• Magno Cathryn Susan

• Magno Cathryn Susan

This course is designed to introduce students to the dynamic and complex field of education policy in an international context.  We start by defining „policy“ and reviewing traditional methods of policy development and analysis.  We then examine policymaking and policy-implementing institutions (e.g., World Bank, UNICEF, OECD, Save the Children) and contemporary policy issues (e.g., standardized testing, education in emergencies) in international education.  We critically reflect on policies meant to address factors such as access and quality across the education sector and across student subgroups. 

At the end of this course students will be able to : 1) describe and apply policy development and analysis methods, 2) identify major policy institutions in the international education context, and 3) analyze a particular education policy issue in a country/region of their choice.

First day of course: 22.02.2021

COVID-19 note: Due to the ongoing pandemic, the course is planned in a hybrid manner, partially by distance and partially in presence.  University policies will be followed and these policies may change at any time.  Please check Moodle for specific information on each lecture date and up-to-date announcements.

Literature for this class will be comprised of book chapters, scholarly articles, case studies, institutional reports, policy papers, blogs, videos, etc.. They will be available electronically on Moodle.  Students are encouraged to access Moodle and read in preparation for the first class meeting.  Students may need to do additional research to complete their course assignments. Sample readings are listed here :

Bardach, E. (2011). A practical guide for policy analysis: The eight-fold path to more effective problem-solving. CQ Press College.

Steiner-Khamsi, G. (2012). Understanding policy borrowing and lending: Building comparative policy studies.  In G. Steiner-Khamsi & F. Waldow (Eds.), World Yearbook of Education 2012: Policy borrowing and lending in education (pp. 3-18). New York: Routledge.

Magno, C. (2013). Comparative perspectives on international school leadership: Policy, preparation and practice.  New York: Routledge.

Jones, P. (2006). Elusive mandate: UNICEF and educational development.  International Journal of Educational Development 26(6), 591-604.

Sommer, M., Ackatia-Armah, N., Connolly, S. & Smiles, D. (2014). A comparison of the menstruation and education experiences of girls in Tanzania, Ghana, Cambodia and Ethiopia. Compare: A Journal of Comparative and International Education 45(4), 589-609.