This article examines French and English average performances and educational inequality in the Programme for International Student Assessment (PISA) between 2000 and 2018. It asks why English average scores in 2018 are much higher than those of France when they were fairly similar in previous PISA assessments. It questions why the impact of…

In this Forum the authors suggest that a growing intensity of contradictory public and private interests in education is a persistent force in education development stemming from the increasing centrality of education in contemporary society. Contrasting South Korea's effective policies ensuring equality of educational opportunity with its…

The paper looked into concepts claimed to be essence of Chinese residential college, an on-going institution presumed to be a solution towards undergraduates' issues in some pioneer universities in China. It's analyzed that Chinese residential college today in China is not a Shuyuan that was ever striving as a unique education mode in ancient…

The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of…

In the last two decades, calls to place citizenship education (CE) at the top of national and European educational policy and research agendas have been gaining in prominence. Large-scale comparative studies, such as the International Civic and Citizenship Education Study (ICCS), are often considered the main evidence base for setting these…

Purpose: This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. Design/Approach/Methods: This…

We provide a framework for integrating sociological and political-historical approaches to the worldwide expansion of higher education in the twentieth century. Doing so enables scholars and policymakers to better identify variation across place and time in how the provision of higher education has been rendered culturally meaningful and…

For the first time, the OECD Future of Education and Skills 2030 project conducted comprehensive curriculum analyses through the co-creation of new knowledge with a wide range of stakeholders including policy makers, academic experts, school leaders, teachers, NGOs, other social partners and, most importantly, students. This report is one of six…

The OECD Higher Education Policy Survey (HEPS) is a new instrument developed by the OECD Higher Education Policy Team to gather comparative information on system features and characteristics of policies across OECD jurisdictions, to support policy analysis and peer learning. The first HEPS was fielded in 2020, to support the ongoing thematic…

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students' ability to use scientific…

RE in Russia has been recently introduced as a compulsory regular school subject during the last year of elementary school. The present study offers a critical analysis of the current practice of Russian RE by comparing it with RE in Sweden, Denmark and Britain. This analysis shows that Russian RE is ambivalent. Although it is based on a…

This article provides background on Kazamias' historical comparative education work. Transnational history as means to respond to Kazamias' call to "reinvent the historical" is introduced. The article demonstrates how the logics of transnational history differ markedly from the logics of comparison and transfer. The argument advanced is…

This article attempts a reading of Andreas M. Kazamias's work and method as a persistent and firmly grounded attempt to "go against the tide" of an empirical/instrumentalist comparative education and toward a "modernist 'episteme.'" Kazamias has been explicitly critical of the social-scientific-cum-positivist comparative…

The paper offers a critical appraisal of the global knowledge developments in education using China's contributions in a fashion similar to a case study. The paper scrutinizes the complicity of Western educational research to euro-centric biases and discusses the pursuit of a global epistemological eclecticism. To support this claim, the magnitude…

More than any other historical figure, Marc-Antoine Jullien of Paris has been considered the "Father" of Comparative Education, and his "Esquisse d'un ouvrage sur l'éducation compare", appearing in 1816-17, has been viewed as that field's originating source. Yet, the view that Jullien is the first in his field, and that his…