Primary Education in USA: History, Curriculum, and Regionalism

This article provides an overview of primary education in the USA, focusing on its history, curriculum, and regionalism. It discusses the K-12 structure, curriculum subjects, and the importance of equality in education. A comparison is made between the education systems of the USA and India.

Education and
International
Development

Contents
MAIN BODY...................................................................................................................................4
Country 1 USA................................................................................................................................4
Brief History of Primary Education.................................................................................................4
K-12 Structure..................................................................................................................................5
Curriculum.......................................................................................................................................6
Regionalism:....................................................................................................................................6
Equality............................................................................................................................................7
International Standing (PISA).........................................................................................................8
History of primary education...........................................................................................................8
Primary Curriculum.......................................................................................................................10
Teacher Training:...........................................................................................................................10
Focus on Universal primary education and gender equality..........................................................11
CONCLUSION..............................................................................................................................12

INTRODUCTION
Primary education is important for students because it set base for their future. That means
students make their future only on the basis of their primary education experience. Primary
School is also called elementary school, children of age group four to eleven years generally go
to these schools (Binder and et. al., 2017). Students that have passed preschool go to primary
schools and after primary school comes secondary school. Going to primary school is considered
as basic right (Akhmetshin and et. al., 2018) of student as all the development say social,
cultural, cognitive and emotional skills takes place in primary school. This is the most important
part in student’s life, hence parents should make research before deciding the school for their
child as the future of that individual depends on the primary school (Schendel and McCowan,
2016). For this, two countries are taken for comparing their primary education system. In early,
America’s education was dealt by local and state government (Bamber, 2016). In some of the
state the compulsory education was until 16 (Bedenlier, Kondakci and Zawacki-Richter, 2018),
so every state had own structure of compulsory education. K-12 structure is the division of grade
according to the age of the child.
Many schools are providing the facilities like day care for children, education and development
and so on, but a wise choice is essential because this the time that will not come back and student
is in learning phase a right direction at right time is important. It is easier to build a good
individual then to repair a broken one which means if a child is given proper education from the
starting then it is easier for the person to learn ahead and become successful but if the education
provided, is not up to the mark at initial and development level then the person will face
obstacles in future learning and in other phases of life. Different countries have their own
curriculum and ways of teaching. The purpose of primary education is to give fundamental skills
and knowledge to the students (Knight and De Wit, 2018). Basic subjects are taught and the main
focus is on overall development of the child and improving the competencies that are required at
higher phases of life and that are required after completion on the elementary education. The
main goal of providing quality primary education is to prepare the kids with basics of main
subjects. There the students are not only taught to study but how to participate, develop interest
and learn new things are also the part of primary education. Subjects that are given importance at
that time are reading, math, social studies, science, and physical education with the motive to
improve their thinking, reading and problem solving skills.

According to the populous USA is the third largest in the world having 327.7 million people and
it is the largest economy so that’s why it is called a developed nation (Bourn, Hunt and Bamber,
2017). In the education system USA has second position in the higher education system. Even
after of this development situation of the country, USA faces many challenges because of the
rival countries such as India and China. China and India has the aim that they overtake the
economy of USA from the end of 2050. So it is very important for USA that they have to make
their education system best so that they get best students that maintain the largest economy. For
this it is very essential for students that they have to understand the curriculum firstly.
Mastering in simple mathematical operations is essential for the higher studies and are given
more importance (Owens, 2017). Basically, this is the time when children learn to interact and
socialize and they learn this basically from teachers and children that there as well as from their
parents. The report is about the role of primary education and how it is important for later
learning. Also the education system is different in developing country like India and developed
countries like USA. The basic reason behind considering United States of America is that
education level of this nation is education market values approximately to USD 1,350 billion in
2017 and it is expected to reach around USD 2,040 billion by 2026. On the other hand, education
system of United States is expected to exhibit a CAGR of more than 4.5% between 2018 and
2026.Ttherefore, it can easily be said that this country’s education system has improved in
effective and in efficient ways. The discussion about the curriculum followed, the way teachers
are trained, and the standards of teaching and K-12 structure that is followed in USA is there.
Also how it is different from education system is India. Basically, the reason behind considering
both the United States and India’s education system is to compare and improve the existing
education system of India through considering education system of U.S. The history of primary
education in India, the curriculum followed, the focus on universal primary education and gender
equality. It is analyzed that India is developing nation that require many efforts for generating
the awareness of primary education so this report is in comparing basis that help to give
difference between both countries.

MAIN BODY
Country 1 USA
Brief History of Primary Education
Education is need of society; it is the institution that provides productive and good members to
the society (Zaitseva and et. al., 2016). With the help of education members of the society gain
knowledge, norms and value that make good people (Annan-Diab and Molinari, 2017). Basically
education is of two types informal and formal, both are necessary for the development of the
society or nation. Whereas informal education is the education that individual get from their
parents and their family members, it is necessary because it give basic knowledge that become
the base of students future life. However, without primary education it can be said that living
standardisation of children may not improve in near future (Berasategi, N., Alonso and Roman,
2016). Informal education undertakes from the parents whereas formal education is undertake
from parents that are the first teacher of the students. USA is the developed nation that means it
is the country where the people are independent but they can be attained through vary hard time
(Blikstein, 2018). It means that Americans are the person who faces difficult time in their life,
they become developed because of their studies. In the early days of America, the number of
formal education was so hard. Only 10% of colonies (Bozkurt, 2019) student went for the formal
education because other students had not enough money that provides formal education. The first
formal education school was opened in 17th century that named Boston Latin School. For
improving spellings books were written in standardized form so that it provides the base of the
education after the revolutionary war. Compulsory education was started in mid 1800s
(Fedosejeva and et. al., 2018); it was the big change and development for the America. In mid
1900s very less number of students went for the college but after World War 2, suddenly
increasing in number of the college students from all social class. Including this, some of the
recent developments in policies in relation with education system of United States that took place
can be understood with a good example of Civil rights and discipline: In January 2014, the U.S.
Divisions of Education and Justice delivered a first-since forever bundle of direction and asset
materials proposed to help schools and areas address the abuse of exclusionary discipline and
lopsided paces of order for understudies of shading and understudies with handicaps. It says that
students give proper attention by government as they are very important for developed nation.

The Civil Rights Data Collection additionally focused, unexpectedly, on circumstance holes
across a scope of pointers, including understudy maintenance and admittance to thorough
coursework. A first-historically speaking highest point in the late spring of 2015 met by the
White House likewise united groups of instructors and overseers from the nation over to talk
about sure school atmospheres.
K-12 Structure
K-12 is the acronym of kindergarten to 12th grade that gave the roughly idea of age that means
school starting from the age of 5 and ends with the age of 18 with grade 12th (Gedeon and et. al.,
2016 2017). It is the structure where grades were broken into three stages (Aulawi and et. al.,
2017) Elementary and Secondary Education Act (ESEA) and granting a large amount for the
growth of K-12 structure. This would help in improve education level and living standards as
well of society. These enactments in the education system are the main base USA as a developed
country.
Curriculum
USA adopted the K-12 structure that already explained in the above discussion. In USA English
is the core language that is compulsory for all the students, because it is the mother tongue of
USA (de Wit et. al., 2020). However, it has been found that a substantial population of United
States speak Spanish and other languages as well (Fletcher, 2018). On the other hand, first stage
is the elementary school that involve grade K to 5. Second stage is the middle school that
includes the children of grade 6 to 8. The last and important stage is high school that involves the
children of grade 9 to 12. This structure guarantees to the students that they get the free
education till the 12th grade. K-12 structure was come in the 19th century. In 1965 the President of
USA i.e. Lyndon B. Johnson agreed and signed the document i.e. Curriculum of USA is only
depending on states because the country has no separate national curriculum. American Common
Core State Standards is (García-Peñalvo and Cruz-Benito, 2016) the base of the curriculum of
USA; it includes Math, History and Geography, English Language and Science (Woya, 2019).
USA conducts many other curriculum activities that give the opportunities to the students (Jiani,
2017). They use many strategies like class learning, inquiry based method of teaching. In their
curriculum they mention four years English, two years of arts, one year of computer science and
many more.

Regionalism:
Regionalism is the word that refers to apply different policies at each state in USA (DeWind,
2019). Because USA adopts the structure of education system in which every state has own
curriculum. Every state has own policy and plans of education standards because they don’t have
own national curriculum (Campbell, Strawser, and George, 201). It does not contradict it, but it is
the addition because of different regionalism that influences some changes. Every state has
different rules and regulations so that’s why in many states have different age of compulsory
education. For example in some states the minimum age of getting study is 5 and in other states
it is 7. In USA the maximum age is also vary due to regionalism i.e. 16 to 18. The ultimate
responsibility of education system is in the hands of states so they have different curriculum
guidelines. States are taking charge in the policy making of education system and having
separates board. These board members are elected by the state legislature or governor. They have
separate department that handle all the educational system. In this department there is one leader
that can be commissioner, secretary, director or superintendent of the department (Verger and et.
al., 2018). The database of policies of different education is maintained by Education
Commission of the States. Every state did not require making kindergarten such as Idaho, New
York, New Jersey, Pennsylvania and Alaska. The District of Columbia and other 15 states are
compulsory to attend kindergarten education. In many states the students are compulsory to
attain the minimum age for getting the education. So every state has own system that they are
follow to make their students good in education. It is found that school primary education is
differing from state to state, there quality is differing. As in numerous nations, socio-financially
advantaged understudies in the United States beat burdened understudies in perusing, arithmetic
and science. In perusing, the presentation hole between socio-monetarily advantaged and
distraught understudies was 99 score focuses (OECD normal: 89 score focuses). Some 27% of
advantaged understudies in the United States, yet just 4% of burdened understudies (OECD
midpoints: 17% and 3%, individually), were top entertainers in perusing, implying that they
accomplished one of the two most noteworthy capability levels. Also, 10% of hindered
understudies in the United States had the option to score among the top quarter of understudies in
their nation in perusing.

Equality
Everyone is living in democratic world follows by rules and law weather in terms of
education or living standards or harassment, everyone has their own right to raise their voice and
right to fight for themselves. In regard with this, equality in education is considered to be a main
part of countries development as today’s youth are the future of tomorrow. An educated person
would be well known about the sensitivity of right to education, as it is biased free in terms of
rich poor or gender discrimination (Caniglia, and et. al., 2018). Every person must get educated
to become a successful individual and make their contribution in countries economy. Treating
everyone with equal right to education will be a significant and foremost step towards
development, it is a fact that a country would only be developed when persons make it to its
most extent. In respect with the USA, it is considers as a well-developed country by being
world’s largest strong economic contributor. USA gives equal right of free education for each
student without being discriminated by financially, ability, gender or colour. The country has its
various laws and constitutions through which people are bound by, one of its laws termed as
‘bills of rights’ which possess the law regarding free public education without any discrimination
(Rieckmann, 201). The ACLU is focusing hard to spread the equality in the whole country and
provide opportunities to each one. The country never promotes discrimination or any harsh
behaviour in schools or universities, even anyone tries to break the law will cost his own life into
danger (Shestakova and et. al., 2017). It is analyzed that education is discriminated even after
equality law because no one person can focus on that issue and government is also taking it very
lightly. USA is developed nation even after they face inequality in their primary education
system.
International Standing (PISA)
According to Hoel and Mason, (2018), US is termed to be most developed country
because of its high education and performance system. So as to be the most powerful approaches
and valuable standards for education which is used by many countries in order to be a breaker for
United States. For which, this PISA system has immigrated in 65 countries including united
states for enhancing student’s capabilities and internal thinking, as it indulges maths, science and
reading skills capabilities for up to 15 years old students, in order to put influence on their mind
sharpness and high IQ level. This test is prepared to eliminate judging criteria depends only on
grades but more of analysing student’s problem solving skills in an immediate situation

(Dyachenko and et. al., 201). The main aim of this test is to contribute into economic
development by preparing present youth to be a better future for their country as those nations
who has good schools and teaching standards would be resulted in economic success whereas
countries who has less efficient schooling system resulted in under developed countries. The
PISA data collects in every three years which regulate the performance of each country.
Organization for Economic Cooperation and Development (OECD) has revealed that US country
has more of prominent students as compare to other 64 countries and a better future (Patel,
2017).
Country 2 INDIA
History of primary education.
INDIA was not so focused on education system in past years, as before independence
(15th August, 1947), constitutions were in the hands of British forces, which does not allow to
maintain individual institution for education. Now that phase has gone with the efforts of
Christian missionaries who took India to a new level of democratic country. When British
government amended their constitution, law to educate Indians has formed to the responsibilities
for east-India company (Mercer-Mapstone and et. al., 2017). To generate this law into whole
country was quite difficult in beginning years, at that time performance was not satisfactory, for
which several surveys had conducted to analyse the need for change. After some initiative
efforts, it results in two primary levels of education which creates influence on reading, writing,
historical facts and science. In regard with administration, each local district were allowed to
open their separate institutions that will be followed by some acts and provisions (Findler and et.
al., 2019). Apart from this, India was not properly managed these responsibilities, there were
several consequences that has faced. After independence that given by Mahatma Gandhi, it
opposed his strategies and belief towards country development (Caniglia and et. al., 2018),
which has taken a new turn for India as the constitution has made under Article 45 for qualitative
development of primary education system, which provide free elementary education for up to 14
years’ age of children with the objective to develop their skills and talent, also with some basic
etiquette and behaviour need to be develop also try to bring overall development of children in
terms of self-reliance or competency (Annan-Diab and Molinari, 2017). PISA is the wide study
that design by OECD that helps to give comparing study so that countries can do all activities for
making themselves best. As USA do to beat with other nations.

School Structure: -
In India the structure that followed by education system is at four level. First one is lower
primary that consider the age between 6 to 10, second one is upper primary that consider age
between 11 and 12 (Galvão, Ferreira and Marques, 2018). In ancient times, the system focuses
on quality of the education but in now times system just focuses on show off (Lomer, 2017).
Nowadays parents are just focusing on the buildings and other benefits (Sheikh, 2017)
(Kolb, Fröhlich and Schmidpeter, 2017), they don't consider quality of education. In simple
words, India follows four level structures that help to divide the classes according to the classes.
In India there are three types of schools that are mentioned in the below points:
 Public schools- Those schools that are funded by government that one is public schools.
They have less fees as compared to the other types of schools. They also have minimum facilities
because the teachers and principal are not focus on the infrastructure and other entitlements.
 Private schools– In India the parents are focuses on infrastructure and other type of
benefits. So that's why the parents chooses private schools more than public schools. These
schools have high amount of fees and other type fees, it include computer fees and tuition fees,
that result very costly schools (Parsons and. Et. al. 2019).
 Boarding schools– Those students who stay far from their parents so they chooses
boarding schools that gives the accommodation facility too. This type of school taking care of
children that are not residing with their parents (Altinok, Angrist and Patrinos, 2018).
Primary Curriculum
In India the primary school are more focused on general education (Kolb, Fröhlich and
Schmidpeter, 2017)It includes very basic subjects like writing, reading with these subjects that
are geography, history, civic and general science (Caspersen, Frølich and Muller, 2017). There
are two type of boards that are popular in the Indian curriculum first one is CBSE acronym of
Central Board of Secondary Education and another one is CISCE that is the acronym of Council
for the Indian School Certificate Examinations. There are main two boards that decide all
activities and functions related to education system of India. The CBSE is developed by NCERT
acronym of National Council of Educational Research and Training located in New Delhi (Hoel,
and Mason, 2018). CISCE is a NPO that means it is the non profit organization that not work for

profits, their main agenda is social welfare that is accomplished by providing literacy to the
society. The curriculum of primary education is developed for the benefits of child that includes
cognitive, spiritual, aesthetic, emotional, moral, imaginative, physical and social.
Teacher Training:
It refers to the procedures, policies and provision that include in teacher training process.
It is developed for providing knowledge and skills to the teachers so that teachers performs very
effectively in the schools (Owens, 2017). When the teachers are get trained than they becomes
teacher educator. After that teachers can teaches very well to the students after the training of
teacher.
Teacher training can be done through various type of curses such as B.Ed or M.Ed degree
(Hoel, and Mason, 2018). It is the degrees that trained the teachers with minimum cost because it
is the governmental courses. In these courses the teachers are getting tools and techniques for
handling the situations of children in schools. Every state has own test for teacher training for
example, Haryana has HTET and Rajasthan has RTET. So every state has their different teacher
training program. These programs are very beneficial for the teachers. As it provides theoretical
as well as practical knowledge of the student’s behavior. It includes the study of psychology and
other main subjects that are the part of their studies. There are many more courses like B.P.Ed
and D.El.Ed. Teacher can get training in every subjects it can be get in Chemistry, Physics,
English and many more. From the above courses the teachers get certificates that allow the
teachers go for teaching in schools. Teachers get trained and give their best knowledge to the
students so that they develop their future very efficiently (Kelchtermans, Smith, and
Vanderlinde, 2018).
Focus on Universal primary education and gender equality
The important point in the respect of education is gender inequality because it is the issue
that becomes a big picture in India. UNESCO always try to eradicate the gender equality in the
global situation. It is the global priority of UNESCO because it creates discrimination in the
country (Parsons and. Et. al. 2019). Females are not allowed to study in the earlier times because
peoples thought that education is not compulsory (Leitner, Khalil and Ebner, 2017). UNESCO
mention that education is the right that should be achieve by all gender whether it is female or
male. They focuses on gender equality because it is the fundamental right and it promotes the

substantial growth of global economy. With the Education 2030 Framework for Action, They
aims to get ensure that the growth should be inclusive that means the participation of all
individuals should be equal not considering any gender disparity. They also aim for achieving
gender equality so that they empower the girls and woman in the country. India is at back in this
situation as they don’t remove gender equality to much.
The agenda of Education 2030 reminds gender equality that means it consider the girls
and boy’s equality. It simply means that women and men cannot discriminate in education
system. Gender equality is essential for sustainable growth of the global economy. It also
promotes peaceful in the global economy (Maba, and et. al., 2017). It can be achieved through
equal right of women and men. It contributes the economy with achievement of gender equality.
It can be achieved through applying many strategies such as launching an awareness programs
that promotes gender equality. Because it is just not fundamental right but also essential
foundation that helps in the peaceful, sustainable and prosperous in environment. It can be
adopted the government policies such as reducing the small age marriages, encourage more
literacy so that people can understand the gender equality. Literacy is one of the important factor
that reduces gender equality as it helps to aware the gender equality to the people. Literacy rate
of India is comparatively low because of
Comparison
The education system in India being a developing country is different in various aspects then in
USA as it is developed country. The education system is more advance in USA, the primary
education is called first grade and it starts from age of 5 years normally. It is the criteria that give
brief knowledge of primary education system. The focus is on understanding the concepts and a
practical away to learning in USA whereas India focuses more on bookish knowledge and
theoretical part. In USA the emphasis is on learning and preparing students for future, not
stressing them out for exams but in India a student is judged through the academic performance
(Murray, Swennen, and Kosnik, 2019). In USA the sports are given equal importance (Deng and
Gopinathan, 2016) and the students them excel in other areas also but in India the main focus is
on academics, the students in India are stronger in the studies then in other things, India follow
traditional methods. USA focuses on learning in small numbers and in India nothing like this
prevails. The curriculum followed every state in USA is different there is nationalised curriculum
followed there because the age of entering school is also different in states. India have national

curriculum in which they set some important structure. The rules and regulations also differ with
states. Flexibility provided is more in USA if compared with India. The main thing is India
focuses majorly on maths, which is a subject optional in USA.
CONCLUSION
After making the report it can be concluded that a developed country like USA has better
primary(Bumjaid and Malik, 2019) schooling despite the facilities provided and the training of
teachers are somewhere or the other same as India. Both the countries have system of
government and private schools. Both the countries have their own curriculum. USA has single
curriculum structure whereas India has multiple curriculum. Overall what is important is the
proper primary education given to a child because that is given when the kid is in learning part of
life. Student is small enough when admitted in primary schools but when the one completes the
elementary school the life is changed and has all the concepts build but not always. In USA the
black children are deprived of education they are discriminated on the basis of race (Bates,
2018).
No doubt the things are getting better at both the places nowadays but this is still seen at
some places. What a student learns in primary school helps the kid in future as all the basic
concepts and the skills are developed there. The curriculum in India should also focused on
practical based learning as students are only given theoretical knowledge but now things are
improving and students are given practical based knowledge also the focuses now given on other
areas like sports for physical fitness and interest of students.
The benefit of taking quality primary education is that the further studies become easy as the
conceptual knowledge is build there. So it is right of every student black or white, girl or boy to
get quality primary schooling.

REFERENCES
Books and Journals:
Akhmetshin, E. M., and et. al., 2018. Problems of digitalization of higher education in a small
town. In Proceedings of the 32nd International Business Information Management Association
Conference, IBIMA (Vol. 2020, p. 1710).
Altinok, N., Angrist, N. and Patrinos, H.A., 2018. Global data set on education quality (1965–
2015). The World Bank.
Annan-Diab, F. and Molinari, C., 2017. Interdisciplinarity: Practical approach to advancing
education for sustainability and for the Sustainable Development Goals. The International
Journal of Management Education, 15(2), pp.73-83.
Annan-Diab, F. and Molinari, C., 2017. Interdisciplinarity: Practical approach to advancing
education for sustainability and for the Sustainable Development Goals. The International
Journal of Management Education. 15(2). pp.73-83.
Aulawi, H., Ramdhani, M.A., Slamet, C., Ainissyifa, H. and Darmalaksana, W., 2017. Functional
Need Analysis of Knowledge Portal Design in Higher Education Institution. International
Journal of Soft Computing, 12(2), pp.132-141.
Bamber, P. M., 2016. Transformative Education through International Service-Learning:
Realising an ethical of learning. Routledge.
Barth, M. and Rieckmann, M., 2016. State of the art in research on higher education for
sustainable development. Routledge handbook of higher education for sustainable development,
pp.100-113.
Bates, T., 2018. The 2017 national survey of online learning in Canadian post-secondary
education: methodology and results. International Journal of Educational Technology in Higher
Education, 15(1), p.29.
Bedenlier, S., Kondakci, Y. and Zawacki-Richter, O., 2018. Two decades of research into the
internationalization of higher education: Major themes in the Journal of Studies in International
Education (1997-2016). Journal of Studies in International Education, 22(2), pp.108-135.
Berasategi, N., Alonso, I. and Roman, G., 2016. Service-learning and higher education:
evaluating students learning process form their own percpective. Procedia-Social and Behavioral
Sciences, 228(20), pp.424-429.
Binder, and et. al., 2017. Olympic education: an international review. Taylor & Francis.
Blikstein, P., 2018. Maker movement in education: History and prospects. Handbook of
Technology Education, pp.419-437.
Boni, A. and Calabuig, C., 2017. Education for global citizenship at universities: Potentialities of
formal and informal learning spaces to foster cosmopolitanism. Journal of Studies in
International Education, 21(1), pp.22-38.
Bourn, D., Hunt, F. and Bamber, P., 2017. A review of education for sustainable development and
global citizenship education in teacher education.
Bozkurt, A., 2019. From distance education to open and distance learning: A holistic evaluation
of history, definitions, and theories. In Handbook of Research on Learning in the Age of
Transhumanism (pp. 252-273). IGI Global.

Bumjaid, S. E. and Malik, H. A. M., 2019. The Effect of Implementing of Six Sigma Approach
in Improving the Quality of Higher Education Institutions in Bahrain. International Journal of
Engineering and Management Research, 9.
Campbell, H., Strawser, M. G. and George, S., 2016. Communication education and international
audiences: Reflections on instructional challenges and pedagogical strategy. Journal of
International Students. 6(2). pp.632-343.
Caniglia, G., and et. al., 2018. The glocal curriculum: A model for transnational collaboration in
higher education for sustainable development. Journal of Cleaner Production, 171, pp.368-376.
Caspersen, J., Frølich, N. and Muller, J., 2017. Higher education learning outcomes–Ambiguity
and change in higher education. European Journal of Education, 52(1), pp.8-19.
Christ, T., Arya, P. and Chiu, M. M., 2017. Video use in teacher education: An international
survey of practices. Teaching and Teacher Education. 63. pp.22-35.
DARSONO, D., WİNARNO, W. and St Y, S. L. A. M. E. T., 2018. The need textbook writing of
children’s story based on character education. International Journal of Educational Research
Review, 3(2), pp.1-8.
de Wit, H., Rumbley, L.E., Craciun, D., Mihut, G. and Woldegiyorgis, A., 2020. International
mapping of national tertiary education internationalization strategies and plans (NTEISPs). The
Bloomsbury Handbook of the Internationalization of Higher Education in the Global South,
p.29.
Deng, Z. and Gopinathan, S., 2016. PISA and high-performing education systems: Explaining
Singapore’s education success. Comparative Education, 52(4), pp.449-472.
DeWind, J., 2019. Aiding migration: The impact of international development assistance on
Haiti. Routledge.
Dyachenko, and et. al., 2017. Intelligent and Cognitive Technologies in Education of
International Economic Relations Students and Human Resource Development: Methodology in
Language Teaching and Distance Learning. European Journal of Sustainable Development. 6(4).
pp. 353-353.
Engel, L. C., Fundalinski, J. and Cannon, T., 2016. Global citizenship education at a local level:
A comparative analysis of four US urban districts. Revista Española de Educación Comparada,
(28), pp.23-51.
Fedosejeva, J., and et. al., 2018. Education for sustainable development: The choice of
pedagogical approaches and methods for the implementation of pedagogical tasks in the
Anthropocene age. Journal of Teacher Education for Sustainability, 20(1), pp.157-179.
Findler, F., and et. al., 2019. Assessing the impacts of higher education institutions on sustainable
development—an analysis of tools and indicators. Sustainability. 11(1). p.59.
Fletcher, J. A., 2018. Peer observation of teaching: A practical tool in higher education. The
Journal of Faculty Development, 32(1), pp.51-64.
Galvão, A., Ferreira, J. J. and Marques, C., 2018. Entrepreneurship education and training as
facilitators of regional development. Journal of Small Business and Enterprise Development.
García-Peñalvo, F. J. and Cruz-Benito, J., 2016, November. Computational thinking in pre-
university education. In Proceedings of the Fourth International Conference on Technological
Ecosystems for Enhancing Multiculturality (pp. 13-17).
Gedeon, S.A., 2017. Measuring student transformation in entrepreneurship education
programs. Education Research International, 2017.
Hoel, T. and Mason, J., 2018. Standards for smart education–towards a development
framework. Smart Learning Environments, 5(1), p.3.

Jiani, M.A., 2017. Why and how international students choose Mainland China as a higher
education study abroad destination. Higher Education, 74(4), pp.563-579.
Kauffman, J. M., and et. al., 2016. Inclusive education moving forward. Advances in special
education, 32, pp.153-177.
Kelchtermans, G., Smith, K. and Vanderlinde, R., 2018. Towards an ‘international forum for
teacher educator development’: An agenda for research and action. European Journal of Teacher
Education. 41(1). pp.120-134.
Knight, J. and De Wit, H., 2018. Internationalization of higher education: Past and
future. International Higher Education, (95), pp.2-4.
Kolb, M., Fröhlich, L. and Schmidpeter, R., 2017. Implementing sustainability as the new
normal: Responsible management education–From a private business school's perspective. The
International Journal of Management Education, 15(2), pp.280-292.
Leal Filho, W., and et. al., 2017. Handbook of theory and practice of sustainable development in
higher education (Vol. 1). Springer
Leitner, P., Khalil, M. and Ebner, M., 2017. Learning analytics in higher education—a literature
review. In Learning analytics: Fundaments, applications, and trends (pp. 1-23). Springer, Cham.
Lomer, S., 2017. Soft power as a policy rationale for international education in the UK: a critical
analysis. Higher Education, 74(4), pp.581-598.
Maba, and et. al., 2017. Constructing assessment instrument models for teacher’s performance,
welfare and education quality. International journal of social sciences and humanities. 1(3).
pp.88-96.
Malaiya, S., Shrivastava, A., Prasad, G. and Jain, P., 2017. Impact of medical education trend in
community development. International journal of health sciences, 1(1), pp.23-27.
Mercer-Mapstone, and et. al., 2017. A systematic literature review of students as partners in
higher education. International Journal for Students as Partners, 1(1).Sheikh, Y. A., 2017. Higher
education in India: Challenges and opportunities. Journal of Education and Practice, 8(1), pp.39-
42.(Akhmetshin and et. al., 2018)(Berasategi, N., Alonso and Roman, 2016)(Blikstein, 2018)
(Bozkurt, 2019)(Fletcher, 2018)(García-Peñalvo and Cruz-Benito, 2016)(Mercer-Mapstone and
et. al., 2017)(Sheikh, 2017)
Murray, J., Swennen, A. and Kosnik, C., 2019. International research, policy and practice in
teacher education. Basel: Springer.
Owens, T.L., 2017. Higher education in the sustainable development goals framework. European
Journal of Education, 52(4), pp.414-420.
Panchaud, C., and et. al., 2019. Towards comprehensive sexuality education: a comparative
analysis of the policy environment surrounding school-based sexuality education in Ghana, Peru,
Kenya and Guatemala. Sex Education, 19(3), pp.277-296.
Parsons and. Et. al. 2019. US teachers’ perceptions of online professional development. Teaching
and Teacher Education: An International Journal of Research and Studies. 82(1). pp.33-42.
Patel, F., 2017. Decons tructing internationalization: Advocating glocalization in international
higher education. Journal of International & Global Studies. 8(2).7
Rieckmann, M., 201. Education for sustainable development goals: Learning objectives.
UNESCO Publishing.
Salmi, J., 2017. The tertiary education imperative: Knowledge, skills and values for
development. Springer.
Schendel, R. and McCowan, T., 2016. Expanding higher education systems in low-and middle-
income countries: the challenges of equity and quality. Higher education, 72(4), pp.407-411.

Shestakova, T.N., Sukhorukova, L.M., Ivchenko, M.V. and Fokin, N.I., 2017. Education as the
national safety element in the globalizing world. In Integration and Clustering for Sustainable
Economic Growth (pp. 167-172). Springer, Cham.
Verger, A., Steiner-Khamsi, G. and Lubienski, C., 2017. The emerging global education industry:
analysing market-making in education through market sociology. Globalisation, Societies and
Education, 15(3), pp.325-340.
Woya, A. A., 2019. Employability among statistics graduates: Graduates’ attributes, competence,
and quality of education. Education Research International, 2019.
Zaitseva, N.A., Ilina, E.L., Nikolskaya, E.Y., Romanova, M.M. and Larionova, A.A., 2016. The
Main Strategic Directions of the Education System Development (on the Example of Higher
Education Institutions on Personnel Education for the Hospitality Industry). International
Journal of Environmental and Science Education, 11(16), pp.9155-9168.
s