Mark Bray

Double-shift schooling primarily aims to extend and minimize unit costs. However, some systems only achieve these goals at the expense of educational quality. Planners may be faced with difficult choices when designing systems. Drawing on experiences on a wide range of countries, this publication highlights the advantages and problems of double-shift systems. Comparison is made with single-shift systems, and also with systems having triple, even quadruple shifts.--Publisher's description.

Hong Kong and Macao have much in common. The dominant populations in both territories are Cantonese-speaking Chinese; both are small in area; both are urban societies; both have been colonies of European powers; and both have undergone political transition to reunification with China. Yet in education, for reasons that are analysed in this book, they are very different. The patters of similarities and differences in the two territories make a fascinating basis for comparative study. The overarching theme of the book, on continuity and change is particularly pertinent following the transition of the two societies of the postcolonial era. This thoroughly-revised and expanded second edition builds on the widely-acclaimed first edition. The work has been recognised as a significant contribution to the broad field of comparative education as well as to study of the specific societies which are its main focus. Mark Bray is Chair Professor of Comparative Education at the University of Hong Kong. Ramses Koo is a Senior Lecturer at the Hong Kong Institute of Education. Both have long experience of research on education in Hong Kong and Macao; and both are active in professional societies concerned with comparative education.

The World Council of Comparative Education Societies (WCCES) was established in 1970 as an umbrella body which brought together five national and regional comparative education societies. Over the decades it expanded, and now embraces three dozen societies. This book presents histories of the WCCES and its member societies.

Summary:Provides a collection of Ferrer's writings on rationalist education, revolutionary violence, and the general strike (most translated into English for the first time) and put them into conversation with the letters, speeches, and articles of his comrades, collaborators, and critics to show that the truth about the founder of the Modern School was far more complex than most of his friends or enemies realized. Francisco Ferrer navigated a world of anarchist assassins, radical republican conspirators, anticlerical rioters, and freethinking educators to establish the legendary Escuela Moderna and the Modern School movement that his martyrdom propelled around the globe. --From publisher description