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The aim of this chapter is to survey present globally present societal trends in the era of globalization, which are creating a new context for education and for the field of Comparative and International Education. The trends include the ecological crisis, the population explosion and demographic dynamics, increasing mobility, the technological revolution, especially the ICT revolution, growing affluence, the neo-liberal economic revolution, the rise of a knowledge society, the fourth industrial revolution, changing social relations, democratization, the demise of the once omnipotent nation-state, the persistent but new presence of religion, and the rise of the Creed of Human Rights. These powerful, interrelated set of societal changes, which are getting spread worldwide on the wings of globalization, is creating a new world, of (in Comparative Education nomenclature) an unprecedented new context, forcing the scholars in the field to tread unknown territory. These forces depicted in this chapter constitute a framework for subsequent chapters in the book, where the response of humanity in the education sector, to meet the challenges these forces constitute, will be the theme.

Studies on trajectory and trends of democratic growth frequently dominate scholarly debates. These studies are led by two distinct points of view. On the one hand, scholars believe that the prevalence of democracy is inevitable and thus marks an era of prosperity and of human rights. Such an era is dominated by the cultural values of independence, individuality, and freedom (Inglehart & Welzel, 2005) and leads to the end of the world's history and the end of the last man (Fukuyama, 1992; Mandelbaum, 2008). A contrasting point of view, on the other hand, is expressed by scholars who studied the crises of modern liberal democracies believing that democracies are failing and hence, the time of worldwide democratization is coming to an end (Mouffle, d’Angerville, 1994, The private life of Louise XIV. Cited in Thomas, Vagueness in law and language the concept of despotism. Oxford: Oxford University Press). This study adds to the ongoing debate by determining which of the trends prevails worldwide across the past two centuries and especially in the beginning of the 21st century. Moreover, it sheds light on existing knowledge about democratic paths and trends by suggesting that a comprehensive investigation of democratization processes requires both regional and worldwide analyses, and investigations of historical events and regional characteristic effects are more beneficial for long-term longitudinal studies.

According to a report by Food and Agriculture Organization, total forest area in the world as of 2005 is estimated at 3,952 million hectares (9,766 acres) or 30 percent of total land area (FAO, 2005a). The area of forest is unevenly distributed (FAO, 2005b). At the regional level, South America is the region with the highest percentage of forest cover, followed by Europe and North and Central America. Asia is the region with the lowest percentage of forest cover (FAO, 2005c). The forest environments are changing globally. Climate change is one of the reasons, and it affects world forest management. More attention has been devoted to timber as the major commercial aspect of forests rather than to other noncommercial resource values (Barnard et al., 1985). The purpose of forest management was once as simple as taking timbers, but it is now more complicated. When the forest environments change, the key trends of world forest management must also change. Now, generally speaking, the extent of forest resources refers to an overall maintaining of adequate forest cover and stocking of various forest types and characteristics, and the ultimate aim of monitoring the extent and characteristics of forest resources is to reduce unplanned deforestation, restore and rehabilitate degraded forest landscapes, manage forests sustainably, and evaluate the important function of carbon sequestration by forests, other wooded land, and trees outside forests, thereby contributing to moderating the global climate (FAO, 2005d).

This chapter treats the luxury hotel concept and practice and its recent trends in the tourism industry. This niche market is expanding rapidly with changing global income structures and increasing complexity of the hospitality sector. Its clientele comprises quality-seeking, prestige-striving, and high-spending customers. The chapter first explores the concept of luxury in relation to hotels. It further groups various associated assets into tangibles and intangibles to discuss their recent trends across the world. It is suggested that companies and destinations active in the luxury hotel market or contemplating entry take these trends into account to gain and/or maintain competitiveness.

A major line of argument in institutional theory, as applied to comparative education, has been that national educational arrangements, and changes in them, reflect models obtaining in world society. The models are transmitted by professionals, by all sorts of world governmental and non-governmental associations, and by the natural influences of prestige in the world's stratification system. So recent American reforms in science education, for instance, are built into the world's professional educational discourse, and policy organizations like UNESCO and the OECD and the World Bank, and flow into policy and sometimes practice in the most unlikely places.

Most comparative education research has included investigation of dimensions of educational reform but not all research in the field has focused concertedly on reform in relation to the realities in practice. In the latter half of the 20th century comparativists underscored the need to investigate implementation issues, not just reform policies, as had often been the case in earlier comparative research, since time had shown that political processes did not always equate with educational outcomes. Reforms can be thwarted altogether, significantly modified or mediated in practice, embraced with qualification, or differentially implemented across regions or levels within a given country. Reform implementation might produce intended and unintended change (for better or for worse); or no change at all might be the outcome; or change might occur ahead of reform. Some of the most fascinating findings in comparative research are dichotomous considerations of change such as policy versus practice, ideal versus real, de facto change versus de jure change, intended and unintended outcomes of reform, grass-roots (bottom–up) versus centralized (top–down) reforms, and de facto change legitimized-after-the-fact through reform or new policy.