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| International Journal of Educational Development | |
|---|---|
| Title | International Journal of Educational Development |
| Discipline | Education |
| Abbreviation | Int. J. Educ. Dev. |
| Publisher | Elsevier |
| Country | United Kingdom |
| Frequency | Bimonthly |
| History | 1981–present |
| Impact | 3.9 |
| Impact-year | 2023 |
International Journal of Educational Development is a peer-reviewed scholarly periodical addressing pedagogical, policy, and developmental issues affecting formal and informal learning worldwide. It publishes empirical research, policy analyses, and comparative studies that intersect with institutions, organizations, and regions such as the United Nations, World Bank, UNESCO, African Union, European Commission, Organization of American States, Association of Southeast Asian Nations, Commonwealth of Nations, G7, and G20. The journal engages contributors connected to universities and institutes including University of Oxford, Harvard University, University of Cambridge, Stanford University, University College London, University of Toronto, University of Melbourne, University of Cape Town, Peking University, National University of Singapore, Jawaharlal Nehru University, University of São Paulo, University of Delhi, London School of Economics, Columbia University, Yale University, University of Edinburgh, McGill University, Australian National University, University of Hong Kong, University of Michigan, University of California, Berkeley, University of California, Los Angeles, University of British Columbia, University of the Witwatersrand, University of Pretoria, Seoul National University, Tsinghua University, King's College London, University of Manchester, University of Birmingham, University of Sydney, University of Auckland, Trinity College Dublin, Sorbonne University, Ecole Normale Supérieure, University of Copenhagen, University of Helsinki, Humboldt University of Berlin, Freie Universität Berlin, Leiden University, University of Amsterdam, Ghent University, KU Leuven, University of Zurich, ETH Zurich, University of Geneva, Boston University, New York University, University of Wisconsin–Madison, University of Illinois Urbana-Champaign, University of Texas at Austin, Michigan State University, Ohio State University, Pennsylvania State University, Rutgers University.
The journal was established in 1981 during a period of policy activity involving UNESCO, United Nations Development Programme, and World Bank dialogues at venues such as UN General Assembly, Non-Aligned Movement Summit, and World Conference on Education for All. Founding editorial leadership connected with scholars affiliated to Institute of Education, London, Centre for Educational Research and Innovation, and policy networks including International Monetary Fund advisers and researchers linked to Overseas Development Institute. Key early contributors included academics associated with University of Sussex, University of Leeds, University of Bristol, University of Warwick, University of York, University of Nottingham, University of Exeter, University of Glasgow, Queen Mary University of London, King's College London, University of Liverpool, University of Sheffield, University of Southampton, University of Reading, and institutes such as Brookings Institution, International Institute for Educational Planning, RAND Corporation, British Council, Save the Children, Oxfam, Plan International, International Rescue Committee, CARE International, ActionAid, Mercy Corps, World Vision International, and International Labour Organization. Over decades, editorial shifts reflected debates tied to events like the Millennium Summit, Sustainable Development Goals Summit, World Education Forum, Dakar Framework for Action, Bologna Process, Lisbon Strategy, Paris Agreement, and regional initiatives including African Union Education Strategy, Asia-Pacific Regional Cooperation agendas, and bilateral commissions such as US–UK Fulbright Commission partnerships.
The journal foregrounds research relevant to policymakers and practitioners across institutions such as Ministry of Education (United Kingdom), Ministry of Education (India), Ministry of Education and Culture (Finland), Department for Education (England), Department of Basic Education (South Africa), National Center for Education Statistics, and international bodies including UNICEF, UNHCR, World Food Programme, International Labour Organization, Organisation for Economic Co-operation and Development, African Development Bank, Asian Development Bank, Inter-American Development Bank, European Bank for Reconstruction and Development, and African Union. It prioritizes submissions addressing comparative studies, program evaluations, capacity building, teacher training linked to institutions such as Teach For All, Open University, UCL Institute of Education, International Baccalaureate, Cambridge Assessment, and curriculum reforms tied to national exams and boards like Central Board of Secondary Education, International General Certificate of Secondary Education, and regional accords. Topics intersect with research centers and initiatives including World Bank EdStats, UNESCO Institute for Statistics, Global Partnership for Education, Education Cannot Wait, GPE, Education International, and think tanks such as Chatham House, Council on Foreign Relations, Carnegie Endowment for International Peace, Atlantic Council, Cato Institute, and Heritage Foundation.
The editorial board comprises editors and associate editors drawn from universities and research institutes such as University of Sussex, University of Cambridge, University of Oxford, Australian National University, University of Cape Town, McGill University, University of Toronto, Peking University, National University of Singapore, University of Hong Kong, Seoul National University, Tsinghua University, King's College London, London School of Economics, Columbia University, Harvard University, Stanford University, Yale University, Princeton University, Cornell University, Duke University, Brown University, Imperial College London, University of Birmingham, University of Manchester, University of Edinburgh, University of Glasgow, University of Leeds, University of Sheffield, University of Nottingham, and policy partners including UNICEF, World Bank, OECD, European Commission, African Union, Asian Development Bank, Inter-American Development Bank, Brookings Institution, RAND Corporation, Overseas Development Institute, Institute of Development Studies, Centre for Global Development, Save the Children, and Oxfam. Manuscripts undergo double-blind or single-blind peer review depending on section, with reviewers drawn from networks spanning Academy of Social Sciences, British Academy, National Academy of Education, Royal Society, American Educational Research Association, Comparative and International Education Society, European Educational Research Association, Asia-Pacific Education Research Network, African Research Universities Alliance, and regional scholarly societies.
Published by Elsevier on a bimonthly schedule, the journal offers subscription access alongside open access options managed under hybrid models and article processing charges, with authors affiliated to funders like Gates Foundation, Wellcome Trust, National Institutes of Health, UK Research and Innovation, European Research Council, Horizon Europe, Australian Research Council, Social Sciences and Humanities Research Council, Canada Research Chairs, China Scholarship Council, and national research councils able to secure open access waivers. Distribution channels include aggregators and platforms such as ScienceDirect, institutional repositories at Harvard DASH, Oxford Research Archive, Cambridge Repository, HAL (open archive), SSRN, RePEc, Zenodo, and indexing collaborations with libraries including British Library, Library of Congress, Bibliothèque nationale de France, Deutsche Nationalbibliothek, National Diet Library (Japan), National Library of China, and university presses.
The journal is indexed in major databases and services including Scopus, Web of Science, EBSCOhost, ProQuest, ERIC, JSTOR, DOAJ, Index Medicus, Gale, Clarivate Analytics, CrossRef, Dimensions, PubMed Central (for eligible content), Google Scholar, ResearchGate, Semantic Scholar, WorldCat, BASE, OpenAIRE, Ulrich's Periodicals Directory, CAB Abstracts, Sociological Abstracts, Social Science Citation Index, Arts & Humanities Citation Index, IDEAS, SSCI, SSRN, CINAHL where relevant, and specialist education indices maintained by organizations like OECD and UNESCO Institute for Statistics.
The journal has influenced policy debates and academic discourse linked to events and frameworks such as the Dakar Framework for Action, Education 2030 Framework for Action, Millennium Development Goals Summit, Sustainable Development Goals Summit, World Education Forum, PISA assessments, TIMSS, Programme for the International Assessment of Adult Competencies, and national reform commissions in countries including India, South Africa, Brazil, Mexico, China, Kenya, Nigeria, Pakistan, Indonesia, Philippines, Bangladesh, and Ethiopia. Citations and uptake are visible in reports from World Bank, UNICEF, UNESCO, OECD, Asian Development Bank, African Development Bank, academic monographs from presses such as Routledge, Palgrave Macmillan, Cambridge University Press, Oxford University Press, SAGE Publications, Springer Nature, Taylor & Francis, and in policy papers by Brookings Institution, Chatham House, Carnegie Endowment for International Peace, Center for Global Development, RAND Corporation, and Overseas Development Institute. Scholarly reception has engaged critiques and endorsements in journals like Comparative Education Review, Educational Researcher, British Journal of Sociology of Education, Harvard Educational Review, Teachers College Record, Studies in Higher Education, International Review of Education, Journal of Education Policy, and regional outlets across Africa, Asia, Latin America, and Europe.
Category:Education journals