Comparative and International Education PG (9794.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Intensive |
Hangzhou, China |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Post Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of the unit, the students will have:1. Displayed understanding of concepts and theoretical perspectives in comparative and international education;
2. Explored educational developments and reforms in a broad range of educational contexts;
3. Critically examined market-based orientations to education, internationalised curriculum, and transnational mobility;
4. Compared and contrasted educational systems, demonstrating an understanding of the role of international organisations, policies, and international assessment practices; and
5. Critically analysed the comparative approaches in education with particular reference to the student?s own professional environment.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Hangzhou, China | Period 2 | 01 April 2024 | Intensive | Dr Margie Appel |
| 2025 | Hangzhou, China | Period 2 | 31 March 2025 | Intensive | Dr Margie Appel |
Required texts
Module 1: Introduction to Comparative and International Education
Marshall, J. (2019). Chapter 1, Introduction to comparative and international education. Introduction to Comparative and International Education, Sage publications, 1-248.
Takayama, K., Sriprakash, A., & Connell, R. (2017). Towards a postcolonial comparative and international education. Main Issues of Pedagogy And Psychology, 13(1), 15-34.
Module 2: School Improvement Reform
Appel, M. (2020). Performativity and the demise of the teaching profession: the need for rebalancing in Australia. Asia-Pacific Journal of Teacher Education, 48(3), 301-315.
Reynolds, D., Kelly, A., & Chapman, C. (2016). Educational effectiveness and improvement research and educational policy: The rise of performance-based reforms. The Routledge International Handbook of Educational Effectiveness and Improvement: Research, policy, and practice, 283-309.
Recommended
Wang, L. (2013). Going global: The changing strategy of internationalisation of education in China. Journal of Higher Education Policy and Management, 35(3), 305-315.
Module 3: Comparing Education across the World
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. oecd Publishing.
Schleicher, A., (2019). TALIS 2018: Insights and Interpretations
Recommended
Engel, L. C., Rutkowski, D., & Thompson, G. (2019). Toward an international measure of global competence? A critical look at the PISA 2018 framework. Globalisation, Societies and Education, 17(2), 117-131.
Meyer, H. D., & Benavot, A. (2013). PISA and the globalization of education governance: Some puzzles and problems. PISA, power, and policy: The emergence of global educational governance, (7).
Module 4: In Search of Solutions
AISTL (2011). Australian professional standards for teachers
Hargreaves, A., & Shirley, D. L. (2012). Chapters 3,4 & 5, The global fourth way: The quest for educational excellence. Corwin Press (for presentation assignment)
Module 5: Presentations
N/A
All readings are available on the reading list through Canvas.
Supplementary readings and further references will be made available on the Canvas site.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas dropbox. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit
The unit convener reserves the right to question students orally on any of their submitted work.
Supplementary assessment
None
Provision of valid documentation
Please note that the University takes student conduct very seriously.
All documentation provided to University staff must be valid, and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University.
Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
Reading and private study 50 hours
Online participation: 25 hours
Face to Face workshops: 25 hours
Assessment tasks: 50 hours
Participation requirements
Attendance at all classes is compulsory.
Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
Use of Canvas and basic word processing software (e.g. Microsoft Word) is required.
Work placement, internships or practicums
N/A
Additional information
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. The student's responsibility is to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university.
- Period 2, 2024, Intensive, UCI - Hangzhou Normal University, Hangzhou (220155)
- Period 3, 2023, Intensive, UCI - Hangzhou Normal University, Hangzhou (211315)
- Period 3, 2022, Intensive, UCI - Hangzhou Normal University, Hangzhou (205298)
- Period 3, 2021, Intensive, UCI - Hangzhou Normal University, Hangzhou (201332)
- Period 5, 2019, Intensive, UCI - Hangzhou Normal University, Hangzhou (187035)
- Semester 1, 2019, On-campus, UC - Canberra, Bruce (191989)
- Period 3, 2018, Intensive, UCI - Hangzhou Normal University, Hangzhou (182809)
