Journal of International Relations and Development, vol. 12, 2009, p. 418-426
Higher education in Bosnia and Herzegovina is divided along ethnic lines and has always been heavily influenced by the ideology of the government in power, communist or nationalist. The author calls for the adoption of an effective Law of Higher Education at the national level, transcending ethnic and ideological divisions and focusing on individual, not collective, rights. Such a legal framework would need to:1) break the hold of the ruling ideology of the time on universities; and 2) establish academic freedom.
F. Rizvi and B. Lingard
London: Routledge, 2010
In this book, the authors explore the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states. They provide an overview of some critical issues in educational policy to which they claim a hegemonic view of globalisation has given rise, including: devolution and decentralization; new forms of governance; the balance between public and private funding of education; access and equity and the education of girls; curriculum, particularly with respect to the teaching of English language and technology; pedagogies and high stakes testing; and the global trade in education.
R. Maclean and D.N. Wilson (editors)
New York: Springer, 2009
The aim of this handbook is to review the developments that have occurred in technical and vocational education and training (TVET) particularly those that may help improve the field. It provides information on TVET models that occur in different parts of the world and using case studies as examples examines best and innovative practice. This volume is the first in the series and addresses questions that arise from the shift to a global labour marketplace, such as how to anticipate change in the labour market and how to best respond in providing appropriate educational and training courses in such a fluid world economy.
Dordrecht; London: Springer, 2009
This book analyses the elements which characterise markets in education, includes an examination of the social conditions that facilitate the invasion of all public spaces by the free market, and an analysis of the various education policies and practices that embody privatisation of education, and explores the educational and social consequences of markets in education. Secondly, the book examines the process of the building of the public education system in Israel, and analyses the retreat from it in recent years. Because the Israeli public education system emerged shortly after the establishment of the state in 1948, this case study provides an opportunity to examine the significance of public schooling in the process of nation-building.
G. Bosch and J. Charest (editors)
London: Routledge, 2010 (Routledge studies in employment and work relations in context; 4)
This book is based on the results of a research project conducted from 2005 to 2007 and built around three international seminars held in Montreal, Gelsenkirchen and Mexico. The perspective adopted by the researchers sought to reveal the organising principles of each national vocational training system, its links with general education, further training and the labour market and the role of the various social actors, as well as each system's strengths and weaknesses. The book provides a comparative analysis of vocational training systems with a total of sixteen researchers from ten countries contributing to the research.