PředmětyPředměty(verze: 861)
Předmět, akademický rok 2012/2013
  
Educational Policy - JSM685
Anglický název: Educational Policy
Zajišťuje: Katedra veřejné a sociální politiky (23-KVSP)
Fakulta: Fakulta sociálních věd
Platnost: od 2012 do 2012
Semestr: letní
Body: 8
E-Kredity: 8
Způsob provedení zkoušky: letní s.:
Rozsah, examinace: letní s.:1/1 Zk [hodiny/týden]
Počet míst: neurčen / neurčen (20)
Minimální obsazenost: neomezen
Stav předmětu: nevyučován
Jazyk výuky: angličtina
Způsob výuky: prezenční
Další informace: http://vesely.webnode.com/vyuka/educational-policy/
Poznámka: předmět je možno zapsat mimo plán
povolen pro zápis po webu
Garant: prof. PhDr. Arnošt Veselý, Ph.D.
Anotace - angličtina
Poslední úprava: Mgr. Jan Kohoutek, Ph.D. (10.02.2020)
This graduate course will examine how education policy is analyzed, designed and implemented. The emphasis will be given upon analysis of education policies, including relevant policy processes and outcomes. The course will cover topics of education policy actors, institutions, processes well as measuring educational outcomes in a comparative perspective. Also, specific attention will be paid to the analysis of educational policy tools and the nature of effective and fair educational policies. Overall, the focus of the course will be upon basic, secondary as well as higher (tertiary) education.
Important note: the course will, geographically, focus on Europe and European educational policy issues.
Cíl předmětu - angličtina
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.

Literatura - angličtina
Poslední úprava: Mgr. Jan Kohoutek, Ph.D. (03.02.2017)

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.

Sylabus - angličtina
Poslední úprava: PhDr. Petr Bednařík, Ph.D. (16.02.2020)

Educational Policy

Summer Semester

 

Course Code:

JSM685

Guarantor:

Jan Kohoutek, PhD.

Instructor:

Jan Kohoutek, PhD.

Scope:

2/1

Schedule:

Thursdays 13.00-15.20 in six tuition blocs including the final test term; calendar dates for the tuition are given below

Room:

 J2081 (Jinonice building A, U Kříže 8 Praha 5, 158 00)

Dates of tuition:

19 March, 2 April, 16 April, 30 April, 14 May. The term of the final test will be set in class during the semester.

Credits:

8

Semester:

summer

Examination:

exam

Organization:

Department of Public and Social Policy, Institute of Sociological Studies, Charles University, Prague

Course internal website (Moodle):

http://dl1.cuni.cz/enrol/index.php?id=4506

 

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 in-class resentations. The first presentation (Assignment 1) introduces a country/state-based (part of) the educational system.

         The second  PPT  presentation (Assignment 2, PowerPoint recommended) should identify a selected educational policy issue and present options for its solution.    

3)      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 presentations.   

4)      Final test.  

 

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

There are three assignments in the course:

Assignment one: Presentation introducing the most salient features of a concrete country/state-based (part of) the educational system (Time: 5-6 minutes).

Assignment two: Presentation reviewing a selected educational policy issue incl. identification of its possible solutions. The presenter is further requested to discuss/justify/defend the solutions in discussion during the session (time: 12-15 minutes).

Assignment three: Policy brief identifying a selected educational policy issue, analyzing it and presenting its solutions.   

-          More specific assignment 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 one: 0-10 points. Assignment two: 0-20 points. Assignment three: 0-23 points. 

 

Final test

-          The final test will examine some of the major facets and challenges of educational policies as dealt with in the individual course sessions.   

-          The final test will be graded as follows: minimum - 0 points, maximum - 35 points.

 

Course Grading

Course grades will be determined as follows:

-          Assignments: max. points 53 (10 + 20 + 23)

-          Final test: max. points 35

-          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

 
Univerzita Karlova | Informační systém UK