Comparative and international studies in education enjoy new popularity. They illuminate the effects of globalisation and post-structural thinking on learning for professional and personal lives. Compare publishes such research as it relates to educational development and change in different parts of the world. It seeks analyses of educational discourse, policy and practice across disciplines, and their implications for teaching, learning and management.     The editors welcome papers which reflect on practice from early childhood to the end of adult life, review processes of comparative and international enquiry and report on empirical studies. All papers should include a comparative dimension.

The journal 'Compare' focuses on comparative and international studies in education, which have gained increasing popularity in recent years. It explores the effects of globalization and post-structuralist thinking on learning in both personal and professional contexts. The journal welcomes research related to educational development and change in various parts of the world, particularly analyses that address educational discourse, policy, and practice, along with their implications for teaching, learning, and management. We encourage submissions that reflect on practices from early childhood through to adult education, review processes of comparative and international inquiry, and report on empirical studies. All papers should include a comparative dimension.

《Compare》期刊专注于教育领域的比较与国际研究，近年来受到越来越多的关注。该期刊探讨全球化和后结构主义思潮对个人和职业学习的影响。我们欢迎与教育发展和变革相关的研究，尤其是那些涉及不同地区的分析。期刊旨在分析教育话语、政策和实践，及其对教学、学习和管理的影响。我们鼓励提交反映从幼儿教育到成人教育各个阶段实践的论文，审视比较与国际研究的过程，并报告实证研究成果。所有论文应包含比较维度。

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This is the second of two articles on World Bank support for technical and vocational education and training in sub-Saharan Africa. The first article reviewed the World Bank's latest policy document on TVET in SSA. This article takes a broader historical perspective by examining the evolution of World Bank policy and practice in this key area of education provision during the last 30 years. The Bank took the lead during the early 1990s in actively promoting a comprehensive reform strategy for TVET in SSA which sought to reduce the role of the state in direct training provision and to make training systems more demand-driven. The serious implementation shortcomings of this strategy eventually led to the emergence of a new approach to skills development in SSA in the late 2000s which places considerably more emphasis on the centrality of skills development for national development.

Paul Bennell

Compare A Journal of Comparative and International Education

Practising what you preach, preaching what you practice:World Bank support for technical and vocational education and training in sub-Saharan Africa

Elizabeth Walton

Juliet Thondhlana

David Monk

Volker Wedekind

Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis

南非、乌干达和津巴布韦的残疾难民教育：跨案例分析

This paper aims to highlight the issues associated with the implementation of education reform policies relating to 'future schools' in a small state in the Middle East and North Africa region. The study points to the consistency with which global corporations and the supranational organisations, such as UNESCO and the World Bank, promote a twenty-first-century skill agenda as an essential component for educational renewal and innovation; but, with equal consistency, it highlights the difficulties that school practitioners face in trying to enact this agenda by way of the reformist policies. Through focus-group discussions supplemented by interviews with senior school leaders and government officers, a complex web unfolds related to the enactment of education reforms in a fragile Arab state, to such an extent that the 'future schools' narrative is seen to have little or no importance in the wider reform process. Arising from interview data, three main themes emerge related to: organisational culture, technology and tradition. Far from promoting, amongst students, the development of twenty-first-century skills, the strength of local traditions and epistemology are of much greater importance than the neoliberal imaginary with which policies from the Global North are imbued. Whilst avoiding essentialist arguments, the study contributes to the growing body of literature, in the wake of the Arab Spring, that questions the boiler plate implementation of Western ideals upon countries with very different cultural and epistemological traditions.

Michael Lightfoot

Education reform for the knowledge economy in the state of Sangon

桑贡州知识经济教育改革

Relebohile Moletsane

Rural transitions to higher education in South Africa: decolonial perspectives <b>Rural transitions to higher education in South Africa: decolonial perspectives</b> , by S. Timmis, T. de Wet, K. Naidoo, S. Trahar, L. Lucas, E. M. Mgqwashu, P. Muhuro, and G. Wisker, London, Routledge, 2022, 202 pp., £34.99 (paperback), ISBN 9780367405212 (HB); 9780367405236 (paperback); 9780429356490 (e-book)

Saiful Amri

L. Hendrowibowo

Assembling comparison: understanding education policy through mobilities and assemblage

组装比较：通过流动性和组装理解教育政策

The philosophy of Rudolf Steiner's Anthroposophy, fundamental to Waldorf education, provides an alternative view on education to that in the non-western world. The article illustrates a rhizomatic, informal diffusion of 'alternative education' in contrast to 'policy borrowing' in education, reporting how Waldorf education and Anthroposophy are regarded and operated in an East Asian context. An initial exploratory study of this provides insider perspectives of 'knowledgeable' practitioners in Waldorf early childhood centres in East Asia, regarding their understanding and practices of Anthroposophy and its three key concepts: the Four Temperaments; the Seven-Year [development] cycle; and the Twelve Senses. Participants identified key features of Waldorf education: holistic development of the child; nature relatedness; modelling and imitation; and contextualisation and localisation. Many features of Waldorf education ran counter to significant values and practices in schooling in the local culture. The paper indicates how to reconcile these, and makes recommendations for further research.

Kiiko Ikegami

Keith Morrison

Ka I Sio

Waldorf early childhood education: from the West to the East

华德福幼儿教育：从西方到东方

Rajib Timalsina

Learning to live together harmoniously: spiritual perspectives from Indian classrooms

学习和谐共处之道：印度课堂中的精神视角

Jihae Cha

Laura Galle

The influence of ‘hidden’ costs of school uniforms for refugee students in Kenya

肯尼亚难民学生校服“隐性”成本的影响

Abbreviation	Compare
Journal Impact	1.63
Quartiles(Global)	EDUCATION & EDUCATIONAL RESEARCH(Q2)

ISSN	0305-7925, 1469-3623
h-index	54

Publication Information	Publisher: Routledge，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1975，Proportion of original research papers: 98.41%，Self Citation Rate:12.50%， Gold OA Rate: 23.90%

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Practising what you preach, preaching what you practice:World Bank support for technical and vocational education and training in sub-Saharan Africa

Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis

Education reform for the knowledge economy in the state of Sangon

Assembling comparison: understanding education policy through mobilities and assemblage

Waldorf early childhood education: from the West to the East

Learning to live together harmoniously: spiritual perspectives from Indian classrooms

Assembling comparison: understanding education policy through mobilities and assemblage

Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis

The influence of ‘hidden’ costs of school uniforms for refugee students in Kenya