Comparative and international studies in education enjoy new popularity. They illuminate the effects of globalisation and post-structural thinking on learning for professional and personal lives. Compare publishes such research as it relates to educational development and change in different parts of the world. It seeks analyses of educational discourse, policy and practice across disciplines, and their implications for teaching, learning and management.     The editors welcome papers which reflect on practice from early childhood to the end of adult life, review processes of comparative and international enquiry and report on empirical studies. All papers should include a comparative dimension.

The journal 'Compare' focuses on comparative and international studies in education, which have gained increasing popularity in recent years. It explores the effects of globalization and post-structuralist thinking on learning in both personal and professional contexts. The journal welcomes research related to educational development and change in various parts of the world, particularly analyses that address educational discourse, policy, and practice, along with their implications for teaching, learning, and management. We encourage submissions that reflect on practices from early childhood through to adult education, review processes of comparative and international inquiry, and report on empirical studies. All papers should include a comparative dimension.

《Compare》期刊专注于教育领域的比较与国际研究，近年来受到越来越多的关注。该期刊探讨全球化和后结构主义思潮对个人和职业学习的影响。我们欢迎与教育发展和变革相关的研究，尤其是那些涉及不同地区的分析。期刊旨在分析教育话语、政策和实践，及其对教学、学习和管理的影响。我们鼓励提交反映从幼儿教育到成人教育各个阶段实践的论文，审视比较与国际研究的过程，并报告实证研究成果。所有论文应包含比较维度。

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This paper aims to highlight the issues associated with the implementation of education reform policies relating to 'future schools' in a small state in the Middle East and North Africa region. The study points to the consistency with which global corporations and the supranational organisations, such as UNESCO and the World Bank, promote a twenty-first-century skill agenda as an essential component for educational renewal and innovation; but, with equal consistency, it highlights the difficulties that school practitioners face in trying to enact this agenda by way of the reformist policies. Through focus-group discussions supplemented by interviews with senior school leaders and government officers, a complex web unfolds related to the enactment of education reforms in a fragile Arab state, to such an extent that the 'future schools' narrative is seen to have little or no importance in the wider reform process. Arising from interview data, three main themes emerge related to: organisational culture, technology and tradition. Far from promoting, amongst students, the development of twenty-first-century skills, the strength of local traditions and epistemology are of much greater importance than the neoliberal imaginary with which policies from the Global North are imbued. Whilst avoiding essentialist arguments, the study contributes to the growing body of literature, in the wake of the Arab Spring, that questions the boiler plate implementation of Western ideals upon countries with very different cultural and epistemological traditions.

Michael Lightfoot

Compare A Journal of Comparative and International Education

Education reform for the knowledge economy in the state of Sangon

桑贡州知识经济教育改革

This paper explores the form of intergenerational learning taking place in rural communities in Malawi within the context of changing family structures. It is based on an ethnographic study conducted in Chipanga and Ndemanga rural communities in Malawi. The study explored the kind of intergenerational learning practices in which community members were engaged in their sources of livelihoods. Through participant observation, the researchers examined how and what knowledge and skills required in livelihood activities were passed on intergenerationally. The findings show that despite the emergence of new intergenerational relations, old forms remain key in the transfer of knowledge and skills needed in sources of livelihoods in some rural communities in Malawi. The paper argues that contextualising intergenerational learning can provide a fresh way to understand the confluence of place, time and culture.

Ahmmardouh Mjaya

Symon Chiziwa

Jean Chavula

Alick Bwanali

Unmasking the dynamics of intergenerational learning: an ethnographic study of two rural communities in Malawi

揭示代际学习动态：马拉维两个农村社区的民族志研究

Since the first laboratory school was founded by John Dewey at the University of Chicago in the 1890s, the lab school concept has sparked interest around the world. In recent years, lab schools have emerged particularly outside the American continent. By applying a policy borrowing lens and using organisational legitimacy as an analytical concept, we point out several legitimacy-related reasons for the prominence of the lab school concept in today's increasingly marketised school environments. We argue that borrowing the lab school concept allows local school founding initiatives to gain legitimacy and, hence, attract parents and build coalitions of stakeholders. Therefore, we also see the challenge of the concept resp. label being used primarily for strategic reasons like branding, and, subsequently, facing the danger of becoming an empty vessel.

Benedict Kurz

Christian Timo Zenke

Laboratory schools travelling the world: between borrowing and branding

实验室学校环游世界：在借鉴与品牌化之间

Jihae Cha

Laura Galle

The influence of ‘hidden’ costs of school uniforms for refugee students in Kenya

肯尼亚难民学生校服“隐性”成本的影响

Sushan Acharya

Anna Robinson-Pant

Special Issue editorial

特刊编辑导语

As an exemplary alternative education pathway to higher education, the International Baccalaureate Diploma Programme (IBDP) has gained significant global traction, with an increasing number of graduates in non-Anglophone contexts. Employing a systematic review method to analyse studies in emerging contexts from the past 20 years, this research examined IBDP's contributions to higher education, including university preparation, academic performance, and post-graduation trajectories. The findings highlight themes pertinent to other international education frameworks: (1) higher education outcomes are largely influenced by school environments and student demographics, (2) tensions exist between globalised curricula and localised educational systems, and (3) the dual examination requirements within national university admission processes pose obstacles to the programme's successful implementation and scaling-up. This study recommends that future research and policy on international and alternative education programmes should focus on the following: less advantaged school populations, long-term impacts, and admission recognition processes within national higher education institutions and systems.

Lizhou Wang

Tessa DeLaquil

Hans de Wit

K. Megan Collier

The alternative education pathway to higher education in non-anglophone contexts: themes and implications from a systematic scoping review on IBDP

非英语环境下高等教育的替代教育途径：基于IBDP系统范围综述的主题与启示

Abbreviation	Compare
Journal Impact	1.63
Quartiles(Global)	EDUCATION & EDUCATIONAL RESEARCH(Q2)

ISSN	0305-7925, 1469-3623
h-index	54

Publication Information	Publisher: Routledge，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1975，Proportion of original research papers: 98.41%，Self Citation Rate:12.50%， Gold OA Rate: 23.90%

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Education reform for the knowledge economy in the state of Sangon

Unmasking the dynamics of intergenerational learning: an ethnographic study of two rural communities in Malawi

Laboratory schools travelling the world: between borrowing and branding

The influence of ‘hidden’ costs of school uniforms for refugee students in Kenya

Special Issue editorial

The influence of ‘hidden’ costs of school uniforms for refugee students in Kenya

Special Issue editorial

Laboratory schools travelling the world: between borrowing and branding

Unmasking the dynamics of intergenerational learning: an ethnographic study of two rural communities in Malawi

The alternative education pathway to higher education in non-anglophone contexts: themes and implications from a systematic scoping review on IBDP