
Aaron Benavot
Aaron Benavot is Professor of Global Education Policy in the School of Education at the University at Albany-SUNY with interests in comparative education research and international education policies (www.albany.edu/epl/). He recently worked as a Fulbright Specialist in Viet Nam (2018) and a High-Level Expert at the East China Normal University in Shanghai, PRC (2019-2020). During 2014-2017 Aaron served as Director of the Global Education Monitoring Report, an independent, evidence-based annual report published by UNESCO, which analyzes progress towards international education targets in the 2030 Agenda for Sustainable Development. (sustainabledevelopment.un.org/post2015/transformingourworld)
Aaron's scholarship explores education issues from comparative, global and critical perspectives. Specifically, he has examined the historical expansion of primary education; the prolongation of compulsory schooling; the globalization of curricular policies; the diversification of secondary education; school differences in curricular implementation; the changing status of vocational education; the spread of national learning assessments and the emergence of global learning metrics; the conceptualization of adult literacy; the monitoring of adult education and lifelong learning; teacher enactment of mathematics curricula; the role of structured democratic voice in educational accountability; and the mainstreaming of education for global citizenship and sustainable development in policies and curricula. Aaron has co-authored or co-edited six books: School Knowledge for the Masses (with Meyer and Kamens); Law and the Shaping of Public Education (Tyack and James); Global Educational Expansion (Resnik and Corrales); School Knowledge in Comparative and Historical Perspective (Braslavsky); PISA, Power, and Policy (with H-D Meyer). He is a co-convener of NISSEM (nissem.org), which recently published a special volume entitled: NISSEM Global Briefs: Educating for the social, the emotional and the sustainable.
Aaron previously taught at the University of Georgia and the Hebrew University of Jerusalem and has been a visiting professor at universities in Argentina, Japan, Germany, Italy, Malta, France and China. He has given talks and keynote presentations in more than 40 countries worldwide. He has been a consortium and lead partner in, and evaluator of, EU-sponsored socio-economic research. In 2007 he was elected to the CIES Board of Directors and later served as CER Co-Editor and CIES Secretary. He currently serves on the advisory or editorial boards of a dozen education and social science journals.
Phone: +1-518-442-5299
Address: Aaron Benavot
Dept of Educational Policy and Leadership/ School of Education
University at Albany, State University of New York
1400 Washington Avenue
Albany, New York
12222 USA
Aaron's scholarship explores education issues from comparative, global and critical perspectives. Specifically, he has examined the historical expansion of primary education; the prolongation of compulsory schooling; the globalization of curricular policies; the diversification of secondary education; school differences in curricular implementation; the changing status of vocational education; the spread of national learning assessments and the emergence of global learning metrics; the conceptualization of adult literacy; the monitoring of adult education and lifelong learning; teacher enactment of mathematics curricula; the role of structured democratic voice in educational accountability; and the mainstreaming of education for global citizenship and sustainable development in policies and curricula. Aaron has co-authored or co-edited six books: School Knowledge for the Masses (with Meyer and Kamens); Law and the Shaping of Public Education (Tyack and James); Global Educational Expansion (Resnik and Corrales); School Knowledge in Comparative and Historical Perspective (Braslavsky); PISA, Power, and Policy (with H-D Meyer). He is a co-convener of NISSEM (nissem.org), which recently published a special volume entitled: NISSEM Global Briefs: Educating for the social, the emotional and the sustainable.
Aaron previously taught at the University of Georgia and the Hebrew University of Jerusalem and has been a visiting professor at universities in Argentina, Japan, Germany, Italy, Malta, France and China. He has given talks and keynote presentations in more than 40 countries worldwide. He has been a consortium and lead partner in, and evaluator of, EU-sponsored socio-economic research. In 2007 he was elected to the CIES Board of Directors and later served as CER Co-Editor and CIES Secretary. He currently serves on the advisory or editorial boards of a dozen education and social science journals.
Phone: +1-518-442-5299
Address: Aaron Benavot
Dept of Educational Policy and Leadership/ School of Education
University at Albany, State University of New York
1400 Washington Avenue
Albany, New York
12222 USA
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Books by Aaron Benavot
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In the podcast episode, Draxler interviews Benavot regarding the importance and possibility of the U.S. re-engaging with UNESCO. It follows the statement released by the Comparative and International Education Society (CIES) in November 2020, which urged the incoming Biden/Harris administration to, “Rejoin UNESCO and to re-engage in all areas of the Organization’s expertise, including cultural heritage, education, lifelong learning, information/communication and science” (CIES 2020, Nov 18).
The presentation underlines that most national assessments measure learning on a system-wide basis, are curriculum-based and subject-specific. They also tend to focus on the upper grades (4-6) of primary education with growing interest in lower secondary grades. PISA covers 15 year old and the International Association for the Evaluation of Educational Achievement (IEA) covers grade 8. Only a few assessments examine cross-curricular competences (such as PISA).
Building national capacities to improve the validity, scientific rigor and impact of existing assessments will enable countries to better monitor the proposed education targets after 2015.
Only a minority of published research compares educational systems or frameworks in two or more countries. The prominence of single case studies is still valid today. This seminar explores the roots and reasons for the weak state of comparison in the CIE field. It then discusses different strategies to strengthen the comparative dimension of CIE
research. The presentation will draw examples and insights from his ongoing work as coeditor of the Comparative Education Review.