Announcements

Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020

2019-03-12

The Sustainable Development Goals (SDGs), adopted by the United Nations Member States in 2015 aim to end poverty, protect the planet, and ensure prosperity for all by the year 2030. Education is a central and underlining goal that influences the success of all other goals. But how can we ensure that efforts to improve education in the world are targeted, relevant, and effective?

With this call for papers, we are envisioning to provide an opportunity to the global community of scholars, researchers, and development experts to reexamine how carefully our education interventions have sought to understand the foundations of specific contexts (in terms of the historical, cultural, social, political, and economic forces that drive a system); as well as the epistemological underpinnings or assumptions that define the development of Theories of Change (ToC) and promise effective interventions and improved outcomes.

Read more about Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020

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Global Education Review is a forum for reporting approaches to and implications of educational practice, as well as the influence of social, economic, and political forces on educational practice in different countries or global regions. GER is published in thematic issues that reflect on policy and practice in educational settings in the United States and abroad.   Selected themes focus on issues that are relevant to the field of education, with implications for policy nationally and/or globally. As a generalist journal, GER strives to provide open access, clearly written articles that are free of technical jargon to policy makers and educators at all levels, including those directly involved with student learning on a daily basis.