Prospects Journal Impact Factor & Information

Publisher: Unesco; International Bureau of Education, Springer Verlag

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

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's pre-print on pre-print servers such as
    • Author's post-print on author's personal website immediately
    • Author's post-print on any open access repository after 12 months after publication
    • Publisher's version/PDF cannot be used
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (see policy)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • Prospects 08/2015; DOI:10.1007/s11125-015-9356-z
  • Prospects 08/2015; DOI:10.1007/s11125-015-9364-z
  • Prospects 08/2015; DOI:10.1007/s11125-015-9363-0
  • Prospects 08/2015; DOI:10.1007/s11125-015-9357-y
  • Prospects 08/2015; DOI:10.1007/s11125-015-9355-0
  • Prospects 07/2015; DOI:10.1007/s11125-015-9352-3
  • Prospects 07/2015; DOI:10.1007/s11125-015-9358-x
  • Prospects 07/2015; DOI:10.1007/s11125-015-9359-9
  • Source
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    ABSTRACT: Lebanon faces the risk of powerful earthquakes with potentially devastating effects. However, the Lebanese people in general have not yet recognized this risk, as current educational programs and government officials have failed to inform them about it. This article discusses the essential role that Lebanese institutions of higher education should play in educating the public about this risk and in preparing the public to take risk reduction measures. It calls for efforts to integrate earthquake risk education into academic programs and to establish research facilities and student volunteer programs on university campuses across Lebanon to reduce the impact of future earthquake disasters and to make Lebanese communities more resilient to future crises. Without the engagement of higher education institutions in disaster prevention and mitigation, Lebanese communities will remain vulnerable to massively destructive earthquakes.
    Prospects 06/2015; 45(2). DOI:10.1007/s11125-015-9344-3
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    ABSTRACT: It is increasingly recognized that there is a global learning crisis. This article investigates this learning crisis through a comparative analysis of rural India and Pakistan. Using data from each country’s Annual Status of Education Report, it demonstrates that socioeconomic status and gender are important determinants of whether children are in school, the type of school they attend, and whether they are learning. While learning varies across schools, socioeconomic disparities predominate: disadvantaged children in private schools are learning less than more advantaged children in government schools. Gender also plays an important role, with disparities between boys and girls most pronounced among poorer children in Pakistan. In addition, while private tuition improves learning for all children, it does not resolve socioeconomic and gender disparities. The study indicates that policymakers need to focus on government schools since that is where most of the poorest children study and where learning levels are lowest. The fact that more advantaged children are learning in government schools indicates the role that such schools can play in education.
    Prospects 05/2015; DOI:10.1007/s11125-015-9350-5
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    ABSTRACT: Challenges of implementing active-learning reform have been reported across a range of countries and include the need for greater attention to contextual factors and practical realities in the reform process. This study investigates how teachers enact active-learning pedagogy within the Maldives. Using design-based research, it explores—through contextual analysis and pedagogical intervention—the conditions under which active learning can be enacted within the Child Friendly Schools framework. The article presents findings of the contextual-analysis phase, which sought to understand stakeholder priorities in order to inform the intervention phase. The World Café, a participatory approach to data collection, reveals the salient features of active learning considered important across the stakeholder groups: the active participation of students, the use of group work, the teacher as facilitator, a friendly classroom environment, and the potential of the reform to be tailored more equally to all students.
    Prospects 03/2015; DOI:10.1007/s11125-015-9346-1
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    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; 45(2). DOI:10.1007/s11125-015-9341-6
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    ABSTRACT: The Pacific Island nations are in the process of transforming education to support all learners through the application of more inclusive approaches. In order to measure progress, they are working collaboratively to develop a set of local and contextually applicable indicators for inclusive education. This article reports the initial step in this process. A detailed review of literature about the Pacific Islands highlights 10 themes that are highly pertinent to the monitoring of inclusive education (IE) in the region. The article reviews these themes across the continuum of input, process, and outcomes for IE, at 3 levels of implementation: micro, meso, and macro. While disability-inclusive indicators for measuring IE within the Pacific Islands are very limited at present, the article also identifies strategies, good practices, government recommendations, and outcomes from across the region that educators may use to inform the development of inclusive practices.
    Prospects 03/2015; DOI:10.1007/s11125-015-9345-2
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    ABSTRACT: This article traces the influence of international networks in three Middle Eastern universities from the 1920s onwards: the American University of Beirut, the American University in Cairo and the Hebrew University in Jerusalem. It shows how American, internationalist, imperial and religious actors competed and how the universities were placed in these often overlapping or interconnected networks. It illustrates the complicated process of institutionalizing the new universities, for instance in financing them or validating degrees. The article also looks at the role the universities played in the attempt to transform local societies, as they devised outreach programmes and language policies that aimed to spread English, to simplify Arabic, or to modernize Hebrew.
    Prospects 03/2015; 45(1):77-93. DOI:10.1007/s11125-015-9348-z
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    ABSTRACT: Over the past two decades, historians have dedicated a growing amount of research to the history of globalization. This introduction shows how the articles in this issue contribute to this dynamic, aiming to illustrate its heuristic potential in historicizing educational phenomena. The field of education is presented as a relevant platform for an analysis of transnational dynamics, a fact which is demonstrated in the various articles in this issue: they offer a diversity of original case studies that shed new light on the complexity of transfer mechanisms related to education policies, models, and knowledge over the last two centuries. The introduction underlines how this issue renews knowledge on the international production of education policies and practices, focusing on four key methodological issues that run through the various articles: periodization, the myth of progressivism, the multilaterality of circulatory phenomena, and gender relations.
    Prospects 03/2015; 45(1). DOI:10.1007/s11125-015-9337-2
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    ABSTRACT: Over the course of the 20th century, the social and legal status of the child evolved considerably. One remarkable illustration of this process can be seen by tracing the evolution of specific international treaties on the rights of the child. Although developments in national legislation inspired the authors of these treaties, it was through inter- and non-governmental organizations that the rights of the child developed a new dimension. Using archival data from several such organizations, this article adopts a transnational perspective to analyze how the 1959 United Nations Declaration of the Rights of the Child was drafted, institutionalized, and disseminated. The declaration joined together two causes: the defence of children and the promotion of the child’s universal human rights. Thus the adoption of this declaration was an essential stage in reformulating transnational norms on the rights of the child.
    Prospects 03/2015; 45(1). DOI:10.1007/s11125-015-9343-4
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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 03/2015; 45(1). DOI:10.1007/s11125-015-9340-7