This series of research-based monographs and edited volumes provides comparative and international perspectives on key current issues in curriculum, learning and assessment. The principal features of the series are the innovative and critical insights it offers into the equitable provision of quality and relevant education for all; and the cross-disciplinary perspectives it engages, drawing on a range of domains that include peace, ethics, sociology, economics, politics, culture, gender, sustainability, inclusion, development and education.
IBE on Curriculum, Learning, and Assessment aims to influence a wide range of actors in the field of education and development, whether academics, policy-makers, curriculum-developers, assessors, teachers or students. The series thus comprises innovative empirical research, case studies of policy and practice, conceptual analyses and policy evaluations, as well as critical analyses of published research and existing policy. With this series, IBE UNESCO builds on a long tradition of publishing research on relevant education topics, within an international perspective. Its predecessor,
Studies in Comparative Education, initiated by the IBE in 1971, was among the most well-established series in the field.
Editorial Board: Manzoor Ahmed,
BRAC University, Bangladesh Ivor Goodson,
University of Brighton, UK Silvina Gvirtz,
Universidad de San Andres, Argentina Hugh McLean,
Open Society Foundations, UK Natasha Ridge,
Al Qasimi Foundation for Policy Research, UAE Joel Samoff,
Stanford University, USA Yusuf Sayed,
Cape Peninsula University of Technology, South Africa Nelly Stromquist,
University of Maryland, USA Felisa Tibbitts,
Teachers College, Columbia University, USA N.V. Varghese,
National University of Educational Planning and Administration, India