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UNIVERSITY OF CENTRAL FLORIDA
COLLEGE OF EDUCATION
SCHOOL OF TEACHING, LEARNING AND LEADERSHIP
______________________________________________________________________
Course Title:
Course Number:
Semester:
Date/Time:
Course Credit:
Prerequisites:
Instructor:
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Introduction to Comparative & International Education
EDF 6809
3 Semester Hours
Graduate Standing
Catalog Description: Surveys the salient issues, perspectives and paradigms of comparative
and international education, while introducing students to cross-national comparative research
design.
Course Objectives:
The main objective of this course is to facilitate the development of a more critical analysis of
the fields of comparative and international education and its impact and application to schooling
in 21st century. This broad objective will be accomplished through the following specific
objectives:
1) To introduce learners to a critical analysis of comparative education as a distinct discipline
with regard to its historical development, methods, theories and conceptual frameworks.
2) To explore a critical analysis of key factors which affect the quality and equity of educational
outputs from a comparative perspective.
3) To learn how critical issues such as language, ethnicity, class, gender and postconflict
reconstruction affect education in a cross-national perspective.
4) To utilize and critique research methodologies within comparative and international
education.
5) To conduct a comparative study of an educational phenomenon from a cross-national
perspective.
Required Texts, Readings, & Materials
Textbooks:
1) Kubow, P.K., and Fossum, P.R. (2003). Comparative Education: Exploring issues in
international context. Upper Saddle River, NJ: Merrill/Prentice Hall.
2) Mundy, K., Bickmore, K., Hayhoe, R., Madden, M. & Madjidi, K. (2008). Comparative and
International Education: Issues for Teachers. NY: Teachers College Press.
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3) Sifuna, D.N., Chege, F.N. & Oanda, I.O. (Eds), (2006) Themes in the Study of the
Foundations of Education. Nairobi: The Jomo Kenyatta Foundation.)
Note: A copy of each assigned textbook chapter will be on reserve in the CMC (ED 119).
Copies are also available on line (Amazon.com etc.), if you wish to purchase.
Journal Articles:
Selected journal articles will be required. A copy of each assigned article is on reserve in the
CMC (ED 119). Most can also be found online via the UCF Library webpage.
Course Requirements:
1) Reading Log: Students should have read all assigned materials before class. In addition,
students will identify, read and summarize one refereed journal article (2009, 2010 or 2011) on
each assigned topic. It is expected that students will share information from this article during
class discussions. Reading logs will be due on December 8th and will consist of a collection of
one page summaries for each assigned topic: a) List class date/topic and article reference
(APA-bibliography style) at the top of the page; b) one brief paragraph summarizing article;
and c) one brief paragraph critiquing the article. (Combine your 9 article reviews into one
reading log.)
2) Group Research Paper/Presentation. Students are required to prepare a group research
paper/presentation designed to utilize comparative education methodologies while researching a
critical issue within comparative and/or international education. This paper/presentation will
focus on an educational phenomenon from a cross-national perspective. (Be sure to secure topic
approval from instructor before beginning.)
A) Grading Rubric
1. At least 5 resources properly cited in bibliography
& paper …………………………………….
10%
2. Content…………..……,,…………………………
50%
3. Writing style/editing/originality.……………………
10%
3. Class presentation………………………………...
20%
4. Inclusion of comparative methodology/theory…….
10%
B) Length and Composition
Page 1: Title Page
Pages 2-11: Written text (minimum = 5 pages; maximum = 10 pages)
Last Page: Bibliography
C) Writing Guidelines
1) You must write using your own words! Papers will be submitted to TurnItIn.
2) Use at least 5 resources. List these resources in your Bibliography
and cite directly in your paper to indicate source of ideas/data.
3) Bibliography and citations should follow APA format.
4) Double-spaced; 1 inch margins, 12 font.
D) Class Presentation Guidelines
1) Present material in clear/interesting format.
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2) Involve some type of media/technology (if you select PowerPoint, DO NOT
READ YOUR SLIDES!!)
3) All group members must have some role in presentation.
4) Desired timeframe: 30-45 minutes
3) Take-home Mid-Term and Final Examinations.
Special Accommodations: Students with documented disabilities are entitled to reasonable
modification, special assistance, and/or accommodations and accessibility in terms of materials,
seating, and access to the classroom. Students having such needs should promptly direct their
request/needs to the course instructor, preferably during the first week of classes. If a student
with a disability feels that modifications, special assistance, or accommodations offered are
inappropriate or insufficient, she/he should seek the assistance of the staff of Student Services on
campus.
Evaluation and Grading System
Points
1.
2.
3.
4.
100
100
150
50
400
Mid-Term Examination
Group Paper/Presentation
Final Examination
Reading Logs
TOTAL
A = 90% of total points (360-400)
B+ = 87 - 89% of total points (348-359)
B = 83-86% of total points (332-347)
B- = 80-82% of total points (320-331)
C+ = 77-79% of total points (308-319)
C = 73-76 % of total points (292-307)
C- = 70-72% of total points (280-291)
D+ = 67-69% of total points (268-279)
D = 63-66 % of total points (252-267)
D- = 60-62 % of total points (240-251)
F = Less than 60% of total points (239 & below)
Course Schedule and Topics:
August 25: Course Organization/Introduction/ The State of the Field: An Introduction
to Comparative Education Including Definitions, Rational, Scope, and Aims. Juxtaposition
with Global/International Education.
Required Reading:
 Kaime, (2006), Ch. 32, Introduction, Definition of Comparative Education, The Scope of
Comparative Education, and the Importance of Studying Comparative Education, pp.
290-293. (Sifuna, Chege, & Oanda,).
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
Kubow and Fossum (2003). Introduction, Taking Stock: A Critical Appraisal of
Comparative Education; and New Directions: A Practical Approach to Comparative
Education , pp. 3-7, 13-23. (Kubow & Fossum).
Activities:
 Discuss Course Scope, Assignments & Readings.
 Class Discussion: “Introduction and Survey of Comparative Education” A sharing of
comparative and/or international education experiences.
Sept. 1: Historical & Theoretical Development of Comparative Education (StructuralFunctionalist, Marxist, Postmodernism, Poststructuralism and Center-Periphery Theories).
Required Reading:
 Makatiani, (2006), Ch. 33. Development of Comparative Education, pp. 298-308.
(Sifuna, Chege & Oanda).

Kubow and Fossum (2003), Identifying the Field: A Historical Look at Comparative
Education,” pp. 7-13. (Kubow & Fossum).

Kubow and Fossum (2003), Ch., 2, Theory in Comparative Education, pp. 27-54. (Read
pp. 27-47 carefully; skim pp. 47-54) (Kubow & Fossum).
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Altbach, P.G. (1998). Ch. 2: The University as Center and Periphery, pp. 29-51.
(Altbach, P.G. (1998), Comparative Higher Education: Knowledge, the University and
Development. Hong Kong: Comparative Education Research Centre.
Activities:
 Class Discussion: “The Historical and Theoretical Development of Comparative
Education”
 Focus Questions:
(1) What, in your opinion, was the most productive period of comparative
education?
(2) What are the dangers associated with wholesale adoption and importation of
one country’s educational practices to another country?
(3) How does each theory apply to a country of your choice?
(4) Reflect upon Center-Periphery Theory (See Dependency Theory). To what
degree do you agree or disagree with the notion that within peripheral
nations there are local elites who serve as “centers?”
Sept. 8: International Agencies/Societies and their Impact on Educational
Development.
Required Reading:
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
Berman (1992), Ch. 4, Donor Agencies & Third World Educational Development, 19451985, pp. 57-74. (Arnove, R.F., Altbach, P.G., & Kelly, G.P. (Eds.) (1992). Emergent
Issues in Education: Comparative Perspectives. Albany: SUNY Press.)
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Tabulawa, R. (2003). International Aid Agencies, Learner-Centered Pedagogy and
Political Democratisation: A Critique, pp. 7-23. (Comparative Education, Vol. 39, No. 1
(2003)
Activities:
 Class Discussion: “How Donor Agencies Impact Education in Developing Nations”
 Focus Questions:
(1) To what degree do (or should) donor agencies control the decision-making processes
of educational planners in developing nations?
(2) Who benefits from aid for developing nations?
(3) How relevant is Human Capital Formation Theory to an analysis of donor agency
activities in developing nations?
(4) Describe and critique the problems encountered by aid agencies’ learner-centered
pedagogy in Botswana.
Sept. 15: The Evolution of Comparative Education Methodology
Required Reading:
 Kaime, (2006), Methodological Approaches to the Study of Comparative Education, pp.
293-296. (Sifuna, Chege, & Oanda).

Noah & Eckstein, (1998). Towards a Science of Comparative Education, pp. 18-29.
Doing Comparative Education: Three Decades of Collaboration. Hong Kong:
Comparative Education Research Center.
Activities:
 Class Discussion: “Comparative Education Methodology”
 Focus Questions:
(1) Describe the most current research methodologies used in Comparative Education.
Which might be most practical?
(2) What are the strengths and weaknesses of these methods?
(3) How might these methodologies be improved?
Sept. 22: Mid-Term Exam (take-home). Deadline for electronic submission: 5:00pm
October 13, 2011.
Sept. 29; Oct. 6: Group Research &Meetings/Library. Development of Assigned Group
Project/Presentation
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Oct. 13: “Education for All” – A Comparison of African Schooling
Required Reading:
 Mundy (2008), “Education for All,” Africa, and the Comparative Sociology of Schooling,
pp. 49-73. (Mundy, Bickmore, Hayhoe, Madden & Madjidi).
Activities:
 Class Discussion: “An Analysis of UNESCO’s Education for All (EFA).”
 Focus Questions:
(1) What drives the demand for and expansion of schooling at basic and at higher
education levels in Kenya and Tanzania?
(2) How do you view the chances of success for recent international efforts to achieve
EFA?
(3) How does schooling in Kenya and Tanzania sort children into different kinds of life
chances?
Oct. 20: Comparative Analysis of the Impact of Culture and Language on Educational
Outcomes.
Required Reading:
 Swiniarski, L. B. & Breitborde, M. (2003). Ch. 5, Culture, Learning, and Teaching, pp.
79-99. (Swiniarski, L.B., & Breitborde, M. (2003). Educating the Global Village:
Including the Child in the World. Columbus, Ohio: Merrill Prentice Hall.)
Activities:
 Class Discussion: “Culture, Language and Marginalization”
 Focus Questions:
(1) Do the patterns and challenges of cultural diversity in American classrooms have
relevance for educators in developing nations?
(2) How can students’ diverse cultures and languages impact their learning?
(3) How does culture influence teachers in the classroom?
(4) How does cultural diversity impact the quality of education?
(5) Do teachers need to be concerned about educating immigrants?
Oct. 27: Group Planning/Research/Library
Nov. 3: Orlando Campus Closed Due to Scheduled Football Game
Nov. 10: Comparative Analysis of the Impact of Gender on Educational Outcomes
Required Reading:
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
Janigan and Masemann, (2008), Gender and Education, pp. 215-245. (Mundy,
Bickmore, Hayhoe, Madden & Madjidi).

Branyon, (2005) Education for All: Gender equity in Kenya, pp. 8-11. (Delta Kappa
Gamma Bulletin, Winter 2005, Vol. 71, Issue 2.)
Activities:
 Class Discussion: “Global Patterns of Gender Equity/Inequality”
 Focus Questions:
(1) Compare the educational experiences of the female students in the Eritrean and
Canadian examples presented in the Janigan and Masemann chapter. Which
factors were similar in shaping their education, and which were different? How
do you think some of those factors operate in the schools of Kenya today?
(2) Compare the Janigan and Masemann chapter’s international perspectives on
gender and education with some present-day gender issues in the US that may
affect: a) your life as a teacher;
b) the experiences of your various students (for example, wealthier and
poorer, culturally diverse);
c) interactions in your classroom; and
d) your future career path.
(3) To what degree do you agree or disagree with the Western analysis of gender
equity in Kenya represented in the Branyon article. Give examples to illustrate
your points.
Nov. 17: A Comparison of the Impact of Urban, Rural, and Slum (Inner-city) Residency
on Kenyan and American School Children.
Required Reading:
 Mugisha, F. (2006), School enrollment among urban non-slum, slum, and rural children
in Kenya: Is the urban advantage eroding? pp 471-482 (you may choose to skim Section
3. Data and Methods). (International Journal of Educational Development, 26(2006).
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Biraimah, K. L. & Hewitt, R. (2009), Demography, 302-305. (Steyn, J.J. & Wolhuter,
C.C. (Eds.). (2008). Education Systems: Challenges of the 21st Century. Noordbrug,
South Africa: Keurkopie Publishers.
Activities:
 Class Discussion: “Comparing the Urban, Rural and Slum Impact on Equitable
Educational Opportunities.”
 Focus Questions:
(1) Define what is meant by the “urban advantage,” and explain why it might be eroding
in Kenya.
(2) Compare enrollment trends for urban non-slum, urban slum, and rural areas of
Kenya.
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(3) What are the main factors working against continued enrollment of children in
Nairobi’s slums? What might be done to provide more opportunities for these
students?
(4) Compare and contrast educational opportunities for urban youth in Kenyan and
American schools.
Nov. 24: Thanksgiving Holiday (Electronic distribution of final exam. Deadline for
submission: 5:00pm, December 8, 2011.)
Dec. 1: The Role of Education in Conflict Resolution: Selected Case Studies.
Required Reading:
 Bickmore (2008). Education for Conflict Resolution and Peacebuilding in Plural
Societies: Approaches from Around the World, pp. 249-269. (Mundy, Bickmore,
Hayhoe, Madden & Madjidi).
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Schweisfurth, M. (2006). Global and cross-national influences on education in postgenocide Rwanda,” pp. 697-710. (Oxford Review of Education, Vol. 32, No. 5,
November 2006)
Activities:
 Class Discussion: “Conflicts, Peacebuilding and the Role of Education”
 Focus Questions:
(1) Compare some of the educational initiatives in the Bickmore chapter to some of the
ways peace, conflict, and controversy were addressed in your own school and
classroom experiences.
(2) In what ways could you, as a teacher, meaningfully introduce peace and conflict
resolution: in a culturally homogeneous classroom setting? In a culturally
heterogeneous setting?
(3) In what ways can appropriate curriculum and pedagogy affect the peacemaking in
countries which have experienced internal wars and/or violence?
(4) Apply Peace Education themes to the case of Rwanda. To what degree are they
applicable? How can education best serve post-genocide Rwanda?
(5) How can Rwanda best achieve peacebuilding and reconciliation while attending to
various development goals?
Dec. 8: Group Presentations; Take-Home Final Exam Submission Deadline (5:00pm).
c: EDF 6809 Comp Ed Fall 2011 (3)
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