Part I. Introduction. Comparative and International Education. Part II. The Process of Policy Analysis The Making of Education Policy

Summing Up Part 1 The purpose of comparison. What is comparative education? What is international education? Comparative cross-national studies. Education and Development and Education as a Human Right. Current Global Education Issues (Social inequality, urban-rural, gender inequality, conflict)

Where should the 2016 Olympic Games take place? 1.Chicago 2.Tokyo 3.Rio de Janeiro 4.Madrid

If you were IOC President Rogge, where do you think the 2016 Olympic Games should take place? 1.Chicago 2.Tokyo 3.Rio de Janeiro 4.Madrid

If you were President Obama, where would you think the 2016 Olympic Games should take place? 1.Chicago 2.Tokyo 3.Rio de Janeiro 4.Madrid

If you were Brazil’s President Luiz Inácio Lula da Silva, where would you think the 2016 Olympic Games should take place? 1.Chicago 2.Tokyo 3.Rio de Janeiro 4.Madrid

Where will the 2016 Olympic Games take place? 1.Chicago 2.Tokyo 3.Rio de Janeiro 4.Madrid

Summing Up Part 1 The purpose of comparison. What is comparative education? What is international education? Comparative cross-national studies. Education and Development and Education as a Human Right. Current Global Education Issues (Social inequality, urban-rural, gender inequality, conflict)

J.J. Rousseau S Joseph Lancaster Horace Mann Domingo Faustino Sarmiento Comenius Pestalozzi

Comparative education Comparative studiesEducation Abroad International Education Development Education Comparative Pedagogy Intra-educational And intra-cultural studies International pedagogy Study of work of International organizations Halls typology of comparative education

Imposed Required Under Constraint Negotiated Under Constraint Borrowed Purposely Introduced Through Influence 1)Totalitarian/authoritarian rule, etc. 2)Defeated/occupied countries 3)Required by bilateral and multilateral agreements 4)Intentional copying of policy/practice observed elsewhere 5)General influence of educational ideas/methods Source: Phillips and Schweisfurth 2007

Level 1: World regions/continents Level 2: Countries Level 3: States/Provinces Level 4: Districts Level 5: Schools Level 6: Classrooms Level 7: Individuals Curriculum Teaching Methods Educational Finance Management Structures Political Change Labor Market Other aspects Ethnic Groups Age Groups Religious Groups Gender Groups Other Groups Entire Population Bray and Thomas

Article 26. (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children.

How do we measure progress? Inputs Per pupil Spending Processes Structures, Curriculum Outputs Educational Attainment, Literacy Outcomes Employment and Productivity, Political Participation, Social Capital

What is equality of educational opportunity? Conservative Definition (Position in the social structure determines education chances) Liberal Definition (Equality of Treatment) Progressive Definition (Equality of Outcomes requires inequality of treatment. Positive Discrimination).

IEA Studies The very first IEA study was intended to investigate the feasibility of undertaking more extensive investigations of educational achievement. This study, known as Pilot Twelve-Country Study, was conducted in 1959–62 with samples of 13- year-old students in 12 countries. Testing was carried out in five areas: mathematics, reading comprehension, geography, science, and non-verbal ability.

Using gradients to examine equality

Durchschnittliche Schülerleistungen im Bereich Mathematik Low average performance Large socio-economic disparities High average performance Large socio-economic disparities Low average performance High social equity High average performance High social equity Strong socio- economic impact on student performance Socially equitable distribution of learning opportunities High mathematics performance Low mathematics performance Source: Schleicher 2007

Who should be educated? For what purposes? Curriculum Pedagogy Instructional resources Assessment Teacher selection Initial Training In-service Training School Organization System Administration School Management

Economic Context Structure of the Economy Comparative Advantage Productivity Employment Cultural Context Identity Values Norms Shared meanings Political Context State—representation Governance State legitimacy Stability Rule of Law Social Context Status Hierarchies Individual-Society Demographic Context Demographic Structure Demographic Dynamics Geographical Context Natural Endowments Human-Environmental Issues Educational Institutions

Five Definition of Literacy 1. ability to read and write 2. the ability to read, write, spell, listen, and speak 3. reading and writing at a level adequate for communication, or at a level that lets one understand and communicate ideas in a literate society, so as to take part in that society. communicationsociety 4. 'Literacy' is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. 5. Literacy is understanding, using and reflecting on written texts to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society

Between Perfect Inequality and Perfect Equality Perfect Equality Perfect Inequality

Part I. Introduction. Comparative and International Education. Part II. The Process of Policy Analysis The Making of Education Policy

I need to make an educational policy decision… I must hire an analyst to examine all alternatives Carol, please call HGSE CSO and hire an IEP graduate Sorry, they are all hired now. You are going to have to wait til June of 2010 The Making of Education Policy A synoptic model of decision making

The Making of Education Policy A Model of Education Decision Making

Policy An explicit or implicit decision which may set out directives for guiding future decisions, initiate or retard action, or guide implementation of previous decisions Strategy Multi-Program or Plan Program or Project Issue or Task

Discuss examples of Policy (Strategy) Describe policy How were they made?

In a Synoptic approach… 1.Interest groups negotiate a decision 2.A single decision maker makes a decision 3.A decision evolves over time 4.The decision is implicit

Steps to Policy Making Formulate Policy Assess Alternatives (Ex-Ante) Make the Decision Implement Evaluate Impact Make Adjustments New Policy Cycle

These steps represent a synoptic Approach to Education Polic y Analysis 1.Yes 2.No

This model includes the role of politics in policy making? 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

Implementation Trumps Outcomes

Assessment of Outcomes

The Eightfold Path Define the Problem Assemble some Evidence Construct the Alternatives Select the Criteria Project the Outcomes Confront the Tradeoffs Decide Tell your Story

The Eightfold Path is a Synoptic Approach to Policy Analysis 1.Yes 2.No

Bureaucratic Politics

Based on your experience, would you say that educational research is used for educational decision making? 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

Why is Research not Used? Characteristics of Education Research that influence use Characteristics of Policy Formation that influence demand for research Context and Politics of the situation

Education research and influence The low quality and prestige of the education research enterprise explain the lack of influence. Persistent belief that research rarely leads to improvements in practice. Need to build a strong research community to increase influence

Building a strong research community Contested nature of education research Pluralistic character of the enterprise Public character. Limited authority of ‘experts’. –Need more dialogue among ed. Schools, foundations, AERA. –Bring teachers into the conversation –Researchers reach out to broad constituencies

Kinds of evaluation use Non-use – ignoring evaluation findings Instrumental use: immediate use for decision-making Symbolic or Political use: provides legitimation Conceptual or enlightenment use: gradual percolation of findings – indirect influence

What is influence? Influence a continuum between direct impact and changing paradigm Conceptualizing Policy Process –Rational Models: linear, incrementalism, interactive –Political Models: policy networks, agenda setting, policy narratives, policy transfer Research Quality

Informed Dialogue How Education Policy is Made Knowledge as a construction Planning as a conversation

Dialogue space: –Convergent and divergent problems –Can one discipline solve the problem –Is technical knowledge sufficient –One or multiple decision makers –Context

The challenges of informing education policies Complex problems Multiple policy objectives Long-term effects of policies Controversy over program theory Multiple stakeholders Loosely coupled organizations Complex structure of ministries of education Social isolation of schools

Discuss some examples of ed challenges that illustrate these dimensions

Educational Organizations – Ministries– are similar to other Public Organizations? 1.Yes 2.No

Complex internal structure Inadequate funding Insufficient information and analysis Inefficient bureaucracies Lack of accountability Multiple goals Structures that do now allow horizontal communication. Staff Budgeting and Planning Corruption and patronage

Complex external environment Stakeholders. Different interests at different moments of the policy cycle.

Generation. a. State/Government/Political parties b. Curriculum Development c. Textbook production d. Construction e. Development organizations f. NGOs

Distribution of resources a. Teachers b. Teacher organizations c. Private providers/NGOs d. Institutions (teacher education, universities)

Benefits a. Students b. Parents c. Employers d. Political Groups

Three perspectives on knowledge utilization: Dialogue as Persuasion Dialogue as Negotiation Dialogue as Co-construction

Utilization as Persuasion (Emphasis on Supply of Research Results) Lack of utilization explained by the two- cultures theory Failures of communication Impact was greater where researchers had established links with policy makers Rational decision theory Alternatives to rational decision making: bureaucratic and political

Two applications of the utilization as dissemination approach Networking to Disseminate Information Northern Research Review and Advisory Groups REDUC in Latin America. Abstracting 28,000 documents Experiences in Africa. ERNESA, South Africa (EduSource) Policy Dialogue as Persuasion –Marketing the Results of Research

Utilization as Negotiation. Providing Decision Makers with Data. (Emphasis on Demand for Research Results) Knowledge Brokers Characteristics of useful research-based knowledge: a. Interdisciplinary approach b. Policy orientation in the analysis c. Understand the problem from the perspective of the client d. Fit with timing of policy cycle Syntheses of Research Training in Research Utilization

Applications of Dissemination as Negotiation Management Information Systems Survey Research and Information Procedures Sector Assessments

As in Policy Dialogue as Persuasion, Information/Knowledge is seen as the result of a highly specialized activity carried out by knowledge producers. Users have more choice to decide which knowledge they want to use.

Informed Dialogue. Constructing Knowledge (Emphasis on Join Construction of Knowledge by Decision Makers and Users). The limits of technical expertise The advantages of participation Qualitative judgement as an essential ingredient in policy analysis. Need for consultation. Policy formation as a political and organizational process. Two ways to understand who makes policy: Senior officials All actors in the system

Limits to participation Time consuming Lack of skills of researchers and planners Host cultures often do not support participation and openness

Two variations of participatory collaboration: Participation by Policy Makers Collaboration in research design Collaboration in data analysis Collaboration in design and implementation of policy

Policy Dialogue as Organizational Learning Who are the actors that matter? Planning as a conversation Dialogue as an instrument to facilitate learning

Unesco’s Role in Leading the Global Action Plan

Based on the article discussing Unesco’s role in the GAP, who is leading Education For All? 1.UNESCO 2.The World Bank 3.UNICEF 4.The Governments of Countries 5.Universities

To what extent did you learn new material in part 1 of the course? 1.To a great extent 2.To some extent 3.Not much 4.Not at all

Is the pace of the course 1.Too fast for me 2.More or less adequate for me 3.Just right for me

How much discussion would you like to have on fridays? 1.Less discussion, more lecture 2.About the amount of discussion we have now 3.More discussion, less lecture 4.Only discussion, no lecture

With regard to the readings for the course? 1.They are above my head, I can’t follow them 2.They are challenging, but I can follow 3.They are about right 4.They are too simple for me

With regards to discussion sections 1.I am learning from them 2.I am learning a little from them 3.I am not learning from in them

Have a Good Weekend