Comparative Education Studies Research Articles

Mutual recognition of qualifications, health workforce migration, and graduate outcomes: a comparative mapping study of undergraduate dental education in Europe

BackgroundThe resource needs of health services are served by the recognition of qualifications across borders which allows professionals to migrate between countries. The movement of dentists across the European Union (EU), especially into the United Kingdom (UK), has provided a valuable boost to workforce supply. Recent changes to policy recognising overseas qualifications have brought attention to the equivalence of qualifications awarded in EU countries. Professional regulators need to be confident that dentists who qualified elsewhere have the appropriate knowledge, skills and experience to practise safely and effectively. The aim of this study was to compare UK and EU dental curricula, identify any differences, and compare the extent of pre-qualification clinical experience.MethodsThis was a mixed methods study comprising a questionnaire and website searches to identify information about curricula, competences, and quality assurance arrangements in each country. The questionnaire was sent to organisations responsible for regulating dental education or dental practice in EU member states. This was supplemented with information obtained from website searches of stakeholder organisations for each country including regulators, professional associations, ministries, and providers of dental education. A map of dental training across the EU was created.ResultsNational learning outcomes for dental education were identified for seven countries. No national outcomes were identified 13 countries; therefore, learning outcomes were mapped at institution level only. No information about learning outcomes was available for six countries. In one country, there is no basic dental training. Clinical skills and communication were generally well represented. Management and leadership were less represented. Only eight countries referenced a need for graduates to be aware of their own limitations. In most countries, quality assurance of dental education is not undertaken by dental organisations, but by national quality assurance agencies for higher education. In many cases, it was not possible to ascertain the extent of graduates’ direct clinical experience with patients.ConclusionsThe findings demonstrate considerable variation in learning outcomes for dental education between countries and institutions in Europe. This presents a challenge to decision-makers responsible for national recognition and accreditation of diverse qualifications across Europe to maintain a safe, capable, international workforce; but one that this comparison of programmes helps to address.

Taking ’Asia as method’ seriously in decolonizing comparative curriculum studies in South Korea

ABSTRACT This conceptual article is to problematize Western-centered comparative curriculum studies in South Korea, drawing on research related to postcolonial criticisms of comparative education and curriculum studies, and to suggest a decolonial research imagination for comparative curriculum research in South Korea and East Asia broadly, based on Kuan-Hsing Chen’s idea of Asia as method. To this end, I elaborate on Chen’s concepts of inter-referencing and critical syncretism for decolonizing the compliant research imagination. Additionally, I argue for the shift of the point of reference towards Asia, the extension of curriculum manifestation as a unit of comparison with curriculum conceptualized as a space for constructing cultural imaginary and subjectivity, and curriculum researchers’ onto-epistemological considerations as a comparativist. I conclude the paper with a caution not to dismiss Western contributions to curriculum research in Asia and the possibilities of the existence of resistance to Western-dominant knowledge structure in South Korean curriculum scholarship in the forms of translation and/or hybridity. This study can contribute to decolonizing the intersection of comparative education and curriculum studies that has been Western-centered in South Korea and suggesting a transgressive onto-epistemological orientation for comparative curriculum studies in the contexts of South Korea in particular and East Asia in general.

The relations between personality types and academic achievement: A comparative study of formal and distance education

The problem of this study is determined by using the psychological personality models and the background of numerous studies on various aspects of the educational achievements of students conducted based on different theoretical approaches. By examining the correlation of cognitive and personality traits and their individual-typical characteristics in the inseparable structure of individuality, and the correlation of these with the educational achievements of students in formal and distance education institutions, the purpose of the study is to examine the effects of personality types on students' academic achievement. Therefore, a correlation design has been employed in the study. The population of the study is composed of students studying in higher educational institutions in Turkey. The sample of the study, on the other hand, consists of students who receive face-to-face and online education. The data required for the study has been collected by sending survey forms via the Internet. Students from 46 different universities in Turkey participated in the study. To solve the determined tasks and check the initial assumptions, a series of pedagogical research methods were used by utilizing the SPSS program: theoretical analysis of psychological literature in terms of the problem being studied and testing by statistical methods. As a result of these analyses, it has been observed that academic achievement has relations with personality types and students’ success has increased in distance education.

Comparative study of the national identity education in senior high school English textbooks from Kyrgyzstan and China

Relevance\Purpose. This paper conducts a comparative quantitative analysis of senior high school English books in Kyrgyzstan and China from the perspective of national identity education. It analyses the information, design, symbolic characteristics, and proportion of national identity education in two versions of English textbooks.Methodology. The study used the textual analysis method and the comparative method.Results. The findings are as follows: English textbooks in Kyrgyzstan pay more attention to national identity and national knowledge system construction, relying on many country-specific themes. Meanwhile, English textbooks for Chinese senior high school focus more on the presentation of an authentic English language context in which the foreign culture proportion is greater than that of the Chinese culture. English textbooks in Kyrgyzstan tend to present Kyrgyzstan identity based on Russian and English languages. The textbooks include three language types to strengthen the consciousness of the Kyrgyzstan national knowledge system. English textbooks in China tend to present English language�speaking countries. The textbooks contain one language�English�and the Chinese language rarely appears on the cover pages.Conclusions. English textbooks in Kyrgyzstan tend to present Kyrgyzstan culture as part of the national identity construction. These textbooks pay more attention to translating local Kyrgyzstan culture and provide more vivid themes to stimulate comparisons between the Kyrgyz Republic and other countries. English textbooks in China tend to construct a multicultural knowledge system by presenting many common, daily topics of world culture and diversity.

Innovations in online classes introduced during the COVID-19 pandemic and their educational outcomes in Japan

BackgroundThe novel coronavirus disease (COVID-19) pandemic emerged in Japan in February 2020, forcing the adoption of online education by university medical schools across Japan. The advantages and disadvantages of online education have been studied in Japan; however, the educational outcome of online classes conducted during the COVID-19 pandemic has not been completely evaluated. In this study, we examined the relationship between lecture format (e.g., face-to-face or online) and performance of third-year university students in their organ-specific cardiovascular course examination.MethodsThis retrospective, nonclinical, and noninterventional comparative educational study included 550 third-year medical students who took a cardiovascular course between April 2018 and May 2022. Cardiovascular coursework was conducted in-person in 2018 and 2019, online in 2020 and 2021, and again in-person in 2022. The course comprised 62 lecture and 2 problem-based learning (PBL) sessions. A quiz was set up in advance on Moodle based on all lectures conducted in 2021 and 2022. A written examination was administered at the end of the course to evaluate the knowledge of students. The student online course evaluation questionnaires were administered in 2020 and 2021. Examination scores and proportion of failures in each year were compared.ResultsThe mean examination scores were significantly higher in 2021 and 2022 than in 2018, 2019, and 2020 (p < 0.05). Univariate and multivariate analyses adjusted for the class type, online quiz, and PBL revealed that only online quiz was significantly associated with better examination results (p < 0.05). A student course evaluation survey indicated that the online format did not interfere with the students’ learning and was beneficial.ConclusionsThe introduction of online classes into medical education due to the COVID-19 pandemic was as effective as face-to-face classes owing to learning management system and other innovations, such as online quizzes. Online education may confer more benefits when provided in a combination with face-to-face learning after COVID-19 pandemic.

Сравнительные педагогические исследования и потенциал педагогики Ф. Фребеля как основания для сравнения дошкольного образования в разных странах

The work analyzes the meaning, methodological problems and current state of comparative pedagogy. It is concluded that the rapid development and extension of comparative pedagogy at present can be described as expansion. The author sees the full development of comparative pedagogy as a valuable branch of knowledge through its expansion not only in breadth, but also in depth. The interest in comparative studies of preschool education is explained, according to the author, by the recognition of childhood as a valuable period in a person’s life — an idea coming from F. Fröbel. It is proved that F. Fröbel’s pedagogy can be used as a methodological tool and basis for a comparative study of preschool education in different countries.

Personal memories of the development of united states participation in large scale international assessment surveys

This essay reflects on my personal experiences conducting international comparative statistical studies in education as an employee of two U.S. federal statistical agencies between 1981 and 2011. Before 1982, the U.S. government involvement with large-scale international studies had been sporadic. By 1990, as a result of my initial support for the IEA, two U.S. federal agencies, the National Center for Education Statistics (NCES) and the National Science Foundation (NSF) supported research and development projects that raised the quality of international statistical comparisons on student achievement. My goal was to enhance existing international surveys so that the resulting statistical analyses would be perceived as a valid measurement of the performance of elementary and secondary students in multiple countries.

Comparative Study of Education for Children with Special Needs in Malaysia and Indonesian Primary School

The article aims to compare the implementation of education for children with special needs in primary schools in Malaysia and Indonesia. This study used a descriptive qualitative approach. Data was used using literature studies, observations, and interviews. The subjects used were elementary schools in Surakarta City, Indonesia, and Malaysia. The data is analyzed by means of comparative analysis. The results showed that Indonesia and Malaysia apply the concept of inclusion in the education of children with special needs. In terms of Technology, Malaysia is more advanced by introducing educational Technology such as applications and assistive Technology. This study shows a comparison of education for children with special needs in the two countries, and it is hoped that this study can recommend good practices for the effectiveness and improvement of the quality of education for children with special needs in elementary schools.

Problems of conducting comparative studies in education

The author critically analyses the persistence in comparative pedagogy of such approach to conducting interdisciplinary and transdisciplinary research, inadequate to the state of integration of the sciences worldwide, and perpetuating the atomisation of the humanities and social sciences characteristic of the 20th century. As such, the author explains the reasons for comparative education to become more open in exploring education in its broader political, cultural, religious, legal and economic context. The discipline necessarily needs to consider the comparative nature of ideas, paradigms, theories, concepts or philosophies of education, to refine its diagnostic tools with respect to differences in the aforementioned contexts, and to refine theory maps and methods of comparative research thus minimising errors in comparison of what is, nonetheless, incomparable.

Examining Quality of Life and Sleep Patterns: A Comparative Study of Physical Education and Non - Physical Education Students

Examining Quality of Life and Sleep Patterns: A Comparative Study of Physical Education and Non - Physical Education Students

Comparative Analysis of Iranian and Turkish Special Education in Terms of Aims and Principles

Comparative education is very important in terms of addressing the similarities, differences, interactions, and interaction levels of education systems. In comparative education studies the similarities and differences between the education systems implemented by the countries under consideration are investigated and presented within the framework of certain criteria. This study aims to compare Iranian and Turkish special education systems in terms of aims and principles. In the study, a qualitative study based on the document/document analysis method is adopted to compare the special education principles of the two countries. In this study, which focuses on the aims and principles of special education in Turkey and Iran, the data were collected using the relevant laws, regulations, legislation, theses, books, articles, publications, and websites of ministries and institutions. The obtained data were analyzed by descriptive analysis method in terms of similarities and differences in accordance with document analysis in comparative education. According to the results, Iran and Turkey have a similar general purpose in special education: to prepare the individual for society and the future. The main purpose of special education is to meet the educational needs of individuals with special needs. While the Turkish special education approach is more family-oriented and cares about the child’s environment, the Iranian special education approach focuses on the individual in need of special education.

A Comparative Study of Primary School Physical Education in China and the United States in an International Perspective

A Comparative Study of Primary School Physical Education in China and the United States in an International Perspective

A Comparative Study of Values-Based Fields of Adult Learning and Education in Austria, Scotland, and South Tyrol, Italy: Practitioners Resisting Neoliberal Tendencies Based on Their Ideas of Social Justice

This article presents the findings of a comparative study of values-based adult learning and education (ALE) fields; specifically, in Austria, critical-emancipatory adult basic education; Scotland, learner-centered, community-based adult learning; and South Tyrol, Italy, the Winterschule, a radical-critical popular education format. We studied the voices of experienced practitioners to understand their challenges and constraints and how they resisted changes that did not reflect their values. It highlights local practices to promote visibility, create dialogue, and strengthen the understanding and recognition of these fields in which practitioners are unequivocally committed to social justice. Our findings highlighted repertoires of resistance, affirmed pedagogy as a values-based endeavor, and elucidated practitioners’ commitments to holistic approaches that re-negotiate ideas of social justice for people and the planet. Our analysis shows that when ideas of social justice are shared amongst allies, practitioners can effectively maintain their values-based approaches and thus re-affirm and protect democratic ALE practice.

A Comparative Study of Sex Education in Primary and Secondary Schools in China and the United States

Sex education is of great significance for the healthy growth and wellbeing for children and adolescence. Currently, the importance of sex education is learnt by a growing number of people globally. The thesis cites progresses made in sex education of China and the United States and compares the histories of sex education, sex education in schools and families of the two countries, finding out the differences. It is found that compared with developed countries such as the United States, China still has some shortcomings in sex education. The sex-related curriculums in China are not well arranged and the Chinese teachers of sex education are not fully trained. Besides, Chinese parents do not play their parts well in sex education. Then, referring to the advantages of sex education in the United States, five suggestions are raised to improve sex education in China. Policies about sex education should be made, curriculums and teachers of sex education need to be more appropriate for current children, evaluating systems should be built and parents attendance in sex education ought to be attached more importance to.

Türkiye ve Almanya Matematik Öğretim Programlarının Cebir Öğrenme Alanı Bağlamında Karşılaştırılması

In this study, Turkey and German state of North Rhine-Westphalia mathematics curriculum have been examined in the context of the algebra learning area. The learning outcomes have been investigated similarities and differences of the in terms of quantity and quality; classified in terms of knowledge and cognitive process dimensions of the revised Bloom's taxonomy. This study, in which the qualitative research approach was adopted, was carried out with the descriptive screening. Document analysis technique has been used in the data collection process. As a result of the analysis, it is determined that the learning outcomes are similar in terms of knowledge dimension; difference in terms of cognitive process dimension. While it is seen that the outcomes in the Turkey curriculum are in the analyze step as the highest cognitive level; Germany curriculum also includes outcomes fof higher level skills such as evaluate and create. Moreover, it is seen that the outcomes are mainly included in the procedural knowledge and apply step for both curriculums. Although it is seen that the outcomes in the Turkey curriculum are quantitatively higher than the outcomes in the Germany curriculum, it has been determined that the outcomes in terms of content are of a nature to cover each other. When the implementation suggestions were examined, it was seen that they were included in both curriculums in a detailed and rich way. On the other hand, when the distribution of the themes used in comparative education studies in the literature according to the countries was investigated, it was determined that the studies mostly focused on the elements of the curriculum (aim/goal, content, educational situations and testing situations). In the process of making sense of basic mathematical concepts and acquisition of high-level cognitive skills, teaching environments and programs can be designed by considering real life problems and process-based teaching models. On the other hand, since technology is a part of life, the education process can be integrated with digital games and/or stories, and programs and learning outcomes can be prepared in a way that includes teaching materials with digital content. In addition, different types of representation can be used in the mathematics teaching process and appropriate activities can be designed.

Performance and satisfaction during the E-learning transition in the COVID-19 pandemic among psychiatry course medical students

BackgroundIn the field of medical education, students faced significant challenges during the COVID-19 pandemic. Abrupt alterations were made in the form of preventative precautions. Virtual classes replaced onsite classes, clinical placements were canceled, and social distance interventions prevented face-to-face practical sessions. The present study aimed to assess students' performance and satisfaction before and after the transition of a psychiatry course from onsite to entirely online during the COVID-19 pandemic. MethodsA retrospective, non-clinical, and non-interventional comparative educational research study included all students registered in the psychiatric course for the academic year 2020 (pre-pandemic/onsite) and 2021 (during the pandemic/online).To assess students' satisfaction, we utilized the National Commission for Academic Accreditation and Assessment (NCAAA) students' satisfaction survey used by the academic quality unit at KSU, College of Medicine.Satisfaction was assessed in six domains: course organization, learning resources, faculty experiences, clinical teaching, practical sessions, and overall satisfaction. The reliability of the questionnaire was measured using Cronbach's alpha test.To assess their performance, students’ grades from both periods were obtained from the exam center. ResultsA total of 193 medical students enrolled in the study; 80 received onsite learning and assessment, while another 113 received full online learning and assessment. The students' mean indicators of course satisfaction for the online courses exceeded their corresponding indicators significantly compared to the onsite courses. These indicators included students' satisfaction in terms of course organization, p < 0.001; medical learning resources, p < 0.050; faculty experience, p < 0.050; and overall course, p < 0.050. There were no significant differences regarding satisfaction in both practical sessions, p > 0.050, and clinical teaching, p > 0.050. The students' performance mean was significantly higher in the online (M = 91.76) compared to the onsite courses (M = 88.58) (p < 0.001), and the Cohen's D statistic showed there was a medium level of enhancement in students' overall grades (Cohen’s d = 0.41). ConclusionStudents perceived the switch to online delivery methods very favorably. Students’ satisfaction significantly improved regarding the themes of course organization, faculty experience, learning resources, and overall course satisfaction, while a similar level of adequate student satisfaction was maintained in terms of clinical teaching and practical sessions during the transition of the course to e-learning. In addition, the online course was associated with a trend toward higher students’ grades. However, the assessment of the achievement of course learning outcomes and the maintenance of this positive impact warrants further investigation.

Estudio comparado de la educación virtual en Cuba y América Latina: dimensiones y profesionalización docente

Virtual education is a distance learning modality in which the educational space is found on the web, constituted by computer tools that enable didactic interaction, used exclusively through communication networks for the development of academic activities by materializing their dimensions. The objective of this article is to present a comparative study of virtual education in Cuba and Latin America in relation to the theory of its dimensions and teacher professionalization or technological pedagogical competencies as a process that allows for continuous and ascending professional development, in order to identify strengths and limitations. Related research was selected for the study. With this, it was possible to verify that, in general, Cuba presents similar characteristics in relation to virtual education as those of the Latin American region to which it belongs. Likewise, collaboration between Cuban universities and the Latin American region in this area of knowledge should continue to be strengthened. The combination of multidisciplinary groups and work objectives that allow for short and medium-term results would be other pending goals.

Navigating plurilingual learning: An inclusive education approach

AbstractLanguage experiences and linguistic knowledge of teenage migrants can be valuable resources for their continued language learning. Yet, home languages and existing plurilingual skills are often framed as obstacles to learning that tag young migrants as at risk of school failure in the context of monolingual education systems. This article draws on a comparative education study carried out in Aotearoa New Zealand and France in 2017–2019, observing young migrants' use of their languages in classroom learning. A total of 42 secondary students from a mix of asylum‐seeker, refugee, and migrant backgrounds participated, originating from 22 different countries and speaking 24 different languages. All of the students were in their first year of schooling in New Zealand or France at the time of the study. Findings draw on observations of how students made use of their existing knowledge of languages to (1) access learning in the language‐of‐schooling, (2) learn interactively through their home languages, and (3) navigate unfamiliar styles of teaching and learning, thus engaging with the unknown and developing behaviours for successful learning. Patterns across the cohort show that young migrants are adept at drawing on their existing language resources in learning. This suggests a re‐framing of success at school as not only outcomes, but also as defined by effective learning processes that young migrants put in place. As a result, this study suggests ways that teachers can work inclusively with young migrants through their languages, to support processes of learning that could lead to better educational outcomes.

Vocational Education from a Cross-national Perspective: Comparative Analysis of China, Germany, and the United States, with a Case Study of Zhaixing Academy

This study delves into the current state and challenges of vocational education through a comparative study of cross-national vocational education and an analysis of the Zhaixing Academy case. The research reveals that vocational education reform can draw on the experiences of the German dual system, American community colleges, and Chinese vocational education reforms, with a focus on informal education pathways, practice-oriented teaching, and flexible training methods. The Zhaixing Academy case demonstrates the application of practice-oriented teaching approaches in the field of vocational education, emphasizing individual student development needs and the advantages of education outside formal institutions, offering new insights and references for the current Chinese education system. The study proposes that governments and education departments should increase investment in vocational education, encourage collaboration between enterprises and vocational education institutions, and support innovative practice-oriented education. In the future, Zhaixing Academy can continue to focus on education reform, expand the realm of practice-oriented education, promote its educational philosophy and methods, and contribute to the diversification and sustainable development of education.

Foreword

In the past decades, a large body of literature has been produced by researchers interested in the relationships between schools, teachers and parents (or families). This literature includes analyses and reflections on parental involvement from myriad research disciplines, theoretical and policy perspectives and research methodologies. However, closer scrutiny reveals that the label of “parental involvement” is an umbrella term, under which many different concepts and practices find a place. In this special issue we invited authors to delve more deeply into controversies and dilemmas that result from the variety of perspectives on parental involvement. Some examples of such controversies and dilemmas are: the use of parental involvement as a predictor of academic achievement in school effectiveness studies, parents’ rights and teachers’ stress, critiques on the neoliberal agenda that dictates effective parenting practices, inequality of access to diverse forms of parental resources, and the marginalizing effects of particular frameworks of parental involvement. The purpose of this special issue was aimed to provide a basis for future research and policies on family-school-partnership relations. We invited authors to formulate implications of their analyses and reflections for research, policy and practice. The title itself of the issue, a calque borrowed from "What We Talk About When We Talk About Love" by Raymond Carver, was an invitation towards a deeper understanding of the meaning of “parental involvement”. Topics discussed in this special issue are: teachers’ students’ and parents’ perspectives, teacher education, teacher students, teachers’ beliefs; homework, all day school, trust, parental engagement; comparative studies in education, also for what concerns National educational policies and diverse ethnic and linguistic families; emotional work, frontstage and backstage, stigma. Have a good read