Seminar: International Perspectives on Educational Reform
AMLT-GE 2072
Silver Room 718
Fall 2011
Professor Teboho Moja
School of Education
239 Greene Street, Suite 300
New York, NY 10003
Office Hours: Tuesdays
2:00pm - 4:00pm (confirm by email)
Class Time: 4:55pm - 6:35pm
Tel. (212) 998-5589
Fax. (212) 995-4047
Email: teboho.moja@nyu.edu
Course Summary
This graduate seminar will give students an opportunity to do an in-depth study of
education reform in an international context. The goal is to understand education policy
reform, with attention to the contexts and variables contributing to reform initiatives.
Description of the Course
This is a seminar with emphasis on original research, the exchange of ideas, and
discussion. The seminar will explore educational reform’s contextual variables and the
push and pull factors, such as globalization and key international institutions involved in
reform. In addition, the course will examine different theoretical frameworks used to
understand educational reform.
Course Objectives
The course will provide an opportunity to gain an understanding of world trends in
education reform through discussions and research. Specifically, students will:
 Develop a thorough understanding of the economic, social, and political dimensions
of educational reform;
 Gain a greater awareness of the role of international, national, and local actors and
institutions in educational reform; and
 Become familiar with a country’s reform attempt using an analytical tool discussed in
the class.
Course Requirements and Grading
Each student will choose a country from the cases addressed in class, to study in depth.
An attempt will be made to cover all regions of the world - Africa, Americas, Asia,
Europe, and Oceania. Students will write a research paper that will be developed through
several tangential assignments during the semester.
To show progress on the final paper, students will first hand in a two page profile of their
chosen country, describing its education system, then an annotated bibliography
(minimum ten - books and journal articles) and an outline of their paper. Short
presentations will be made in class to share learning experiences with other students.
The next assignment consists of an analysis of the political actors involved in your study
country’s reform. Student will complete a matrix form for this “mapping exercise,” which
will be handed in as well as presented in class.
On week 13 (12/06) each student will post on Blackboard the final abstract of the study.
The goal for the final product is a concise analysis, using one of the analytical tools
discussed in class. Unless noted, all assignments are to be handed in hard copy in
class and through Black Board and NOT email.
The final product is due on December 13, 2011 in class. There will be no extension of
the due date.
Writing Assignments:
Unless otherwise noted, all assignments must be typed, double-spaced, with one-inch
margins, and with readable fonts. All papers must follow the formatting, referencing, and
style of the Publication Manual for the American Psychological Association. Your
references should be scholarly. While it is acceptable to use magazines, newspapers, the
Internet, or any other source from the popular media, you should critically assess their
worth. Research projects should be primarily based on books, journal articles and other
scholarly work. Furthermore, you should use original sources. Do not cite work that you
have not read. In your writing assignments, please do not cite references in your
bibliography or reference list that you have not used in the text of your paper.
Assignments, Due Dates, and Grading:
1. Class presentations by groups on the assigned country – profile and mapping out
actors (9/20) – 5%
2. Hand-in through BB and in class country profile for your study describing its
education system (9/27) – 5%
3. Hand in your annotated bibliography and an outline of your paper (10/26) – 15%
4. Hand in a mapping exercise of the political actors in your chosen country for
study (11/01) – 10%
5. Post on BB an abstract of your paper (11/29) – 5%.
6. Final paper due (12/06) – 50%
7. Presentations – 10%
Note that attendance is critical for a seminar course so points will be deducted for missed
classes without prior permission from the professor.
Statement on Academic Integrity:
Read statement in course documents on Blackboard and will discuss in class.
Required Reading
Grindle, Merilee S., (2004). Despite the Odds: The Contentious Politics of Education
Reform. Princeton University Press.
Rotberg, Iris C.(ed.) (2010): Balancing Change and Tradition in Global Education
Reform. Rowman And Littlefield Education.
Additional Reading List:
Baker, David P. and Wiseman, Alexander W. (eds.) (2005): Global Trends in
Educational Policy- International Perspectives on Education and Society. Vol. 6.
Elsevier, New York. www.elsevier.com/locate.ipes (Note that used copies might be
available from students who previously took the course)
Carter S.G and O’Neill M. H. (1995). International Perspectives on Education Reform
and Policy Implementation (On reserve in the library)
Rotte, Ralph (2006) (ed.). International Perspectives on Education Policy (On reserve in
library)
Martin Carnoy: Globalization and Educational Reform, (Available on Blackboard)
CLASS SCHEDULE
PART I
UNDERSTANDING THE INTERNATIONAL REFORM
AGENDA
Week 1 ...................................Introduction
9/6
Introduction to the course; personal context; types of
reform; reasons to study reform; examples; review
syllabus; handouts, assign teams for week 4.
(Start thinking about your country for study)
Week 2 ...................................Educational Reform at a Global level
9/13
Carnoy Martin – Globalization and Education Reform
(handout)
Week 3 ...................................Educational Reform at a Global level
9/20
Reading Assignment: Chapter 1 & 2, Despite the Odds
Wiseman and Baker – The Worldwide Explotion of
Internationalized Education Policy (Handout)
Week 4 ................................... Educational Reform at a Global level
9/27
Critical Perspectives on Education Reform
Education’s many purposes and reasons for reform and
globalization, internationalization and education reform
case studies
Reading Assignment: Chapters 3 & 4, Despite the Odds
Chapter 4, Despite the Odds, p. 93-4; 114-118 (for all). 1
profile per team to be presented in class – map out the role
players.
Group presentations of chapter 4 Prepare an oral discussion on 1 profile in
chapter 4; (Bolivia, Minas Gerais, Ecuador, Mexico)
BB postings of comments and Country profile due.
Week 5 ...................................Chapters 5 & 6 Despite the Odds
10/4 .
Diane Brook Napier – Implementing Educational
Transformation Policies (Handout)
PART II
ANALYTIC TOOLS FOR UNDERSTANDING EDUCATION
REFORM
Week 6 ...................................Lenses for Analysis
10/18
Analysis of Grindle lens used in book
Review of Mapping Exercise—Example
Reading Assignment: Chapters 7& 8, Despite the Odds
Peter deLeon – The Stages Approach to the Policy
Process (handout)
Start mapping exercise for your country
Week 7 ...................................Lenses for Analysis South Africa
10/25
Policy Stages
Reading Assignment: Moja, T. (2003) Policy Analysis
(Handout)
Moja T and Hayward F.M (2000) Policy in S.A (Handout)
PART III
THEMATIC ANALYSIS OF GLOBAL REFORMS
Week 8 ...................................Reforms in context of Political and Economic Changes
11/01
Reading Assignment: Rotberg Chapters 1 - 3
Assignment due: Bibliography & Outline
Week 9 ...................................Lenses for Analysis
11/08
Oral reports on Mapping Exercise for your Country
Assignment due: Mapping exercise for your country
Week 10 ...............................Reforms in context of Political and Economic Changes
11/15
Reading Assignment: Rotberg Chapters 4-5
Week 11 .................................“Letting Go” as a Reform Theme
11/22
Reading Assignment: Rotberg chapters 6-8
Week 12 ...............................“Letting Go” as a Reform Theme
11/29
Reading Assignment: Rotberg chapters 9 - 10
Week 13 ...............................Reforms and Transitions
12/06
Reading Assignment: Rotberg chapters 11 – 13
.............................................Assignment due: Abstract on Blackboard
..............................................Presentations of Case studies
Week 14 ...............................Reforms and Transitions
12/13
Reading Assignment: Rotberg chapters 13 – 16
Presentations of Case Studies
FINAL PAPERS DUE 12/13 (NO EXTENSIONS)