Instructor
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Dr. Tayyaba Tamim
Ph.D Education
University of Cambridge
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1 Introduction to Education
2 Sociological approaches to Education
3 Comparative Education and its Scope and Purpose
4 Scope of comparative Education
5 Purpose of Comparative education
6 Educational Planning and comparative Education
7 Primary Education planning
8 Quality of Education
9 Secondary school Education
10 University Education
11 Financing of Education
12 Equity in Education
13 Phases in Comparative Education
14 Stages in development of Comparative education
15 Comparative Education in Historical context
16 Theoretical orientations of Comparative Education
17 Rationale for Re-conceptualization
18 Comparative education and policy makers
19 Geomorphic Shifts in Comparative Education
20 Intrusive role of state
21 Demands on Performance
22 Pressure for funding
23 Technology
24 Conceptualizing Education- Three Approaches to Education:
25 Roles of Education in Society
26 Human Capital Theory and Role of Education
27 Problems in Human capital approach
28 Rights approach to Education
29 Issues with Rights Approach
30 Education as capability
31 Limitations of Capability approach
32 Comparison of Three approaches
33 Qualitative and quantitative approaches in Comparative Education
34 Quantitative approach purposes
35 Establishing Causality
36 Commitment to nomothetic Reasoning
37 Theory testing
38 Quantitative Research and Structured approach
39 Defining qualitative approach & purpose
40 Qualitative approach, Capturing processes
41 Qualitative approach: Commitment to ideographic approach
42 Theory development
43 Qualitative research: Flexibility in approach and researcher’s role
44 Quantitative vs Qualitative research and literacy in comparative context
45 Qualitative and quantitative approaches to defining literacy
46 Variations in Literacy
47 Qualitative vs quantitative approaches; what leads to literacy?
48 Qualitative vs quantitative research: Consequences of literacy
49 Literacy in Pakistan: Comparisons Across provinces Economic Survey
50 Literacy in Pakistani context: more comparisons
51 Unit of comparison
52 Interpreting comparisons
53 Bray and Thomas Framework
54 Comparing Places: Notion of Space
55 Levels of Geographical Entities as Unit of Analysis:
56 Level 1: Research across regions/continents
57 Challenges in the regional research
58 Level 2: Country as Unit of analysis
59 Research across Countries
60 Large scale cross national comparisons and challenges
61 Research across State/ Provinces
62 Subnational Research: Brazil and Thailand
63 District as unit of analysis
64 District level research in Mali, India and Pakistan
65 Research across schools
66 Research across classrooms
67 Individual as unit of analysis
68 Comparisons across levels
69 Challenges in comparing places
70 Comparing Education systems
71 Educational systems in China: Mainland
72 Educational Systems of China: Hong Kong
73 Comparing systems: Education systems in China (Macao)
74 Educational System in UK: Wales
75 Educational System in UK: Scotland
76 Educational System in UK: Ireland
77 Educational System in UK: Similarities and differences
78 Education system in Pakistan
79 Languages in Education & Social Capital
80 Social capital defined
81 The study of social capital
82 Differences as deficit
83 Opportunities for “crossing over”
84 Linking Capital: Recognition and voice
85 Language in Education and Social Capital:
86 Implications of Languages in Education—the private and public schools
87 Why Study Educational systems?
88 Tracking in German schools
89 Tracking in American schools
90 Issues in tracking System
91 Comparing times
92 Historical Approaches to Comparative Education:
93 Theoretical perspectives in historical approach:
94 Critical & Feminist theory:
95 Post-structuralism and post-modernism theory:
96 Post colonialism:
97 Neo-liberal/Managerial approach:
98 Characteristics of Modern Historical Analysis:
99 Strategies for comparing time:
100 Problems in comparing time:
101 Comparing race, class and gender:
102 The fluidity of the concept of race and ethnicity:
103 Comparing Race in Comparative Education:
104 The concept of class:
105 Class-based comparisons in Comparative Education:
106 Exploring gender:
107 Quantitative research in gender:
108 Qualitative research in gender:
109 Gender equality in education:
110 Gender parity and equality in international goals
111 Gender parity
112 Gender Equality: measurement: dimensions of Gender equality:
113 Three fold characteristics of Rights approach:
114 Gender parity index to rights to education:
115 Issues with gender Parity indices:
116 Gender equality indicators to rights within education
117 Rights through education:
118 Enabling sustainable gender equality in education:
119 Gendered dimensions to the inequalities of schooling; the impact of identities:
120 Current issues for equity in education in England:
121 Boys’ underachievement and gendered identities:
122 Masculine responses --- Moral panic about boys:
123 ‘Poor boys’ & ‘boys will be boys’:
124 The Failing schools:
125 Stories about girls’ gendered identities:
126 A boy’s gendered identity:
127 Why do these stories matter?
128 Damaging Masculinities:
129 The way forward:
130 Women and science careers:
131 Academic preparation:
132 Attitude and Early Experiences:
133 Role Models:
134 Curriculum materials and design:
135 Pedagogy:
136 Chilly Climate:
137 Pressure to fill gender roles:
138 The masculine worldview of science:
139 Solvable Problems:
140 Intersection of race, class and gender in Comparative Education:
141 Students’ attachment to school and academic engagement: Role of race and ethnicity:
142 Concept of attachment and engagement:
143 Individual backgrounds of Students:
144 Attachment and engagement as embedded in schools:
145 The study across Ethnic groups:
146 The intersection of caste, social exclusion and educational opportunity in Rural Punjab:
147 Comparative definitions of caste:
148 Caste, Social exclusion and education: A comparison of villages in Punjab Pakistan:
149 Description of villages:
150 Caste, Social Structures and Exclusionary Mechanism at Work:
151 Spatial exclusion from educational opportunities:
152 Temporal exclusion from educational opportunity:
153 Institutional and structural exclusion and education:
154 Social network exclusion and self-de-selection from education:
155 Caste and education; lessons learnt from comparisons:
156 Comparing Cultures:
157 Defining cultures:
158 National culture in modern era:
159 National culture and Globalization:
160 Comparing education across cultures:
161 Pitfalls of cross cultural studies:
162 Cross-Cultural Study: USA, Japan and China:
163 Values and interests in Cross-Cultural study:
164 Comparing Values:
165 Different Categories; Category I Studies: Size, Scale and Complexity:
166 Category II & III: Longitudinal studies of textbooks and convergent and divergent values:
167 Category IV: Comparison of Cases in Quantitative Studies:
168 Challenges in Value-based research:
169 Comparing Policies:
170 The Rational Perspective:
171 The Conflict Perspective:
172 Uses and abuses of policy-based research in comparative education:
173 The significance of context in comparative education:
174 Dominance of Anglo-American Scholarship:
175 Divides in the Policy Literature:
176 Under-estimating Cultural factors:
177 The politics of language policy & inequality in Pakistan (BERJ):
178 Language policy of Pakistan:
179 Capability-based Evaluation:
180 Critical theory of Peirre Bourdieu:
181 The Study:
182 Emerging Impacts: Linguistic capital and language ideologies:
183 Language-based discriminatory practices in school:
184 Assessing higher education: Ostracized Silence and Disenfranchised:
185 Opportunities to be in careers of choice and participation in the work place:
186 Wider social participation and access:
187 Lessons learnt from comparative study:
188 Comparing Curricula:
189 Curriculum ideologies and components:
190 Approaches in Comparison of Curricula:
191 Evaluative perspective:
192 Critical perspective:
193 Research Methods: Interpretive study:
194 Critical perspective
195 Research Methods: Evaluative Study:
196 Interpretive study:
197 Critical Study:
198 Comparing pedagogical innovations:
199 Video Studies: Study 1: video surveys:
200 Study II: Pedagogy and school systems:
201 Study III: Revealing diversity in pedagogy:
202 International comparative research: pedagogical innovations:
203 Study: international comparative research:
204 Challenges and methodological advances:
205 Comparing ways of learning: Approaches:
206 Comparing learning strategies:
207 Cross-cultural meta-analysis:
208 The paradox of Asian learner:
209 Concepts of teaching: Chinese perspective:
210 Comparing educational achievements:
211 Procedures for measuring achievements:
212 Whom to compare:
213 Comparing levels and equity of performance:
214 Important comparative questions at national level-I:
215 Important comparative questions at national level-II:
216 Equity in achievements across schools:
217 Comparing quality of education in low income countries from a social justice framework:
218 Human capital perspective to quality:
219 Problems in human capital perspective:
220 Rights-based approach to quality:
221 Issues with rights-based approach:
222 Nancy Fraser and global justice:
223 Redistribution and quality of education:
224 Recognition of diverse needs and identities in education:
225 Participation and educational quality:
226 Capability approach and educational quality:
227 The framework of social justice:
228 The three dimensions of quality education: Inclusion:
229 Inclusion: Resources for educational quality
230 Inclusion for educational quality: Teacher education:
231 Governance for educational quality:
232 Learning outcomes for educational quality:
233 Dimensions of social Justice for educational quality: Relevance:
234 Democratic dimension of social justice for educational quality:
235 Low-cost private schools for poor: Analyzing public policy in low income countries:
236 Non-government schools: History of support:
237 Cross-country analysis:
238 Low quality public schooling and differentiated demand:
239 Accommodation of low-income children:
240 Regulatory environment and financial sustainability:
241 Quality of output of low fee schools:
242 Successful initiatives and models:
243 Lessons learnt from cross-country analysis:
244 Recommendations for schooling low-income children:
245 Major arguments against non-government schools:
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