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    Association Journal

    BAICE produces the journal, Compare, which publishes research related 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.

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    Join BAICE

    We are a diverse professional association comprised of academics, researchers, policy makers, research students and members of governmental and non-governmental organisations. Membership is open to all who subscribe to our aims. Benefits of membership include a subscription to Compare, discounted rates at conferences and events, and networking opportunities.

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    What is BAICE

    BAICE is a diverse professional association which promotes teaching, research, policy and development in all aspects of international and comparative education. We are committed to research, study, and policy advice. BAICE is the British affiliate of the World Council of Comparative Education Societies but membership is open to all interested in international and comparative education, regardless of nationality or institutional affiliation.

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Upcoming Events

Feb
5
Thu
2015
all-day Governing schools in the Global ...
Governing schools in the Global ...
Feb 5 – Feb 7 all-day
International Conference on Education – Call for papers deadline 20 June Governing Schools in the Global South: Policies, actors and practices 5, 6, 7 February 2015 Bordeaux, France Les Afriques dans le Monde (LAM), Institute of Political Sciences, Bordeaux The final colloquium of the MOPRACS (“Models, practices and cultures of … Read more →
Apr
22
Wed
2015
all-day BTF: Challenging deficit discour...
BTF: Challenging deficit discour...
Apr 22 all-day
BTF: Challenging deficit discourses: Seminar One @ University of Leeds
BAICE Thematic Forum: Challenging deficit discourses in international education and development Seminar One: Flourishing in the margins? Challenging discourses of group-based deficit University of Leeds 22 April 2015 How are particular groups of learners constructed and (mis)represented in discourses of policy and advocacy? Why is their visibility often achieved through deficit … Read more →

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