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There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two decades of comprehensive international studies of student achievement supported by (1) the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA) and (2) the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS). Widely published country rankings that set benchmarks for student achievement suggest the importance of understanding more fully what specific characteristics set highly ranked countries apart, especially quality of teaching and teacher education.

Recent literature on comparative and international teacher education is reviewed, focusing on special issues of Prospects (Vol. 42, March 2012, “Internationalization of Teacher Education”), sponsored by the UNESCO International Bureau of Education (IBE) in Geneva, Switzerland, and the International Journal of Science and Mathematics Education (Vol. 11, August 2013, “International Perspectives on Mathematics and Science Teacher Education for the Future”), sponsored by the National Science Council of Taiwan.

A conceptual framework for describing the complexity of teacher education in comparative and international context is presented, adapting an approach used for understanding educational change and reform in emerging democracies. The chapter concludes with a discussion of theoretical perspectives that have been applied to teacher education in comparative and international education with recommendations for new directions that might inform scholarly understanding as well as practice.

With roots dating back to the early twentieth century, integrated rural development (IRD) is a term that became commonplace in international development circles in the 1960s and afterwards. Based largely on a dual concept of helping to meet basic needs and improve the overall quality of life of poor people from rural and remote regions within national contexts, IRD initiatives have undergone a series of shifts in emphases, approaches and funding schemes. The purpose of this paper is to document the historical background and development of IRD initiatives over time.

The research design for this study included a series of mixed data collection methods, including case study examples of best practices, interviews and a thorough review of the formal literature, as well as an in-depth examination of alternative and multi-media literature (e.g. project reports, policy reports, government reports, working papers, newspaper articles, internet publications, etc.).

The findings of this paper are divided into the following sections. First, key terms of IRD are defined. Next, the background and overview of IRD is introduced including addressing how IRD is viewed as an approach to development, its historical evolution over time, some major IRD initiatives and the major development organizations engaged in promoting IRD. Third, an examination of several IRD models is introduced based on recommended methodologies, noting the sequencing of interventions important to successful IRD initiatives, select examples of IRD initiatives built on public-private partnerships, and the positive and negative outcomes and impacts from select IRD approaches.

The final section focuses on conclusions and seven key recommendations (or ingredients) outlined by the author as essential for implementing successful IRD initiatives: first, create an enabling environment that is conducive and supportive of IRD; second, establish a National Policy Framework for Integrated Development, which includes IRD; third, establish supportive policies and a legal framework that is based on the National Policy Framework; fourth, include two or more sectoral approaches in the initiative (e.g. agriculture, education, health, employment, infrastructure and industry, environment, etc.); fifth, garner participation and commitment from all stakeholders during each of the planning, implementation and evaluation stages; sixth, secure initial seed capital and funding and afterwards sustained funding streams; and seventh, conduct continual monitoring and evaluation throughout the lifespan of the entire initiative with specific adherence to the four key principles of good governance: coordination, information flow, transparency and accountability.

This study examines attitudes of students, teachers, and administrators about HIV education in Ugandan secondary schools. Results indicated significant differences between these groups regarding perspectives about sexuality, transmission of HIV, and AIDS stigma. Behavioral assessment indicated low prevalence of high-risk activities among students, which implies a need for continued education and behavioral reinforcement in the curriculum in the intervention programs for behavioral maintenance. This study provides important insights as to how a comprehensive HIV education program can be more effectively and efficiently integrated in the school system. An ongoing discussion within the public and private sector of the country addresses the need for a comprehensive education curriculum, which includes teacher training, peer education, and strong involvement of governmental and nongovernmental organizations. Results from this study provide an important step in this process.

In this chapter, the authors provide a historical overview of the development of comparative and international education societies throughout the earth. In most cases, these societies have gradually grown and continue to thrive; in other cases, some comparative education societies have become dormant and a few no longer exist. A historical analysis that outlines the rise and fall of comparative education societies is provided. An overview of the World Council of Comparative Education Societies is also discussed, including its lead organizational role in serving as a historical hub to help comparative education societies preserve and disseminate their respective histories. The chapter concludes with suggestions on how anyone can get involved to help contribute to the history preservation of comparative education at the individual, national, regional, and global levels.

In this chapter, the authors provide a historical overview of the development of comparative and international education in North America from 1920s to the beginning of the twenty-first century. The authors document the significant role some of the most influential leaders played to help lay the foundation for comparative education societies in Canada, Cuba, Haiti, Mexico, and the United States. Using historical comparative research technique, the authors examine the many interconnections of current and past leaders. The authors conclude with recommendations on how knowing the history can help strengthen comparative and international education development well into the future.

A number of theoretical paradigms provide a networking space for the trio and complementary fields of comparative, international, and development educational (CIDE) research. Critics periodically attribute the field's lack of a sound theoretical base or commitment to one area of scientific research or another as a primary weakness in the field.¹ Espoused theoretical paradigms often provide the knowledge debate arena in which academic fields interact and build together. In an alternative perspective from this criticism, we argue that the strength of the CIDE field resides in its ability to combine multiple theoretical perspectives that offer researchers a variety of potentially fruitful metatheoretical analyses. Thus, we do not view this lack of theoretical specification as a weakness; it is the very fabric that enables CIDE educationists to study and represent increasingly complex global and local education systems.

This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing higher education institutions (HEIs) in response to these future trends by using a framework of common CBL characteristics. Clear recommendations for CBL practitioners to succeed in CBL implementation within the ever-changing HE landscape are presented. It complements previous chapters on CBL case studies by situating CBL in the broader HE space. A discussion on the interrelationships between these characteristics and predictions on the future integration of CBL in HE concludes this chapter. These macrolevel discussions of CBL will be of interest to government officials, managers, business stakeholders, teachers, policy advisors, and academic teachers. Insights on the future institutional impact of CBL, how it may improve business and academic collaborations, how it aligns with sustainability and transversal skills policies, and where CBL is situated in the post-COVID-19 landscape are discussed. Ultimately, it argues that CBL is part of a pedagogical toolkit to meet future trends in HE.