Class Comparative Education

The Comparative Education course unit is situated within the field of Educational Sciences and focuses on the comparative analysis of education systems, policies, processes, and issues across different national and international contexts. It aims to provide students with theoretical and methodological frameworks that enable them to understand the development of Comparative Education as a field of study and to critically analyse educational phenomena in light of the relationships between local, national, and global contexts. The course unit also addresses the role of different actors in the development and circulation of education policies, as well as the effects of globalisation and the internationalisation of education. Its inclusion in the study programme contributes to broadening students' understanding of educational phenomena, developing comparative and critical analysis skills, and supporting an informed understanding of contemporary education policies and practices.

Not applicable

Part I: Introduction to Comparative Education PC1. Foundations of Comparative Education: History of Comparative Education; approaches and research methods in Comparative Education. PC2. Power and Perspectives in Comparative Education: Power dynamics; actors and their influence (governments and international organisations); globalisation, cultural influence, and cultural imperialism in education; postcolonial approaches to Comparative Education. PC3. International Assessments: Major international assessments used in Comparative Education; lessons learned from global educational assessments. Part II: Key Topics in Comparative Education PC4. Access to Higher Education for Disadvantaged Groups: Global citizenship education; international student mobility.

The course unit integrates active learning methodologies focused on comparative analysis, problematisation, and the mobilisation of knowledge. Case-based learning is emphasised through the analysis of education systems, policies, and issues in different contexts, promoting the identification of convergences, divergences, and contextual factors. Collaborative learning and guided discussion of scientific literature, education policy documents, international reports, and comparative data are also used to develop students' ability to critically interpret different sources and evidence. Research and comparative analysis activities promote inquiry-based learning through question formulation, source selection and comparison, and the development of evidence-based interpretations. Formative feedback from the lecturer and peers supports self-regulation and continuous improvement of learning.

Grek, S. (2009). Governing by numbers: The PISA 'effect'in Europe. Journal of education policy, 24(1), 23-37. Leyser, K. (2018).Educação integral e educação comparada . UNIASSELVI   Tavares, O., Sá, C., Sin, C., & Amaral, A. (2022). Equity policies in global higher education: Reducing inequality and increasing participation and attainment (p. 245). Springer Nature. Teodoro, A. (2015). A construção da educação mundial ou o lugar da Educação Comparada no  estudo das políticas (e práticas) de educação. RBPG, 29(12), 859-877. Teodoro A., Galego C., Fraga N. (2019) Teaching Comparative Education in Portugal. In M. Peters (eds), Encyclopedia of Teacher Education. Springer. Torres, C. A., Arnove, R. F., & Misiaszek, L. I. (Eds.). (2022). Comparative education: The dialectic of the global and the local. Rowman & Littlefield.