The purpose of comparison. What is comparative education? What is international education ?

1. The purpose of comparison. What is comparative education? What is international education? Fernando Reimers September 2009

2. Introduction Teaching Team. • Sections • Syllabus on-line • Reading packet • Communicating with Teaching Team • Assignments • Introduction to the course and structure • History of Comparative Education • Dissemination of ideas about education—influences in practice • Kandel—Education of Teachers • Husen—Consensus in the 1950s • Classification of the field today • Purposes of comparison and link to different professions • A framework to compare • What institutions are involved • Examining the Expansion of Educational Opportunity around the WorldA quick historical overview of the development of mass education • A framework to think about educational opportunity • A discussion of the equity and the relevance gaps (civic education, science and engineering education, global education)

3. Not including college and graduate school, in how many countries have you attended school? • In one country • In two countries • In three countries • In four or more countries

4. What is your experience in the field of education • I have not worked in the field of education • I have only worked in the country in which I was born • I have worked in two different countries • I have worked in three different countries • I have worked in four or more different countries

5. In what region of the world do you have most knowledge and experience? • Africa • US and Canada • Western Europe • Eastern Europe • Mexico, Central America and South America • Caribbean • Central Asia • Eastern Asia • Southeast Asia • Middle East

6. Have you? • Lived or worked in a developing country? • Lived or worked in more than a developing country? • Never lived or worked in a developing country?

7. How many languages do you speak? • One • Two • Three • Four • Five • Six • Seven or more

8. What is Comparative Education? What is International Education? a narrow definition an expanded definition

9. Why do we compare? • Examples of comparison • Why do we look abroad?

10. Educational ideas have been ‘exported’ for a long time…

11. John Amos Comenius 1592 to 1670

12. Jean Jacques Rousseau, 1712-1778

14. JohannHeinrich Pestalozzi, 1746-1827

15. Joseph Lancaster 1778-1838

16. Joseph Lancaster Horace and Mary Mann W. Humboldt HoraceMann Andres Bello J.J. Rousseau Domingo Faustino Sarmiento Simon Bolivar Simon Rodriguez S

17. Systematic comparisons are more recent • What is the number of students in the primary schools in the commune or district? • What is the proportion of the total number of these students to the total population? • Approximately how many students are grouped under a single director or teacher? • At which age are children admitted to the primary schools? • Are children of both sexes admited to the same school and until what age? • How are students assessed and for what purpose? • How are students streamed? • Is there peer education? • How much time is devoted to literacy and math instruction? • At what age do children leave primary school? Marc Antoine Jullien in 1816

20. Can you think of one instance where international comparisons have influenced education policy in a country with which you are familiar?

21. McKinsey Study • Get the best people to become teachers • Develop them into effective instructors • Ensure that the system is able to deliver the best instruction for every child http://www.nctq.org/p/publications/docs/mckinsey_education_report_20071202070650.pdf

22. Think about the applicability of the recommendations of the McKinsey Study to one education system you know well. To what extent are these recommendations applicable to that system? • To a great extent • To some extent • I don’t know • Not much • Not at all

23. Comparative Education • The scholarly study of education across different national contexts. • Akin to other comparative scholarly disciplines, such as the comparative study of politics, or the comparative study of business, or the comparative study of culture. • Purpose understanding the relationship between education and social institutions, with understanding the goals societies or groups assign to educational institutions, with the methods used to achieve those goals, with the ways to organize, finance or manage educational institutions. • Because education is not only a scholarly field of study, but principally a profession, comparative education inevitably has a practical side. Interest in impact.

25. Kandel’s argument for comparison • Kandel’s argument for global education Isaac Kandel

26. International Education • The use of comparative knowledge for the explicit purpose of educational improvement in a particular country, typically a developing country. • The field emerged in the late 1940s when a series of ideas and institutions emerged. Central among them was the field of international development associated to the concept of economic development. • Economic development as a staged process. • Economic development could be planned. • From economic planning to educational planning • This gave rise to the field of international education and development, meaning efforts to support educational planning in developing countries in order to support the economic development in those countries.

27. Torsten Husen • Mapping of the field of international education

28. Comparative education Comparative studies Education Abroad International Education Development Education Comparative Pedagogy Intra-educational And intra-cultural studies International pedagogy Study of work of International organizations Halls typology of comparative education

29. Question?

30. The aims of comparative education • Describes what might be the consequences of certain courses of action, by looking at experiences in various countries • Contributes to the development of education theory • Supports educational planning • Helps to cooperation and mutual understanding among nations

31. Shows what is possible by examining alternatives to provision at home • Offers yardsticks by which to judge the performance of education systems • Describes what might be the consequences of certain courses of action, by looking at experiences in various countries • Provides a body of descriptive and explanatory data which allows us to see various practices and procedures in a very wide context • Contributes to the development of an increasingly sophisticated theoretical framework in which to describe and analyze educational phenomena • Serves to provide authoritative objective data which can be used to put the less objective data of others who use comparisons for a variety of political and other reasons to the test • Has an important supportive and instructional role to play in the development of any plans for educational reform • Helps to foster cooperation and mutual understanding among nations by discussing cultural differences and similarities and offering explanations for them • Is of intrinsic intellectual interest as a scholarly activity as other comparative fields.

32. The Internationalization of Education Policy • In what way is education policy internationalized? • What are the positive effects of internationalization? • What are the negative effects? • What is educational transfer?

33. On balance Educational Transfer… • Is a positive process • Is neither positive nor negative • Is a negative process

34. Educational transfer… • Supports the process of educational development • Is inconsequential to educational development • Is detrimental to educational development

35. Required Under Constraint NegotiatedUnder Constraint Introduced Through Influence Borrowed Purposely Imposed 1 2 3 4 5 • Totalitarian/authoritarian rule, etc. • Defeated/occupied countries • Required by bilateral and multilateral agreements • Intentional copying of policy/practice observed elsewhere • General influence of educational ideas/methods Source: Phillips and Schweisfurth 2007

36. Entire Population Religious Groups Gender Groups Ethnic Groups Other Groups Age Groups Level 1: World regions/continents Level 2: Countries Other aspects Level 3: States/Provinces Labor Market Political Change Management Structures Level 4: Districts Educational Finance Teaching Methods Level 5: Schools Level 6: Classrooms Curriculum Level 7: Individuals Bray and Thomas

37. 2000 years ago… from a private affair to a public interest Protestant Reformation 1560 Dr Bells School, Great Junction St Leith, founded in 1839 by Dr Bell to teach what he called the Madras Method of Education. He is buried at Westminister Abbey London.

38. The first public school in America was established by Puritan settlers in 1635 in the home of Schoolmaster Philemon Pormont and was later moved to School Street in Boston January 11, 1651, Thomas Mayhew, Jr., established the first school on Martha's Vineyard to teach the native children and any of the young Indian men who were willing to learn. He hired Peter Folger to become the first teacher. Folger later became the grandfather of Benjamin Franklin, and his descendants still make their home on the island. Folger found the Indian "very quick to learn and willing to be instructed in the ways of the English."

41. Universal Declaration of Human Rights • Human Capital • UNESCO

42. PREAMBLE • Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, • Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, • Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, • Whereas it is essential to promote the development of friendly relations between nations, • Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, • Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, • Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,

43. http://www.un.org/Overview/rights.html • Article 26. • (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. • (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. • (3) Parents have a prior right to choose the kind of education that shall be given to their children.

45. BIRTH OF THE ‘UNESCO SEMINAR’, SÈVRES During the summer of 1947 UNESCO organized its first Summer Seminar in Sèvres (France). This seminar focused attention on two main areas of interest: Ways and means of improving the curriculum, within the educational systems of the Member States, as a means of developing world-mindedness; The influence of differences in cultural environment on the growth and adjustment of adolescents of various countries • THE UNIVERSAL DECLARATION OF HUMAN RIGHTS, IN BRIEF... • On December 10, 1948, the Universal Declaration of Human Rights was adopted by the General Assembly of the United Nations meeting in Paris. At that time, Unesco’s Director-General, Jaime Torres Bodet, stressed the importance of this event in these words: • ‘The declaration of 10 December 1948 is more than a historical summary, it is a programme. Every paragraph is a call to action, every line a condemnation of apathy, every sentence a repudiation of some moment of our individual or national history; every word forces us to scrutinize more closely the situation in the world today. The destiny of mankind is an indivisible responsibility which we all must share.’

46. Education for All • The six goals are: • Goal 1: Expand early childhood care and education • Goal 2: Provide free and compulsory primary education for all • Goal 3: Promote learning and life skills for young people and adults • Goal 4: Increase adult literacy by 50 per cent • Goal 5: Achieve gender parity by 2005, gender equality by 2015 • Goal 6: Improve the quality of education

47. Transnational Space • Multilateral (Intergovernmental) Organizations UUNN • Multilateral Development Institutions. World Bank. UNESCO. Regional Banks. • Bilateral Development Agencies (JICA, USAID, CIDA, GTZ) • International Non-Governmental Organizations (Faith based Organizations, Save the Children) • Consulting Firms, Think Tanks and Universities • Interest Groups

48. The History of Education can be construed as the struggle between two projects. A project that seeks to conserve society, it’s traditions, knowledge, institutions, structures, and one that seeks to transform it. • Changing schools is hard, changing them to change society is even harder. Educators work at the same time to reproduce society, to transmit knowledge, worldviews and culture, and also to improve society, to enable students to have more choices and be freer than their parents. • The XX Century is a Remarkable Period throghout the world with real gains of the progressive project.