This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes a historical overview of the ways in which the term "international education" has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.

Innovation in Learning: Global Vision or Dream?

Innovation in Learning: Global Vision or Dream?

Innovation in learning: Global vision or dream?

What are the benefits of an international curriculum to individuals, educators, commercial and government interests? Can such a curriculum be built entirely upon a set of key generic or interdisciplinary competencies, as envisaged by the OECD's Definition and Selection of Competencies (DeSeCo) Project and currently evidenced in schools in Victoria, Australia, through the development of Essential Learning Standards for all students (OECD 2005; VCAA 2005)? Or does it need to include a specific set of skills tailored to meet a niche in the employment market to ensure that students have pathways to higher education and employment opportunities? How do educators find a balance between the immediate demands of the workplace and broad-based ...

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