Part I. Introduction. Comparative and International Education.

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
Where should the 2016 Olympic Games take place?

1. Chicago
2. Tokyo
3. Rio de Janeiro
4. Madrid

4
If you were IOC President Rogge, where do you
think the 2016 Olympic Games should take place?

1. Chicago
2. Tokyo
3. Rio de Janeiro
4. Madrid

5
If you were President Obama, where would you
think the 2016 Olympic Games should take place?

1. Chicago
2. Tokyo
3. Rio de Janeiro
4. Madrid

6
If you were Brazils President Luiz Inácio Lula
da Silva, where would you think the 2016 Olympic
Games should take place?

1. Chicago
2. Tokyo
3. Rio de Janeiro
4. Madrid

7
Where will the 2016 Olympic Games take place?

1. Chicago
2. Tokyo
3. Rio de Janeiro
4. Madrid

8
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)

9
Pestalozzi

• Joseph Lancaster

Horace Mann
Comenius
J.J. Rousseau
Domingo Faustino Sarmiento
S
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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
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Required Under Constraint
NegotiatedUnder Constraint
Introduced Through Influence
Borrowed Purposely
Imposed
1
5
3
4
2

1. Totalitarian/authoritarian rule, etc.
2. Defeated/occupied countries
3. Required by bilateral and multilateral agreements
4. Intentional copying of policy/practice observed
   elsewhere
5. General influence of educational ideas/methods

Source Phillips and Schweisfurth 2007
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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
13
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.

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How do we measure progress?

• Inputs
• Per pupil Spending
• Processes
• Structures, Curriculum
• Outputs
• Educational Attainment, Literacy
• Outcomes
• Employment and Productivity, Political
  Participation, Social Capital

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What is equality of educational opportunity?

• Conservative Definition (Position in the social
  structure determines education chances)
• Liberal Definition (Equality of Treatment)
• Progressive Definition (Equality of Outcomes
  requires inequality of treatment. Positive
  Discrimination).

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IEA Studies

• The very first IEA study was intended to
  investigate the feasibility of undertaking more
  extensive investigations of educational
  achievement. This study, known as Pilot
  Twelve-Country Study, was conducted in 195962
  with samples of 13-year-old students in 12
  countries. Testing was carried out in five areas
  mathematics, reading comprehension, geography,
  science, and non-verbal ability.

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Using gradients to examine equality
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High mathematics performance
Durchschnittliche Schülerleistungen im Bereich
Mathematik
High average performance Large socio-economic
disparities
High average performance High social equity
Strong socio-economic impact on student
performance
Socially equitable distribution of learning
opportunities
Low average performance Large socio-economic
disparities
Low average performance High social equity
Source Schleicher 2007
Low mathematics performance
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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
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Cultural Context Identity Values Norms
Shared meanings
Economic Context Structure of the Economy
Comparative Advantage Productivity Employment
Political Context Staterepresentation
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
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Five Definition of Literacy

• 1. ability to read and write
• 2. the ability to read, write, spell, listen, and
  speak
• 3. reading and writing at a level adequate for
  communication, or at a level that lets one
  understand and communicate ideas in a literate
  society, so as to take part in that society.
• 4. 'Literacy' is the ability to identify,
  understand, interpret, create, communicate,
  compute and use printed and written materials
  associated with varying contexts.
• 5. Literacy is understanding, using and
  reflecting on written texts to enable an
  individual to achieve his or her goals, to
  develop his or her knowledge and potential, and
  to participate fully in the wider society

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Between Perfect Inequality and Perfect Equality
Perfect Equality
Perfect Inequality
23

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

24
The Making of Education Policy
Carol, please call HGSE CSO and hire an IEP
graduate
I need to make an educational policy decision
I must hire an analyst to examine all alternatives
Sorry, they are all hired now. You are going to
have to wait til June of 2010

• A synoptic model of decision making

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The Making of Education Policy

• A Model of Education Decision Making

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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

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Discuss examples of Policy (Strategy)

• Describe policy
• How were they made?

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In a Synoptic approach

1. Interest groups negotiate a decision
2. A single decision maker makes a decision
3. A decision evolves over time
4. The decision is implicit

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Steps to Policy Making

• Formulate Policy
• Assess Alternatives (Ex-Ante)
• Make the Decision
• Implement
• Evaluate Impact
• Make Adjustments
• New Policy Cycle

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These steps represent a synoptic Approach to
Education Policy Analysis

1. Yes
2. No

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This model includes the role of politics in
policy making?

1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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Implementation Trumps Outcomes
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Assessment of Outcomes
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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

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The Eightfold Path is a Synoptic Approach to
Policy Analysis

1. Yes
2. No

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Bureaucratic Politics
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Based on your experience, would you say that
educational research is used for educational
decision making?

1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

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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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Education research and influence

• The low quality and prestige of the education
  research enterprise explain the lack of
  influence.
• Persistent belief that research rarely leads to
  improvements in practice.
• Need to build a strong research community to
  increase influence

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Building a strong research community

• Contested nature of education research
• Pluralistic character of the enterprise
• Public character. Limited authority of experts.
  
• Need more dialogue among ed. Schools,
  foundations, AERA.
• Bring teachers into the conversation
• Researchers reach out to broad constituencies

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Kinds of evaluation use

• Non-use ignoring evaluation findings
• Instrumental use immediate use for
  decision-making
• Symbolic or Political use provides legitimation
• Conceptual or enlightenment use gradual
  percolation of findings indirect influence

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What is influence?

• Influence a continuum between direct impact and
  changing paradigm
• Conceptualizing Policy Process
• Rational Models linear, incrementalism,
  interactive
• Political Models policy networks, agenda
  setting, policy narratives, policy transfer
• Research Quality

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Informed Dialogue

• How Education Policy is Made
• Knowledge as a construction
• Planning as a conversation

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• Dialogue space
• Convergent and divergent problems
• Can one discipline solve the problem
• Is technical knowledge sufficient
• One or multiple decision makers
• Context

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The challenges of informing education policies

• Complex problems
• Multiple policy objectives
• Long-term effects of policies
• Controversy over program theory
• Multiple stakeholders
• Loosely coupled organizations
• Complex structure of ministries of education
• Social isolation of schools

48
Discuss some examples of ed challenges that
illustrate these dimensions
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Educational Organizations Ministries are
similar to other Public Organizations?

1. Yes
2. No

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Complex internal structure

• Inadequate funding
• Insufficient information and analysis
• Inefficient bureaucracies
• Lack of accountability
• Multiple goals
• Structures that do now allow horizontal
  communication.
• Staff
• Budgeting and Planning
• Corruption and patronage

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• Complex external environment
• Stakeholders. Different interests at different
  moments of the policy cycle.

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• Generation.
• a.      State/Government/Political parties
• b.      Curriculum Development
• c.      Textbook production
• d.      Construction
• e.      Development organizations
• f.        NGOs

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• Distribution of resources
• a.      Teachers
• b.      Teacher organizations
• c.      Private providers/NGOs
• d.      Institutions (teacher education,
  universities)

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• Benefits
• a.      Students
• b.      Parents
• c.      Employers
• d.      Political Groups

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• Three perspectives on knowledge utilization
• Dialogue as Persuasion
• Dialogue as Negotiation
• Dialogue as Co-construction

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• Utilization as Persuasion (Emphasis on Supply of
  Research Results)
•  
• Lack of utilization explained by the two-cultures
  theory
• Failures of communication
• Impact was greater where researchers had
  established links with policy makers
• Rational decision theory
• Alternatives to rational decision making
  bureaucratic and political

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• Two applications of the utilization as
  dissemination approach
• Networking to Disseminate Information
• Northern Research Review and Advisory Groups
• REDUC in Latin America. Abstracting 28,000
  documents
• Experiences in Africa. ERNESA, South Africa
  (EduSource)
•  
• Policy Dialogue as Persuasion
• Marketing the Results of Research

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• Utilization as Negotiation. Providing Decision
  Makers with Data. (Emphasis on Demand for
  Research Results)
• Knowledge Brokers
• Characteristics of useful research-based
  knowledge
• a.       Interdisciplinary approach
• b.      Policy orientation in the analysis
• c.       Understand the problem from the
  perspective of the client
• d.      Fit with timing of policy cycle
• Syntheses of Research
• Training in Research Utilization

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• Applications of Dissemination as Negotiation
• Management Information Systems
• Survey Research and Information Procedures
• Sector Assessments

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• As in Policy Dialogue as Persuasion,
  Information/Knowledge is seen as the result of a
  highly specialized activity carried out by
  knowledge producers. Users have more choice to
  decide which knowledge they want to use.

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• Informed Dialogue. Constructing Knowledge
  (Emphasis on Join Construction of Knowledge by
  Decision Makers and Users).
•  
• The limits of technical expertise
• The advantages of participation
• Qualitative judgement as an essential ingredient
  in policy analysis. Need for consultation.
• Policy formation as a political and
  organizational process.
• Two ways to understand who makes policy
• Senior officials
• All actors in the system

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• Limits to participation
• Time consuming
• Lack of skills of researchers and planners
• Host cultures often do not support participation
  and openness

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• Two variations of participatory collaboration
• Participation by Policy Makers
• Collaboration in research design
• Collaboration in data analysis
• Collaboration in design and implementation of
  policy

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• Policy Dialogue as Organizational Learning
• Who are the actors that matter?
• Planning as a conversation
• Dialogue as an instrument to facilitate learning

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Unescos Role in Leading the Global Action Plan
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Based on the article discussing Unescos role in
the GAP, who is leading Education For All?

1. UNESCO
2. The World Bank
3. UNICEF
4. The Governments of Countries
5. Universities

67
To what extent did you learn new material in part
1 of the course?

1. To a great extent
2. To some extent
3. Not much
4. Not at all

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Is the pace of the course

1. Too fast for me
2. More or less adequate for me
3. Just right for me

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How much discussion would you like to have on
fridays?

1. Less discussion, more lecture
2. About the amount of discussion we have now
3. More discussion, less lecture
4. Only discussion, no lecture

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With regard to the readings for the course?

1. They are above my head, I cant follow them
2. They are challenging, but I can follow
3. They are about right
4. They are too simple for me

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With regards to discussion sections

1. I am learning from them
2. I am learning a little from them
3. I am not learning from in them

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Have a Good Weekend