International perspectives on education
Samenvatting
, Introduction to comparative education and culture
International perspective on education different levels:
Macrolevel:
international actors/policies
Macrolevel:
national actors/policies/culture
Mesolevel:
school
organization/policies
Micro
level:
classr
oom
practi
ces
Factors that affect education (and vice versa):
Social
= education is the
image and reflection
of society (curriculum,
teacher/student role,
interpersonal
relations)
Cultural
Political
= collective
= education is a object
phenomenon
of policy development
(develops
and implementation
norms/values in a
(policymakers)
Educational society)
system
Historical
Economic
= understanding of
= how much is spend
how education
on education? Overall
systems have evolved
wealth of a country
over time is very
determines it
important
History of comparative education (research):
, - Empirical/positivist approach: Large-scale quantitative studies to compare
educational outcomes
- Interpretativist approach: In-depth qualitative studies (document analyses,
observations, interviews) to understand education in other countries
Comparative education = An interdisciplinary subfield of education studies that
systematically examines the similarities and differences between educational systems in two
or more national or cultural contexts, and their interactions with intra- and extra-educational
environments
- Educational borrowing: aim of comparative education greater awareness for
cultural and other contextual differences
Typology of comparative education:
Comparative
education
Development
Comparative Education International
education
studies abroad education
(week 5)
Comparative Intra-educational and International Study of the work of
pedagogy international
intra-cultural analysis pedagogy educational institutions
(week 3)
(week 7) (week 2, 6) (week 4)
Who undertakes comparative studies Academics, policymakers, international agencies
(UNESCO, World Bank, OECD, IAE)
Bereday’s model for comparison:
- Description: describe found data of
the 2 separate countries
collect/describe (educational) data
separately for the countries
- Interpretation: separate interpretation
of the countries evaluation of the
educational data (in relation to other
factors: history, politics, economic,
social, cultural) testing social
relevance why (understand
differences)
- Juxtaposition: compare similarities
and differences for both countries
start hypothesizing
- Comparison: compare and conclude
(taking the macrolevels into account)
, Types of comparative research:
- Qualitative
o Historical, descriptive, and explanatory studies
o Case studies
o Etnographic studies
o Cross-cultural studies with interviews/observations/document analysis
o Critic, so more quantitative
- Quantitative
o Cross-cultural survey studies (on student achievement/other outcomes)
- Combined approach (only quantitative, you don’t know the why)
o Quantitative data
o Secondary sources (because often not possible to collect data in another
country)
o Interview/observations
Samenvatting
, Introduction to comparative education and culture
International perspective on education different levels:
Macrolevel:
international actors/policies
Macrolevel:
national actors/policies/culture
Mesolevel:
school
organization/policies
Micro
level:
classr
oom
practi
ces
Factors that affect education (and vice versa):
Social
= education is the
image and reflection
of society (curriculum,
teacher/student role,
interpersonal
relations)
Cultural
Political
= collective
= education is a object
phenomenon
of policy development
(develops
and implementation
norms/values in a
(policymakers)
Educational society)
system
Historical
Economic
= understanding of
= how much is spend
how education
on education? Overall
systems have evolved
wealth of a country
over time is very
determines it
important
History of comparative education (research):
, - Empirical/positivist approach: Large-scale quantitative studies to compare
educational outcomes
- Interpretativist approach: In-depth qualitative studies (document analyses,
observations, interviews) to understand education in other countries
Comparative education = An interdisciplinary subfield of education studies that
systematically examines the similarities and differences between educational systems in two
or more national or cultural contexts, and their interactions with intra- and extra-educational
environments
- Educational borrowing: aim of comparative education greater awareness for
cultural and other contextual differences
Typology of comparative education:
Comparative
education
Development
Comparative Education International
education
studies abroad education
(week 5)
Comparative Intra-educational and International Study of the work of
pedagogy international
intra-cultural analysis pedagogy educational institutions
(week 3)
(week 7) (week 2, 6) (week 4)
Who undertakes comparative studies Academics, policymakers, international agencies
(UNESCO, World Bank, OECD, IAE)
Bereday’s model for comparison:
- Description: describe found data of
the 2 separate countries
collect/describe (educational) data
separately for the countries
- Interpretation: separate interpretation
of the countries evaluation of the
educational data (in relation to other
factors: history, politics, economic,
social, cultural) testing social
relevance why (understand
differences)
- Juxtaposition: compare similarities
and differences for both countries
start hypothesizing
- Comparison: compare and conclude
(taking the macrolevels into account)
, Types of comparative research:
- Qualitative
o Historical, descriptive, and explanatory studies
o Case studies
o Etnographic studies
o Cross-cultural studies with interviews/observations/document analysis
o Critic, so more quantitative
- Quantitative
o Cross-cultural survey studies (on student achievement/other outcomes)
- Combined approach (only quantitative, you don’t know the why)
o Quantitative data
o Secondary sources (because often not possible to collect data in another
country)
o Interview/observations
