Education Policies in the 21st Century : Comparative Perspectives.

Intro -- Preface -- Contents -- List of Contributors -- List of Figures -- List of Tables -- Political Actors and Education Policy -- The Transformation of the Nation-States and Education -- Transformation of the Nation-State -- From Modernism to Postmodernism -- From Nationalism to Multiculturalism -- From Unity to Multi-Centrality -- The Nation-State and Its Aftermath -- Education is the Substance of Society -- Education Teaches One How to Live in a City -- Employment Through Education -- The Transition Stages to the Post-Nation-State Period -- Stage of Nationalization -- Stage of the Nation-State -- The Stage of the Open Society -- Stage of Connectivity -- Effects of the Post-Nation-State Period on Education -- Initiatives Taken to Transform Education in the Post-Nation-State Period -- Reform of the Whole System -- Curriculum -- Teacher Qualifications -- School Autonomy -- Educational Environments -- Educational Outputs -- Lifelong Learning -- Conclusion -- References -- When Models Become Monopolies: The Making of Education Policy at the World Bank -- Background: The Dilemma of Manpower Planning -- How the World Bank Makes Education Policy -- Act Two: The Acquisition of George Psacharopoulos -- Act Three: The Monopoly of Rate-of-Return Evidence -- Act Four: The Struggle Over Higher Education Policy -- The Final Act: The Bank Rights Itself -- Implications -- Has the Bank Learned a Lesson: A Brief Commentary on the Education Paper of 2011 -- Has the Bank Learned a Lesson? A Brief Comment on the World Development Report 20183 -- References -- Comparing Educational Reforms in Turkey and Brazil Through Prospects for the Twenty-First Century -- Educational Reform and Development Nexus -- Educational Systems in Turkey and Brazil -- Historical Background of Educational Reforms -- Educational Reform in Contemporary Turkey and Brazil -- Conclusion.

References -- New Political Economy and Education -- So Equal yet so Different: Comparison of Accountability Policies in the Global Education Reform Movement-The Case of England and Spain -- The Interpretative Approach and Method -- The Educational Context of England -- Trajectory of Accountability Policies in England -- The Educational Context of Spain -- Trajectory of Accountability Policies in Spain -- Comparative Conclusions -- References -- Improving the Transition from Higher Education to Employment: A Review of Current Policies -- Enhancing Employment Opportunities and Employment Conditions -- Increasing the Capacity of Higher Education Institutions for the Acquisition of Employability Skills -- Monitoring and Developing Prominent Skills in Working Life -- Conclusion -- References -- General Education Versus Vocational Education: Vocational Education and Its Future -- International Standard Classification of Education (ISCED) -- General or Vocational Technical Education -- The Cost of General Education and Vocational and Technical Education -- Future Projections in Vocational and Technical Education -- Structural Status of Vocational and Technical Education Institutions in the Future -- Content and Process -- Results and Suggestions -- References -- Internationalization in Education -- International Schools in the Context of Cultural Diplomacy: Actors and New Approaches -- Culture and Education as a Foreign Policy Argument -- International Education and International Schools -- State-Supported International Schools -- The Agency for French Education Abroad (AEFA) -- The Central Agency for German Schools Abroad (ZfA) -- British Schools Overseas (BSO) -- Confucius Classrooms -- Turkish Maarif Foundation -- The Political and Cultural Effects of International Schools: Cultural Diplomacy -- Promotion of the Country of Origin, Nation Branding.

Teaching Language and Culture -- Training of Local Elites -- Forgetting the Traces of the Colonialism and Negative Past -- Conclusion -- References -- New Trends in International Education: Impact of COVID-19 and Digitalization on Higher Education and Student Mobility -- International Student Mobility and Equality -- Digitalization and Its Costs on Higher Education -- The COVID-19 Pandemic, Education, and International Education Mobility -- The Digital Revolution in Higher Education -- Conclusions and Implications -- References -- International Schools and Educational Programs: A Critical Analysis from a Cultural Perspective -- International Education Programs -- International Baccalaureate (IB) -- Council of International Schools (CIS) -- Agency for French Education Abroad (AEFE) -- Central Agency for German Schools Abroad (ZfA) -- Global Education and Global Hegemony -- Education in Foreign Language and Cultural Alienation -- International Education and Brain Drain -- Conclusion -- References -- Exploring International Joint and Dual Degree Programs and Transnational Higher Education: Ideas and Possibilities During COVID-19 -- Transnational Higher Education (TNHE) -- TNHE and Chinese Higher Education Landscapes -- International Joint and Dual Degree Programs -- Case Study: The Joint/Dual Degree Programs Partnership for IUPUI and SYSU -- Indiana University-Purdue University Indianapolis -- Sun Yat-Sen University -- IUPUI-SYSU: Overview of International Joint/Dual Degree Programs -- Perspectives, Issues, and Opportunities -- Conclusion -- Recommendations: Policies and Applications -- References -- The International Transfer of Education Models: Crafting the Neoliberal Citizen Through Regionalization and Rewesternization in Trinidad and Tobago -- Introduction -- Overview of Trinidad and Tobago's Education System -- Reframing Educational Transfer.

OECD as an Actor and Its PISA Transfer Mechanism -- Regionalism or Internationalization: Tracing Educational Transfer in the Caribbean -- Concluding Thoughts -- References.

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