Index
2022; Linguagem: Inglês
10.1108/s1479-36792022000043b013
ISSN1479-3679
ResumoCitation (2022), "Index", Wolhuter, C.C. and Wiseman, A.W. (Ed.) World Education Patterns in the Global South: The Ebb of Global Forces and the Flow of Contextual Imperatives (International Perspectives on Education and Society, Vol. 43B), Emerald Publishing Limited, Bingley, pp. 207-217. https://doi.org/10.1108/S1479-36792022000043B013 Publisher: Emerald Publishing Limited Copyright © 2022 C. C. Wolhuter and Alexander W. Wiseman INDEX Note: Page numbers followed by “n” indicate notes. Abrahamic religions, 24 Academic achievement, 201–204 Academic education, 174 Academic mobility, 2 Academic performance, 199, 202 Academic success, 201 Accelerated mobility, 128–129 1961Addis Ababa Plan (see Outline of a Plan for African Educational Development) Administration, 29–30 in Sub-Saharan Africa, 182–183 in Vietnam, 106–107 Adult education subsystem, 200 Adult literacy, 28, 72, 174, 180–181 Aesthetic education, 199 “Alqaismiah School”, 27 Ancient Egypt, 26 Arab countries, 36 Arab region, 24 Arab Spring, 21–22 Arabic, 36 Arabization, 36 Artistic education, 202 Association Agreement, 3 Association of Southeast Asia Nations (ASEAN), 80 Australian Seasonal Worker Program, 128 Axial public policy, 151 Bangladesh, education development in, 69 Base Nacional Comum Curricular (BNCC), 170 Belarus, 2 economy, 4 education in Belarus in context of globalization and Europeanization impact, 8–13 educational policy in, 8 geography, 2–3 history, 3 politics, 3 regional context, 2 Beliefs in South Asia, 64–65 Bhutan, 60, 64 education development in, 70–71 Bologna Process, 2, 52 Bosnia and Herzegovina Brazil Brazilian National Educational System, 163 national educational system in, 162–163 Brazilian Common Core Curriculum (see Base Nacional Comum Curricular (BNCC)) Brazilian educational system, 162 British colonialism, 21, 65–66 Bulgaria, 9 “Capanema Reform”, 167 Caribbean, 142 Case study, 79–91 Caste system, 71 Casteism, 70 Central Asia education in, 43 Kazakhstan, 49–53 Kyrgyzstan, 53–54 Tajikistan, 55–57 Uzbekistan, 54–55 Central Intelligence Agency (CIA), 144 Children’s Circles in Cuba, 198 China, 20, 64 biology textbooks and curricula in, 183 geography, 46, 48, 99 Christianity, 24 Chronological development of Vietnamese education, 104–105 Civilizations, 20, 26 Climate change, 24–26, 127 “Climate refugees”, 128 Coeducation, 197 Colonial education in Sub-Saharan Africa, 180 Colonial period in MENA region, 27 Colonial power dynamics, 127 Colonialism, 61 Colonialization, 88 Colonization, 128 Commonwealth of Independent States (CIS), 3 Communism, 98 Comparative education, 14, 182, 185 society of Cuba, 191–204 Competency-based approach, 108 Comprehensive education, 200 Compulsory education, 30 1988 Constitution, 168–169 Constitutional amendment (CA), 168 Constitutional Letter of 1891, 166 1824 Constitution, 164–165 Contextualization, 142, 203 Cooperation, 168 Covid-19 pandemic, 24–25 “Credentialist equilibrium”, 32 Creed of Human Rights, 177 Cuba, 192 background and pedagogical foundations of Cuban educational model, 193–196 developing, 192–193 educational policy achievements, 201–204 globalization and education, 204 principles and characterization of Cuban educational system, 196–201 Cuban educational policy, 192, 201, 204 Cultural context of Indonesia, 83 of Malaysia, 83 of Myanmar, 84 of Vietnam, 83–84 Curricula, 25–26 Curricular initiatives, 122 Curriculum, 30–31, 108–110 in Latin American countries, 153 in Oceania, 130–133 in Sub-Saharan Africa, 183–184 Curriculum Reform Implementation Project (CRIP), 131 Cyprus, 9 Czech Republic, 9 Dakar Framework of Education for All (EFA), 87 Decentralization, 29 Democratization, 91, 168, 179 Demography in Kyrgyzstan, 46–47 of Latin American and Caribbean region, 143 in MENA region, 21 of Oceania, 123–124 of South Asia, 63 of Sub-Saharan Africa, 174–175 in Tajikistan, 48 in Uzbekistan, 45 of Vietnam, 99–100 Devolution of power, 29 Dialect, 23, 36, 122, 130, 135 Differentiated attention, 198 Digital revolution, 129–130 Digital technology in Oceania, 134 Diglossia, 36 Diversity in MENA economies, 22 Dowry system, 63 Early childhood education (ECE), 80, 198 in Indonesia, 84–85 Malaysia, 85 Myanmar, 84–86 Vietnam, 86 East Slavic countries, 2 Eastand South-East Asia (E-SEA), 62 Ecological crisis, 127–128 Economic and Social Commission for Western Asia (ESCWA), 23 Economic Commission for Latin America and the Caribbean (ECLAC), 143, 146, 152 Economic growth, 20, 22–23, 28, 32–33, 38, 60, 67–68, 70–71, 106, 125, 148, 176, 178–180, 182 Economic mobility, 28 Economic revolution, 178 Economic situation, 195 Economic vulnerability in South Asia, 64 Economics context of Indonesia, 82 of Malaysia, 82 of Myanmar, 82–83 of Vietnam, 82 Economy in Kazakhstan, 44 in Kyrgyzstan, 47 of Latin American and Caribbean region, 144–145 in MENA region, 22–23 of Oceania, 124 of South Asia, 61–62 of Sub-Saharan Africa, 176 in Tajikistan, 49 in Uzbekistan, 45 of Vietnam, 100–101 “Educa tu hijo”, 198 Education, 59, 195, 197, 204 in Belarus, Russia and Ukraine, 8–13 entire society in, 197 impact on languages of, 35–38 inequalities, 37–38 massive and equitable nature of, 197 in MENA region, 20, 24–26, 28–29 in political socialization, 174 for Sustainable Development, 153 trajectory determined by global forces and contextual factors, 66–72 in Vietnam, 105–106 for youth and adults, 200 Education For All (EFA), 126, 131, 181, 183 Education for Citizenship, 153 Education policy, 7, 91, 155–156, 192 Education quality, 34–35 control, 53 in Sub-Saharan Africa, 186–187 Education reforms, 2 Education rights, 197 Education system in CA, 43 Kazakhstan, 49–53 Kyrgyzstan, 53–54 Tajikistan, 55–57 Uzbekistan, 54–55 Education transformations, 2 Educational policy, 165, 201 achievements, 201–204 in Belarus, Russia and Ukraine, 8 Educational reform, 168 Educational system (ES), 162, 200–201 Educators, 192, 198 English, 36 English as a medium of instruction (EMI), 37 Enrolment, 114 “Equal access to education”, 2, 8 Equality, 37–38, 202 in Sub-Saharan Africa, 186–187 in Vietnam, 114–115 Equity, 155–156, 202 ERASMUS + Programs, 2 Ethnocultural diversity, 23 European colonization, 142 European Education Area, 11 European Higher Education Area (EHEA), 51 European Union (EU), 3, 11, 56, 179 Europeanization, 2 education in Belarus, Russia and Ukraine in context of Europeanization impact, 8–13 Federal Constitution (1946), 168 Female labor force participation in Pakistan, 75n29 Fiji National University (FNU), 135 Flat world (Friedman), 174 Free education, 197 Free public education, 20 Freedom of education, 197 French, 36 colonial period in, 27–29 Gender equity and cultural integration, 155 2018 General Curriculum, 108 General education, 107, 199 General secondary education, 199 Geography of Indonesia, 81 in Kazakhstan, 43 in Kyrgyzstan, 46 of Latin American and Caribbean region, 142–143 of Malaysia, 81 in MENA region, 20–21 of Myanmar, 82 of Oceania, 123 of South Asia, 60–61 of Sub-Saharan Africa, 174 in Tajikistan, 48 in Uzbekistan, 45 of Vietnam, 82, 99–100 Global citizenship, 52 Global ecological crisis, 122 “Global happiness index”, 60 Global North, 81 Global South, 81 Global trends, incoming tide of, 103–104 Globalization, 2, 98, 122, 204 education in Belarus, Russia and Ukraine in context of globalization impact, 8–13 Glocalization, 14, 116 Governance crisis of, 23 in education, 29, 106 formal, 124 practices, 31 systems, 28 Gratuity, 197 Greece, 9 Gross Domestic Product (GDP), 144 Gross National Income (GNI), 124 Gulf Cooperation Council (GCC), 22 Health crises, 24–25 Heckman’s theory, 81 Higher education in Kazakhstan, 51 in Uzbekistan, 55 Higher education, 108 Hinduism, 64–65 Historicization, 141–156 Horizon 2020, 8 Human Development Index (HDI), 4 Human rights, 146, 175, 177 Hungary, 3, 9 Inclusion, 155–156, 192 Inconfidências movements, 165 Independence of Sub-Saharan Africa, 180–181 India, education development in, 67–68 Indonesia early childhood education system in, 84–85 legacy of neoliberalism and neocolonialism, 87–89 regional context of, 81–84 Information and Communication Technologies (ICT), 2, 155 and expansion of educational offerings, 155 Information Technology (IT), 59 Information Technology (IT), 67 Institutional Act (1834), 165 Institutional fabric, 30–33 Institutional fabrics, 107–108 Integration into the European and global education space, 7, 12–13 Intergenerational educational mobility, 20 International aid, 125–126, 128, 133, 182 International assessment tests, 32 International Comparison Program, 144 International development, 126–127 International education, 129 International Monetary Fund (IMF), 59 International survey, 187 Iraq War, 23 Islam, 24, 64 Israel, 25 Israeli-Palestine conflict, 21, 23–24 Japan, 87, 100, 112 Job market in public sector, 32 Judaism, 24 K-12 education in Arab countries, 35 Kazakhstan education system in CA, 49–53 regional context, 43–44 Key competences for lifelong learning, 11–121 Knowledge society, 38 Korea, 112 Kurdish, 37 Kyrgyzstan education system in CA, 53–54 regional context, 46–48 Labor education, 199 Language of learning and teaching, 185–186 policy in MENA region, 35–38 Lao People’s Democratic Republic (Lao PDR), 80 Latin American education systems, 142 Latin American Educational System development, 149 economy–education link, 152– expansion of middle education and higher education, 152 independence movements, 150–151 literacy and basic schooling, 151–152 socio-educational developments during twentieth century, 151 Spanish and Portuguese monarchies and religious missions, 149–150 Latin American Laboratory for Evaluation of Quality of Education (LlECE), 203 Latin American Medical School (ELAM), 204 Latin American region international socioeconomic trends, 147–149 regional context, 142–147 twenty-first century, 153–156 Latvia, 3, 9 Law on Education, 54 Learners, 32, 111 in Sub-Saharan Africa, 184 Learning in higher education, 133 language of, 185–186 method in Vietnam, 112–113 in Sub-Saharan Africa, 185 Legacy of colonialization, 88 in Indonesia, 87–89 Legacy of neoliberalism, 81, 86–91 Malaysia, 89 Myanmar, 90–91 of neocolonialism, 86–91 Vietnam, 89–90 “Lifelong learning”, 2, 8 Lithuania, 3, 9 Local educational responses, 130 outcomes-based education, 130–133 Local educational responses, 130–135 Malaysia early childhood education system in, 85 legacy of neoliberalism and neocolonialism, 24, 68, 89 Marginalization, 146 regional context of, 81–84 Marginalized groups, 72 Mesopotamia, 26 Middle East and North Africa region (MENA region), 20 demography, 21 economy, 22–23 education quality, 34–35 geography, 20–21 global trends in education in, 24–26 history of colonial period in, 27 institutional fabric and school ladder, 30–33 language policy in MENA region and impact on language s of education, 35–38 matching education and work in, 33–34 modern education in, 27–29 organization and administration, 29–30 politics, 21–22 quality of education in, 20 regional context, 20 religion and world-and life-view, 24 social system, 23–24 traditional education in, 26 Migration, 61 Millennium Development Goals (MDGs), 80, 87, 126, 131 Minas Gerais Republican Party (see Partido Republicano Mineiro (PRM)) Minister of education, 196, 199 Ministry of Foreign Affairs and Trade (MFAT), 128 Ministry of National Education, 29 Mobility academic, 2, 52 accelerated, 128–129 economic, 28 human, 129 intergenerational educational, 20 social, 28, 180 of students and educators, 7 Modern education in MENA region, 27–29 Modern education in region, 65–66 Modern Standard Arabic (MSA), 36 Myanmar early childhood education system in, 86 National Curricula Guidelines (see Parâmetros Curriculares Nacionais (PCN)) regional context of, 81–84 National education development, 2 common Soviet education background, 4–5 education in Belarus, Russia and Ukraine, 8–13 formation of national education systems after independence, 5–8 regional context, 2–4 National education systems in Cuba, 198 in Southeast Asian countries, 98 National Educational Plan. (see Plano Nacional de Educação (PNE)) National educational system (NES), 162–163 National Professional Training Program, 54 National Service for Industrial Education (see Serviço Nacional de Aprendizagem Industrial (SENAI)) National University of Samoa (NUS), 135 Nationalization of education, 196–197 Nazarbayev Intellectual Schools (NIS), 51 Neo-colonial powers, 25 Neo-colonialism, 174 Neocolonialism, 80–81 legacy of, 86–91 Neoliberal economic revolution, 178 globalization, 126 ideology, 170 model, 147 policies, 153 Neoliberalism, 80–81 legacy of, 86–91 Nepal, education development in, 71 New Zealand Aid program, 131–132 Non-institutional, 198 North America, 174, 177, 180, 194 Obligatory nature of basic education, 197 Oceania, 122–123 accelerated mobility, 128–129 contextualizing, 123–125 digital revolution, 129–130 ecological crisis, 127–128 global trends in, 125 historic and continuing aid relationships in, 125–127 local educational responses, 130–135 local responses to global trends, 134–135 open distance learning, 133–134 Oceania Comparative and International Education Society (OCIES), 135 Official Development Assistance (ODA), 125 Oil boom (1970), 22 Oil-based economies, 22 On Early (Elementary?) Professional Education, 55 Open Distance Learning (ODL), 122, 133–134 Open Educational Resources (OER), 133 Organization in MENA Region, 29–30 in Sub-Saharan Africa, 182–183 in Vietnam, 106–107 Organization for Economic Co-operation and Development (OECD), 23, 148, 163 Outcomes-based education, 122, 130–133 Outline of a Plan for African Educational Development, 180–181 Pacific Aid Effectiveness Principles, 126 Pacific Education Development Framework (PEDF), 126 Pacific Labour Mobility program, 128 Pakistan, education development in, 69–70 Pandemic, 25, 49, 100, 125, 202, 204 Parâmetros Curriculares Nacionais (PCN), 170 Partido Republicano Mineiro (PRM), 167 Partido Republicano Paulista (PRP), 167 Patriotic position, 194 Pedagogical model, 192 Physical education, 199, 202 Plano Nacional de Educação (PNE), 162, 169 Political agenda, 142, 147, 153 Political instability, 20–22, 30–32, 37, 48 Politics in Kazakhstan, 43–44 in Kyrgyzstan, 47 of Latin American and Caribbean region, 143–144 in MENA region, 21–22 of Oceania, 124 of South Asia, 64 in Sub-Saharan Africa, 175 in Tajikistan, 48–49 in Uzbekistan, 45 Portuguese monarchies and religious missions, 149–150 Post-independence expansion of Sub-Saharan Africa, 181–182 Post-Islam Arabic civilization, 26 Postgraduate education, 55 Poverty in India, 62 in Latin America, 152 in South Asia, 64 Power revolutionary government, 196 Pre-school education, 30 in Kazakhstan, 50 in Uzbekistan, 54 Pre-university education, 202 Preliminary Balance of the Economies of Latin America and Caribbean, 147 Primary education, 107–108, 198–199 Private education centers, 196–197 Private schools and institutions, 29–30 Process-oriented skills, 35 Professional technical education, 202 Program for International Student Assessment (PISA), 111 Public policies in Latin American countries, 152 Purchasing Power Parity (PPP), 144 Quality, 113–114 of ECE centers, 90 of life, 147–148 of skilled labor, 114 of training, 114 Quality of education, 2, 8, 20, 111 Qur’an, 26 Quranic schools, 30 Recognised Seasonal Employer scheme (RSE scheme), 128 Refugee crises, 22 Regional context Belarus, 2 Indonesia, 81–84 Kazakhstan, 43–44 Latin American region, 142–147 Malaysia, 81–84 MENA region, 20–24 Myanmar, 81–84 Russia, 2 Sub-Saharan Africa, 174–177 Tajikistan, 48–49 Ukraine t, 2 Uzbekistan, 45–46 Vietnam, 81–84 Religion in Kazakhstan, 44 in Kyrgyzstan, 48 in Latin American and Caribbean region, 145–146 in South Asia, 64–65 in Sub-Saharan Africa, 177 in Tajikistan, 49 in Uzbekistan, 46 in Vietnam, 102–103 Religious extremism, 64 Remittances, 61 Republic of Belarus (see Belarus) Research-oriented training programs, 108 Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP), 134 Revolutionaries, 196 Revolutionary process, 196 Romania, 3 Russia, 2 economy, 4 education in Russia in context of globalization and Europeanization impact, 8–13 educational policy in, 8 geography, 2–3 history, 3 politics, 3 regional context, 2 Russian Federation (see Russia) São Paulo Republican Party (see Partido Republicano Paulista (PRP)) Scarcity, 152 School integration, 198 ladder, 30–33, 107–108 training process, 198 School autonomy, 183 Schooled education, 193 Schooling in Latin American and Caribbean region, 146 “Sea of islands” (see Oceania) Second Regional Comparative and Explanatory Study (SERCE), 203 Secondary education in Kazakhstan, 51 in Uzbekistan, 55 Secondary education, 200 Secularism, 197 Serviço Nacional de Aprendizagem Industrial (SENAI), 167–168 Social context, 153 “Social contract”, 20 Social justice, 115, 135 Social mobility, 180 Social situation, 195 Social structure in Latin American and Caribbean region, 145 of Oceania, 123–124 Social system in Kazakhstan, 44 in Kyrgyzstan, 47–48 in MENA region, 23–24 of Sub-Saharan Africa, 176–177 in Uzbekistan, 46 Social-structural problem, 24 Socialization of education, 104, 107 Society of South Asia, 62–63 Socio-cultural traits in Latin American and Caribbean region, 145 Socio-educational developments during twentieth century, 151 Sociodemographic overview, 142 Socioeconomic development, 143 Socioeconomic Development Strategy, 111 SOCRATES Programs, 2 Soft skills, 32 Solomon Islands National University (SINU), 135 South Asia, education in Bangladesh, 69 Bhutan, 70–71 demography, 63 economy, 61–62 education trajectory determined by global forces and contextual factors, 66 geography, 60–61 India, 67–68 initial phase of modern education in region, 65–66 Nepal, 71 Pakistan, 69–70 politics, 64 religion and beliefs, 64–65 society, 62–63 Sri Lanka, 72 Southeast Asia (SEA), 80 defining neoliberalism and neocolonialism, 80–81 early childhood education system in Indonesia, Malaysia, Vietnam and Myanmar, 84–86 legacy of neoliberalism and neocolonialism, 86–91 regional context of Indonesia, Malaysia, Vietnam and Myanmar, 81–84 Soviet education background, 4–5 Spanish monarchies and religious missions, 149–150 Special education, 199 Special education, 202–203 Special educational needs (SEN), 203 Special school model, 199 Sri Lanka, education development in, 72 Stakeholders, 28–30, 112, 132 State Concept on Reforming Early (Elementary) Professional Education, 55 State Standards on Early (Elementary?) Professional Technical Education, 55 Student achievement, 132 Sub-Saharan Africa (SSA), 62, 174 beginnings of formal education, 180 education quality, 186–187 incoming tide of global trends, 177–179 independence, 180–181 institutional fabric and school ladder, 183–184 language of learning and teaching, 185–186 matching education and work, 185 method of teaching and learning, 185 organization and administration, 182––183 post-independence expansion, 181–182 regional context, 174–177 Sustainable Development Goals (SDGs), 8, 80, 87, 126 Sustained economic support, 193 Tajik education system, 57 Tajikistan education system in CA, 55–57 regional context, 48–49 Tamazight, 37 Teacher (s) in MENA, 31–32 in Oceania, 130–133 in Sub-Saharan Africa, 184 training, 195 in Vietnam, 110 Teacher policies in Latin American countries, 154 Teaching in higher education, 133 language of, 185–186 method in Sub-Saharan Africa, 185 method in Vietnam, 112–113 methods in MENA region, 34 subsystems, 199 Technical and professional education, 199 Textbook, 25–26 TIMSS (Trends in International Mathematics and Science Study), 2, 7, 10, 31–32, 35, 51 Top-down curriculum, 30 Traditional education in MENA region, 26 Transnational joint programs, 110 Transnationalism, 129 “Tronc commun”, 30 Tulaga vae, 129 Turangawaewae, 129 Turkey, 26 Ukraine, 2 economy, 4 education in Ukraine in context of globalization and Europeanization impact, 8–13 educational policy in, 8 geography, 2–3 history, 3 politics, 3 regional context, 2 UN Millennium Development Goals, 8 United States (US), 100 decision-making in, 122 external migration of, 128 socioeconomic forces of, 144 United States of America (USA) (see United States (US)) Urbanization, 24 US–China trade conflict, 100 USSR, 4–5 Uzbekistan education system in CA, 54–55 regional context, 45–46 Vaka Pasifiki Education Conference (VPEC), 135 Vanua, 129 Vietnam, 98 early childhood education system in, 86 legacy of neoliberalism and neocolonialism, 89–90 regional context of, 81–84 Vietnamese education chronological development of, 104–105 curriculum, 108–110 economy, 100–101 education objectives, 105–106 equality, 114–115 geography and demography, 99–100 incoming tide of global trends, 103–104 institutional fabrics and school ladder, 107–108 learners, 111 matching education and work, 111–112 methods of teaching and learning, 112–113 organization and administration, 106–107 quality, 113–114 religion and world-and-life view, 102–103 social system, 101–102 teachers, 110 Vocational education, 174 Vocational training track, 30 Vulnerable groups, 114 Wars, 24–25 Well-being, 25, 148, 178 Western civilization, 31 Western Europe, 174, 180 Wolhuter’s Frameworks, 97–115 World Trade Center, 25 World Trade Organisation (WTO), 98 Yemen and Syrian Civil War, 22, 23 Youth education subsystem, 200 joblessness, 102 Book Chapters Prelims Belarus, Russia and Ukraine: Development of National Education in the Context of Globalization and Europeanization Education in the Mena Region Education in Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan Education in South Asia Early Childhood Education and Legacy of Neoliberalism in Southeast Asian Countries: Case Study of Indonesia, Malaysia, Vietnam and Myanmar Vietnamese Education in the Era of Globalization: Looking Through Wolhuter’s Frameworks Locating the “Sea of Islands” Within an Ocean of Globalization: Examining the Global–Local Dialect in Oceania Socio-Educative Overview in Latin America and the Caribbean in Comparative Perspective: Historicization, Challenges and Perspectives Brazil: Is There an Order to Chaos? Sub-saharan Africa: Ex Africa Semper Aliquid Novi or Neo-neo-colonialism? Teachers and Members of the Comparative Education Society of Cuba Index
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