Published in 1990, World Yearbook of Education 1990 is a valuable contribution to the field of Education.

First Published in 2005. Assessment and evaluation are essential to education and training. Whether informal or formal, at their best they assist the learning process by providing feedback to 'learners' and 'teachers', facilitate quality assurance and control, and provide a mechanism whereby education and training can be attuned to the needs of the individual and society. This edition of the World Yearbook focuses upon a wide range of assessment and evaluation issues from all over the globe.

This annual summary of educational policies and practices worldwide includes discussion of multi-skills and flexibility, school-work links, qualifications, and education for skills versus education for status.

This volume examines higher education in globalized conditions through a focus on the spatial, historic and economic relations of power in which it is embedded. Distinct geometries of power are emerging as the knowledge production capability of universities is increasingly globalized. Changes in the organization and practices of higher education tend to travel from the ‘West to the rest’. Thus, distinctive geographies of knowledge are being produced, intersected by geometries of power and raising questions about the recognition, production, control and usage of university-produced knowledge in different regions of the world. What flows of power and influence can be traced in the shifting geographies of higher education? How do national systems locate themselves in global arenas, and what consequences does such positioning have for local practices and relations of higher education? How do universities and university workers respond to the increasing commodification of knowledge? How do consumers of knowledge assess the quality of the ‘goods’ on offer in a global marketplace? The 2008 volume of the World yearbook addresses these questions, highlighting four key areas: Producing and Reproducing the University— How is the university adapting to the pressures of globalization? Supplying Knowledge—What structural and cultural changes are demanded from the university in its new role as a free market supplier of knowledge? Demanding Knowledge—Marketing and Consumption—How can consumers best assess the quality of education on a global scale? Transnational Academic Flows—What trends are evident in the flow of students, knowledge and capital, with what consequences? The 2008 volume is interdisciplinary in its approach, drawing on scholarship from accounting, finance and human geography as well as from the field of education. Transnational influences examined include UNESCO and OECD, GATS and the effects of digital technologies. Contrasting contexts include Central and Eastern Europe, Finland, China and India and England. With its emphasis on the interrelationship of knowledge and power, and its attention to emergent spatial inequalities, Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education provides a rich and compelling resource for understanding emergent practices and relations of knowledge production and exchange in global higher education.

This annual summary of educational policies and practices worldwide includes discussion of multi-skills and flexibility, school-work links, qualifications, and education for skills versus education for status.

Published in the year 2005, World Yearbook of Education 1991 is a valuable contribution to Major Works.

This study surveys the position of women in academic institutions across the world, investigating the nature of the gender gap in various countries. The contributors analyze data, predict future trends and summarize those strategies most successful in reducing gender inequality.

Comprises a total of 19 articles examining crucial aspects of youth and work, mainly in North America and Australasia, written by diverse contributors and arranged in four sections: political and economic contexts; education, training, and labor market change; curriculum and qualification reform in post- compulsory education and training; and youth, society, and citizenship. Distributed by Taylor and Francis. Annotation copyright by Book News, Inc., Portland, OR

This title brings together contributions from around the world that analyse and reflect on the way curriculum is configuring and reconfiguring that world.

This volume in the yearbook series examines the variety of educational responses to differing forms of diversity within states. The growth of nationalism and regionalism in many parts of the world is considered alongside the emergence of such international structures as the European Community.