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Poslední úprava: Mgr. Jan Kohoutek, Ph.D. (10.02.2020)
Important note: the course will, geographically, focus on Europe and European educational policy issues. |
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Poslední úprava: Mgr. Jan Kohoutek, Ph.D. (03.02.2017)
This course is designed to help students develop analytical skills and acquire knowledge about the educational policies, policy processes, actors, structures, measures and policy outcomes. After completion of this course, students should be able to: 1. To get to know the basic components of educational policies, including their design, tools, processes, effects and context. 2. To formulate and persuasively argue what the core problems of present-day educational polices are. 3. To learn how educational policy outcomes can be assessed in a comparative way and apply this knowledge in analyzing results of international educational surveys. 4. To critically and creatively analyze effects of various facets of educational policies. |
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Poslední úprava: PhDr. Petr Bednařík, Ph.D. (12.08.2020)
Taylor, S., Rizvi, F., Lingard, B., & Henry, M. 1997. Educational Policy and the Politics of Change. London: Routledge. Chapters 1 and 2. Veselý, A. 2012. A conceptual framework for comparison of educational policies. KEDI Journal of Educational Policy. 9(2), 323-347. OECD. 2013a. PISA 2012 Results: What Students Know and Can do: Student Performance in Mathematics, Reading and Science (Volume I). Paris: OECD. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf OECD. 2013b. PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II). Paris: OECD. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-II.pdf OECD. 2013c. PISA 2012 Results: Ready to Learn: Students' Engagement, Drive and Self-Beliefs. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-III.pdf Trow, M. 2006. ‘Reflections on the transition from elite to mass to universal access: Forms and phases of higher education in modern societies since World War II’, in J.J. Forest and P.G. Altbach (Eds.) International Handbook of Higher Education, pp. 243-280. Dordrecht: Springer. Harvey, L. 1999. Quality in Higher Education. Paper presented at the Swedish Quality Conference, Gothenburg, November 1999. De Wit, H. 2006. ‘European integration in higher education’, in J.J. Forest and P.G. Altbach (Eds.) International Handbook of Higher Education, pp. 461-482. Dordrecht: Springer. |
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Poslední úprava: Mgr. Jan Kohoutek, Ph.D. (04.09.2023)
Requirements for Assessment and Grading The course requirements include three assignments and the final test (for more detail see the course syllabus).
Course Grading Course grades will be determined as follows, based on the number of points obtained in the assignments and in the final test: - Assignment one: max. 10 points - Assignment two: max. 30 points - Assignment three: max. 15 points - Final, written test: max. 45 points Total points max: 100 POINTS GRADES 100-91 A 90-81 B 80-71 C 70-61 D 60-51 E 50 and less F (fail) |
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Poslední úprava: Mgr. Jan Kohoutek, Ph.D. (15.03.2020)
Educational Policy Summer Semester
Nature and Purpose of the Course This graduate course will examine how education policy is analyzed, designed and implemented in European educational policy space and context. The emphasis will be given upon empirical analysis of education policies, their processes and outcomes, in a comparative perspective. The course will cover topics including but not limited to measuring educational outcomes, analysis of educational actors, policy tools and the nature of effective and fair educational policies. The focus of the course will be upon basic, secondary as well as higher (tertiary) education. As suggested, the focus of the course is geographically upon Europe. Readings, provided through the Moodle course website, are greatly recommended for preparation for each course session.
Objectives This course is designed to help students develop analytical skills and acquire knowledge about the educational policies, policy processes, actors, structures, measures and policy outcomes. After completion of this course, students should be able to: 1. To get to know the basic components of educational policies, including their design, tools, processes, effects and context. 2. To formulate and persuasively argue what the core problems of present-day educational polices are. 3. To learn how educational policy outcomes can be assessed in a comparative way and apply this knowledge in analyzing results of international educational surveys. 4. To critically and creatively analyze effects of various facets of educational policies.
Course content: 1. Educational policy: Introduction, basic terms and analytical framework 2. Educational policy: Outcomes 3. Educational policy: Processes and actors 4. Educational policy: Instruments and institutions 5. Higher education policy.
Requirements for Assessment and Examination The requirements for assessment of students within the course, including the assignments and the examination in the form of a test, entail the following: 1) Class participation (two points for each session's attendance). 2) Two analyses. The first analysis (Assignment 1) introduces a country/state-based (part of) the educational system and the relevant problem/issue a student is interested in solving. The second analysis (Assignment 2) should look into a selected educational policy issue/problem in greater detail and present options for its solution. 3) Seminar paper Policy brief (Assignment 3, max. 10,800 characters in length excluding footnotes and bibliography) as a background, written material drawing on and extending the content of the two analyses.
Class participation - Students are expected to attend sessions and be fully prepared to participate in session discussions and all activities. - For each fully attended session, there are two points for final grading (max. 12).
Assignments in more detail: There are three assignments in the course: Assignment 1: Analysis introducing the most salient features of a concrete country/state-based (part of) the educational system and the problem/issue a student is interested in solving (Lenght: 1 page of MS Word). Assignment 2: Analysis reviewing a selected educational policy issue incl. identification of its possible solutions. The analysis is further required to include the presentation and justification of the solutions proposed (Lenght: 2-3 pages of MS Word). Assignment 3: Seminar paper (policy brief) aimed at identifying a selected educational policy issue, analyzing it and presenting its solutions in a holistic manner. - More specific requirements will be available in the Moodle course website. - Completed assignments have to be uploaded to the Moodle course website by a specific deadline. - Assignments will be graded as follows. Assignment 1: 0-15 points. Assignment 2: 0-30 points. Assignment 3: 0-43 points.
Course Grading Course grades will be determined as follows: - Assignment 1: max. points 15 - Assignment 2: max. points 30 - Assignment 3: max. points 43 - Session participation: max. points 12 (6x2) Total points max: 100 POINTS GRADES 100-91 A 90-81 B 80-71 C 70-61 D 60-51 E 50 and less F (fail)
Course website in Moodle Course activities will be handled mostly via the Moodle website (http://dl1.cuni.cz/enrol/index.php?id=4506). To log in to the course website, you must be registered for Charles University Authentication Service (CAS, more info here: https://ldap1.cuni.cz/language/switch?lang=en). To register for CAS, you must have a username and password that are obtained through the issue of the Charles University identity card. After accessing the Moodle course website for the first time (meaning you already have your personal Charles University identity card and completed registration for CAS), please enroll into it as a student.
Outline of Course Session Topics 1. Educational Policy: Definitions and Conceptual Framework - What is policy in general and educational policy in particular; - Functions of education; - Conceptual framework of educational policy; - Governance of education: education system structure, actors and management. Recommended Readings: Taylor, S., Rizvi, F., Lingard, B., & Henry, M. 1997. Educational Policy and the Politics of Change. London: Routledge. Chapters 1 and 2. Veselý, A. 2012. A conceptual framework for comparison of educational policies. KEDI Journal of Educational Policy. 9(2), 323-347.
2. Measuring Educational Outcomes and Effects in Comparative Perspective - PISA, TIMSS and other surveys; - Methodology of comparative surveys; - Results and trends; - Other indicators of educational performance. Recommended Readings: OECD. 2013a. PISA 2012 Results: What Students Know and Can do: Student Performance in Mathematics, Reading and Science (Volume I). Paris: OECD. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf OECD. 2013b. PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II). Paris: OECD. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-II.pdf OECD. 2013c. PISA 2012 Results: Ready to Learn: Students' Engagement, Drive and Self-Beliefs. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-III.pdf Important websites: http://www.pisa.oecd.org
3. Educational Processes - Different levels of educational policy: country, region, school, classroom and individual; - School and classroom processes; - Characteristics of effective and less effective schools; - The role of teachers and principals. Recommended Readings: Whelan, F. 2009. Lessons Learned: How Good Policies Produce Better Schools. London: Fenton Whelan. Chapters 1-4. OECD. 2013d. PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV). Paris: OECD. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-IV.pdf OECD. 2013e. Strong Performers and Successful Reformers in Education - Lessons from PISA 2012 for the United States. Available at: http://www.oecd.org/pisa/keyfindings/PISA2012_US%20report_ebook(eng).pdf
4. Education Policy Tools and Their Effects - Taxonomy of education policy tools. - Evaluation and testing; - Different typologies of instruments; - Effects of different instruments. Recommended Readings: Whelan, F. 2009. Lessons Learned: How Good Policies Produce Better Schools. London: Fenton Whelan. Chapters 5,6. Barber, M. & Mourshed, M. 2007. How the World’s Best-Performing School. Systems Come Out on Top. London: McKinsey & Company.
5. Higher Education Policy - Universities: history, basic institutional characteristics; - Enrolments in higher education; - Internationalization of higher education; - Governance of higher education; - Quality assurance of higher education; - Supra-national policy-making processes (Bologna process, Copenhagen process). Recommended Readings: Trow, M. 2006. ‘Reflections on the transition from elite to mass to universal access: Forms and phases of higher education in modern societies since World War II’, in J.J. Forest and P.G. Altbach (Eds.) International Handbook of Higher Education, pp. 243-280. Dordrecht: Springer. Harvey, L. 1999. Quality in Higher Education. Paper presented at the Swedish Quality Conference, Gothenburg, November 1999. De Wit, H. 2006. ‘European integration in higher education’, in J.J. Forest and P.G. Altbach (Eds.) International Handbook of Higher Education, pp. 461-482. Dordrecht: Springer.
6. Final test
Contact: Jan Kohoutek, PhD. Office 3007, Jinonice, Building B E-mail: jan.kohoutek@fsv.cuni.cz Consultations by appointment via the contact e-mail |