New Frontiers for College Education: International Perspectives

This new book examines how colleges around the world are responding to key challenges, including the rise of mass higher education and preparing vocational learners for the changing nature of work.

The college sector is facing a growing number of new challenges caused by technological change, globalisation and the growth of mass higher education. New Frontiers for College Education considers the impact these changes have had and explores the developing role of college education in countries throughout the world. Whilst analysing the issues associated with providing high quality vocational education and training, the book also reflects on the role of colleges in widening access to both further and higher education.

Drawing together contributions from leading international academics, policymakers and practitioners, the book explores common themes across these diverse societies, as well as some of the key challenges experienced within individual countries. It considers the distinctive contributions that colleges can make in responding to these challenges through apprenticeships and other types of vocational education and training. Contributors discuss the growing emphasis on creating more integrated systems of tertiary education, recognising that colleges and universities are now expected to work more closely together and that these diverse demands can be difficult to reconcile.

Providing an authoritative and timely analysis of the changing role of colleges in contemporary society, this book will be of great interest to academics, researchers and postgraduate students in the areas of further and higher education, vocational education and training, lifelong learning, and skills development. It should also be essential reading for policymakers, as well as practitioners working in colleges and other institutions of higher and further education.

Edited by Jim Gallacher, Emeritus Professor of Lifelong Learning at Glasgow Caledonian University.and Fiona Reeve, Senior Lecturer in Lifelong Learning at the Open University.

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Spanning diverse geopolitical settings that range from Southeast and Central Europe to the Caucasus and Central Asia, this book offers analyses of education policies and practices that the countries in this region have pursued since the fall of the Berlin Wall and the dissolution of the Soviet Union. Capturing complex reconfigurations of education purposes and examining the ongoing tensions inherent in post-socialist transformations, the chapters in this book suggest that beneath the surface of dominant neoliberal narratives there are always powerful countercurrents – ranging from the persisting socialist legacies to other alternative conceptualizations of education futures – highlighting the diverse trajectories of post-socialist education transformations.

Published: August 2018
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Greater equity and inclusion in education cannot be achieved without better data and analysis on the most marginalised populations. Yet today, many groups remain invisible in statistics at the national and global levels. As the official data source for SDG 4, the UNESCO Institute for Statistics (UIS) regularly produces indicators, tools, standards and methodologies to guide countries in their data collection, analysis and dissemination.

This handbook, produced in collaboration with FHI 360, Oxford Policy Management and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, proposes standard approaches and practical guidance in collecting information on educational equity. It addresses knowledge gaps while presenting a conceptual framework to measure equality in learning, offering practical guidance on calculating and interpreting indicators. The handbook also analyses the current situation in 75 national education systems, providing concrete examples in improving equity in education and recommendations for better data coverage to target the most disadvantaged groups. Lastly, the role of government spending is analysed to shed light on the groups that are most likely to benefit and how resources could be redistributed.

To better design policy interventions, countries need solid evidence. This handbook provides the tools needed to produce high-quality, disaggregated data that are essential to ensure no one is left behind.

For more information:
Amy Otchet: gro.ocsenuobfsctd-876c21@tehto.a
UNESCO Institute for Statistics (UIS)

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