Prospects (Prospects)

Publisher: Unesco; International Bureau of Education

Journal description

PROSPECTS, UNESCO's journal on education, has existed since 1971. The International Bureau of Education (IBE) in Geneva was responsible for its publication from 1994 until 2001. As of 2002, Kluwer Academic Publishers will co-publish the English language version of PROSPECTS. This journal enables UNESCO to communicate directly and indirectly with an international audience of scholars, decision-makers, graduate students and educators. PROSPECTS has served as a platform for the exchange of ideas on current and controversial educational themes for over thirty years; provides scholars in many different countries with the only source of information on international educational problems available in their national language; adopts a strong international approach by giving the floor to authors from around the world; presents the views of researchers, academics, decision-makers, curriculum developers, educators and graduate students; provides graduate students with a first and unique opportunity to participate in an international dialogue; regularly invites experts from the different sectors of UNESCO as guest editors to supervise issues, reflecting the organization's current priorities; editions in Arabic, Chinese, French, Russian and Spanish are available as well as a Bulgarian edition published by the national authorities. Information on these publications can be obtained from PROSPECTS is a co-publication of the UNESCO International Bureau of Education, Geneva, Switzerland and Kluwer Academic Publishers.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Prospects website
Other titles Prospects (Online)
ISSN 0033-1538
OCLC 50732308
Material type Government publication, International government publication, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This article explores recent developments in linguistic choices in education in Zanzibar and examines the arguments for using local languages of instruction (LoI) as a right. The article’s analysis is based on a study of a curriculum change in Zanzibar in which English replaced Kiswahili as the LoI in the last two years of primary school in mathematics and science subjects. The article reviews theory and practices regarding the consequences of LoI for quality education and its implications for human rights in education. The methods included several field visits, observations in classrooms, and interviews in order to address both the reasons behind the curriculum change and its consequences. The conclusion is that expanding the use of English in primary school will reduce the quality of teaching and learning; from the perspective of a rights-based approach, this violates the educational rights of Zanzibari children.
    Prospects 03/2015; DOI:10.1007/s11125-015-9341-6
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    ABSTRACT: The article addresses international efforts at child protection, emphasizing the criminal law on juveniles before 1914, and focuses on key international organizations and their various conferences and congresses. Although there was an institutional divide between welfare in general, child protection and youth crime, the organizations covered similar topics with regard to juvenile criminal law. The article investigates two aspects of the process by which the field became internationalized. First, it describes the people and institutions that disseminated the idea of juvenile criminal courts and the various strategies they developed to create an international forum for the issues surrounding them. Second, it describes how various measures were adapted, appropriated and implemented, using Germany as an exemplary case. In general, the article attempts to contribute to the emerging field of transnational history, which emphasizes cross-boundary relations, interactions and interdependencies beyond the nation state.
    Prospects 01/2015; DOI:10.1007/s11125-015-9342-5
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    ABSTRACT: In recent decades, historical studies of public policies on children and youth have paid scant attention to the transnational dimension which may have governed their emergence. This article focuses on the transnational perspective of social and cultural history, to understand the role that international organizations have played in disseminating child welfare measures. It focuses on the workings of the Child Welfare Committee (CWC) of the League of Nations, and the internal transactions and mechanisms that enabled it to play a central role in defending the cause of children between the world wars. Analysis of the committee’s work reveals the dissemination mechanisms in contemporary social policy, and the role played by international governmental and private organizations. The article also describes the emergence of the first international networks devoted to child welfare in the late 1800s, the circumstances around the CWC’s creation, and the mechanisms through which the League of Nations became a collegial centre of expertise on both child welfare and its related policies.
    Prospects 01/2015; DOI:10.1007/s11125-015-9340-7
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    ABSTRACT: What are the origins of international schools? Authors in the fields of education and institutional history often point to the “need” of an invisible group of parents. This need, and the “demand” these schools claim to fulfill, haunt common discourse. From a historical and sociological viewpoint, however, these are precisely the factors that require explanation. This article draws on several archival sources to analyze competing projects and visions of the United Nations International School in New York and to thus reconstruct its origins. The analysis shows that the founders of this school were neither an established occupational group of international civil servants nor an organized group of parents. On the contrary, high-level officials mobilized around the cause of a United Nations school in their quest for other status claims. A historical sociology of international education can therefore effectively replace the myth of origins, providing a better understanding of international civil servants as a social group.
    Prospects 01/2015; DOI:10.1007/s11125-015-9347-0
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    ABSTRACT: This article responds to a question put forward approximately a decade ago by the history of education research group at the Katholieke Universiteit Leuven: Did the child-centred ideas of New Education, as promoted by Ovide Decroly, influence the education policy in the former Belgian colony of Congo? Naturally, ideas were circulating that could have been linked with indigenism, taking into account African traditions and local oral traditions. Some hold that in everyday educational practice, as much in Belgium as in the Belgian Congo, the paternalistic perspective remained uninterrupted. Offering a more nuanced picture, this article is based on the biography of Gustaaf Hulstaert, a noted missionary educator, and also analyzes his textbooks and manuals.
    Prospects 12/2014; DOI:10.1007/s11125-014-9331-0
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    ABSTRACT: This special issue of Prospects, titled “Learning and Competences for the 21st Century”, could hardly be more timely. Rapid advances in communications and information technology, growing urbanisation, concerns for environmental sustainability, shifts in geopolitics, demographic patterns and labour markets, increasing unemployment, especially of young people, and the growing divide between rich and poor (UNESCO 2014) place unprecedented pressure on education systems to change rapidly and profoundly.This is also a key moment for the international community, which must now place education at the heart of a broad post-2015 global development agenda. The United Nations (2013) called for a universal framework with one set of goals relevant to all nations and a core focus on sustainable development and eradicating poverty. But that effort will only succeed if it rests on coherent and achievable goals and strategies for education post-2015. High-quality education and learning, as well as life ...
    Prospects 12/2014; DOI:10.1007/s11125-014-9333-y
  • Prospects 09/2014; 44(3):321-333. DOI:10.1007/s11125-014-9295-0
  • Prospects 09/2014; 44(3):463-481. DOI:10.1007/s11125-014-9310-5
  • Prospects 09/2014; 44(3):429-443. DOI:10.1007/s11125-014-9315-0
  • Prospects 09/2014; 44(3):411-428. DOI:10.1007/s11125-014-9319-9
  • Prospects 09/2014; 44(3):351-365. DOI:10.1007/s11125-014-9316-z
  • Prospects 09/2014; 44(3):335-349. DOI:10.1007/s11125-014-9317-y
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    ABSTRACT: At present, India’s education system turns out millions of young people who are ready to think, but not enough people with entrepreneurial or employment skills. As India faces increasing limits on its resources, both economic and natural, the competency and capability of human resources play a pivotal role in developing and sustaining the economy. The sector of skill development and vocational education requires a paradigm shift, from a static framework to one that is dynamic and constantly adapting to meet industry and social demands. Centurion University of Technology and Management has evolved to provide relevant and inclusive education to young people at every level, from school dropouts to graduates. Through its social entrepreneurship initiative, Gram Tarang Employability Training Services, Centurion partners with industries and the government to develop the capacity for employment and entrepreneurship in all its students and trainees. This article describes Centurion’s vision, operational approach, and the underlying beliefs that guide its innovative thinking, based on its years of working in some of India’s most marginalised and underdeveloped regions.
    Prospects 06/2014; 44(2):297-316. DOI:10.1007/s11125-014-9308-z
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    ABSTRACT: The UNESCO Chair in Technical and Vocational Education and Training at the Hong Kong Institute of Education, Rupert Maclean, and Shanti Jagannathan, Senior Education Specialist in the Regional and Sustainable Development Department of the Asian Development Bank, Manila, are to be congratulated on their timely co-guest editing of this special issue of Prospects on Skills for Inclusive and Sustainable Development: Perspectives from the Asia Pacific Region and Beyond. This topic is profoundly important to countries in the Asia Pacific region and beyond, as they seek to achieve economic and social development that is fair, inclusive, and sustainable. It is also of great importance in exploring constructive ways that the economic tigers in Asia, which are experiencing unprecedented rates of economic growth, can achieve “green growth” rather than growth that further damages the environment through such trends as an ever-increasing carbon footprint.Promoting skills development for employment ...
    Prospects 06/2014; 44(2):137-140. DOI:10.1007/s11125-014-9314-1
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    ABSTRACT: Most countries in South Asia are either in the middle-income bracket or moving towards it; to move up the value chain towards higher incomes, they need more skilled people and larger investments in infrastructure. The combination of globalization, technological advancement, unprecedented labour mobility, and the demographic dividend offers them enormous opportunities—but they urgently need to catalyze the private sector through unified funding to scale up the high-quality training that can have a major and positive impact on the economy. This article suggests crucial ways to transform the skills training ecosystem so it can respond to the labour market’s needs, both at home and overseas. Among them are more effective funding arrangements, strong institutional arrangements for effective coordination, improved training modalities, significant engagement by the private sector, and quality assurance through partnerships between the national quality assurance agencies and industry/sector councils.
    Prospects 06/2014; 44(2):167-182. DOI:10.1007/s11125-014-9309-y
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    ABSTRACT: The construction industry is contributing to the sustainability agenda through numerous strategies to improve energy efficiency in the design, materials, and operating conditions of buildings. However, this is only one driver of change in the construction sector. This article, which takes Australia as a case study, shows that many other drivers are also important. Among them are the growing importance of building information management systems, and the trend towards the factory manufacturing of components and onsite assembly in construction. Rather than see these as competing drivers of green construction, the article argues that the emphasis on soft skills in these drivers can be used, within the training context, to reinforce the sustainability and green skills agenda.
    Prospects 06/2014; 44(2):211-219. DOI:10.1007/s11125-014-9304-3
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    ABSTRACT: In the first decade of this century, India became one of the world’s fastest growing large economies, and began to face serious skill-related shortages of workers. Its TVET system has not responded adequately to the growth in demand for semi-skilled and skilled workers. This article describes six sets of reforms that India’s educational planners and policy-makers must put into place if these shortages are not to constrain India’s ability to benefit from the demographic dividend.
    Prospects 06/2014; 44(2):267-277. DOI:10.1007/s11125-014-9305-2
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    ABSTRACT: This article describes the main institutional features of Australia’s TVET sector, focussing particularly on the qualifications framework, how it relates to the labour market, and the role of industry. It also looks briefly at two current policy challenges for Australia. Seeking lessons for other countries in the Asia Pacific region, it discusses the importance of context, particularly the size and structure of the economy, and notes that TVET can be judged to be effective as an investment if it leads to employment and better-paying jobs.
    Prospects 06/2014; 44(2):235-247. DOI:10.1007/s11125-014-9307-0