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Zeinab Sadoughi – Journal of Peace Education, 2023
The international crises that necessitate cooperation between nations and the prevalence of violent behaviors in different countries have led to a need for educational processes that support peaceful attitudes and behaviors. Iran is one such country that suffers from violence-related issues, which may stem from a lack of educational processes.…
Descriptors: Foreign Countries, Peace, Violence, College Role
Bryan Penprase; Noah Pickus – Princeton University Press, 2023
Higher education is perpetually in crisis, buffeted by increasing costs and a perceived lack of return on investment, campus culture that is criticized for stifling debate on controversial topics, and a growing sense that the liberal arts are outmoded and irrelevant. Some observers even put higher education on the brink of death. "The New…
Descriptors: Higher Education, Educational Innovation, Educational Change, Educational Finance
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Stefano Hollis – Current Issues in Comparative Education, 2023
A growing portion of international schools are franchised branches of schools originally founded in other countries. The first of such schools opened in 1996 and there are now almost 100 globally. Expansionist schools are primarily elite, English private schools, with concentrations of their franchises developing in the Middle East, Southeast…
Descriptors: Marketing, Advantaged, International Schools, Private Schools
Muñoz-Najar, Alberto; Gilberto, Alison; Hasan, Amer; Cobo, Cristóbal; Azevedo, João Pedro; Akmal, Maryam – World Bank, 2021
School closures during COVID-19 led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and…
Descriptors: School Closing, Distance Education, Online Courses, Educational Technology
Alejo, Anna; Naguib, Karimah; Yao, Haogen – UNICEF, 2023
On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize…
Descriptors: Educational Change, COVID-19, Pandemics, Educational Policy
El-Kogali, Safaa El Tayeb, Ed.; Krafft, Caroline, Ed. – World Bank, 2020
Education, which has been at the heart of the Middle East and North Africa (MENA) region's history and civilizations for centuries, has a large untapped potential to contribute to human capital, well-being, and wealth. The region has invested heavily in education for decades, but it has not been able to reap the benefits of its investments.…
Descriptors: Geographic Regions, Human Capital, Well Being, Educational Change
Barron Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki – World Bank, 2020
The COVID-19 pandemic is severely affecting education systems across the world. While schools are closed (or partially closed), simulations across different countries suggest that learning gains previously achieved by students will be partly lost. Children from disadvantaged backgrounds have suffered these shocks even more and can be at a higher…
Descriptors: School Closing, Distance Education, Online Courses, Educational Technology