Global Education Policy Graduate Course Syllabus PDF

Preview

Summary

Florida International University School of Education and Human Development Department of Educational Leadership & Professional Studies INTERNATIONAL DEVELOPMENT EDUCATION: INNOVATIVE APPROACHES IN EDUCATIONAL PLANNING (EDF 7656) Dr. Meg P. Gardinier Fall 2016 I. Required Books: 1. Ripley, A. (20...

Description

Florida International University School of Education and Human Development Department of Educational Leadership & Professional Studies INTERNATIONAL DEVELOPMENT EDUCATION: INNOVATIVE APPROACHES IN EDUCATIONAL PLANNING (EDF 7656) Dr. Meg P. Gardinier Fall 2016 I.

Required Books: 1. Ripley, A. (2013) The smartest kids in the world and how they got that way. New York: Simon and Schuster. 2. Stewart, V. (2012). A World Class Education: Learning from International Models of Excellence and Innovation. ASCD. 3. Zhao, Yong. (2012). World class learners: Educating creative and entrepreneurial students. Corwin, a Sage Company. Recommended:  Mundy, K., Green, A., Lingard, B., and Verger, A. (Eds.). (2016). The handbook of global education policy. UK: Wiley Blackwell.  Verger, A., Novelli, M. and Altinyelten, H. K. (Eds.). (2012). Global education policy and international development: new agendas, issues, and policies. London: Bloomsbury.  Klees, S. J., Samoff, J., and Stromquist, N.P. (Eds.). (2012). The World Bank and education: Critiques and alternatives. Boston: Sense Publishers. And readings posted on Blackboard.

II.

Course Description: This course is an advanced seminar that explores topics, issues, and debates related to national, international, and global education policy and planning. The course is designed to engage students in theoretical and practical applications of international education policy and planning. We will examine questions such as: What is global education policy? Who are the main actors and institutions involved in international and global education policy? What are some of the prevailing ideas that guide the development and implementation of global education policies? What are some of the critiques and controversies related to global education policies? What is the relationship between global and national education policies in different countries? How are global education policies developed, circulated, and locally applied? How are they contested and localized? In particular, we will analyze educational policies and programs of the World Bank, the Organization for Economic Cooperation and Development (OECD), and other international institutions such as those within the United Nations system. We will critically examine the role of non-governmental actors in global education governance including for-profit and non-profit agencies, consulting firms, and thinktanks. We will investigate the significance placed on international assessments such as the Programme for International Student Assessment (PISA) and examine some of the underlying discourses in global education policy related to “21st Century learning” and “World-class education”. Students will be encouraged to take a collaborative, hands-on approach to learning and to sharpen their critical thinking skills in the field of comparative and international education. 1

III.

Course Goals and Objectives: The goals of this course are to increase students’ knowledge and awareness of issues and institutions in global education policy. The course provides students with a range of perspectives on educational planning, benchmarking, international assessments, policy borrowing and lending, governance, and the construction and circulation of policy discourses. Through investigation and engagement with qualitative and quantitative data, case studies, theoretical articles, and popular literature on these issues, students will have the opportunity to discuss, compare, and critique a range of analytic perspectives on global education policy and policy making. Through critical readings, blogs, collaborative presentations, and compact written assignments, students will develop an informed perspective on important issues related to educational planning in a global context. The key student learning objectives for the course are for students to be able to:       

IV.

Describe and differentiate diverse perspectives on global educational policy and planning; Recognize and critically analyze the prevalent trends in global education policy and policy-making; Apply knowledge and awareness of the local, national, international, and global actors and institutions engaged in educational policy-making; Critically reflect on the role of global educational strategies designed for developing country contexts; Demonstrate a nuanced understanding of the complex and multifaceted issues that influence educational policy-making across national and international dimensions such as gender, economics, politics, and culture; Discuss, compare, and critique policy discourses related to 21st Century learning and world-class education; and Effectively demonstrate critical thinking, academic writing, collaborative learning, and professional presentation skills.

Student Responsibilities: Students in EDF 7656 should bring to the course the desire to explore connections between scholarship and practice, and between personal beliefs and data-based conclusions, between one’s own experiential knowledge and that of another. Students should also bring to the class the willingness to question and analyze their own values and assumptions, the commitment to engage in interdisciplinary learning, the courage to actively participate in all course components, the perseverance to complete all the coursework, and the belief that everyone has something valuable to teach and learn. To achieve the goals of the course and fulfil the course requirements, students should: 1. Complete all required reading during the assigned week; 2. Constructively encourage a positive learning environment throughout the course; 2

3. Actively and reflectively participate in course activities, assignments, and discussions; 4. Collaborate effectively and respectfully with peers; 5. Submit assignments on the appropriate due dates; 6. Demonstrate professionalism and positive dispositions during all course-related activities and interactions; and 7. Maintain a climate of “netiquette” and respect for the instructor and fellow learners. V.

VI.

Role of the Instructor: To achieve the goals of the course and fulfil the course objectives, the Instructor will: 1. Be respectful of students and their diverse and varied ways of learning; 2. Be responsive to student perspectives and questions; 3. Create a collaborative learning environment that promotes respect and active learning; 4. Catalyze learning by providing engaging materials and activities; 5. Respond to emails within 24 hours (NOTE: If you do not receive a response to an email or message within 24 hours, please re-send or follow up); 6. Be available for regular weekly office hours; 7. Provide clear and concise rubrics and guidelines for all graded work; 8. Communicate in a fair and transparent way the grade criteria for course assignments; 9. Return graded assignments within 2 weeks of the assignment deadline. Student Assessment: This course will emphasize inquiry and interaction. Learning will be experiential and conceptual, abstract and concrete. Students should assume full responsibility for completing the background readings necessary for meaningful contribution to weekly discussions. Class participation means reflecting on the readings and sharing your insights, questions, and analytic perspectives with the class. The extent to which your participation in class discussions demonstrates that you have read the assigned readings and reflected on them will be assessed and reflected in your course grade. Thus, the quality of your contributions weighs more than the quantity (although frequent highly thoughtful and constructive responses would be wonderful). Formal Assignments There are four written assignments to be completed in this course – three are individual and two can be completed as a group. All formal written assignments must be computer generated. Written assignments must reflect individual students’ own thoughts and effort. Cheating or plagiarism will result in an “F” grade for the assignment. The instructor may also take further action as described in the Academic Misconduct section of the current FIU Student Handbook. Assignments must be completed and turned in during the class meeting in which they are due. Assignments turned in after the deadline will be reduced five points per day late. 1. Group Reading Presentation: In our first class, you will have the opportunity to sign up for your Group Reading Presentation. You will have several weeks to read the entire book and develop a group presentation based on the ideas, themes, issues, and controversies you encounter in the reading. With your group members, you will draft a 3

brief 2-4 page (double spaced) summary and analysis of the key points in the book. Then, your group will develop a creative, engaging, and informative presentation based on the book. We will spend one entire class period discussing the book. Your group will be responsible for making an interactive presentation using Powerpoint or another presentation format (presentations may range from 20-40 minutes). You should also develop several discussion questions and/or an activity to delve into some of the most interesting issues raised by the book. All group members should actively participate in the presentation and class discussion. All written material, presentation materials, and/or activity resources should be turned in at the end of the class period. Further information on the presentations will be provided, but you should think of this as an opportunity to use your creativity to actually teach your peers some material from the book. 2. Individual Reading Summary and Discussion Facilitation: Each student is responsible for signing up and presenting one of the course readings during the semester (you can choose the readings on a sign-up sheet that I will circulate in the first class). When it is your turn to summarize a reading, create a brief one page critical summary of the reading, and include 2-3 discussion questions related to the reading. Please email your reading summary to me by 5pm on Sunday, the day before the class it is due. I will then post the summary on Blackboard. Your discussion questions will provide the impetus for the class discussion, so please think carefully about your questions and design them with this purpose in mind. If you have concerns about your summary or discussion questions, please contact me prior to the deadline so we can generate excellent questions collaboratively. 3. Critical Country Case Study (5 pgs, double spaced): In this assignment, you will have the opportunity to explore and analyze a case study on global education policy in action within a particular country context. Choose one country to analyze and think carefully about the selection of your country. For example, are you more interested in a developing country context or an OECD member country? Are you interested in a Latin American country or a country in Southeast Asia? Many of our readings will touch on country case studies as a means of comparing international education indicators. The purpose of this assignment is to become more familiar with the specific social, political, economic, cultural context of education development in one particular country. The focus of the country case study should be a critical examination of the educational policies in that country and their relationship with global education policies. Interesting country studies might be one of the following: Albania, Brazil, Bulgaria, China, Colombia, Cuba, El Salvador, Finland, Japan, Moldova, Russia, Singapore, South Africa, South Korea, Tanzania, Thailand, United States, or others. The assignment should be 5 pages doublespaced and demonstrate correct APA citation and reference format. 4. Issue Policy Brief (3 pgs.): In this assignment, you will have the opportunity to investigate a critical policy issue in global education policy. For example, you may choose to examine one of the following: girls’ education; gender equality; early grade reading; Education for All; poverty alleviation; education in emergencies; refugee education; democratic citizenship education; multiculturalism; inclusive education; education for language minority groups; human rights education; PISA; etc. The choice of the issue is up to you, but your selection of an issue should reflect your understanding of significant policy research in that area. The product of your research should be a very concise 3 page “policy brief”. Most policy briefs are not more than 1-2 pages and include 4

a very concise executive summary of the issue as well as policy recommendations for specific policy actors. Information to assist you in the policy brief format will be posted on BB, and a rubric will be provided. The goal of the assignment is to prepare you to articulate a very complex policy issue in a very condensed and direct format intended for education policy-makers. The assignment should be no more than 3 pages and should demonstrate correct APA citation and reference format. 5. Group Presentation and Participation in Mock Policy Symposium: This is an exciting interactive activity designed to give students hands-on experience in the practice of global education policy-making and negotiation. One full class period will be devoted to a mock “Policy Symposium” on a critical topic in global education policy. Students will work in small groups to represent a range of stakeholder positions on the policy issue in focus. Each group will present a 15-20 minute presentation on their issue and perspective. We will then work in roundtables to develop an integrated policy statement on the issue. This extended role play will be a fun and interactive way to demonstrate significant learning in global education policy issues, debates, and processes. More information and an assessment rubric for the Mock Policy Symposium will be provided in class. The Mock Policy Symposium will be conducted during our last class on November 28; all materials will be due in class on that day. VII.

VIII.

Online Participation All readings that are not included in required texts will be available on the course Blackboard site. There will be occasional blogs available on Blackboard and participation is required for the course. Grading All assignments and final grades are based on the following scale: A B+ C+ D+

93-100 87-89 77-79 67-69

AB C D F

90-92 83-86 73-76 63-66 0-59

BCD-

80-82 70-72 60-62

Final grades will be determined based on the following percentages: Weekly In-class and Blackboard Participation Reading Discussion Questions and Facilitation: Group Reading Analysis and Presentation (3-5 pages) Critical Country Case Study (5 pgs.) Issue Policy Brief (3 pgs.) Group Presentation and Participation in Mock Policy Symposium

10% 10% 15% 20% 25% 20%

Assignment due dates are as follows: Group Reading Analysis and Presentation (2-4 pages) Group 1 Presentation (Ripley) Group 2 Presentation (Stewart) Group 3 Presentation (Zhao) 5

Due: Sept. 12 Due: Sept. 26 Due: Oct. 10

Critical Country Case Study (5 pgs.) Issue Policy Brief (3 pgs.) Group Presentation and Participation in Mock Policy Symposium

Due: Oct. 31 Due: Nov. 14 Due: Nov. 28

The grade “IN” (Incomplete) will be assigned in accordance with FIU policy. In order to receive a grade of “DR” (Drop), a student must drop the course in accordance with the time line in the Fall 2016 Schedule of Classes. The professor will abide by the University’s policy on religious holidays as stated in the university Catalog and the student handbook. Students may request to be excused from class to observe religious holy days of their faiths. The professor will also abide by the University’s policy on disabled students. Any student with a disability and who needs special accommodations(s) should notify the professor and contact the Office of Disability Services for Students.

Class Schedule and Outline of Readings* *Some adjustments to the course readings may be made during the semester.

Abbreviations: 

 

“GEP and ID”= Verger, A., Novelli, M. and Altinyelten, H. K. (Eds.). (2012). Global education policy and international development: new agendas, issues, and policies. London: Bloomsbury. “WB and E” = Klees, S. J., Samoff, J., and Stromquist, N.P. (Eds.). (2012). The World Bank and education: Critiques and alternatives. Boston: Sense Publishers. “GEP Handbook” = Mundy, K., Green, A., Lingard, B., and Verger, A. (Eds.). (2016). The handbook of global education policy. UK: Wiley Blackwell.

Week/Date Themes/Topics Tasks/Assignments MODULE 1: GLOBAL EDUCATION POLICY: WHO, WHAT, AND WHY? Week 1: Aug. 22-28

Introduction to international education policy, overview of themes and issues, introduction to our class

Read:  Verger, Novelli, and Altinyelkin (2012). Global Education Policy and International Development: An Introductory Framework, pp. 3-31 in GEP and ID. View:  AFT discussion of PISA for US audience: http://www.aft.org/video/what-does-pisa-report-tell-us-aboutus-education  Introduction to PISA: http://www.youtube.com/watch?v=6yhiGj252k&feature=player_detailpage Sign up for reading presentation groups: Reading Group A Ripley: (5 students) Reading Group B Ripley: (5 students) Reading Group C Stewart: (5 students)

Week 2: Aug. 29 Sept. 4

Actors and institutions in global education policy; some theoretical perspectives

Read:  Mundy, K. and Ghali, M. (2009). International and Transnational Policy Actors in Education: A Review of the Research, pp. 717734, in Sykes, G., Schneider, B., and Plank, D. (Eds.), Handbook 6

of Education Policy Research. New York: For AERA by Routledge Publishing.  Mundy, K., Green, A., Lingard, B., and Verger, A. (2016). Introduction: The globalization of education policy – key approaches and debates. In Mundy, K., Green, A., Lingard, B., and Verger, A. (Eds.), The handbook of global education policy, pp. 1-20. UK: Wiley Blackwell.  Wiseman, A. W. (2010). The uses of evidence for educational policymaking: Global contexts and international trends. Review of Research in Education, 34:1, pp. 1-24. Recommended:  Rizvi, F. and Lingard, B. (2010). “Conceptions of education policy,” pp. 1-21, and “Education policy and the allocation of values,” pp. 71-92 in Globalizing Education Policy. London: Routledge.  Take a look at the material at: http://globed.eu/ Week 3: NO CLASS Sept. 5-11

Global education policy in the context of international development: Key strategies and policy documents

Read (for familiarity, not every detail):  World Bank Group Education Strategy 2020, available at: http://siteresources.worldbank.org/EDUCATION/Resources/E SSU/Education_Strategy_4_12_2011.pdf  UNESCO Education for all beyond 2015: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/E D/temp/Mapping_post_2015-Swati_Narayan.pdf  UNESCO Education 2030 Declaration and Framework for Action: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/E D/ED/pdf/FFA_Complet_Web-ENG.pdf  UNICEF Post-2015 development agenda for education: http://www.unicef.org/education/files/Making_Education_a_P riority_in_the_Post-2015_Development_Agenda.pdf  USAID Education Strategy 2011-2015: http://usaidlearninglab.org/sites/default/files/resource/files/US AID_Education%20Strategy_2011-2015.pdf

MODULE 2: THE POLITICS OF INTERNATIONAL COMPARISONS AND THE RISE OF GLOBAL EDUCATION POLICY DISCOURSES: 21ST CENTURY LEARNING / WORLD CLASS EDUCATION Week/Date

Themes/Topics

Tasks/Assignments

Week 4: Sept. 12-18

How do we imagine, measure, and compare schooling around the world?

Reading Group A presentation: Ripley, A. (2013). The smartest kids in the world and how they got that way. New York: Simon and Schuster. Read: Entire book

Week 5: Sept. 19-25

Politics of PISA and other international indicators and comparisons

Read:  Henry, M., Lingard, B., Rizvi, F., and Taylor, S. (2001). The Politics of ed...