Comparative and international education: policy transfer, context sensitivity and professional development

This paper examines the intellectual and professional contribution of comparative and international studies to the field of education. It explores the nature of the challenges that are currently being faced, and assesses its potential for the advancement of future teaching, research and professional development. Attention is paid to the place of comparative and international education (CIE)-past and present-in teacher education, in postgraduate studies, and in the realms of policy and practice, theory and research. Consideration is first given to the nature and history of CIE, to its initial contributions to the field of education in the UK, and to its chief mechanisms and sites of production. Influential methodological and theoretical developments are examined, followed by an exploration of emergent questions, controversies and dilemmas that could benefit from sustained comparative analysis in the future. Conclusions consider implications for the place of CIE in the future of educational studies as a whole; for relations between and beyond the 'disciplines of education'; and for the development of sustainable research capacity in this field.

An International Professional Development Collaboration in Literacy Education

An International Professional Development Collaboration in Literacy Education is a report of an international professional development project in Guatemala designed to improve literacy instructional practices and thereby raise student achievement in reading and writing. The opportunity for coaching Guatemalan teachers in teaching literacy strategies and skills provides data for this participatory action research study. This research is intended to contribute to cross-cultural understanding by graduate and undergraduate students in literacy, improved pedagogical techniques, international outreach in developing countries, and student academic success worldwide.

International encyclopedia of adult education.

Esta obra de referencia puede ser utilizada por estudiosos, estudiantes graduados y profesionales con interés en el campo de la educación de adultos. Posee más de 170 entradas realizadas por autores de todo el mundo que representan a los departamentos de adultos más respetados. Es un recurso global que incluye diversas perspectivas lingüísticas, étnicas y nacionales y términos tales como diversidad y aprendizaje; se completa con amplias referencias bibliográficas para facilitar la investigación.

Enseñanza media, estructura social y desarrollo en América Latina = Secondary education, social structure and development in Latin America

Incluye Bibliografía

El World Council of Comparative Education Societies (WCCES) : equilibrios, misiones y prospectivos.

Resumen tomado del autor. Resumen del autor también en inglés. Monográfico titulado: La REEC cumple 10 años. La Educación Comparada entre los siglos (1995-2005)

Comparative education, an outline summary and study guide for students and teachers,

Reproduced from type-written copy.

International sustainable development cooperation of physiotherapy course from Escola Superior de Tecnologia da Saúde de Lisboa

Objectives - To share with delegates the international experience in several Program of Physiotherapy course from Escola Superior de Tecnologia da Saúde de Lisboa (ESTeSL).

Introduction: A brief journey through the 80 year history of the International Association of Schools of Social Work

The leaders of the International Association of Schools of Social Work (IASSW) have played major roles in shaping the organization over its 80 year history. This brief introduction will put their roles in the context of the organization’s history. While influenced by its presidents in significant ways, the organization’s trajectory has also been affected by the political, economic and social developments of the 20th century and the beginning of the 21st. Significant changes have occurred in the organization and in social work education, yet, as Feustel (2006) observed, “the history of the IASSW demonstrates lines of continuity that are even more remarkable for the fact that it was caught up in the great historical ruptures of the 20th century” (p. 3).

Educación para la cohesión social

Incluye bibliografía

Education, structural change and inclusive growth in Latin America

This document has been prepared by the Economic Commission for Latin America and the Caribbean (ECLAC) for the Forum of University Presidents of the Americas 2015, on the occasion of the Seventh Summit of the Americas (Panama City,10-11 April 2015).

Legal outlier, again? U.S. felon suffrage: comparative and international human rights perspectives

The judiciousness of American felon suffrage policies has long been the subject of scholarly debate, not least due to the large number of affected Americans: an estimated 5.3 million citizens are ineligible to vote as a result of a criminal conviction. This article offers comparative law and international human rights perspectives and aims to make two main contributions to the American and global discourse. After an introduction in Part I, Part II offers comparative law perspectives on challenges to disenfranchisement legislation, juxtaposing U.S. case law against recent judgments rendered by courts in Canada, South Africa, Australia, and by the European Court of Human Rights. The article submits that owing to its unique constitutional stipulations, as well as to a general reluctance to engage foreign legal sources, U.S. jurisprudence lags behind an emerging global jurisprudential trend that increasingly views convicts’ disenfranchisement as a suspect practice and subjects it to judicial review. This transnational judicial discourse follows a democratic paradigm and adopts a “residual liberty” approach to criminal justice that considers convicts to be rights-holders. The discourse rejects regulatory justifications for convicts’ disenfranchisement, and instead sees disenfranchisement as a penal measure. In order to determine its suitability as a punishment, the adverse effects of disenfranchisement are weighed against its purported social benefits, using balancing or proportionality review. Part III analyzes the international human rights treaty regime. It assesses, in particular, Article 25 of the International Covenant on Civil and Political Rights (“ICCPR”), which proclaims that “every citizen” has a right to vote without “unreasonable restrictions.” The analysis concludes that the phrase “unreasonable restrictions” is generally interpreted in a manner which tolerates certain forms of disenfranchisement, whereas other forms (such as life disenfranchisement) may be incompatible with treaty obligations. This article submits that disenfranchisement is a normatively flawed punishment. It fails to treat convicts as politically-equal community members, degrades them, and causes them grave harms both as individuals and as members of social groups. These adverse effects outweigh the purported social benefits of disenfranchisement. Furthermore, as a core component of the right to vote, voter eligibility should cease to be subjected to balancing or proportionality review. The presumed facilitative nature of the right to vote makes suffrage less susceptible to deference-based objections regarding the judicial review of legislation, as well as to cultural relativity objections to further the international standardization of human rights obligations. In view of this, this article proposes the adoption of a new optional protocol to the ICCPR proscribing convicts’ disenfranchisement. The article draws analogies between the proposed protocol and the ICCPR’s “Optional Protocol Aiming at the Abolition of the Death Penalty.” If adopted, the proposed protocol would strengthen the current trajectory towards expanding convicts’ suffrage that emanates from the invigorated transnational judicial discourse.