Prospects (Prospects )

Publisher: Unesco; International Bureau of Education, Springer Verlag


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.

  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • Website
    Prospects website
  • Other titles
    Prospects (Online)
  • ISSN
  • OCLC
  • 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

  • [Show abstract] [Hide abstract]
    ABSTRACT: This article offers a definition of prejudice and then reviews the literature on relevant theories of its development and methods to identify and map it. It then discusses how prejudice is institutionalised and legitimised in schools, before turning to the main thrust of its investigation: the extent to which international education (K-12) can reduce prejudice. It then offers several sets of suggestions on how to reduce prejudice in schools, drawing on research, theory, and practice.
    Prospects 01/2014;
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    ABSTRACT: By evaluating the impact of policies to financially support university students in Georgia, this article demonstrates the systematic spatial disparities that exist in a context of formally equal competition. The author uses a mixed-methods design, combining quanti- tative evidence on the entire population of Georgian university applicants in 2005–2009 with data obtained through in-depth interviews with rural families and with policy-makers, to understand the costs associated with attending universities, based on their prestige and location, as well as inequalities stemming from existing policies on the allocation of public funding. She suggests that the distribution of public funding is apparently fair, as urban and rural students incur the same average out-of-pocket tuition costs. Behind the fac ̧ade of the fair outcome, however, lie serious spatial inequalities based on the complex interplay between the residential origin of higher education applicants, tuition costs, public funding allocations, university locations, and prestige. The analysis shows that urban applicants apply, and gain admission, to more prestigious universities which charge higher tuition than the universities where rural applicants enrol; urban students also manage to obtain higher proportions of the public tuition grant than their rural peers. Thus, rural and urban students purchase higher education of different quality for the same out-of-pocket costs, with urban students being more privileged and rural students relatively less so. Exacerbating this injustice is the fact that rural residents in Georgia earn half of the average urban income.
    Prospects 09/2013; 43(3).
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    ABSTRACT: In 2007, Kenya erupted into violence as a result of heavily contested elections. Because identity divisions lay at the heart of the conflict, the nation’s public universities were deeply impacted, at times pitting students, faculty, and staff against one another, and disrupting the ability of Kenyan higher education to contribute to the development process. This qualitative case study explores how faculty and administrators, at two public institutions in a conflict zone, understand and describe their university’s contributions to development. Analyzed through the lens of conflict transformation, the data reveal that the universities changed internal policies and practices to accommodate constituents impacted by the conflict and to cut across conflict lines, and that participants shifted in their thinking about the institution’s internal and external relationships and purposes. The article has two aims. It offers preliminary heuristics for peacebuilding as a university process, providing a framework of practices and policies that engage university constituencies and may transform conflict. It also shows how conflict changed participants’ perspectives about the relationships between themselves, higher education, and development in their country. Further, this article explores a connection between participant beliefs about peacebuilding and development in Kenya.
    Prospects 09/2013;
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    ABSTRACT: Described as ‘‘terrorist factories’’, the South Asian madrasas have become the subject of great controversy since September 11, 2001. In Afghanistan, people commonly blame Pakistani madrasas for recruiting Afghan youth into militant groups. In response, the Afghan government has initiated a comprehensive reform of the Islamic education sector. Yet, little analytical attention has been paid to Afghan madrasas and their transnational links. This article examines more closely the role of religious education in Afghanistan, transnational connections with madrasas in Pakistan, the alleged links to militancy, and the scope for reform of the religious education sector in Afghanistan.
    Prospects 03/2013; 43(1):69–84.
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    ABSTRACT: Despite the long-standing interest in educational technology reforms, many researchers have found that it is difficult to incorporate advanced information and communications technologies (ICT) in classrooms. Many ICT projects, particularly in the developing world, are limited by the lack of integration between pedagogy and technology. This article presents a framework for integrating ICT technology and inquiry-based pedagogies in classroom settings: the Stanford Mobile Inquiry-based Learning Environment (SMILE). It then outlines findings from a series of studies that tested SMILE’s effectiveness in various country contexts. SMILE successfully spurs student questioning and changes student-teacher dynamics in class. On the other hand, school and country contexts influence students’ initial abilities to form deep inquiries, and SMILE is more difficult to implement in areas where rote memorization pedagogies are typical. The authors advocate further research on the effect of long-term interventions.
    Prospects 03/2013;
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    ABSTRACT: This introduction to our guest-edited issue provides a framework for reflecting on curricula, based on the four still fundamental questions raised by Tyler (Basic principles of curriculum and instruction. University of Chicago Press, Chicago, 1949) about effective ways to organize educational experiences that can meet the school’s educational purpose. The authors begin by decoding the Franco-European and Anglo-Saxon/North American approaches to the concept of curriculum, and seek points where the two are complementary. Using Tyler’s four questions, they then clarify the concept in a conceptual outline, organize it into a rational model, and seek a reference framework that can offer pointers for a debate on curriculum. They then show that, because a curriculum necessarily originates in a specific society, some of that society’s irrationality affects the nature of the curriculum. Thus, any curriculum experiences a tension between the rationality of the models that define it in theoretical terms and the irrationality of its surrounding society—which has the power to regulate it. Therefore, tools for curriculum analysis must consider all these dimensions, contradictions, and tensions to achieve a truly systemic perspective. While a system model is important for evaluation, it is also important to understand the less rational aspects and to place them in dialogue with their models. In this respect, providing pointers for the debate on curriculum remains a perilous exercise. Finally, the authors reflect on a systemic and holistic approach to the curriculum, and suggest pointers for contemporary reflection on curriculum.
    Prospects 01/2013;
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    ABSTRACT: This is a critical reflection on the results of a study that the French International Center for Pedagogical Studies (CIEP) piloted in 2008–2009 in five sub-Saharan African countries which were implementing curriculum reforms adopting the “competency-based approach”. The article refers to a seminar on this process and the ideas expressed by various participants. Then, based on the cases, and focusing on issues that arose during the implementation, it considers more general questions about how to ensure that curricular reforms succeed.
    Prospects 01/2013; 43(4).
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    ABSTRACT: The author describes the steps taken by a research team, of which she was part, to develop a specific methodology for assessing student attainment in primary school, working with the Programme for the Analysis of Education Systems (PASEC) of the Conference of Ministers of Education of French-speaking Countries (CONFEMEN). This methodology provides the basis for an item bank that can be used for many assessment tests. It can also be applied outside the specific context of French-speaking Africa.
    Prospects 01/2013; 43(4).
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    ABSTRACT: The authors of this article describe an essential feature of inclusive educational practice: non-abandonment. When students’ needs and difficult behavior are overwhelming, teachers may abandon them emotionally as a defensive reaction to their own experience of emotional distress and helplessness. Non-abandonment represents a constructive strategy for dealing with these students based on the psychodynamic concepts of containing and holding. The authors provide a theoretical grounding for the processes of abandonment and non-abandonment, and then illustrate how these two processes play themselves out in school practice, drawing on action research conducted with educators in Israeli schools. They then describe eight elements in an active strategy of non-abandonment. These are: (1) make a conscious choice to assume professional responsibility for these students; (2) “stand by” students whose behaviour leads others to abandon them; (3) reframe self-defeating ways of thinking to open new avenues for action; (4) attempt to understand students’ real needs, including emotional ones; (5) adapt teaching practice to meet these needs, even going beyond traditional pedagogy; (6) create school frameworks in which teachers can systematically reflect on and improve practice; (7) address teachers’ emotional needs by making their own negative feelings openly discussable; and (8) promote teamwork and supportive relations among school faculty based on honest feedback and mutual non-abandonment.
    Prospects 01/2013; 43(3).
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    ABSTRACT: This article looks at the role that teacher training can play in implementing curriculum reform, specifically in studies conducted in French-speaking Africa by researchers at the UNESCO Chair in Curriculum Development. After reviewing the effects that reform has on the school as an organization, it establishes a link between the concept of change and the notions of communities of practice and learning communities. As any change in organizations depends on human resources, the article describes how teacher training can enable teachers to develop such communities, as an effective strategy for implementing certain aspects of curriculum reform. It also outlines the importance of training that focuses on class management and the ways that such communities can empower teachers. Finally, it shows how a learning community that developed in one class extended throughout a school.
    Prospects 01/2013; 43(4).
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    ABSTRACT: Starting in the 1970s, Brazil developed a very complex system of quantitative assessments of education at all levels, making extensive use of statistical information and tests, in an effort to improve and maintain the quality of its education. However, with some exceptions, particularly at the graduate level, Brazilian education standards remain low, with few signs of improvement. After reviewing the existing assessment systems and their evolution, this Viewpoint argues that, although these assessments are a necessary component of any successful policy for educational improvement, they may fail without the appropriate technical and institutional considerations. Technical considerations include the need to avoid situations of reification, when the indicators, rather than education itself, become the main goal to be pursued; when obscure statistical estimations replace well-grounded psychometric measures aligned with existing curricula; when low-stakes tests are used for high-stakes purposes; and when the pedagogical, psychometric, and statistical procedures are not open to regular outside peer review. Institutional considerations include the need to make the assessment agency independent from government and other stakeholders, and to consider the large differences across the country’s regions and populations.
    Kneller Lecture, Comparative & International Education Society, Annual ConferenceKneller Lecture, Comparative & International Education Society, Annual Conference; 01/2013
  • Source
    Prospects 01/2013;
  • Prospects 01/2013; 43(4).