UNIVERSITY OF CALOOCAN CITY
BiglangAwa, Corner Cattleya St., Edsa Caloocan City
COURSE SYLLABUS
COLLEGE
PROGRAM
COURSE
COURSE CODE
I.
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EDUCATION
MASTER OF ARTS IN EDUCATIONAL ADMINISTRATION
COMPARATIVE EDUCATIONAL SYSTEM
MAED310
INSTITUTIONAL VISION
University of Caloocan City aims to have a quality higher educational
institution with stakeholders imbued with relevant knowledge, skills and values for the attainment
of community-driven, industry-sensitive, environment conscious, resilient and globally
competitive university in and for the love of god, country, and people.
II.
INSTITUTIONAL MISSION
The University calls to develop God-loving, people drive, industry sensitive,
environmentally conscious, globally competitive and resilient graduates.
III.
INSTITUTIONAL GOALS
1. To be sought after educational institution integrating quality, competence, and
servanthood that will produce successful and well rounded pool of graduates in their chosen
careers and endeavors
2. To yield graduates who will continue to uplift th already strong ideals of the City of
Caloocan through the promotion of desirable values as love (of God, people and self),
environmental consciousness, and resiliency.
3. To prepare the graduates in becoming highly abreast and competitive in a fast-paced ,
globalized economy through awareness on national issues and trends and the ASEAN integration.
IV.
COLLEGE OF EDUCATION VISION
A quality teacher education institution in a perpetual quest of producing teachers and
school leaders imbued with character and intellect and guided by strong sense of integrity,
excellence, ecological consciousness and community service.
V.
COLLEGE OF EDUCATION MISSION
To develop future educators and school leaders who will:
a. Deliver exemplary instruction and leadership in the field of education;
b. Exhibit resiliency and competitiveness in any learning environment;
c. Engage in scholarly researches that support sustainable development; and
d. Promote environmental and community-driven services for the general welfare.
VI
PROGRAM EXPECTED OUTCOMES
This course will be designed to enable students to meet the following final terminal
learning objectives:
• Act as an educated consumer of data for international comparative educational system
• Prepare a preliminary research design for projects in their subject matter areas which
could be local and international
• Accurately collect, analyze and report data ass being manifested on th research papers
• Present complex data or situations clearly comparing educational system bot h in local
and abroad
• Review and analyze research findings that affect educational system
VII
COURSE DESCRIPTION
The course focuses on developing the students' understanding of educational issues across
different systems of higher education and national contexts. Unfortunately, comparative and
international education is a field with many perspectives and relatively little systematic data. A
major purpose of the course is to examine the issues, debates, vocabulary, and assumptions of the
field. Thus, students will be expected to explore literature in a wide range of areas and focus on a
single comparative problem in order to confront the challenge of research in the field.
The course will provide an overview of the important concepts of the following:
The purpose of this course is to introduce the broad field of comparative, international, and
development education (CIDE). Seminar meetings are designed to examine the historical roots and
evolution of the Field. An overview of the theoretical underpinnings and common methods of
research will be discussed, including the rationale for examining education from various
geographic, historical, political, cultural, and economic perspectives. After a general exploration
of major theoretical and methodological issues, several conceptual issues will be addressed. These
conceptual issues include a discussion on the dominant educational paradigm, indigenous
education, multiple national case study education systems, higher education organizational
analysis, education changes associated with demographic trends, and several current education
policy issues.
VIII
COURSE OBJECTIVES
The successful completion of this course should result in the following learning outcomes
for students:
1.) providing a foundation in the theory and practice of comparative and international
education;
2.) understanding the distinctive features of the main variants of higher education
systems in the contemporary world;
3.) exposure to the research base and documentary resources in comparative higher
education;
3.) developing skills in analysis, synthesis, critique; and communication of information
about comparative higher education; and
4.) understanding the nature of development of an integrated higher education system in
the Philippines.
Students can expect to practice and develop the following skills and abilities during the
course:
• Facilitating discussions
• Becoming familiar with the major journals, organizations, and thinkers in the
field of comparative higher education
Making sense of widely divergent but largely unspecified perspectives and
Assumptions
IX. TOPIC
1. Historical Roots of Comparative Education:
Key Terms; Development of the Field; Comp Ed Scientific Communities; Comp Ed Today
Foreign Philosophic Influences in the Philippines Educational System – A Comparative Study
* Philippine Educational System – Public School Curriculum
DepEd, BEC, NESC, PELC, PSLC, DECS, RBEC. K-12, MELC
2. Theoretical Background of Comparative Education Comparing Education Systems*
3. Economic Systems in International Education
4. Education and Inequality in the Developing World
5. Gender Inequalities in Education
Case Study and case Work Content Analysis
6.Measuring Inequality of Education*
7: Indigenous Education Case of Minority groups in Philippines, Taiwan, Thailand and
Singapore, Vietnam
8. Language and Democracy
9. Religious Issues and Education*
10. The Dominant Educational Paradigm
11. Inequalities in Education for People with Disabilities
T– Peters (2008), Ch 6, 149-171
R– Jacob (2012), Case of Vietnam*
12. Health Education; HIV Education
13. Higher Education Trends
14. Private vs. Public Education Issues
15. MOV – PORTFOLIO
X. REFERENCES:
Cabrera, Jaime - Foreign Philosophic Influences on Philippine Education Systems
Jacob, W. James. 2009. Reflective HIV education design: Balancing current needs with best
practice. Prospects 39 (4): 311-319.
Jacob, W. James, Enkhjargal Adiya, and Hana El-Ghali. 2009. Profile of an Educator: Peter Piot.
Brickman, William W. 1960. A Historical Introduction to Comparative Education.
ComparativeEducation Review 3 (3): 6-13.
Jacob, W. James. 2009. Reflective HIV education design: Balancing current needs with best
practice.
Prospects 39 (4): 311-319
Brock-Utne, Birgit. 2007. Language of Instruction and Student Performance: New Insights from
Research in Tanzania and South Africa. International Review of Education
Other references can be considered.
Prepared:
DR.REBECCA Z. MOLETA
Assistant Professor IV
Graduate School UCC
9/5/2020