Module guide
Module Title: International and Comparative Education |
Code EDU7373 |
Credit Value: 20 Credits |
Level: 7 |
Module Overview |
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This module will enhance your awareness of education systems, traditions and issues in a number of countries, helping you to understand the relationships between education and other social phenomena by introducing the concepts and skills needed for systematic comparison. This programme will help you to gain a rigorous multidisciplinary grounding in the comparative analysis of education and society, deepening their understanding of contemporary issues in education in many parts of the world. This module will introduce you to the study of education in other countries, looking at how educational contexts, curricula, structures and policy vary throughout the world. It begins by introducing methods of comparison and looks at education in other European and Asian countries. There is a special focus on the pedagogy and practices and the module examines thematic issues relating to this including teaching, teacher training, school and classroom environments, curricular arrangements and structures of different education systems. It also introduces you to subjects such as globalisation and education, ideology and education and historical, social and cultural influences on education. The module aligns with the programme learning, teaching and assessment strategy through its use of technology enhanced learning and the delivery model relies on an understanding of pedagogy and practice, national and international policy contexts and historical, social and cultural influences. |
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| Module Learning outcomes: There can only be a maximum of 4 learning outcomes, each of which must be assessed summatively once only. All outcomes are weighted equally. |
| 1.Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system. |
| 2. Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system. |
| 3. Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system. |
| 4. Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system. |
Session 1: An introduction to the field of comparative education.
| Read:
Phillips, D; Schweisfurth, M. (2014) Comparative and International Education: and introduction to theory, method and practice. [online]. London: Bloomsbury Academic. Available from:<http://www.myilibrary.com?ID=603984> (£11.22) Adamson, B. (2012) International comparative studies in teaching and teacher education, Teaching and Teacher Education Vol.28, pp.641-648 Bray, M. and Thomas, R. M. (1995) Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses, Harvard Educational Review, Vol. 65, Issue. 3, pp.472-490.
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During the session:
An introduction to the field of comparative education identifying current issues relating to international and comparative education in different countries.
Group discussion to compare experiences of education systems around the world.
Post session: Post on the forum.
- What are your initial thoughts on the meaning of the term “International and Comparative Education”
- Reflect on the education system of a county other than England – what do you notice?
Session 2: The Development of the English Education System.
Be ready to be flexible with the timings of this session – Clair to give further details nearer to the time.
During the session:
Presentation and discussion on the development of the English education system past and present and current issues relating to the evolution of a school-led, self-improving school system in England
Discussion will be largely focussed on experiences of the group as a learner within an education system.
Take an aspect such as Inclusion, special needs, early years, creativity or maths and identify how this aspect has developed in the English education system over time – what were the possible influences of the development e.g. social, historical, cultural.
Then compare this aspect and how it has developed in a contrasting education system.
Post session:
Consider assessment criteria 1 of your forthcoming assignment – Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.
Session 3: An exploration of the issues relating to pedagogy and practice.
Please be ready to be flexible with the timings of this session – Clair to give further details nearer to the time.
During the session:
Exploration of issues relating to pedagogy and practices, teaching, teacher training, school and classroom environments, curricular arrangements and structures of different education systems. Using the short youtube clip, discuss, in terms of Inclusion, special needs, early years, creativity or maths:
https://www.youtube.com/watch?v=Csa5rDq4pyM
- Pastoral care and wellbeing
- Effective teaching practices
- Classroom resources
Post session: Consider assessment criteria 2 of your forthcoming assignment – Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;
During the session:
Exploration of globalisation and education, ideology and education and historical, social and cultural influences on education.
What can the English Education System learn from the practice of other countries?
- Finland?
- Singapore Maths and Mastery?
- Your chosen country?
Post session:
Reflect on the meaning of globalisation. http://www.bbc.co.uk/schools/gcsebitesize/geography/globalisation/globalisation_rev1.shtml BBC Bitesize
Consider assessment criteria 3 – Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;
Session 5: Critical reflection.
| Watch:
During this session, explore you-tube clips on International and Comparative education that we have shared and discussed together as well as other clips that you can find that are relevant to your comparative country. Reflect critically on what you are watching and use the opportunity to gather resources and content to support your writing. |
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Explore articles and journal on the reading list that could be useful to support your ability to critically reflect against the assessment criteria of your forthcoming assignment. |
During the session:
This session will give you the opportunity to explore and develop your understanding of Critical reflection on school visits and video sources relating them to the themes being discussed. There will be some independent working during this session, giving you time to read, discuss with your peers, reflect on your learning and to familiarise yourself with the grading criteria.
Critical Reflection:
http://acen.edu.au/2012conference/wp-content/uploads/2012/11/92_Critical-reflection.pdf
http://www.nottingham.ac.uk/nmp/sonet/rlos/placs/critical_reflection/intro3.html
Post session:
Consider assessment criteria 2 of your forthcoming assignment – Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;
Record some of the ideas you have had the opportunity to share and discuss, in order to help you prepare for this aspect of your written work.
Reading and preparation for assessment
Session 6: There is no face to face taught session today as schools are on half term – the University is open if you choose to work on site, otherwise please work at home at a time that is convenient for you:
Use this time to:
Consider the 4 assessment criteria elements that need to be met in order to pass your written assignment.
Look at the marking criteria and start to plan your work. Use your on-going notes that you have been making as well as reflecting back on how your understanding of leadership and management has developed over the course of the module.
Use this session to prepare for your assignment
You might also consider preparation for next week – comparison of a different education system to the one England uses is part of this assignment so please be ready to share something you have learnt next week, with the rest of the group.
Session 7: Developing a comparison of the English education system against another country’s education system.
Be ready during this session to prepare a 10 minute presentation about an education system that is used in a different country to England. During this session, by sharing ideas, we will learn a lot about education systems across the world.
Session 8: Symposia and Assessment
Preparation for session 8.
Reading and work on your written assignment.
During the session:
The session will be a symposia of presentations – you will be asked to present your assignment at this session. Consider your audience and how you wish to present your ideas so far – a poster, a PPT presentation, a selection of your on line journal comments on the forum and how your ideas have developed as a result of forum discussions etc.
Assessment (Reviewed Annually)
| Assessment method
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Written assignment |
| Rationale for method
Explanation of why this assessment method has been chosen and how it supports achievement of the learning outcomes and alignment with the programme LT&A strategy |
Assessment will be carried out in accordance with the QAA expectations at Level 7. As such it is expected that you will be able to produce a challenging and critically reflective report for the benefit of a professional audience. In doing so you will need to show that you can:
· Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system; · Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system; · Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system; · Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.
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| Assessment outline
Guidance on what the assessment should include, level of criticality, articulation, expectations of referencing, the impact of formative activity, etc. |
Analyse and evaluate differences in policy and practice of another country’s education system identifying historical, cultural and social influences to inform a comparison the English education system. The specific focus of your report will be negotiated with your tutor. |
| Assessment Scope
Explanation of the scope and range of the assessment. |
3000 words |
| Feedback Scope
Expectations of feedback in terms of timing, format, feedforward, etc. |
Formative feedback will be available from your tutor in a range of different formats including periodic tutorials, and from your peers through face to face and on-line conversations.
You will receive summative written feedback on your submission within 20 working days of it being received. The feedback will outline the key strengths and areas for development in your submission, and suggest strategies you might apply to future assignments in the context of your studies. You will also receive a clear indication of your achievement against each of the learning outcomes.
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| Plagiarism
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You are reminded of the University’s Disciplinary Procedures that refer to plagiarism. A copy of the Disciplinary Procedure is available from iCity.
Except where the assessment of an assignment is group based, the final piece of work that is submitted must be your own work. Close similarity between assignments is likely to lead to an investigation for cheating. You must also ensure that you acknowledge all sources you have used. Submissions that are considered to be the result of collusion or plagiarism will be dealt with under the University’s Disciplinary Procedures, and the penalty may involve the loss of academic credits. If you have any doubts about the extent to which you are allowed to collaborate with your colleagues, or the conventions for acknowledging the sources you have used, you should first of all consult module documentation and, if still unclear, your tutor. |
| Essential (Books/Journals/Specific chapters/Journal Articles) |
| Alexander, R.J. (2001) Culture and Pedagogy: international comparisons in primary education, Oxford, Blackwell.
Ball, S. (2012) Global Education Inc. New Policy Networks and the Neoliberal Imaginary, London: Routledge.
Cortazzi, M., and Jin, L. (2013) Researching Cultures of Learning, Basingstoke: Palgrave McMillian. Available from: <http://lib.myilibrary.com/Open.aspx?id=471874&src=0>
Hayden, M. and Thompson, J. (2001) International Education: Principles and Practice, London: Kogan Page.
Hayden, M., Levy, J. and Thompson, J. (2015) The SAGE Handbook of Research in International Education, (2nd Ed), London: SAGE Publications Ltd;
Hayden, M. (2006). Introduction to international education: international schools and their communities. London: Sage.
Meyer, H.-D. and A. Benavot (2013). PISA, power, and policy: the emergence of global educational governance. Didcot, Oxford, United Kingdom: Symposium Books.
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| Recommended |
| Darder, A., Mayo, P. and Paraskeva, J. (2016) International Critical Pedagogy Reader, London: Routledge
Sakurai, Y., A. Parpala, K. Pyhältö and S. Lindblom-Ylänne (2016). Engagement in learning: a comparison between Asian and European international university students; Compare: A Journal of Comparative and International Education 46(1): 24-47.
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| Background |
| University of Sussex (2013. Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries, [online]
OECD (2013) Innovative Learning Environments, Educational Research and Innovation, OECD Publishing [online] Available from: http://www.keepeek.com/Digital-Asset-Management/oecd/education/innovative-learning-environments_9789264203488-en#page1
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Marking Criteria Postgraduate bands
| 0 – 39%
Fail |
40 – 49%
Fail |
50 – 59%
Pass |
60 – 69%
Strong Pass (merit) |
70 – 79%
Very Strong Pass (distinction) |
80 – 100%
Exceptionally Strong Pass (distinction) |
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| Criterion 1
Mark: |
Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system | |||||
| Little or no attempt to critically evaluate issues, concepts and models, and/or relevant statutory and non-statutory frameworks related to business and social enterprise creation. | Limited attempt to critically evaluate issues, concepts and models, and/or relevant statutory and non-statutory frameworks related to business and social enterprise creation. | Some attempt to critically evaluate issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. | Clear critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. | Comprehensive critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. | Outstanding critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. | |
| Criterion 2
Mark: |
Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system; | |||||
| Little or no collection, understanding and/or discussion off primary and secondary data to support the development of a business plan for a business or social enterprise | Limited collection, understanding and/or discussion off primary and secondary data to support the development of a business plan for a business or social enterprise | Sound collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise | Clear collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise | Comprehensive collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise | Outstanding collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise | |
| Criterion 3
Mark: |
Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system; | |||||
| Little or no articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. | Limited articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. | Some relevant articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. | Clear articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. | Comprehensive articulation of how one might apply theories and approaches to developing business and social enterprises a specific context. | Outstanding articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. | |
| Criterion 4
Mark: |
Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system. | |||||
| Significant errors in basic skills leading to a muddled and difficult to read piece of work. Very limited use of sources and little attempt to reference accurately. | Many minor spelling, punctuation or grammatical errors are evident. Some reference to key documentation and sources is included but not always usefully. An attempt to use the Harvard System is evident but often inaccurately handled. | Good basic skills and organisation are evident. Key documentation and sources are referred to through a generally accurate use of Harvard System. | A well-presented assignment. A range of documentation and sources are carefully used and referred to through an accurate use of Harvard System. | A carefully constructed and presented assignment. Fully appropriate and wide range of documentation and extant sources used. The Harvard System is accurately used. | A comprehensively constructed and expertly presented assignment supported by an extensive range of documentation and extant sources expertly used. The Harvard System is accurately used throughout. | |
