By Philip Fine, Wagdy Sawahel and Maya Jarjour University World News
Women outnumber men in worldwide university enrolments and graduation rates, according to Unesco’s 2009 Global Education Digest. The number of female students in tertiary education rose six-fold between 1970 and 2007compared with a quadrupling of male enrolments during the same period. In terms of graduation, women outnumber men in 75 of the 98 countries, the Digest reports.
Tertiary enrolment ratios of men and women reached parity around the year 2003. Since then, the average global participation of females has been exceeding that of males. In 1970, the male-to-female enrolment ratio was 1.6. In 2007, it flipped, with the female-to-male ratio becoming 1.08.
In North America and Europe, a third more women than men are on campus. Latin America, the Caribbean as well as Central Asia also show high rates of female enrolments. In a number of countries, at least two females graduate for every male.
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By Fazal Rizvi, Bob Lingard Routledge Taylor & Francis Group
List Price: $45.95
- ISBN: 978-0-415-41627-6
- Binding: Paperback (also available in Hardback)
- Published by: Routledge
- Publication Date: 13/08/2009
- Pages: 240
About the Book
Rizvi and Lingard’s account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects - structural and individual - and resistance to them. In the enormous body of writing on globalisation this book stands out and will become a basic text in education policy courses around the world.
- Stephen J Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK
In what ways have the processes of globalization reshaped the educational policy terrain?
How might we analyse education policies located within this new terrain, which is at once local, national, regional and global?
Over the past two decades, educational systems throughout the world have undergone significant changes as systems continue to interpret and respond to the ever-changing economic, social and political contexts within which education takes place. Educational policies have been deeply affected by these developments, as national governments have sought to re-align their educational priorities to what they perceive to be the imperatives of globalization.
In Globalizing Education Policy, the authors explore the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance. They also suggest that whilst in some countries these precepts are resisted, to some extent, they have nonetheless become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalization has given rise, including:
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