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Part I. Introduction. Comparative and International Education.

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.

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Part I. Introduction. Comparative and International Education.

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

  2. 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)

  3. 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)

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

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

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

  7. 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

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

  9. Implementation Trumps Outcomes

  10. 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

  11. DFID Strategy 2010-2015 • We will focus on a clear and simple vision: quality basic education for all. This strategy outlines three strategic • priorities that will help us realise this vision: • (1) access to a basic cycle of primary and lower secondary education, particularly in fragile and conflict affected states; • (2) quality of teaching and learning, particularly for basic literacy and numeracy; • (3) skills so that young people benefit from opportunities, jobs and growth.

  12. Rationale for education • Why? • What are the needs? • Why should they be addressed? • What are the obstacles/barriers?

  13. Small group discussion • In small groups discuss the particular strategies proposed to enhance access. • What is being proposed? • How coherent is it with the diagnosis of needs? • Can you evaluate the recommendations in terms of effectiveness, costs and feasibility of implementation for a particular country?

  14. 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

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