This article documents the methodological thinking that underpined a sociological study of "Teach for Bangladesh" ("TFB"), a globally mobile yet locally embedded education policy situated in a developing world context. In order to reassess education policy vis-à-vis spatialities-power, relationships-resources, culture-change…

Open and Distance Learning (ODL) has a long history, one marked by the emergence of open universities, which was a critical development in the ecology of openness. Open universities have taken on significant local and global roles within the framework of meeting the needs of their respective regions of influence, and as such, their roles have…

In 2016, approximately 5 million students, about 2% of global tertiary enrolments, studied abroad. As globalisation of education advances, tertiary student mobility is an important channel through which highly skilled immigrants arrive and work in different nation states. Informed by the multidisciplinary internationalisation frameworks, this…

Interest in inclusive education in the global south has grown significantly since the adoption of the Salamanca Statement in 1994. Increasingly, those who fund and provide education want to be seen taking action on inclusion generally and disability inclusion specifically. However, the much-welcomed enthusiasm to respond to global commitments is…

In this paper, we provide a design-actuality gap-analysis of the internet infrastructure that exists in developing nations and nations in the global South with the deployed internet computer technologies (ICT)-assisted programs that are designed to use internet infrastructure to provide educational opportunities. Programs that specifically…

Education as a phenomenon is rather complex which makes it difficult to define its quality. Definitions of quality must be open to change and evolution based on information, changing contexts, and new understandings of the nature of education's challenges. The main objective of the paper is to find out the significance of quality education for…

More prosperous countries with educated populations make for better trading partners for the U.S. USAID's education work focuses on improving the reading skills of children; strengthening youth workforce development and higher education; and expanding access to quality education in crisis and conflict environments. They partner to leverage…

At 1.8 billion, today's generation of youth--those ages ten to twenty-four--is the largest the world has ever known. One-third of them live in fragile or conflict-affected countries. Susceptible to the sway of external parties, narratives, and ideologies, they are influenced by their circumstances--enhancing the likelihood of their participating…

Purpose: The purpose of this paper is to explore the internationalization market of higher education (HE) globally and HE field. It examines the internationalization status of HE in Jordan as influenced by institutional perspectives as an example from developing countries. Design/methodology/approach: This paper adopts a quantitative research…

Free and compulsory primary education remains a priority area in the international policy perspective, starting from the Universal Declaration of Human Rights, 1948 to the formulation of Sustainable Development Goals in 2015. Under the impact of globalization, an impressive expansion in the access to primary education has been observed in recent…

This report considers the role that the Global Partnership for Education (GPE) could take in supporting partner countries in embedding 21st-century skills or equivalent within their education systems. The report recommendations consider the different levers that GPE can use as well as the core principles underlying GPE's work, including…

This article demonstrates how neoliberal higher education has come to play a distinct role in the global market for migrant labor, where a growing number of developing nations educate its citizens for overseas work in order to maximize future monetary remittances. Located in the Philippines, this study shows how local colleges and universities…

Oman is a developing country which reformed its educational system in 1998 in order to meet the challenges of the 21st century, especially economic challenges. Strength of national identity and developing a sense of global citizenship were among the priorities of the new educational reform. This paper is based on a review of current practices…

USAID believes that education is a foundational driver of development and fundamental to achieving self-reliance. When children and youth go to school and receive training in skills they can use in the workforce and to navigate life, they are able to build more hopeful and prosperous futures for themselves, their families, communities, and…

Internationalization of higher education has undergone significant change in the current scenario. The approach to traditional internationalization which was based on international co-operation and rarely a profit making activity were at the center of traditional internationalization has changed significantly from the last two decades. Emergence…