Comparative education 11-PEDPO-11-n

1. The main theoretical and methodological concepts of research in the field of comparative education

2. Comparative analysis of selected educational systems - considerations on the school structure (set of educational institutions)

3. Comparative analysis of private education in selected European and non-European countries

4. Educational change in a comparative perspective- typologies of educational reforms during the period of social change

5. Globalization and the "Europeanization" of education - the development and importance of international comparative studies

6. The problems of multicultural education in a comparative context: a comparative analysis of selected models of social and educational integration of immigrant children

7. Higher education (HE) in a comparative context: organization, selection and educational reforms within HE

Module learning aims

to provide knowledge of the methodology of comparative research in education to provide knowledge about the educational systems of selected European and non-European countries to provide knowledge about the history and development and about the modern trends in international educational studies to provide knowledge about educational change (educational reforms) in selected European and non-European countries to develop skills in the identification and critical analysis of educational ideologies, implemented in political systems of selected European and non-European countries to develop the ability to work with official documents (binding and non-binding legal instruments, comparative studies' reports, the European Union and other international organizations proposals/standpoints in the area of education, etc.), influencing the education policy of selected states to develop communication skills and teamwork to develop the ability to structure the acquired knowledge and draw conclusions

Major

education, second-cycle studies, all special fields

Course coordinators

Dobrochna Hildebrandt-Wypych

Learning outcomes

After completion of the module (subject) and confirmation of learning outcomes student can:
1. describe the theoretical and methodological approaches of research in the field of comparative education;
2. describe models of organization of school structures in contemporary European and non-European countries;
3. explain the differences in the organization of European and non-European education systems at various levels of education and in different sectors of education;
4. describe key trends in contemporary educational changes (reforms)
5. use recognized international and EU terminology in the field of comparative education, on levels of education, school structures, etc.
6. analyze the reports of international organizations (such as the IEA, the OECD, the European Union, the Council of Europe, the World Trade Organization), dedicated to particular issues in the field of comparative education research;
7. make a critical analysis of contemporary educational ideologies;
8. conduct a comparative analysis of educational systems of selected European and non-European countries.

Assessment criteria

Formative assessment: discussion during the seminar;
preparation of a ppt presentation in small groups dedicated to the currently discussed teaching content, evaluation of the presentations in seminar groups.
Summative assessment: written test - multiple choice (mixed questions: closed and open).
5 - excellent knowledge, skills and personal and social competences
4.5 - very good knowledge, skills and personal and social competences
4 - good knowledge, skills and personal and social comptences
3.5 - satisfactory knowledge, skills and personal and social comptences, but with significant shortcomings
3.0 - satisfactory knowledge, skills and personal and social competences, but with numerous errors
2.0 - unsatisfactory knowledge, skills and personal and social competences

Practical placement

Bibliography

1. Ahier J., Cosin B., Hales M. (1999), Diveristy and Change. Education, Policy and Selection, Routledge, London and New York
2. Cylkowska-Nowak M. (2004), Główne tendencje w zakresie struktur i funkcjonowania systemów edukacyjnych na świecie, w: Kwieciński Z, Śliwerski B. (red.), Pedagogika. Podręcznik akademicki. Tom 2, Wydawnictwo Naukowe PWN, Warszawa
3. Cylkowska-Nowak M. (2004), Selekcyjna funkcja szkolnictwa wyższego w krajach Europy Zachodniej, Wydawnictwo Wolumin, Poznań
4. Eurydice (2009), Integracja dzieci-imigrantów w szkołach w Europie, Fundacja Rozwoju Systemu Edukacji, Warszawa
5. Gmerek T. (2011), Edukacja i nierówności społeczne. Studium porównawcze na przykładzie Anglii, Hiszpanii i Rosji, Impuls, Kraków
6. Hildebrandt D. (2006), Zjednoczenie Niemiec a edukacja obowiązkowa w nowych krajach związkowych, Garmond, Poznań
7. Melosik Z. (2007), Teoria i praktyka edukacji wielokulturowej, Impuls, Kraków
8. Michalik E., Chałupczak H. (2006), Mniejszości narodowe i etniczne w procesach transformacji oraz integracji, Wydawn. Uniwersytetu Marii Curie-Skłodowskiej
9. Pachociński R. (2007), Pedagogika porównawcza, Wydawnictwo Akademickie Żak
10. Potulicka E., Rutkowiak J. (2010), Neoliberalne uwikłania edukacji, Impuls, Kraków
11. Průcha J. (2006), Pedagogika porównawcza. Podręcznik akademicki, PWN Warszawa
12. Rabczuk W. (2000), Szkolnictwo prywatne w świecie, Instytut Badań Edukacyjnych
13. Rabczuk W. (2002), Polityka edukacyjna Unii Europejskiej wobec imigrantów oraz mniejszości narodowych i etnicznych, Instytut Badań Edukacyjnych
14. Śliwerski B., Jak zmieniać szkołę, Impuls, Kraków 1998
15. Tomusk V., (2007), Creating European Area of Higher Education. Voices form the Periphery, Springer
16. Articles, reports of IAE, OECD i EURYDICE indicated by the teacher during lectures and seminars

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 11-PEDPO-11-n in USOSweb