1. The purpose of comparison. What is comparative education? What is international education ? Fernando Reimers September 2014

2.  Introduction Teaching Team.  Sections  Syllabus on-line  Readings  Communicating with Teaching Team  Assignments  Final Conference  Introduction to the course and structure

3. Outline  Education Policy and Models  Comparisons in Education  The smartest kids in the world  PISA  Comparing Policy approaches. Inclusion.  How do we know if a policy is effective? Fundescola.

4. Education Policy  Decisions to act or not act with a bearing on:  Who should be educated  For what purpose  In what way –governance, structure, pedagogy, technology—  At what cost  Who should pay  Expressed in laws, regulations, budgets and programs.

5. Hierarchy of Policy Decisions  Policy (Quality Improv)  Program (Early Literacy)  Project (School Library)  Project Component

7. Who should be educated? For what purposes?

8. Who should be educated? For what purposes? Curriculum Pedagogy Instructional resources Assessment

9. Who should be educated? For what purposes? Curriculum Pedagogy Instructional resources Assessment Teacher selection Initial Training In-service Training

10. 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

11. 1.Frequent daily opportunities to learn at high levels, to think, choose and be tolerant 123456123456

12. 1.Curriculum for democratic citizenship 2.Frequent daily opportunities to learn at high levels, to think, choose and be tolerant 123456123456

13. 1.Teachers prepared to value diversity, tolerant and who can model democratic practices 2.Curriculum for democratic citizenship 3.Frequent daily opportunities to learn at high levels, to think, choose and be tolerant 123456123456

14. 1.Relationships between schools and communities 2.Teachers prepared to value diversity, tolerant and who can model democratic practices 3.Curriculum for democratic citizenship 4.Frequent daily opportunities to learn at high levels, to think, choose and be tolerant 123456123456

15. 1.Schools that are themselves democratic communities 2.Relationships between schools and communities 3.Teachers prepared to value diversity, tolerant and who can model democratic practices 4.Curriculum for democratic citizenship 5.Frequent daily opportunities to learn at high levels, to think, choose and be tolerant 123456123456

16. 1.Commitment to educate all at high levels 2.Schools that are themselves democratic communities 3.Relationships between schools and communities 4.Teachers prepared to value diversity, tolerant and who can model democratic practices 5.Curriculum for democratic citizenship 6.Frequent daily opportunities to learn at high levels, to think, choose and be tolerant 123456123456

17. 1.Commitment to educate all at high levels 2.Schools that are themselves democratic communities 3.Relationships between schools and communities 4.Teachers prepared to value diversity, tolerant and who can model democratic practices 5.Curriculum for democratic citizenship 6.Frequent daily opportunities to learn at high levels, to think, choose and be tolerant 123456123456

19. The smartest kids in the world  Take 5 minutes to discuss w the person sitting next to you:  Core arguments of chapters  Evidence: Outcomes, Treatment  Hypotheses  Discussion

20. PISA Study  Take three minutes to write down:  One key conclusion of study  One question the study raised for you

21. Variation as source of knowledge  Variation within nations  Variation between nations  Variation over time  Variation as children grow up  Outcomes  Treatments

22.  Making comparisons is an essentially human process through which we try to understand, to make sense of the world, sometimes to make sense of ourselves.

23.  The systematic use of comparisons is a foundation of how we develop scientific explanations in many fields, we compare a phenomenon of interest before and after, we compare conditions that vary in some ways and sometimes intentionally vary conditions to see how those variations influence some outcomes of interest.

24. Why make comparisons across countries in education? What might we learn from it?

25. We do this for several reasons:

26. Why make comparisons across countries in education? What might we learn from it? By looking at across education systems we can find much greater variation than we would in a single country and because some aspects of interest only vary very slowly within a given country. For instance, the relationship between education and larger social institutions is much better understood comparing such relationship across countries than within a single country. How education makes a difference to a society is best understood not in a place where most people have long had access to education but comparing such a place with another where most people don’t have access to education.

27. Why make comparisons across countries in education? What might we learn from it? We also compare across countries in the hope that we might learn useful ideas about how to organize and manage the education enterprise that we could transfer from one place to the next. Many people engaged in the comparative study of education do so in the hope that they can use this knowledge to improve education. As we will see soon this notion of ‘transfer’ of education practices is full of challenges, and we have learned over time to be more systematic and more cautious in transferring ideas from one system to the next.

28. Why make comparisons across countries in education? What might we learn from it? We also compare education systems as a way to understand different societies. There is much of the character of a society that is revealed in how they treat and raise their children. We compare because we seek to understand the world.

30. Why make comparisons across countries in education? What might we learn from it? We compare and trade ideas finally because the enterprise of deciding how to prepare the young is one that unites people across geographies. We trade ideas about how to do this to build good will, to explore our common humanity with fellow travelers in spaceship earth.

31.  Two important education developments, which took place more or less concurrently, also travelled extensively supporting the creation of public education systems. Dr. Andrew Bell observed in India a traditional practice through which groups of children would teach each other. Dr. Bell introduced some modifications to this method and found that it could be used to teach basic literacy and numeracy. He called it the Madras method of instruction…

32.  At about the same time, but independently, Joseph Lancaster came up with an approach that made it possible to reduce the costs of educating children. He proposed that instead of the highly trained tutors which were the principal means through which people were educated, it would be possible to define clearly the intended purposes of instruction, create an instructional sequence to achieve those purposes, and then have a system where those who had mastered aspects of that sequence could teach others the same thing, under the supervision of a tutor. The monitorial system of instruction was a very powerful educational technology that allowed teaching a few things, at low cost, to large groups of children. Lancasterian societies of education were created around the world and Mr. Lancaster travelled to many different places to explain his method. He died in New York City when he was run over by a horse.

33.  In 1804 John Quincy Adams published a report of his travels in Silesia in 1800-1 as US Minister Plenipotentiary in Berlin. In a letter he wrote in 1801 Adams praises the educational policies of Frederick the Great, emphasizing ‘the zeal with which he pursues the purpose of spreading useful knowledge among all classes of his subjects’. He states that, compared to the US ‘probably, no country in Europe could so strongly contest our preeminence in elementary education as Germany’. In a report that would influence education policy makers in the US, Great Britain and France for decades Adams goes through a very thorough examination of educational issues in Prussia.

34.  Forty years after Adams’ report Horace Mann published a report of an Educational Tour in Germany and parts of Great Britain and Ireland in which he argued that the United States had fallen behind the Prussians in Education and in order to catch up and move ahead it was now necessary to create a truly professional corps of teachers, produce a systematic curriculum, and develop a more centralized and efficient supervision of the schools. The Prussians offered a model of practicality and efficiency which the US should follow.

35.  Teachers College. Comparative Ed.

36.  Establishment of field of Comparative Education.  IEA Studies  Notion of Transfer.  Transfer in Context

37. 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

38.  Shows what is possible by examining alternatives to provision at home  Offers yardsticks by which to judge the performance of education systems  Describes what might be the consequences of certain courses of action, by looking at experiences in various countries  Provides a body of descriptive and explanatory data which allows us to see various practices and procedures in a very wide context  Contributes to the development of an increasingly sophisticated theoretical framework in which to describe and analyze educational phenomena  Serves to provide authoritative objective data which can be used to put the less objective data of others who use comparisons for a variety of political and other reasons to the test  Has an important supportive and instructional role to play in the development of any plans for educational reform  Helps to foster cooperation and mutual understanding among nations by discussing cultural differences and similarities and offering explanations for them  Is of intrinsic intellectual interest as a scholarly activity as other comparative fields.

39. 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

40. OECD-PISA Studies Programme for International Student Assessment

41. Educational Inclusion  What is being compared?  What are the conclusions?

42. What is Comparative Education? What is International Education? a narrow definition an expanded definition

43.  Why do we compare?  Examples of comparison  Why do we look abroad?

44.  Educational ideas have been ‘exported’ for a long time…

45.  John Amos Comenius 1592 to 1670

46. Jean Jacques Rousseau, 1712-1778

48. Johann Heinrich Pestalozzi, 1746-1827

49. Joseph Lancaster 1778-1838

50. Comparative Education  The scholarly study of education across different national contexts.  Akin to other comparative scholarly disciplines, such as the comparative study of politics, or the comparative study of business, or the comparative study of culture.  Purpose understanding the relationship between education and social institutions, with understanding the goals societies or groups assign to educational institutions, with the methods used to achieve those goals, with the ways to organize, finance or manage educational institutions.  Because education is not only a scholarly field of study, but principally a profession, comparative education inevitably has a practical side. Interest in impact.

52.  Kandel’s argument for comparison  Kandel’s argument for global education Isaac Kandel

53. International Education  The use of comparative knowledge for the explicit purpose of educational improvement in a particular country, typically a developing country.  The field emerged in the late 1940s when a series of ideas and institutions emerged. Central among them was the field of international development associated to the concept of economic development.  Economic development as a staged process.  Economic development could be planned.  From economic planning to educational planning  This gave rise to the field of international education and development, meaning efforts to support educational planning in developing countries in order to support the economic development in those countries.

54.  Torsten Husen  Mapping of the field of international education

55. 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