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 www.ibe.unesco.org 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 arXiv.org
    • 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 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: 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: 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
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    ABSTRACT: The founders of the International Bureau of Education (IBE) in Geneva were convinced the best way to develop understanding between peoples was by disseminating knowledge: collecting pedagogical materials from around the world, making them accessible to all, and enriching them through collective studies and conferences where attendees could engage in reflection to “resolve global problems in education”. This article goes behind the scene to study how the IBE “armed itself” to overcome rivalries, reach across borders, and promote international understanding. It focuses on its first two stages—as a private institution and an intergovernmental organization—before it became linked to UNESCO in 1946. It describes how the IBE positioned itself during the interwar period in relation to its first sponsors, continually adapting itself so it could safeguard the viability, durability, and legitimacy of its concept. Resolutely scientific, its mission was to make comparative education—joining the local and the global, the particular and the universal—the basis for circulating knowledge free from centrifugal and hegemonic forces, so it could develop a “charter of aspirations for global education”.
    Prospects 03/2015; 45(1):31-48. DOI:10.1007/s11125-015-9336-3
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    ABSTRACT: I am pleased to introduce this special issue, which builds on and further strengthens the already solid partnership between UNESCO International Bureau of Education (IBE) and the University of Geneva.This is indeed a special issue, as it uses a historical perspective to tackle three important aspects of education policies that are often addressed in articles published in Prospects and elsewhere, but are rarely featured in an explicit and systematic way. These aspects are: the circulation of knowledge and the genesis of education policies; the mediators of dissemination (individuals and social groups); and the materials and channels to enable the “transit of knowledge” (Secord 2004, p. 670).Focusing on the ways in which educational knowledge was produced and distributed during the 20th century, the issue also synthesizes recent contributions in this area, especially as they relate to the development of transnational history approaches in education. Transnational history takes as its sta ...
    Prospects 03/2015; 45(1):1-3. DOI:10.1007/s11125-015-9349-y
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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 01/2015; 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 01/2015; DOI:10.1007/s11125-015-9343-4
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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: 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: The vast majority—70%—of the Indian population lives in rural areas. They are far removed from India’s image as a society with an emerging middle class and well-regarded schools. This research focuses on education and opportunities for skill development for this rural population. The researchers investigated the area around the Chilika Lagoon, a rural region in the eastern state of Orissa, by interviewing fishing families about formal and nonformal education and informal learning activities, and by tracking their children’s daily activities to determine educational levels, learning activities, and the demand for education and training. By interviewing students and educational experts from Indian Industrial Training Institutes (ITIs), the researchers also investigated the accessibility and performance of self-help groups and of computer courses and other training programs for fishermen.
    Prospects 01/2015; DOI:10.1007/s11125-015-9338-1
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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 01/2015; DOI:10.1007/s11125-015-9345-2
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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 01/2015; DOI:10.1007/s11125-015-9344-3
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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; 45(1). 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):411-428. DOI:10.1007/s11125-014-9319-9
  • Prospects 09/2014; 44(3):335-349. DOI:10.1007/s11125-014-9317-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