, Nancy. 2008. Vulnerability in AIDS-affected states: Rethinking child rights, educational institutions and development paradigms. International Journal of Educational Development, 28. 365-383 (18 pp). Electronically available here
Kubow, P. K. and P. R. Fossum. 2007. Comparative Education: Exploring Issues in International Context. New Jersey: Pearson Merill, Prentice Hall. Ch. 4, 125-156 (31 pp)
Le Fanu, G. 2013. Reconceptualising inclusive education in international development. In Tikly, L. & A.M. Barrett (Eds.) Education Quality and Social Justice in the Global South. Challenges for policy, practice and research. London: Routledge, 40-55 (12 pp)
Lewin, K. 2015. Educational access, equity, and development: Planning to make rights realities. Fundamentals of Educational Planning 98. UNESCO: IIEP. Ch. 1, pp. 29-45 (16 pp) Available on IIEP website
Schweisfurth, M. 2013. Learner-centred education in international perspective. Whose pedagogy for whose development? London, Routledge, 37-57 (20 pp)
Stromquist, N. (2013). Women’s education in the twenty-first century. In: Arnove, R. et al. Comparative Education. The Dialectic of the Global and the Local. Lanham: Rowman & Littlefield Pulbishers, Inc., pp. 175-200 (22 pp)
Tikly, L. and A.M. Barrett. 2013. Education quality and social justice in the global South: towards a conceptual framework. In Tikly, L. & A.M. Barrett (Eds.) Education Quality and Social Justice in the Global South. Challenges for policy, practice and research. London: Routledge, 11-24 (10 pp)
Tomasevski, Katarina. 2006. Human Rights Obligations in Education. The 4-A Scheme. Nijmegen, Wolf Legal Publishers, pp. 1-148 (148 pp)
UNESCO. 2015. Education for All 2000-2015. Achievements and Challenges. Paris: UNESCO, pp. 187-217 (28 pp) Electronically available
UNESCO. 2005. Education for All: the Quality Imperative. EFA Global Monitoring Report. Paris: UNESCO. 27-37 (10 pp).Electronically available here
Unterhalter, E. 2014. Thinking about gender in comparative education. Comparative Education. 50 (1), pp. 112-126 (15 pp)
Importance of adult education (92 pp)
Beder, H. (1989). Purposes and philosophies. Handbook of adult and continuing education. San Francisco: Jossey-Bass, pp. 37-48. (12 pp)
Cunningham, P. (1993). Let’s get real: A critical look at the practice of adult education. Journal of Adult Education, 22(1), pp. 3-15. (12 pp)
Hickling-Hudson, A. (2013) A Theory of Literacicies for Considering the Role of Adult and Community Education in Postcolonial Change. In: Arnove. R. F. et al. (editors), Comparative Education. The Dialectic of the Global and the Local.Lanham: Rowman & Littlefield Publishers, Inc., pp. 223-245 (18 pp)
Knowles, M. (1973). The adult learner: a neglected species. Houston, Gulf Publishing Company, pp. 40-49 (10 pp)
UNESCO (2018). Handbook on measuring equity in education, pp. 11-13, 16-37. Retrieved through:
http://uis.unesco.org/sites/default/files/documents/handbook-measuring-equity-education-2018-en.pdf (24 pp)
UNESCO. (2016). Education for people and planet: Creating sustainable futures for all. Global Education Monitoring Report, pp. 236-241, 274-285 (16 pp)
Secondary, vocational and higher education (94 pp)
Brennan, J., & Naidoo, R. (2008). Higher education and the achievement (and/or prevention) of equity and social justice. Higher Education, 56 (3), 287-302. (15 pp)
Lauglo, J. 2005. Vocationalised Secondary Education Revisited. In: J. Lauglo and R. McLean (eds) Vocationalised Education Revisited, UNESCO-UNEVOC, 3-47 (44 pp)
Salmi, Jamil, 2002. Constructing knowledge societies: New challenges for tertiary education, 2002.
The World Bank, 7-42 (35 pp) http://siteresources.worldbank.org/TERTIARYEDUCATION/Resources/Documents/Constructing-Knowledge-Societies/ConstructingKnowledgeSocieties.pdf
Globalization and curriculum reform (211pp)
Maroy, C. (2009). Convergences and hybridization of educational policies around
‘post‐bureaucratic’ models of regulation. Compare: A Journal of Comparative and
International Education, 39(1), 71-84. doi:10.1080/03057920801903472 (13 pp)
M?lstad, C. E., & Karseth, B. (2016). National Curricula in Norway and Finland: the Role of Learning Outcomes. European Educational Research Journal, 15(3). p 329-344 (14 pp)
Olsen, J. P. (2006). Maybe It Is Time to Rediscover Bureaucracy. Journal of Public Administration Research and Theory, 16(1), 1-24. doi:10.1093/jopart/mui027 (23 pp).
Sivesind, K., A. Afsar and K. E. Bachmann. 2016. Transnational policy transfer over three curriculum reforms in Finland: The constructions of conditional and purposive programs (1994-2016). European Educational Research Journal Vol 15 (3) 345-365 (16 pp) DOI: 10.11177/1474904116648175
Sivesind, K. and N. Wahlstr?m. 2016. Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of views. European Educational Research Journal Vol 15 (3) 271-278 (7 pp) DOI: 10.11177/1474904116647060
Verger, A. Fontdevila, C., Rogan, R and Gurney, T. Manufacturing an illusory consensus? A bibliometric analysis of the international debate on education privatisation. In International Journal of Eudcational Development, Available online 2 February 2018 https://doi.org/10.1016/j.ijedudev.2017.12.011 (15 pp).
Williamson, B. (2013). The future of the curriculum: School knowledge in the digital age: MIT Press. (123 pp).
Importance of ICT in education (72 pp)
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459. (20 pp)
Organization for Economic Co-operation and Development. & European Commission. (2009). Assessing the effects of ICT in education: Indicators, criteria and benchmarks for international comparisons. Luxembourg: Office for Official Publications of the European Communities, pp. 83-104. (21 pp)
Pelgrum, W. J., & Law, N. W. Y. (2003). ICT in education around the world: Trends, problems and prospects. UNESCO: International Institute for Educational Planning, pp. 19-29. (11 pp)
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9 (5), 1-6. (6 pp)
Robinson, B. (2008). Using Distance Education and ICT to Improve Access, Equity and the Quality in Rural Teachers' Professional Development in Western China. International Review of Research in Open and Distance Learning, 9 (1), 1-14. (14 pp)
UNESCO (2018) Handbook on measuring equity in Education, 11-13, 16-37. Retrieved through:
http://uis.unesco.org/sites/default/files/documents/handbook-measuring-equity-education-2018-en.pdf
Social equity in higher education reform (162 pp)
Au, W., & Lubienski, C. (2016). The Role of the Gates Foundation and the Philanthropic Sector in Shaping the Emerging Education Market. Lessons from the US on Privatization of Schools and Education Governance. In A. Verger, C. Lubienski, & G. Steiner-Khamsi (Eds.), The Global Education
Industry (pp. 27–43). New York: Routledge. (16 pp)
Carney, S. (2009). Negotiating Policy in an Age of Globalization: Exploring Educational “Policyscapes” in Denmark, Nepal, and China. Comparative Education Review, 53(1), 63–88. (25 pp)
Fox, W. H., & Al Shamisi, S. (2014). United Arab Emirates’ Education Hub: A Decade of Development. In J. Knight (Ed.), International Education Hubs. Student, Talent, Knowledge-Innovation Models (pp. 63–80). Dordrecht u.a.: Springer. (23 pp)
Knight, J. (2014). Understanding Education Hubs in the Context of Crossborder Education. In J. Knight (Ed.), International Education Hubs. Student, Talent, Knowledge-Innovation Models (pp. 13–28). Dordrecht: Springer. (15 pp)
Marginson, S. (2016). The Global Construction of Higher Education Reform. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), The Handbook of Global Education Policy (pp. 291–311). Chichester: John Wiley & Sons, Ltd. (20 pp)
Mundy, K., Green, A., Lingard, B., & Verger, A. (2016). Introduction: The Globalization of Education Policy - Key Approaches and Debates. In K.
Mundy, A. Green, B. Lingard, & A. Verger (Eds.), The Handbook of Global Education Policy (pp. 1–20). Hoboken: John Wiley & Sons. (20 pp)
Sidhu, R., Ho, K.-C., & Yeoh, B. S. A. (2014). Singapore: Building a Knowledge and Education Hub. In J. Knight (Ed.), International Education Hubs. Student, Talent, Knowledge-Innovation Models (pp. 121–143). Dordrecht u.a.: Springer. (22 pp)
Verger, A., Lubienski, C., & Steiner-Khamsi, G. (2016). The Emergence and Structuring of the Global Education Industry. Towards an Analytical
Framework. In A. Verger, C. Lubienski, & G. Steiner-Khamsi (Eds.), The Global Education Industry (pp. 3–24). New York: Routledge. (21 pp)
Total: 1019 pp
The contents of this page are subject to change due to unforseen errors and/or omissions. All changes will be posted on the semester page.