Comparative Education Studies Research Articles

The Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study: The scores are in!

This is the fourth colloquium for Contemporary Issues in Early Childhood on the Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study, and marks the recent publication by the Organisation for Economic Co-operation and Development of reports on the first round of this study. In it, the authors discuss what the results tell us, what they do not and what might come next. They conclude by supporting the need for comparative studies of early childhood education, but argue that the International Early Learning and Child Well-being Study is not the way to go.

COMPARATIVE STUDY OF LIBRARY AND INFORMATION SCIENCE EDUCATION BETWEEN MAINLAND CHINA AND INDIA: A CASE STUDY

Purpose of the study: This study will present an overview of the history of Library and Information Science (LIS) education and the general situation of its Master level education in Mainland China and India. Further, a comparison of Master of LIS (MLIS) education between Heilongjiang University and North-Eastern Hill University will be analyzed mainly through six aspects along with coming up with several suggestions to improve the future education quality of MLIS program in Mainland China.
 Methodology: The case study method, literature research method, field investigation method, in-depth interview method, and comparative research method will be adopted to conduct this study.
 Main Findings: Through the comparative analysis of two universities’ MLIS education in six aspects, it can be found that there are some problems existing in four aspects of MLIS education in Heilongjiang University.
 Applications of this study: This study can be helpful in the field of LIS education and also can be a reference for concerned academic institutions to refine their LIS education system.
 Novelty/Originality of this study: Currently there is no literature about comparative studies of LIS education between Mainland China and India. Therefore, to bridge the missing gap, a necessity is felt to take up research on such kind of topics.

COMPARATIVE STUDY OF GENDER EDUCATION BETWEEN PKS INDONESIA AND MUSLIM LEAGUE INDIA

Purpose of the study: This paper compares the gender education conducted by two Islamic political parties in Indonesia and India represented by PKS (Prosperous and Justice Party) and the Muslim League. This comparative is essential since both countries face inequality in gender issues, and both parties claim as Islamic representation.
 Methodology: This research is a comparative study model by the interviews and survey-based collecting data methodology. The object of this research is the leader of PKS and Muslim Leagues. The data were analysed and discussed with various literature reviews to perform the similarities and differences in gender education playing by both parties.
 Main Findings: Both PKS and the Muslim League have a concern about women’s education and participation in the public sphere and have done some programs and establishing some infrastructure to gain their goals. However, since Indonesia and India have different cultural and political backgrounds, gender education in Indonesia has fewer constraints than the India case.
 Applications of this study: This study is helpful for the particular political parties to evaluate their programs in gender education. Moreover, it also will inspire the other to optimize the participation of women in public areas.
 Novelty/Originality of this study: No research has been conducted on the comparative study of gender education between PKS in Indonesia and Muslim league in India.

A produção cientifica do GT Educação e Relações Étnicos-Raciais da ANPED (2015 - 2019) e o pesquisador neste âmbito : Uma proposta de investigação

Trata-se de uma proposta de investigação vinculada ao Observatório Ibero-Americano de Estudos Comparativos em Educação, ao Grupo de Pesquisa Educogitans e ao plano de trabalho do estágio pós-doutoral no Programa de Pós-Graduação em Educação da Universidade Regional de Blumenau (PPGE-FURB). Busca compreender como as tendências teórico-metodológicas nos artigos aprovados nas reuniões científicas nacionais de 2015, 2017 e 2019 do Grupo de Trabalho Educação e Relações Étnico-Raciais da Associação Nacional de Pesquisa e Pós-Graduação em Educação (GT 21 da ANPED) colaboram na contínua formação do pesquisador nesse âmbito. Objetiva identificar as perspectivas teóricas dos artigos analisados, caracterizar as metodologias utilizadas nos artigos, entender qual a relação das teorias e metodologias empregadas nos artigos com a formação do pesquisador, observar as contribuições das teorias e metodologias utilizadas nostrabalhos analisados para reflexões sobre a identidade do pesquisador neste âmbito em educação. O esforço de articulação será necessário para o estudo, pois elementos, abordagens, teorias, métodos e informações serão reunidos e adaptados aos propósitos da pesquisa para serem produzidas categorias, classificações e identificações. Contudo, isto não terá a intenção de erradicar ou anular as diferenças do que buscaremos identificar.

Comparative study of industrial design undergraduate education in China and USA

Industrial design (ID) undergraduate education in China is seen as a new rapidly growing discipline over the past 40 years. China’s ID education is not well known in the West due to several barriers: language, the Great Firewall of China which blocks out most of the Western websites and a 12-h time difference. All Chinese ID curriculum and program information are available in Mandarin. The Ministry of Education administers all Chinese design education as well as ID scholarships and faculty exchange grants and its website and documents require translation. The Great Firewall of China blocks 90% of Western websites including Google making it difficult for Western Scholars to access accurate information about the size and shape of the Chinese ID education landscape. China has a historical relationship between the ID schools in China and the United States. Chinese students are studying or alumni of every American ID program. China and USA share similar program types, dual-track admissions for art and design streams, and academic calendars. In this paper, a model was developed to clarify the features of ID undergraduate education in China and USA, and a survey of eight ID schools was processed. Four aspects were comparatively discussed: (1) types of ID education, (2) ranking, evaluation, and certification of ID schools and programs, (3) curriculum, credits, course features, and yearly schedules of schools, (4) influences coming from the culture and globalization process. Based on the analysis, the similarities and differences in ID undergraduate education between the two countries are discussed. Results show the dual-track modes in China and USA are different. It is mainly reflected in the management and enrollment, curriculum organization, and cultural environment. Implications for the localization, openness, and globalization to ID education are finally discussed together with several directions for future development. The findings are valuable to USA and Chinese ID departments and faculty, researchers, staff and visiting scholars. It is also useful for university administrative units such as registrars, admissions, international offices and exchanges to understand each other.

Explanatory accounts in international and comparative higher education research

AbstractDeveloping plausible explanations rooted in theory and supported by evidence is a challenge for comparative higher education studies. The purpose of this article is to consider how comparative studies in higher education might develop accounts that allow the research community to enhance explanatory power. Higher education studies can advance explanations about what is happening and why, as well as interpret the meaning of occurrences by drawing broadly on realist scholarly traditions. Rather than prioritising a methodology, the field should prioritise essential questions and address them with all appropriate empirical tools. Avenues for explanatory research include bounded case studies, multi‐method investigations into specific phenomena, mechanism‐based approaches and macro‐social analysis.

SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES

The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level (especially the Master’s degree). The programs «Educational studies» focused on the study of educational systems and the practical studying in a wide social, cultural, political and economic areas. As usual, this educational program combines the ideas and the study of the educational systems, psychology, sociology, philosophy, history, politics, the management of education, history and culture of education, comparative educational studies, and also the critical analysis of different educational theories and innovative methods. The pedagogical science is one of the educational discipline, which is focused only on the pedagogical problems, which are learning, teaching and development: the educational programs, the measurement and evaluation in education and training, the special pedagogic, which is focused on prevention, research, diagnosis, development and education of children, teenagers or adults with behavioral and emotional problems and their psychosocial consequences. The pedagogical study programs also are focused on development and education of the kids and teenagers in a different social groups (families, schools, groups of friends etc.).

A Comparative Study of Political Education in Chinese Universities and American Universities

Political education determines the key issues of whom we train and whom we train for in universities. As a representative of developed capitalist countries, the United States conducts political education through civic education and other methods. This paper adopts a comparative study of political education in Chinese and American universities to discover the enlightenment of American political education to China.

Estudio comparado: La Educación Física en Colombia, Chile, España, Portugal, República Dominicana y Venezuela

En este artículo se presenta un estudio comparado de la Educación Física en lo relativo a la legislación, su estructura, el currículo, las escuelas y el profesorado, todo ello en países dentro del marco que compone la Red Euroamericana de Actividad Física, Educación y Salud (REAFES), con la característica de ser todos iberoamericanos y no anglófonos. Para ello, se elaboró un cuestionario de respuestas abiertas siguiendo los indicadores para una enseñanza de calidad para la Educación Física (EF)establecidos por la UNESCO a partir del análisis de los resultados de la aplicación de la Encuesta Mundial sobre la situación de la Educación Física (North Western Countries Physical Education Association, 2014). Se envía a expertos en el ámbito de los países implicados, recibiendo la respuesta de Colombia, Chile, España, Portugal, República Dominicana y Venezuela. Se analizan las encuestas comparando cada variable en cada uno de los países para poder obtener un abordaje de mayor profundidad que si analizáramos país por país. Se destaca la idea de que en todos los países analizados está garantizado (excepto excepciones coyunturales dentro de cada uno), una estructura, un currículo y una cualificación docente que asegura de forma suficiente los mínimos requeridos para el desarrollo de una Educación Física de calidad y, por el contrario, es a la hora de establecer programas fuera del horario lectivo (educación formal), donde se encuentran mayores diferencias en las intenciones y riquezas de los programas de actividades fuera de estos horarios (educación informal y no formal).

Local and Non-local Doctoral Students in Hong Kong: Do Stressors Differ with Students’ Origins?

The aim of this study is to explore whether local and non-local doctoral students in Hong Kong perceive their competency, supervisory style and institutional environment differently, and how these perceptions influence their stress levels. Two research questions are identified: Are there differences in the perceived competency and learning experiences of local and non-local doctoral students in Hong Kong? What are the factors resulting in doctoral students’ stress, and how do these differ with students’ origins? This study used survey data from the Comparative Study of Doctoral Education in Asian Flagship Universities. An analysis of 482 responses was conducted and analysis of variance (ANOVA) and multiple regressions were applied. The results show that non-local students (international students and those from the mainland) had higher levels of confidence in their competency and were more satisfied with their supervisors and institutional environments than local students. The regression analysis showed that factors influencing stress were different for local and non-local students. For example, perceived competency and an authoritarian supervisory style led to stress in Hong Kong local students, while they were less stressed in a supportive institutional environment. Perceived competency and a research- and resource-oriented culture led to stress in doctoral students from the mainland, but this was reduced when they felt that their relationship with their supervisor was more professional. International students were stressed due to the dissertation requirements and collegial supervisory style, but they felt less stressed if the culture was more autonomous. This study reveals implications for how the demands and expectations of local and non-local doctoral students should be considered differently, and it highlights the importance of encouraging mutually engaging learning experiences across students’ origins and making their learning communities meaningful.

Multiculturalism in the world system: towards a social justice model of inter/multicultural education

ABSTRACTMulticulturalism burst in Asia with the winds of globalisation. Fuelled by immigration, cultural hybridity and normative regimes from multilateral and bilateral organisations, multiculturalism is a new challenge for Asian economies, their politics of culture and their higher education institutions. Moreover, although heavily implemented from the start of the last century in the United States and in Europe to some extent, multiculturalism and multicultural education signify a premise in constructing models of cosmopolitan democracies and what has been known as ‘global citizenship education’. Drawing from the more mature experiences of the European Union (EU) and the United States in this field, this article traces the theoretical contours of and debates within multiculturalism. The article also focuses on the learning experience across borders, which is well represented in international comparative education studies. It probes the occurrence of any crisis in the field of multiculturalism in the United States and EU. Lessons learned from a comparison of the U.S. and EU experiences may be instructive to the Asian economies and cultures that are dealing with multiculturalism as a new force in the world system.

Tendências e desafios da pesquisa em educação comparada: entrevista com Jürgen Schriewer

A entrevista com Jürgen Schriewer, professor emérito da Humboldt Universität (Berlim) foi realizada no contexto de suas atividades como pesquisador visitante na Universidade do Vale do Rio dos Sinos-Unisinos, no mês de março de 2018, com o tema: “Estudos internacionais e comparados em educação: Fundamentos, concepções e metodologias”. Na entrevista ele relata aspectos de sua biografia acadêmica e sua formação como pesquisador em educação comparada. Compartilha o desenvolvimento de sua visão de estudos histórico-comparados, relacionando-os com as atuais tendências das pesquisas na área dos estudos comparados. Por fim, reflete sobre alguns desafios para o desenvolvimento da educação comparada na América Latina.

دراسة مقارنة لنظم المحاسبیة فی التعلیم الثانوی العام فی کل من الولایات المتحدة الأمریکیة وفنلندا وإمکانیة الإفادة منها فی مصر

تهدف هذه الدراسة إلى تحليل ودراسة الإطار الفکري لنظم المحاسبية التعليمية في مرحلة التعليم الثانوي، والتعرف على تجربة کل من الولايات المتحدة الأمريکية وفنلندا في هذا المجال ، وکذلک رصد لأهم الإجراءات التي استخدمتها هاتين الدولتين لتطبيق المحاسبية التعليمية بالمرحلة الثانوية ، ومن خلال استخدام المنهج المقارن وفقا لأسلوب جورج برايدي G.Bereday في الدراسات التربوية المقارنة، يتم التعرف على واقع التعليم الثانوي وعلاقته بالقوى والعوامل الثقافية المؤثرة على طبيعة نظم المحاسبية التعليمية في هاتين الدولتين، وأخيرا قد توصلت الباحثة من خلال هذه الدراسة إلى وضع مجموعة من الآليات المقترحة التي تسعى لتحسين نظم المحاسبية التعليمية في جمهورية مصر العربية في ضوء خبرات وتجارب دول المقارنة والتي من أبرزها: وجود نظام قوى للمحاسبية في ظل النمطين المرکزي واللامرکزي في التعليم. The purpose of the present study is to analyze and investigate the intellectual framework of the educational accounting systems in secondary education and recognize the experiments of United States of America and Finland in this field, in addition to identifying the most important procedures implemented by the two countries for applying educational accounting at secondary stage. Throughout using the comparative research design and according to G.Bereday's style in investigating the comparative educational studies, the reality of secondary education and its relationship to the forces and cultural factors affecting the nature of educational accounting systems in these two countries are identified. In conclusion, the researcher has set some suggested mechanisms that seek to improve educational accounting systems in the Arab Republic of Egypt in the light of the experiences and experiments of the comparative countries. The most prominent mechanisms are as follows: There is a strong system of accounting in both the centralized and decentralized modules of education.

Learning the concept of eigenvalues and eigenvectors: a comparative analysis of achieved concept construction in linear algebra using APOS theory among students from different educational backgrounds

International comparative studies of education have shown that the increase in mathematical attainment differs significantly among students in relation to the different school types in which their mathematical foundations were acquired. In tertiary education, the same differences are observed with respect to simple tasks that relate to the subject matter of secondary education. Therefore, we investigate the question of whether this observation holds equally for concept construction in the field of eigen theory, by applying Dubinsky’s action, process, object, schema (APOS) theory, and Tall’s worlds of mathematics. We focus on eigen theory because we regard it as particularly representative of linear algebra in terms of its expressibility in the embodied and symbolic worlds. In our empirical study, we investigated concept constructions as correlates of educational trajectories of 36 students who covered the entire course program of a first semester mathematics course for first-year engineering students. Although significant differences in procedural knowledge were observed, results indicate that the type of secondary school does not affect concept construction among students who complete the entire course program. In our final discussion, we present implications for teaching and learning of linear algebra in heterogeneous classes and the integration of deeper learning methods into the course design.

District agency in implementing instructional reform: A comparative case study of global education

As instructional reforms are shifting focus from reading and math achievement towards social–emotional learning and challenging coursework that prepares students for college, careers, and citizenship, this study addresses how leaders in two school districts actively served as mid-level implementers of global education, an instructional reform that extends teaching and learning beyond traditionally tested subject areas. This qualitative comparative case study of global education implementation in two school districts found that leaders in both districts strategically supported global education implementation by generating will, building capacity, and re-orienting the organization, but differed in specific strategies they deployed based upon preferences for top-down or top-and-bottom approaches to systems change. Common strategies found in both cases point to specific ways that district leaders can exert agency in supporting teaching and learning that prepares students with the twenty-first century skills needed to thrive in a pluralistic, interconnected world, and raises new questions about which district-level implementation approaches are most effective in enacting change in schools and classrooms.

Critical Ethnic Studies in Education: Revisiting Colonialism, Genocide, and US Imperialism–An Introduction

ABSTRACTA critical ethnic studies in education is a way to extend or push notions of equity and justice in education. It is necessary given the deleterious impact of neoliberal policies and practices that support an ahistorical, apolitical, and non-materialist understanding of history. The four articles in this symposium offer a critical comparative studies in education and provide a basis of analysis around themes like genocide, colonialism, and imperialism.

Extending the research orientation and agenda for international and comparative studies in Catholic education

This article contributes to a discussion about building a research agenda for the international and comparative study of Catholic education. Globally, the Catholic Church’s work in education represents by far the largest civil society organisation running schools and an institution of enormous historical and persistent importance in the shaping of school systems throughout the world. Yet it has been studied far too little, and so remains relatively invisible and ignored in many circles. In this essay we offer orientating considerations about the field of research on Catholic education before delving into an analysis of how to strengthen and reorient this work. Drawing upon this analysis, we share a proposed research agenda that is guiding our efforts at the University of Notre Dame, and elsewhere and discuss ideas for advancing the field.

Differences and Experience: A Comparative Study of Core Values Education in Colleges and Universities of China and Thailand

After realizing the gap with western countries, China and Thailand began to attach importance to the cultivation of talents. What kind of to train, how to and for whom to train talents has become a problem facing every country today. While China and Thailand attach importance to the training of scientific and technological talents, they have also begun to focus on the education of core values. This paper attempts to compare the education of core values of the colleges and universities between China and Thailand, and to explore the content, methods and approaches suitable for the education of socialist core values in colleges and universities in China.

In search of good citizenship education: A normative analysis of the International Civic and Citizenship Education Study (ICCS)

AbstractIn the last two decades, calls to place citizenship education (CE) at the top of national and European educational policy and research agendas have been gaining in prominence. Large‐scale comparative studies, such as the International Civic and Citizenship Education Study (ICCS), are often considered the main evidence base for setting these agendas and improving CE policies and practices. This article therefore considers the ICCS study as an inherent part of the process of translating general, educational aims into curricular policies and practices of CE. However, while critical voices about comparative educational studies have become paramount, a detailed analysis of their contents, of what and how they measure and what they promote as the aims of education is often lacking. This article aims to fill this gap by analysing the main research documents, design and items of the 2009 ICCS study. To find out what ICCS promotes as the goals of citizenship education, we examined its normative assumptions in terms of qualification, socialisation and/or subjectification. Our analysis shows that the qualification and socialisation functions are dominantly validated in all aspects of the study, whilst there is only marginal attention to subjectification. This implies that ICCS misses an important potential to document and/or promote pupils becoming autonomous and critical democratic citizens, whilst this is often considered a central aim of citizenship education by policymakers, practitioners and teachers.

A Comparative Educational Study on Prospective Teachers’ Experiences of Teaching Practice about Visual Arts through Participant Observation between the University of Arizona in U.S and the National University of Education in Republic of Korea.

A Comparative Educational Study on Prospective Teachers’ Experiences of Teaching Practice about Visual Arts through Participant Observation between the University of Arizona in U.S and the National University of Education in Republic of Korea.