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Comparative Approaches in Education - EDU00128M

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  • Department: Education
  • Module co-ordinator: Dr. Daniel Kyereko
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2024-25

Module summary

This course provides a comprehensive introduction to Comparative Education, offering students a broad perspective on educational systems and policies. It explores the historical evolution and academic development of this field, while also examining its theoretical underpinnings through diverse case studies. Going beyond traditional national, regional, and international comparisons, the course analyses educational scenarios at the local level. It covers a range of foundational and post-foundational theories, shedding light on the complex relationship between theory and practice in Comparative Education.

Module will run

Occurrence Teaching period
A Semester 1 2024-25

Module aims

The module aims to:

  • Examine the theoretical underpinnings of Comparative Education.

  • Analyse the historical and cultural contexts that underpin different educational systems.

  • Understand educational systems, processes, and outcomes through a comparative lens.

  • Explore the different assessment, evaluation, and testing regimes in different educational systems.

  • Introduce the approaches and methodologies utilised in comparative education research.

  • Identify and engage with emerging debates within the field of comparative education.

  • Evaluate national governments' responses to global educational agendas and challenges.

Module learning outcomes

Subject Content

  1. Demonstrate an understanding of the historical evolution of comparative education as a field, including its changing approaches and paradigms.

  2. Utilise comparative methodologies when conducting research.

  3. Assess policies, practices, and outcomes in comparative perspective, recognizing successes and challenges, understanding what works and why in diverse educational contexts.

  4. Critically analyse current debates in comparative education using relevant theories.

  5. Demonstrate knowledge of the principles and theories behind assessment, testing, and evaluation in international and national educational systems.

Academic and Graduate Skills

  1. Develop research skills and apply comparative methodologies in educational research.

  2. Enhance critical thinking and analytical abilities to critically analyse current practices and debates in comparative education.

  3. Foster the ability to synthesise and evaluate diverse sources of information and theories.

  4. Demonstrate effective written and oral communication skills to present research findings and arguments related to comparative education and international development.

  5. Cultivate intercultural competence and adaptability to navigate diverse educational contexts and engage with stakeholders from different cultural backgrounds

  6. Evaluate international education and development policies and initiatives for their impact on educational systems and stakeholders

Module content

1. Introduction

  • What is the history of the field of Comparative Education?

  • Who are the main actors in the field?

  • What are the approaches and methods used to research Comparative Education?

2. Theoretical Underpinning of Comparative Education (foundational and post-foundational theories)

  • The nature and role of different theoretical approaches to understanding differences and similarities between education systems. Contrast foundational approaches e.g. any two out of modernisation theory and post-foundational/critical alternatives like post-modernism/feminism/ dependency theory.

  • Western and non-Western epistemologies and their role in comparison (e.g., ubuntu, buen vivir or other decolonial thought).

3. Case Studies- Overview of the education system in selected countries, including the historical context and evolution of education traditions, key features, and structures. Each case study will exemplify different methods and modes of comparative analysis.

  • Case studies in Europe.

  • Case studies in Asia.

  • Case studies in Africa.

4. Methods in Comparative Education

  • Choice and implications of different units of analysis e.g. geographical scales (nations/provinces/schools), levels of education (e.g. primary vs secondary), temporal frames.

  • Logic and process for case selection (most similar cases/ critical cases), small N and large N comparisons.

5. Assessments, Testing, and Evaluation

  • What is the purpose and nature of educational assessments? What do they aim to measure?

  • What are the key principles and theories behind assessments, testing, and evaluation in comparative education?

  • How can assessment results be used to improve education systems at the national and international level?

6. Selected Topics in Comparative Education

a. Education, Conflict, and Peacebuilding

  • Analysing the role of education in conflict-affected regions and its potential for peacebuilding.

  • Exploring strategies and programs that promote reconciliation, social cohesion, and sustainable peace through education.

b. Education Financing

  • Examining the complexities of financing education, both publicly and privately, at the national and international levels.

  • Assessing funding mechanisms, policies, and challenges in ensuring equitable access to quality education.

c. Curriculum, Pedagogical Approaches, and Learning Theory

  • Exploring the design, implementation, and evaluation of curricula in diverse educational contexts.

  • Investigating various pedagogical approaches and their impact on student learning outcomes.

  • Examining learning theories and their application in shaping educational practices and policies.

Assessment

Task Length % of module mark
Essay/coursework
Comparative Essay		 N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Comparative Essay		 N/A 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Adams, P. (2016). Education policy: Explaining, framing and forming. Journal of Education Policy, 31(3), 290–307.

Asante, M. (1991). The Afrocentric idea in education. Journal of Negro Education, 60.

Crossley, M., Broadfoot, P., & Schweisfurth, M. (Eds.). (2007). Changing educational contexts, issues and identities: 40 years of comparative education. New York: Routledge.

Harber, C. (2014). Education and International Development: Theory, Practice and Issues [chapter 3]. Oxford, United Kingdom: Symposium Books.

Manzon, M. (2017). Comparative education as a field in Asia: retrospect and prospect. Asia Pacific Journal of Education, 37(3), 283-298.

McCowan, T. & Unterhalter, E. (Eds.). (2021). Education and International Development: An Introduction [chapter 2]. London: Bloomsbury.

Mundy, K., Green, A., Lingard, B., & Verger, A. (2016). The Handbook of Global Education Policy. Hoboken, New Jersey: Wiley-Blackwell.

Phillips, D., & Schweisfurth, M. (2014). Comparative and international education: An introduction to theory, method, and practice. A&C Black.

Richmond, O.P. (2010). A genealogy of peace and conflict theory. In Richmond, O.P. (Ed.), Peacebuilding: Critical Developments and Approaches. New York: Palgrave Macmillan.

Takayama, K. (2018). Towards a new articulation of comparative educations: cross culturalising research imaginations. Comparative Education, 54(1), 77-93.

Tikly, L. (1999). "Postcolonialism And Comparative Education." International Review of Education, 45(5), 603-621


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.