Course Contents

Unit 1 Introduction to comparative education • The purposes of comparative education • The uses of comparative education • What is comparative education? • Comparability as a historical journey • Approaches to comparative education • Approaches to comparative education • Methods of comparative education • Methods of comparative education Unit 2 The scope of comparative education and the determinants of a national education system • The scope of comparative education • Different disciplines from which comparative education draws ideas • The importance of the sociology and philosophy of education to comparative education • Factors determining a country’s education system • The role of key factors in determining education (religion, finances, and political and global trends) • The role of teachers in appreciating and being critical reviewers of the factors that determine education systems Unit 3 Comparative view of systems of education in Pakistan • Three pathways to education • Public and private education systems • Madrassah and formal education • Formal, distance, and non-formal education • Project presentation Unit 4 Comparative education in developed countries • Education theories and practices in the United States • Historical reforms that have guided education in the United States • Education theories and practices in Japan • Historical reforms that have guided education in Japan • Education theories and practices in Hong Kong • Historical reforms that have guided education in Hong Kong • Education systems of the United States, Japan, Hong Kong, and Pakistan: • Similarities and differences • Lessons that can be learned and practices that can be adapted and adopted Unit 5 Comparative education in developing countries • The education system and practices in Afghanistan • Issues and challenges in the education sectors of Afghanistan and ways of addressing them • The education system and practices in India • Issues and challenges in the education sectors of India and ways of addressing them • The education system and practices in Bangladesh • Issues and challenges in the education sectors of Bangladesh and ways of addressing them • Education systems in Afghanistan, India, Bangladesh, and Pakistan: • Similarities and differences • Lessons that can be learned and practices that can be adapted or adopted in Pakistan • Review and conclusion References 1. Beech, J. (2006). The theme of educational transfer in comparative education: A view over time. Research in Comparative and International Education, 1(1), 2–13. 2. Isani, U. A. G., & Virk, M. L. (2006). Higher education in Pakistan. Islamabad: National Book Foundation. 3. Kubow, P. K., & Fossum, P. R. (2007). Comparative education: Exploring issues in interna¬tional context. Boston: Pearson Merrill. 4. Cohen, P. (2004). The idea of Pakistan. Washington, D.C: Brookings Institute. 5. Cowen, R. (2000). Comparing futures or comparing pasts? Comparative Education, 36(3), 333–342. 6. Lawal, B. O. (2004). Comparative education. Osogbo: Swift Publishers Nigeria Ltd. 7. Mallinson, V. (1975). An introduction to comparative education (4th ed.). London: Heinemann. 8. Tobin, J. J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: Japan, China, and the United States. Chicago: University of Chicago Press. Web resources Comparative and International Education Society: http://www.cies.us Organisation for Economic Co-operation and Development (OECD) Development Co-operation Directorate: http://www.oecd.org/dac OECD Programme for International Student Assessment (PISA): http://www.pisa.oecd.org UNESCO Education for All Global Monitoring Report: http://www.unesco.org/en/efarepor

Course Synopsis

The Comparative Education course is divided into five units. The course provides an overview of methods, major concepts, and current trends in the field. Notions of comparative education will be introduced in Unit 1, focusing on purposes, methods, and approaches. Further, the scope of comparative education will be discussed, together with determinants of a national education system, in Unit 2. The remaining units cover topics such as a comparative view of education in Pakistan and comparative education in selected developing as well as developed countries. The course will enable Student Teachers to identify the strengths and limitations of various education systems through international comparative research. Reading materials provided include national and international perspectives on educational policymaking, quality, and access issues, and how these are being addressed.

Course Learning Outcomes

At the end of this course, Student Teachers will be able to: 1. Explain comparative education 2. Identify educational comparative approaches and methods 3. Identify the similarities and differences, as well as the strengths and weaknesses, of education systems within Pakistan 4. Compare and contrast the educational systems of selected countries 5. Draw lessons from various systems of education for an informed practice.