Index
2022; Linguagem: Inglês
10.1108/s1479-36792022000043a013
ISSN1479-3679
Tópico(s)Global Educational Policies and Reforms
ResumoCitation (2022), "Index", Wolhuter, C.C. and Wiseman, A.W. (Ed.) World Education Patterns in the Global North: The Ebb of Global Forces and the Flow of Contextual Imperatives (International Perspectives on Education and Society, Vol. 43A), Emerald Publishing Limited, Bingley, pp. 183-189. https://doi.org/10.1108/S1479-36792022000043A013 Publisher: Emerald Publishing Limited Copyright © 2022 C. C. Wolhuter and Alexander W. Wiseman INDEX Active citizen, 95 Ad Hoc Council on Education, 162 Adult literacy campaigns, 9 Age profile, changing, 22 Aging of population, 91 multilingualism, 91 religious migration, 91–92 skill shortages, 92–93 Aid organizations, 56 American Council on the Teaching of Foreign Languages (AC TFL), 45 American independence of 1776, 11 Balkans, 130, 133 Baltic Apprenticeship Alliance (BAfA), 98 Baltic States, 86 aging of population, 91–93 curriculum, 97 economy, 88 education system and structure, 96–97 features of twenty-first century education in, 95–96 incoming tide of global trends, 90 learners, 97 post-socialist liberal education in, 93–95 pre–post-socialist education in, 93 regional context, 86–88 social system, 88–90 teachers, 97–100 Believed globalization, 60–62 Benjamin Bloom taxonomy, 49 Bologna Declaration, 142 Bologna Process, 142–144 Bounded rationality of policy borrowing, 178–179 Butterfly defect, 7 Capabilities theory, 39 Capitalist school, 74 CARE, 56 Charter Schools Movement, 42 China inequality in education, 155–157 new modes of teaching and learning, 160–162 school education in, 150–152 China Education Modernization 2035, 152, 161 Citizenship, 88–89 Citizenship Act (1938), 89 Civilization states, 11, 44 Classical mentoring, 109 Človek v ohrození organization, 111–112 Collaborative pedagogy, 93 Communiqués, 142–143 Comparative and international education, 2, 20 context as perennial threshold concept in, 2–3 deficiencies in comparative education scholars’ concern with context, 6–7 education in contemporary world, 10–13 evolution and refinement of context conceptual tool, 4–6 globalization, 7–10 Comparative and International Education Society (CIES), 6, 9 Competencies, 161 Competitiveness, 76 Compulsory education, 136–140 Consumerism, 32 Context, 2 deficiencies in comparative education scholars’ concern with, 6–7 evolution and refinement of context conceptual tool, 4–6 as perennial threshold concept in comparative and international education, 2–3 Continental Europe, 68 Copenhagen process, 132 Cosmopolitanism, 57 Côte d’Ivoire’s Programme d’Éducation Télévisuelle (PETV), 48–49 Counseling, 109 Course of Study, 162 Creed of Human Rights, 45, 48 Cross national policy borrowing in education, 171 Israeli context, 172–173 Curriculum, 43, 75–76, 97, 137–138, 151 divergent calls for relevance, 47 global citizenship education, 43–44 Human Rights Education, 45–46 multicultural and intercultural education, 44–45 multilingualism and rising importance of English as international lingua franca, 45 STEM to STEAM and re-appreciation of social sciences and humanities, 46–47 Czech Mentoring Association, 112 Dakar Framework for Action in 2000, 38 Decentralization, 42–43 Democratization, 29–30 Demography, 69 Digital migration, 58 Digital/virtual–identity, 60 Disparity in education, 157–158 Distance learning, 39 Divé maky organization, 111 Double-shift school system, 154 E-mentoring, 109 Early childhood education and care (ECEC), 133 access, 133–134 disadvantaged children, 135–136 educational staff, 135 learning objectives, 135 organization, 134–135 Early school leaving, 106–107, 110 Earth Overshoot Day, 21 East Central and South-East Europe (ECSEE), 129 Ecology, 71 Economic growth, 88 and affluence, 23 Economic internationalization, 24 Economy, 69–72 Education, 57, 73 beginnings of formal education, 73–74 in contemporary world, 10–13 in East Asia, 150 fever, 153 institutional fabric and school ladder, 75 ladder, 43 objectives of, 41–42, 74 organization and administration, 74–75 quality, 79, 99 system and structure, 96–97 Education Act in England (1988), 43 Education Act of 1992, 93–94 “Education and Training 2010”, 132 Education for All movement (EFA movement), 38, 154 Education for Sustainable Development (ESD), 41–42, 162 Education Leadership, 42 Education Tax Act, 154 Educational reform, 155 Employment, 76 English as international lingua franca, rising importance of, 45 Enrollments, 37–39 Envisioned globalization, 60–62 Equality, 79–80, 99–100 Equity of education systems, 139 Estonian education system, 96 “ET 2020”, 132 ETP Slovakia, 111 Europa Regina, 68 curriculum, 75–76 education, 73–75 equality, 79–80 incoming tide of global trends, 71–73 learners, 76–79 regional context, 68–71 teachers, 76 European Commission, 132 European Economic Community (EEC), 70 European Education Area (EEA), 132 European Qualification Framework (EQF), 78, 96 European Quality Assurance Reference Framework (EQAV ET), 142 European Social Model (ESM), 70 European standards, 131 European Training Foundation (ETF), 132, 142 European Union (EU), 69, 86, 130 Europeanization process, 128 of education, 130–133 education systems in SEE countries and main policy developments, 133–144 SEE, 128–130 Examination High School Admission Policy, 154 Experimentalist teaching, 73 Externalization, 55–56 Feed the Children, 56 Financing, 71 Formal education, beginnings of, 73–74 Fourth Industrial Revolution, 25 Free Choice Learning, 49 Free Learning, 49 Free market economy, 128 Free Semester and the Innovative School Model, 164 French Revolution of 1789, 11 Gaokao reform, 161 Geography, 68 German model of Dual Education and Vocational Training, 13 Global “soft convergence”, 132 Global citizenship education, 43–44 Global education response assessment, 49 curriculum, 43–47 education ladder, 43 enrollments, 37–39 global societal trends and humanity’s response, 36 governance and organization, 42–43 new ways of production and packaging of knowledge, 47–48 policyscapes and public discourse and worldwide expansion of education, 39–42 teaching and learning, 48–49 Global expansion drives, 38 Global Footprint Network, 21 Global South, 13 Globalization, 2, 7–10, 90, 128, 155, 170 agency and agenda in, 55–62 of education in North America, 54 glocal, 10 Glorious Revolution in England in 1789, 11 Governance, 71 Heterodoxy, 5 Heterogeneity, 5 High-quality education, 76 Higher education, 142–144 Historical institutionalism, 10 Human Capital, 5 Human Rights, 31 Education, 45–46 Humanity, 170 Identity, 58–60 Im/migration, 58–60 Imagination, 58–60 Immigrant/refugee populations, 58–59 Individualism, 32 Individualization, 30 Inequality in education, 155–160 Informal economic sector, 24 Information, 26 Information and communication technology (ICT), 22, 26, 28, 161, 164 Innovation School Program, 164 Institutionalization of education, 56 Integrated practical activity, 161 Integrated secondary education (ISCED), 136 Inter-national processes, 61 Intercultural education, 44–45 Intercultural education principles, 32 Interculturalism, 31–32 Intergenerational mentoring, 109 International Association for the Evaluation of Educational Achievement (IEA), 49 International Education, 3 International Program of Student Assessment (PISA), 49 International structures, 29 Internationalization, 153 Intra-national processes, 61 Israel, 172 Japan inequality in education, 157–159 new modes of teaching and learning, 162–163 school education in, 152–153 Japanese educational system, 152 Jomtien Declaration of 1990, 38 Key competencies, 137, 150 Knowledge, 26 economies, 25 new ways of production and packaging of, 47–48 Korean education system, 155 Languages, 72 of instruction, 99 Latvia longevity, 88 Latvian as a Second Language (LAT 2), 94 Learners, 76, 97 education quality, 79 language of learning and teaching, 78–79 matching education and work, 78 method of teaching and learning, 78 Learning, 48–49, 98 “Learning capital” of students, 162–163 Let’s Teach for Hungary Mentor Program, 114 Lifelong learning, 38–39, 131 Lisbon Strategy, 131–132 Local Education Authorities (LEAs), 173 Local Education Subsidy Act, 154 Local Tax Act, 154 Maastricht Treaty (1992), 75–76 Managerialism, 42 Mass Online Open-Access Courses (MOOCS), 39 Materialism, 32 Mentoring aims and types, 108–110 programs in Slovak Republic, Czech Republic, and Hungary, 110–115 Metaphor, 9–10 Migration, 22–23, 58 Minban schools, 42–43 Ministry of Education, 173–174 Ministry of Education, Culture, Sports, Science and Technology (MEXT), 162 Minority interest groups, 28 Mobile ICT technology, 26 Modernization Theory, 13 Multicultural Act in 1988, 45 Multicultural education, 27, 44–45 Multicultural Policy in 1971, 45 Multiculturalism, emergence of, 28 Multilateral organizations, 56 Multilingualism, 45, 91 Multireligious societies, 31 Naional Authority for Measurement and Evaluation in Education (RAMA), 177–178 National education system, 4, 44, 170 Naturund Waldkindergärten (nature and wood Kindergartens), 42 Neo-institutional theory, 56–57 Neo-institutionalism, 9, 56–57 Neo-liberal economics, 24, 40 Neoliberalism, 57 New modes of teaching and learning, 160–164 Newcomers, 152 children, 158–159 “No Child Left Behind” Act, 43 Non-governmental organization (NGO), 55–56 North America, 53 globalization of education in, 54 immigration and migration in, 58 Omnipotent nation-state, demise of once, 29 Organization for Economic Cooperation and Development (OECD), 70 Organization for European Economic Cooperation (OEEC), 69–70 Organizational Theory, 6 Paedology, 73 Paradigm of historical institutionalism, 10 of Human Capital, 5 Pedagogical optimism, 109 Peer mentoring, 109 People’s Republic of China, 43 Physical immigration, 58 Pierre Bourdieu of France, 157 PISA, 76, 149, 152 shock, 153 Policy borrowing, 171 bounded rationality of, 178–179 Policy entrepreneurs, 133 Policyscapes, 39–42 Political agenda, 79 Politics, 69, 72–73 Population explosion, 21–22 Population mobility, 23 Post-colonial community, 57 Post-colonialism, 57 Post-socialist Liberal Education in Baltic States, 93–95 Pre–post-socialist education in Baltic States, 93 Primary education, 136–140 Primary social grouping, fading importance of, 27 Private schooling, 41 Quality education, 138, 150 Quality-oriented education (sushi jiaoyu), 151, 160 Raw materials, 56 Religion, 30–31, 70–71 Religious migration, 91–92 Remote work/learning/living, 59 Republic of Korea inequality in education, 159–160 new modes of teaching and learning, 163–164 school education in, 153–155 Resilience, 115 Responsible citizen, 95 Right of Children to Free and Compulsory Education Act of 2010, 43 Risk, 171 Road to Graduation, 113 Road to Secondary School, 113 Roma, 106 aims and types of mentoring, 108–110 experiences in higher education, 120–122 global trends, 106–107 identity, 108 mentoring programs in Slovak Republic, Czech Republic, and Hungary, 110–115 regional context, 107–108 research methods and sampling, 115–117 support persons in public education, 117–120 Roma Education Fund (REF), 111, 113 Roma Memorial University Scholarship, 112 Romance languages, 72 Scholarships for Secondary School Roma Pupils, 112 School autonomy, 140, 173–174 School education in East Asia, 149 China, 150–152 inequality in education, 155–160 Japan, 152–153 new modes of teaching and learning, 160–164 Republic of Korea, 153–155 School-Based Management (SBM), 170 in Centralized Israeli Educational System, 173–174 curriculum, 175–176 supervision and control, 174–175 teachers’ employment, 176–178 Science, 71 Science, technology, engineering, arts and mathematics education (STEAM), 46–47 Science, technology, engineering and mathematics education (STEM), 46–47, 137 Secondary social grouping, diminishing importance of, 27 Seimas, 96 Seismic contextual changes of early twenty-first century demographic trends, 21–23 ecological crisis, 20–21 economic trends, 23–25 political trends, 28–30 religious and life-philosophical trends, 30–32 social trends, 27–28 trends in scientific and technological development, 25–26 Self-Directed Learning, 49 Shadow education, 158 Shanghai Shock, 151 Single structure education, 136 Six-Year Compulsory Education Completion Plan (1954–1959), 153–154 Skill shortages, 92–93 Slovo 21, z. s. organization, 113 Social acceptance, 109 Social capital, 32 Social disadvantages, 108 Social Justice, 40–41 Social science phase, 4 Social system, 70, 88 citizenship, 88–89 main features, 88 minorities, 89 poor and affluent people, and middle class, 89 religion and world-and life-view, 90 urbanizing of Baltic states, 89–90 Social trends, 73 Societal context, 4–5 Soft privatization, 74 South-East Europe (SEE), 128 countries, 130 education systems in SEE countries and main policy developments, 133–144 Split system, 134 Student Councils National Mentoring Program, 115 Sub-national structures, 29 Support of Roma Pupils of Secondary Pedagogical Schools in Slovakia, 112 Supranational structures, 29 Sustainability, 71 Sustainable Development Goals (SDGs), 71 Swann Commission of 1984, 45 Systems Approach for Better Education Results (SABER), 9 TALIS, 76 “Talk and Chalk” teaching approach, 161 “Tanoda” (Foundation School), 114 Taxation, 71 Teachers, 76, 97–100, 139–140 employment, 176–178 Teaching, 48–49, 98 Tertiary social groupings, surge of, 27 Theory of Human Capital, 12 “3 Bans” Policies in Korean Education, 154 Three cycle system, 142 Threshold concept, 2–3 Torino process, 132 Trans-nationalism, 62 Treaty of Lisbon, 130 Trends in International Mathematics and Science Study (TIMSS), 49 Twenty-first century skills, 32, 150 Uncertainty, 171 Unitary systems, 134–135 United Nations Educational Scientific and Cultural Organization (UNESCO), 12, 40, 56 Experimental Literacy Project, 38 Literacy for All in 2000 Project, 38 United Nations Group of Experts on Geographical Names (UNGEGN), 129 United Nations Millennium Development Goals, 38 United States of America (US), 54 Upper secondary education, 140–144 “Útravaló” (On the Road) Scholarship Program, 113 V4 Countries, 107 Visegrad Group, 107 Vocational education, 140–144 Vocational education and training (VET), 98, 132–133 Well-being, 88 Western Balkans, 137 Western European education systems, 76 Work-based education, 98 Workplace learning (WBL), 98 World Bank, 56 World regions, 14 World systems theory, 56–57 Yutori education, 152–153 Zest for Living, 162 Book Chapters Prelims Terra Invicta: Comparative and International Education: A Field of Scholarship Testing Unprecedented Frontiers in the Twenty-first Century Terra Incognita: The Challenging Forces of the Unprecedented Twenty-first Century Globalized Societal Context Terra Nova: The Global Education Response The Globalization of Education in North America: A Discussion of Immigration, Identity, and Imagination Europa Regina: A Past, Present, and Future Project (A Quam Expeti Propositum) Baltic Countries: From Post-socialist to New-liberal Education? Mentoring of Marginalized Roma Students – Resource of Academic Success and Resilience Education in South-East Europe from the Perspective of the Europeanization Process Education in East Asia: Changing School Education in China, Japan, and Korea When Policymakers are Not True Believers: The Bounded Rationality of Policy Borrowing Index
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