scholarly journals Retraction Note to: “Global Assessment in the World Bank Education Strategy 2020”

2016 ◽  
Vol 7 (1&2) ◽  
Author(s):  
Christopher S. Collins
Keyword(s):  
Higher Education ◽  
International Education ◽  
Comparative Education ◽  
Higher Education Policy ◽  
Program Review ◽  
Assessment Practices ◽  
National Assessment ◽  
Institutional Practices ◽  
The World Bank ◽  
Education Review

This article published in Volume 2, Issue 1, pages 29-41 (DOI 10.5195/ehe.2011.41) has been retracted at the request of the editors. The editors became aware of the issue on 21 March 2016 and quickly began investigating the situation. Several locations in the article contain plagiarized texts from various authors, either with inadequate or no attribution. Specifically, these include: excerpts from Marilee J. Bresciani’s 2006 book Outcomes-Based Academic and Co-Curricular Program Review: A Compilation of Institutional Practices appearing on page 30; excerpts from Tom Schuller and Stéphan Vincent-Lancrin’s chapter in the 2009 book International Organizations and Higher Education Policy: Thinking Globally, Acting Locally? appearing on page 31; excerpts from the Organisation for Economic Co-operation and Development (OECD) website “UNESCO, OECD guidelines for quality provision in cross-border higher education” appearing on page 31; excerpts from David H. Kamens and Connie L. McNeely’s 2010 article, “Globalization and the Growth of International Education Testing and National Assessment” published in the Comparative Education Review appearing on page 31, and; excerpts from E. J. K. McKellar’s conference paper “Change our assessment practices? Why should we? The theory behind assessment practices” appearing on pages 32-33. The author apologizes to the journal and to its readers for the errors noted above.

scholarly journals Comparative Education In Canadian Universities

2007 ◽  
Vol 36 (3) ◽  
Author(s):  
Marianne Larsen ◽  
Suzanne Majhanovich ◽  
Vandra Masemann
Keyword(s):  
Higher Education ◽  
International Education ◽  
Comparative Education ◽  
Canadian Universities ◽  
Comparative And International Education ◽  
Current State ◽  
Canadian Higher Education ◽  
Canadian Context ◽  
History Of ◽  
Three Stages

The first section of this article provides a brief overview of the field in Canada, and in so doing, demonstrates the broad nature of Comparative Education within the Canadian context. The second section of this article provides an overview of the comparative and international education programmes, specialization areas and courses in Canadian higher education institutions, focusing on three stages in the history of Comparative Education in Canada: the 1950s-1970s (Establishment of Comparative Education); the 1980s -1990s (Fragmentation of Comparative Education); and the 2000s (Broadening Comparative Education). While the focus in this article is on Comparative Education in graduate university programmes, a discussion about Comparative Education in teacher education is also included here. Two tables are presented which summarize changes in the field over the past 50 years and the titles of specific courses related to Comparative Education offered in Canadian universities. A discussion of the current state of Comparative Education in Canadian higher education follows with a few concluding explanatory comments about the current state of the field. Dans la première partie de cet article nous offrons un panorama de ce champ au Canada, et en le faisant, nous démontrons la nature étendue de l'éducation comparée dans le contexte canadien. Dans la deuxième partie, nous donnons un aperçu sur les programmes, les domaines spécialisés, et les cours sur l'éducation comparée et internationale offerts dans les institutions d'études supérieures du Canada. Nous les donnons suivant les trois étapes de l'histoire de l'éducation comparée au Canada: pendant les décennies 1950-1970 (l'établissement de l'éducation comparée); pendant les décennies 1980-1990 (la fragmentation de l'éducation comparée); et dans les années 2000 (l'élargissement de l'éducation comparée). Le but principal de cet article est d'élaborer l'éducation comparée aux programmes d'études supérieures mais nous y parlons aussi de l'éducation comparée dans la formation des enseignants et des enseignantes. Deux tableaux donnent le sommaire des changements dans le domaine pendant les cinquante dernières années et le nom des cours offerts dans les universités canadiennes, ayant un trait spécifique avec l'éducation comparée. Nous présentons aussi l'état actuel de l'éducation comparée enseignée dans les universités canadiennes et terminons par quelques commentaires explicatifs sur l'état actuel de ce domaine d'étude.

scholarly journals IMAGINE: Canada as a leader in international education. How can Canada benefit from the Australian experience?

2013 ◽  
Vol 43 (2) ◽  
pp. 1-26
Author(s):  
Roopa Desai Trilokekar
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Education ◽  
Higher Education Policy ◽  
Public Funding ◽  
Development Cooperation ◽  
Foreign Affairs ◽  
Canadian Higher Education ◽  
Australian Case ◽  
Australian Experience

Hosting international students has long been admired as one of the hallmarks of internationalization. The two major formative strands of internationalization in Canadian universities are development cooperation and international students. With reduced public funding for higher education, institutions are aggressively recruiting international students to generate additional revenue. Canada is equally interested in offering incentives for international students to stay in the country as immigrants after completing their studies. In its 2011 budget, the Canadian federal government earmarked funding for an international education strategy and, in 2010, funded Edu-Canada—the marketing unit within the Department of Education and Foreign Affairs (DFAIT)—to develop an official Canadian brand to boost educational marketing, IMAGINE: Education in/au Canada. This model emulates the Australian one, which rapidly capitalized on the recruitment of international students and became an international success story. Given current Canadian higher education policy trends, this paper will address the cautionary lessons that can be drawn from the Australian case.  

scholarly journals Clarifying the Present State of and Trends in Comparative Education from an Analysis of Journal Articles

2010 ◽  
Vol 39 (2) ◽  
Author(s):  
Charl Wolhuter
Keyword(s):  
International Education ◽  
Present State ◽  
Comparative Education ◽  
The Other ◽  
Levels Of Analysis ◽  
Journal Articles ◽  
Other Hand ◽  
De Se ◽  
The One ◽  
Education Review

The aim of this research is to explicate the present state of and developments within the field of Comparative Education, by means of an analysis of articles published in Canadian and International Education and the Comparative Education Review, two eminent journals in the field. The following aspects of articles published in the two journals, since their inception till the end of 2006, were analyzed: levels of analysis of articles number of units covered by articles geographical areas which articles deal with modes of education articles deal with and themes/topics focused on. From the analysis, two features of the field became visible. On the one hand a striking consistency, on the other hand potential for a considerable broadening of levels of analysis, of geographical areas, and of modes of education. Theoreticians in the field make reasoned cases for such broadening, and articles analyzed revealed that incipient moves towards them are taking place. However, much scope for the expansion of the field along these lines exists. Some of these are pointed out. Cette recherche analyse plusieurs articles de deux revues éminentes, l’Education canadienne et Internationale et la revue Comparative Education Review dont le but sera d’expliquer l’état présent ainsi que l’évolution des recherches en Éducation Comparée. Les articles ont été choisis, depuis la création des revues jusqu’à la fin de 2006, sur la base des caractéristiques suivantes : Niveau d’analyse de l’article; Quantité d’éléments couverts par article; Zones géographiques visées par les articles ; Méthodologies éducatives visées par l’article; Thèmes/sujets analysés. L’analyse présente deux caractéristiques principales. D’un côté, il existe une consistance frappante, et de l’autre, un grand potentiel pour diversifier d’avantage les différents niveaux d’analyse, les zones géographiques, ainsi que les méthodologies éducatives visées. Les spécialistes du domaine acceptent cette diversification. Plusieurs articles analysés démontrent qu’un mouvement récent de diversification est en train de se développer. Les objectifs de développement doivent cependant être mieux définis. Quelques possibilités sont indiquées dans cet article.

scholarly journals Transforming assessment practices in a higher education institution

2018 ◽  
Author(s):  
Carmen Tomas
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Cultural Change ◽  
Education Institution ◽  
Assessment Practices ◽  
Shared Understanding ◽  
Assessment Practice ◽  
Institutional Practices ◽  
Institutional Level ◽  
Areas Of Concern

A review of institutional practices is presented to elicit the extent to which assessment practices really align with the principles of the standards-based paradigm. An institutional case presents the creation of a framework for practice and its use in evaluating institutional practices. Insights at institutional level suggest that mainstream practices and cultural change may need transformation. In particular, design, student engagement, marking and review of assessments may require strengthening. The ensuing institutional agenda to address central areas of concern have evolved into a range of institution-wide initiatives. The case illustrates how faculty and centre projects may work together to enhance the shared understanding of institutional  “good” assessment practice and the development of communities of practice.

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