Compare: A Journal of Comparative and International Education (AJCIE)

Comparative and international studies in education address themes of major interest to policy makers and academics. They illuminate the role of education in development, in maintaining or challenging the existing social order, and the interaction of the local, the national and the global in education systems, institutions and practices. 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 governance. The editors welcome papers which reflect on practice from early childhood to the end of adult life, in formal and non-formal education and learning. All papers should include a comparative and/or international dimension. We define ‘comparative’ in its widest sense – papers do not need to be comparing different countries or contexts, but may be comparing across time, cultures (e.g. insider/outsider perspectives) or between different groups or systems (e.g. indigenous and mainstream education). However, all papers, including single country case studies, must engage with wider theories and debates in the field of comparative and international education and must include a global perspective. In particular, we are seeking originality and articles that bring a new and fresh perspective to a topic or theory. Case studies of under-researched aspects of the field and countries about which little is known also have our keen interest. In all cases, the context which is focused on in the article must be discussed clearly. Apart from engaging with the wider literature, papers must be empirically and methodologically robust. All articles are subject to anonymous reviews to ensure high quality and originality.

Compare: A Journal of Comparative and International Education (AJCIE) is :-

• International, Peer-Reviewed, Open Access, Refereed, education systems, institutions and practices, teaching, learning, governance, challenging the existing social order, the interaction, single country case studies , Online or Print , 8-issues-year Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 0305-7925, E-ISSN: 1469-3623, Established: 1971, Impact Factor: 1.6
• Provides Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE