Course Overview
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Course Synopsis
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Comparative Education is a fully established academic field of study that examines education in one country or group of countries by using data and insights drawn from the practices and situation in another country or countries.Many important educational questions can best be examined from an international and comparative perspective.
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Course Learning Outcomes
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After completing this course students will be able to
- Describe educational systems processes or outcomes
- Assist in the development of educational institutions and practices
- Highlight the relationships between education and society
- Establish generalized statements about education that are valid in more than one country.
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Course Calendar
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Week 01
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1
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Introduction to Education
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2
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Sociological approaches to Education
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3
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Comparative Education and its Scope and Purpose
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4
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Scope of comparative Education
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5
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Purpose of Comparative education
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6
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Educational Planning and comparative Education
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7
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Primary Education planning
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9
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Secondary school Education
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11
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Financing of Education
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13
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Phases in Comparative Education
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14
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Stages in development of Comparative education
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15
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Comparative Education in Historical context
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16
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Theoretical orientations of Comparative Education
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17
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Rationale for Re-conceptualization
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18
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Comparative education and policy makers
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Week 02
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19
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Geomorphic Shifts in Comparative Education
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20
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Intrusive role of state
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21
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Demands on Performance
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24
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Conceptualizing Education- Three Approaches to Education:
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25
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Roles of Education in Society
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26
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Human Capital Theory and Role of Education
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27
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Problems in Human capital approach
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28
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Rights approach to Education
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29
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Issues with Rights Approach
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30
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Education as capability
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31
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Limitations of Capability approach
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32
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Comparison of Three approaches
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33
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Qualitative and quantitative approaches in Comparative Education
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34
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Quantitative approach purposes
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35
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Establishing Causality
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36
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Commitment to nomothetic Reasoning
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Week 03
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38
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Quantitative Research and Structured approach
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39
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Defining qualitative approach & purpose
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40
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Qualitative approach, Capturing processes
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41
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Qualitative approach: Commitment to ideographic approach
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43
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Qualitative research: Flexibility in approach and researcher’s role
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44
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Quantitative vs Qualitative research and literacy in comparative context
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45
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Qualitative and quantitative approaches to defining literacy
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46
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Variations in Literacy
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47
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Qualitative vs quantitative approaches; what leads to literacy?
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48
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Qualitative vs quantitative research: Consequences of literacy
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49
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Literacy in Pakistan: Comparisons Across provinces Economic Survey
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50
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Literacy in Pakistani context: more comparisons
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52
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Interpreting comparisons
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53
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Bray and Thomas Framework
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54
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Comparing Places: Notion of Space
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Week 04
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55
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Levels of Geographical Entities as Unit of Analysis:
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56
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Level 1: Research across regions/continents
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57
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Challenges in the regional research
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58
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Level 2: Country as Unit of analysis
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59
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Research across Countries
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60
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Large scale cross national comparisons and challenges
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61
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Research across State/ Provinces
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62
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Subnational Research: Brazil and Thailand
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63
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District as unit of analysis
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64
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District level research in Mali, India and Pakistan
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65
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Research across schools
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66
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Research across classrooms
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67
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Individual as unit of analysis
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68
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Comparisons across levels
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69
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Challenges in comparing places
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Week 05
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70
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Comparing Education systems
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71
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Educational systems in China: Mainland
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72
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Educational Systems of China: Hong Kong
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73
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Comparing systems: Education systems in China (Macao)
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74
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Educational System in UK: Wales
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75
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Educational System in UK: Scotland
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76
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Educational System in UK: Ireland
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77
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Educational System in UK: Similarities and differences
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78
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Education system in Pakistan
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79
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Languages in Education & Social Capital
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80
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Social capital defined
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81
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The study of social capital
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82
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Differences as deficit
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83
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Opportunities for “crossing over”
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84
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Linking Capital: Recognition and voice
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85
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Language in Education and Social Capital:
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Week 06
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86
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Implications of Languages in Education—the private and public schools
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87
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Why Study Educational systems?
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88
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Tracking in German schools
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89
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Tracking in American schools
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90
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Issues in tracking System
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92
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Historical Approaches to Comparative Education:
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93
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Theoretical perspectives in historical approach:
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94
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Critical & Feminist theory:
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95
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Post-structuralism and post-modernism theory:
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97
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Neo-liberal/Managerial approach:
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98
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Characteristics of Modern Historical Analysis:
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99
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Strategies for comparing time:
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100
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Problems in comparing time:
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101
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Comparing race, class and gender:
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Week 07
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102
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The fluidity of the concept of race and ethnicity:
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103
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Comparing Race in Comparative Education:
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104
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The concept of class:
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105
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Class-based comparisons in Comparative Education:
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107
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Quantitative research in gender:
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108
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Qualitative research in gender:
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109
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Gender equality in education:
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110
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Gender parity and equality in international goals
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112
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Gender Equality: measurement: dimensions of Gender equality:
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113
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Three fold characteristics of Rights approach:
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114
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Gender parity index to rights to education:
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115
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Issues with gender Parity indices:
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116
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Gender equality indicators to rights within education
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117
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Rights through education:
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118
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Enabling sustainable gender equality in education:
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Week 08
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119
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Gendered dimensions to the inequalities of schooling; the impact of identities:
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120
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Current issues for equity in education in England:
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121
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Boys’ underachievement and gendered identities:
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122
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Masculine responses --- Moral panic about boys:
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123
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‘Poor boys’ & ‘boys will be boys’:
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125
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Stories about girls’ gendered identities:
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126
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A boy’s gendered identity:
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127
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Why do these stories matter?
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128
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Damaging Masculinities:
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130
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Women and science careers:
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131
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Academic preparation:
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132
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Attitude and Early Experiences:
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134
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Curriculum materials and design:
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Week 09
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137
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Pressure to fill gender roles:
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138
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The masculine worldview of science:
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140
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Intersection of race, class and gender in Comparative Education:
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141
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Students’ attachment to school and academic engagement: Role of race and ethnicity:
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142
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Concept of attachment and engagement:
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143
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Individual backgrounds of Students:
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144
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Attachment and engagement as embedded in schools:
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145
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The study across Ethnic groups:
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146
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The intersection of caste, social exclusion and educational opportunity in Rural Punjab:
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147
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Comparative definitions of caste:
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148
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Caste, Social exclusion and education: A comparison of villages in Punjab Pakistan:
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149
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Description of villages:
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150
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Caste, Social Structures and Exclusionary Mechanism at Work:
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Week 10
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151
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Spatial exclusion from educational opportunities:
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152
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Temporal exclusion from educational opportunity:
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153
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Institutional and structural exclusion and education:
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154
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Social network exclusion and self-de-selection from education:
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155
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Caste and education; lessons learnt from comparisons:
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158
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National culture in modern era:
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159
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National culture and Globalization:
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160
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Comparing education across cultures:
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161
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Pitfalls of cross cultural studies:
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162
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Cross-Cultural Study: USA, Japan and China:
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163
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Values and interests in Cross-Cultural study:
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165
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Different Categories; Category I Studies: Size, Scale and Complexity:
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166
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Category II & III: Longitudinal studies of textbooks and convergent and divergent values:
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Week 11
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167
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Category IV: Comparison of Cases in Quantitative Studies:
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168
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Challenges in Value-based research:
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170
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The Rational Perspective:
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171
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The Conflict Perspective:
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172
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Uses and abuses of policy-based research in comparative education:
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173
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The significance of context in comparative education:
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174
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Dominance of Anglo-American Scholarship:
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175
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Divides in the Policy Literature:
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176
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Under-estimating Cultural factors:
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177
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The politics of language policy & inequality in Pakistan (BERJ):
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178
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Language policy of Pakistan:
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179
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Capability-based Evaluation:
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180
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Critical theory of Peirre Bourdieu:
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182
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Emerging Impacts: Linguistic capital and language ideologies:
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Week 12
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183
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Language-based discriminatory practices in school:
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184
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Assessing higher education: Ostracized Silence and Disenfranchised:
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185
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Opportunities to be in careers of choice and participation in the work place:
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186
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Wider social participation and access:
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187
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Lessons learnt from comparative study:
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189
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Curriculum ideologies and components:
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190
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Approaches in Comparison of Curricula:
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191
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Evaluative perspective:
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192
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Critical perspective:
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193
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Research Methods: Interpretive study:
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195
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Research Methods: Evaluative Study:
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198
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Comparing pedagogical innovations:
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Week 13
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199
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Video Studies: Study 1: video surveys:
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200
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Study II: Pedagogy and school systems:
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201
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Study III: Revealing diversity in pedagogy:
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202
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International comparative research: pedagogical innovations:
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203
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Study: international comparative research:
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204
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Challenges and methodological advances:
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205
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Comparing ways of learning: Approaches:
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206
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Comparing learning strategies:
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207
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Cross-cultural meta-analysis:
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208
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The paradox of Asian learner:
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209
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Concepts of teaching: Chinese perspective:
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210
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Comparing educational achievements:
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211
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Procedures for measuring achievements:
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213
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Comparing levels and equity of performance:
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214
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Important comparative questions at national level-I:
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Week 14
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215
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Important comparative questions at national level-II:
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216
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Equity in achievements across schools:
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217
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Comparing quality of education in low income countries from a social justice framework:
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218
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Human capital perspective to quality:
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219
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Problems in human capital perspective:
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220
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Rights-based approach to quality:
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221
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Issues with rights-based approach:
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222
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Nancy Fraser and global justice:
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223
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Redistribution and quality of education:
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224
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Recognition of diverse needs and identities in education:
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225
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Participation and educational quality:
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226
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Capability approach and educational quality:
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227
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The framework of social justice:
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228
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The three dimensions of quality education: Inclusion:
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229
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Inclusion: Resources for educational quality
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230
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Inclusion for educational quality: Teacher education:
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Week 15
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231
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Governance for educational quality:
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232
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Learning outcomes for educational quality:
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233
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Dimensions of social Justice for educational quality: Relevance:
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234
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Democratic dimension of social justice for educational quality:
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235
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Low-cost private schools for poor: Analyzing public policy in low income countries:
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236
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Non-government schools: History of support:
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237
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Cross-country analysis:
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238
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Low quality public schooling and differentiated demand:
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239
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Accommodation of low-income children:
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240
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Regulatory environment and financial sustainability:
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241
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Quality of output of low fee schools:
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242
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Successful initiatives and models:
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243
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Lessons learnt from cross-country analysis:
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244
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Recommendations for schooling low-income children:
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245
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Major arguments against non-government schools:
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