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Florida International University School of Education and Human Development

Department of Educational Leadership & Professional Studies

INTERNATIONAL DEVELOPMENT EDUCATION:

INNOVATIVE APPROACHES IN EDUCATIONAL PLANNING

(EDF 7656)

Dr. Meg P. Gardinier

Fall 2016

I. Required Books:

1. Ripley, A. (2013) The smartest kids in the world and how they got that way. New

York: Simon and Schuster.

2. Stewart, V. (2012). A World Class Education: Learning from International

Models of Excellence and Innovation. ASCD.

3. Zhao, Yong. (2012). World class learners: Educating creative and entrepreneurial

students. Corwin, a Sage Company.

Recommended:

Mundy, K., Green, A., Lingard, B., and Verger, A. (Eds.). (2016). The handbook

of global education policy. UK: Wiley Blackwell.

Verger, A., Novelli, M. and Altinyelten, H. K. (Eds.). (2012). Global education

policy and international development: new agendas, issues, and policies. London:

Bloomsbury.

Klees, S. J., Samoff, J., and Stromquist, N.P. (Eds.). (2012). The World Bank and

education: Critiques and alternatives. Boston: Sense Publishers.

And readings posted on Blackboard.

II. Course Description: This course is an advanced seminar that explores topics, issues,

and debates related to national, international, and global education policy and planning.

The course is designed to engage students in theoretical and practical applications of

international education policy and planning. We will examine questions such as: What is

global education policy? Who are the main actors and institutions involved in

international and global education policy? What are some of the prevailing ideas that

guide the development and implementation of global education policies? What are some

of the critiques and controversies related to global education policies? What is the

relationship between global and national education policies in different countries? How

are global education policies developed, circulated, and locally applied? How are they

contested and localized? In particular, we will analyze educational policies and programs

of the World Bank, the Organization for Economic Cooperation and Development

(OECD), and other international institutions such as those within the United Nations

system. We will critically examine the role of non-governmental actors in global

education governance including for-profit and non-profit agencies, consulting firms, and

thinktanks. We will investigate the significance placed on international assessments such

as the Programme for International Student Assessment (PISA) and examine some of the

underlying discourses in global education policy related to “21st Century learning” and

“World-class education”. Students will be encouraged to take a collaborative, hands-on

approach to learning and to sharpen their critical thinking skills in the field of

comparative and international education.

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III. Course Goals and Objectives: The goals of this course are to increase students’

knowledge and awareness of issues and institutions in global education policy. The

course provides students with a range of perspectives on educational planning,

benchmarking, international assessments, policy borrowing and lending, governance, and

the construction and circulation of policy discourses. Through investigation and

engagement with qualitative and quantitative data, case studies, theoretical articles, and

popular literature on these issues, students will have the opportunity to discuss, compare,

and critique a range of analytic perspectives on global education policy and policy

making. Through critical readings, blogs, collaborative presentations, and compact

written assignments, students will develop an informed perspective on important issues

related to educational planning in a global context. The key student learning objectives

for the course are for students to be able to:

Describe and differentiate diverse perspectives on global educational policy and

planning;

Recognize and critically analyze the prevalent trends in global education policy and

policy-making;

Apply knowledge and awareness of the local, national, international, and global

actors and institutions engaged in educational policy-making;

Critically reflect on the role of global educational strategies designed for developing

country contexts;

Demonstrate a nuanced understanding of the complex and multifaceted issues that

influence educational policy-making across national and international dimensions

such as gender, economics, politics, and culture;

Discuss, compare, and critique policy discourses related to 21st Century learning and

world-class education; and

Effectively demonstrate critical thinking, academic writing, collaborative learning,

and professional presentation skills.

IV. Student Responsibilities:

Students in EDF 7656 should bring to the course the desire to explore connections between

scholarship and practice, and between personal beliefs and data-based conclusions, between

one’s own experiential knowledge and that of another. Students should also bring to the class

the willingness to question and analyze their own values and assumptions, the commitment to

engage in interdisciplinary learning, the courage to actively participate in all course

components, the perseverance to complete all the coursework, and the belief that everyone

has something valuable to teach and learn. To achieve the goals of the course and fulfil the

course requirements, students should:

1. Complete all required reading during the assigned week;

2. Constructively encourage a positive learning environment throughout the course;

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3. Actively and reflectively participate in course activities, assignments, and

discussions;

4. Collaborate effectively and respectfully with peers;

5. Submit assignments on the appropriate due dates;

6. Demonstrate professionalism and positive dispositions during all course-related

activities and interactions; and

7. Maintain a climate of “netiquette” and respect for the instructor and fellow learners.

V. Role of the Instructor: To achieve the goals of the course and fulfil the course objectives,

the Instructor will:

1. Be respectful of students and their diverse and varied ways of learning;

2. Be responsive to student perspectives and questions;

3. Create a collaborative learning environment that promotes respect and active

learning;

4. Catalyze learning by providing engaging materials and activities;

5. Respond to emails within 24 hours (NOTE: If you do not receive a response to an

email or message within 24 hours, please re-send or follow up);

6. Be available for regular weekly office hours;

7. Provide clear and concise rubrics and guidelines for all graded work;

8. Communicate in a fair and transparent way the grade criteria for course assignments;

9. Return graded assignments within 2 weeks of the assignment deadline.

VI. Student Assessment:

This course will emphasize inquiry and interaction. Learning will be experiential and

conceptual, abstract and concrete. Students should assume full responsibility for completing

the background readings necessary for meaningful contribution to weekly discussions. Class

participation means reflecting on the readings and sharing your insights, questions, and

analytic perspectives with the class. The extent to which your participation in class

discussions demonstrates that you have read the assigned readings and reflected on

them will be assessed and reflected in your course grade. Thus, the quality of your

contributions weighs more than the quantity (although frequent highly thoughtful and

constructive responses would be wonderful).

Formal Assignments

There are four written assignments to be completed in this course – three are individual and

two can be completed as a group. All formal written assignments must be computer

generated. Written assignments must reflect individual students’ own thoughts and effort.

Cheating or plagiarism will result in an “F” grade for the assignment. The instructor

may also take further action as described in the Academic Misconduct section of the current

FIU Student Handbook. Assignments must be completed and turned in during the class

meeting in which they are due. Assignments turned in after the deadline will be reduced

five points per day late.

1. Group Reading Presentation: In our first class, you will have the opportunity to sign up

for your Group Reading Presentation. You will have several weeks to read the entire

book and develop a group presentation based on the ideas, themes, issues, and

controversies you encounter in the reading. With your group members, you will draft a

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brief 2-4 page (double spaced) summary and analysis of the key points in the book. Then,

your group will develop a creative, engaging, and informative presentation based on the

book. We will spend one entire class period discussing the book. Your group will be

responsible for making an interactive presentation using Powerpoint or another

presentation format (presentations may range from 20-40 minutes). You should also

develop several discussion questions and/or an activity to delve into some of the most

interesting issues raised by the book. All group members should actively participate in

the presentation and class discussion. All written material, presentation materials, and/or

activity resources should be turned in at the end of the class period. Further information

on the presentations will be provided, but you should think of this as an opportunity to

use your creativity to actually teach your peers some material from the book.

2. Individual Reading Summary and Discussion Facilitation: Each student is responsible

for signing up and presenting one of the course readings during the semester (you can

choose the readings on a sign-up sheet that I will circulate in the first class). When it is

your turn to summarize a reading, create a brief one page critical summary of the

reading, and include 2-3 discussion questions related to the reading. Please email your

reading summary to me by 5pm on Sunday, the day before the class it is due. I will then

post the summary on Blackboard. Your discussion questions will provide the impetus for

the class discussion, so please think carefully about your questions and design them with

this purpose in mind. If you have concerns about your summary or discussion questions,

please contact me prior to the deadline so we can generate excellent questions

collaboratively.

3. Critical Country Case Study (5 pgs, double spaced): In this assignment, you will have

the opportunity to explore and analyze a case study on global education policy in action

within a particular country context. Choose one country to analyze and think carefully

about the selection of your country. For example, are you more interested in a developing

country context or an OECD member country? Are you interested in a Latin American

country or a country in Southeast Asia? Many of our readings will touch on country case

studies as a means of comparing international education indicators. The purpose of this

assignment is to become more familiar with the specific social, political, economic,

cultural context of education development in one particular country. The focus of the

country case study should be a critical examination of the educational policies in that

country and their relationship with global education policies. Interesting country studies

might be one of the following: Albania, Brazil, Bulgaria, China, Colombia, Cuba, El

Salvador, Finland, Japan, Moldova, Russia, Singapore, South Africa, South Korea,

Tanzania, Thailand, United States, or others. The assignment should be 5 pages double-

spaced and demonstrate correct APA citation and reference format.

4. Issue Policy Brief (3 pgs.): In this assignment, you will have the opportunity to

investigate a critical policy issue in global education policy. For example, you may

choose to examine one of the following: girls’ education; gender equality; early grade

reading; Education for All; poverty alleviation; education in emergencies; refugee

education; democratic citizenship education; multiculturalism; inclusive education;

education for language minority groups; human rights education; PISA; etc. The choice

of the issue is up to you, but your selection of an issue should reflect your understanding

of significant policy research in that area. The product of your research should be a very

concise 3 page “policy brief”. Most policy briefs are not more than 1-2 pages and include

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a very concise executive summary of the issue as well as policy recommendations for

specific policy actors. Information to assist you in the policy brief format will be posted

on BB, and a rubric will be provided. The goal of the assignment is to prepare you to

articulate a very complex policy issue in a very condensed and direct format intended for

education policy-makers. The assignment should be no more than 3 pages and should

demonstrate correct APA citation and reference format.

5. Group Presentation and Participation in Mock Policy Symposium: This is an exciting

interactive activity designed to give students hands-on experience in the practice of

global education policy-making and negotiation. One full class period will be devoted to

a mock “Policy Symposium” on a critical topic in global education policy. Students will

work in small groups to represent a range of stakeholder positions on the policy issue in

focus. Each group will present a 15-20 minute presentation on their issue and perspective.

We will then work in roundtables to develop an integrated policy statement on the issue.

This extended role play will be a fun and interactive way to demonstrate significant

learning in global education policy issues, debates, and processes. More information and

an assessment rubric for the Mock Policy Symposium will be provided in class. The

Mock Policy Symposium will be conducted during our last class on November 28;

all materials will be due in class on that day.

VII. Online Participation All readings that are not included in required texts will be available on the course Blackboard

site. There will be occasional blogs available on Blackboard and participation is required for

the course.

VIII. Grading All assignments and final grades are based on the following scale:

A 93-100 A- 90-92

B+ 87-89 B 83-86 B- 80-82

C+ 77-79 C 73-76 C- 70-72

D+ 67-69 D 63-66 D- 60-62

F 0-59

Final grades will be determined based on the following percentages:

Weekly In-class and Blackboard Participation 10%

Reading Discussion Questions and Facilitation: 10%

Group Reading Analysis and Presentation (3-5 pages) 15%

Critical Country Case Study (5 pgs.) 20%

Issue Policy Brief (3 pgs.) 25%

Group Presentation and Participation in Mock Policy Symposium 20%

Assignment due dates are as follows:

Group Reading Analysis and Presentation (2-4 pages)

Group 1 Presentation (Ripley) Due: Sept. 12

Group 2 Presentation (Stewart) Due: Sept. 26

Group 3 Presentation (Zhao) Due: Oct. 10

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Critical Country Case Study (5 pgs.) Due: Oct. 31

Issue Policy Brief (3 pgs.) Due: Nov. 14

Group Presentation and Participation in Mock Policy Symposium Due: Nov. 28

The grade “IN” (Incomplete) will be assigned in accordance with FIU policy. In order to

receive a grade of “DR” (Drop), a student must drop the course in accordance with the

time line in the Fall 2016 Schedule of Classes.

The professor will abide by the University’s policy on religious holidays as stated in the

university Catalog and the student handbook. Students may request to be excused from

class to observe religious holy days of their faiths. The professor will also abide by the

University’s policy on disabled students. Any student with a disability and who needs

special accommodations(s) should notify the professor and contact the Office of

Disability Services for Students.

Class Schedule and Outline of Readings* *Some adjustments to the course readings may be made during the semester.

Abbreviations: “GEP and ID”= Verger, A., Novelli, M. and Altinyelten, H. K. (Eds.). (2012). Global education policy and

international development: new agendas, issues, and policies. London: Bloomsbury.

“WB and E” = Klees, S. J., Samoff, J., and Stromquist, N.P. (Eds.). (2012). The World Bank and education:

Critiques and alternatives. Boston: Sense Publishers.

“GEP Handbook” = Mundy, K., Green, A., Lingard, B., and Verger, A. (Eds.). (2016). The handbook of global

education policy. UK: Wiley Blackwell.

Week/Date Themes/Topics Tasks/Assignments

MODULE 1: GLOBAL EDUCATION POLICY: WHO, WHAT, AND WHY?

Week 1:

Aug. 22-28

Introduction to international

education policy, overview of

themes and issues,

introduction to our class

Read:

Verger, Novelli, and Altinyelkin (2012). Global Education Policy

and International Development: An Introductory Framework, pp.

3-31 in GEP and ID.

View:

AFT discussion of PISA for US audience:

http://www.aft.org/video/what-does-pisa-report-tell-us-about-

us-education

Introduction to PISA:

http://www.youtube.com/watch?v=6yhiGj-

252k&feature=player_detailpage

Sign up for reading presentation groups:

Reading Group A Ripley: (5 students)

Reading Group B Ripley: (5 students)

Reading Group C Stewart: (5 students)

Week 2:

Aug. 29 -

Sept. 4

Actors and institutions in

global education policy; some

theoretical perspectives

Read:

Mundy, K. and Ghali, M. (2009). International and Transnational

Policy Actors in Education: A Review of the Research, pp. 717-

734, in Sykes, G., Schneider, B., and Plank, D. (Eds.), Handbook

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of Education Policy Research. New York: For AERA by

Routledge Publishing.

Mundy, K., Green, A., Lingard, B., and Verger, A. (2016).

Introduction: The globalization of education policy – key

approaches and debates. In Mundy, K., Green, A., Lingard, B.,

and Verger, A. (Eds.), The handbook of global education policy,

pp. 1-20. UK: Wiley Blackwell.

Wiseman, A. W. (2010). The uses of evidence for educational

policymaking: Global contexts and international trends. Review

of Research in Education, 34:1, pp. 1-24.

Recommended:

Rizvi, F. and Lingard, B. (2010). “Conceptions of education

policy,” pp. 1-21, and “Education policy and the allocation of

values,” pp. 71-92 in Globalizing Education Policy. London:

Routledge.

Take a look at the material at: http://globed.eu/

Week 3:

NO CLASS

Sept. 5-11

Global education policy in the

context of international

development: Key strategies

and policy documents

Read (for familiarity, not every detail):

World Bank Group Education Strategy 2020, available at:

http://siteresources.worldbank.org/EDUCATION/Resources/E

SSU/Education_Strategy_4_12_2011.pdf

UNESCO Education for all beyond 2015:

http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/E

D/temp/Mapping_post_2015-Swati_Narayan.pdf

UNESCO Education 2030 Declaration and Framework for

Action:

http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/E

D/ED/pdf/FFA_Complet_Web-ENG.pdf

UNICEF Post-2015 development agenda for education:

http://www.unicef.org/education/files/Making_Education_a_P

riority_in_the_Post-2015_Development_Agenda.pdf

USAID Education Strategy 2011-2015:

http://usaidlearninglab.org/sites/default/files/resource/files/US

AID_Education%20Strategy_2011-2015.pdf

MODULE 2: THE POLITICS OF INTERNATIONAL COMPARISONS AND THE RISE OF GLOBAL EDUCATION

POLICY DISCOURSES: 21ST CENTURY LEARNING / WORLD CLASS EDUCATION

Week/Date Themes/Topics Tasks/Assignments

Week 4:

Sept. 12-18

How do we imagine,

measure, and compare

schooling around the world?

Reading Group A presentation: Ripley, A. (2013). The smartest kids

in the world and how they got that way. New York: Simon and

Schuster.

Read: Entire book

Week 5:

Sept. 19-25

Politics of PISA and other

international indicators and

comparisons

Read:

Henry, M., Lingard, B., Rizvi, F., and Taylor, S. (2001). The

Politics of educational indicators, pp. 83-105 in The OECD,

Globalization and Education Policy. IAU Press.

Morgan, C. (2011). Constructing the OECD programme for

international student assessment. In M. Pereyra, H-G Kotthoff, and

R. Cowen (Eds.). PISA Under Examination: Changing

Knowledge, Changing Tests, and Changing Schools, pp. 47-59.

Rotterdam: Sense Publishers.

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Schleicher, A. and Zoido, P. (2016). The policies that shaped

PISA, and the policies that PISA shaped. In K. Mundy, A. Green,

B. Lingard, and A. Verger, (Eds.), The handbook of global

education policy, 374-384. UK: Wiley Blackwell.

Recommended:

Mourshed, M., Chijoke, C., and Barber, M. (2010). How the

world’s most improved school systems keep getting better. (Read

pp. 1-25). McKinsey&Company. Accessed at:

http://www.mckinsey.com/client_service/social_sector/latest_think

ing/worlds_most_improved_schools

Kamens, D. H. and McNeely, C. L. (2010). Globalization and the

growth of international educational testing and national

assessment. Comparative Education Review, Vol. 54(1), pp. 5-25.

Week 6:

Sept. 26 -

Oct. 2

What is a world class

education?

Reading Group B presentation: Stewart, V. (2012). A world-class

education: Learning from international models of excellence and

innovation, ASCD Publishing.

Read: Whole Book

Week 7:

Oct. 3-9

21st century education –

focus on teachers and

technology

Read:

Sahlberg, P. (2011). Finnish lessons: What can the world learn from

educational change in Finland? (pp. 70-95). New York: Teachers

College Press.

Robertson, S. L. (2016). The global governance of teachers’ work.

In K. Mundy, A. Green, B. Lingard, and A. Verger, (Eds.), The

handbook of global education policy, 275-290. UK: Wiley

Blackwell.

Darling-Hammond, L. (2006). Constructing 21st century teacher

education. Journal of Teacher Education, Vol. 57, No. 3, 300-314.

Recommended: Zhao, Y. (2010). Preparing globally competent teachers: A new

imperative for teacher education. Journal of Teacher Education,

Vol. 61(5), 422-431.

Auguste, B., Kihn, P., and Miller, M. (2010). Closing the talent gap:

Attracting and retaining top-third graduates to careers in teaching:

An international and market research-based perspective. (Read pp.

5-35). McKinsey&Company.

Paine, L. and Zeichner, K. (2012). The Local and the Global in

Reforming Teaching and Teacher Education. Comparative

Education Review, Vol. 56(4), Special Issue on the Local and the

Global in Reforming Teaching and Teacher Education, 569-583.

View:

Heidi Hays Jacobs Ted Talk:

http://www.youtube.com/watch?v=XsUgj9_ltN8

Week 8:

Oct. 10-16

What are World Class

Learners?

Reading Group C Presentation: Zhao, Y. (2012). World class

learners: Educating creative and entrepreneurial students. Corwin

Publishing.

Read: Whole book.

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Week 9:

Oct. 17-23

Policy borrowing, lending,

and learning: Models for

world class learning/21st

Century education

worldwide

Read:

Phillips, D. and Ochs, K. (2003). Processes of Policy Borrowing in

Education: Some Explanatory and Analytical Devices,

Comparative Education, Vol. 39(4), pp. 451-461.

Steiner-Khamsi, G. (2010). The politics and economics of

comparison. Comparative Education Review, 54(3) 323-342.

Steiner-Khamsi, G. (2016). Global indicators and local problem

recognition: An exploration into the statistical eradication of

teacher shortage in the post-socialist region. In K. Mundy, A.

Green, B. Lingard, and A. Verger, (Eds.), The handbook of global

education policy, 573-589. UK: Wiley Blackwell.

MODULE 3: KEY ISSUES AND CONTEXTS FOR GLOBAL EDUCATION POLICY

Week/Date Themes/Objectives Tasks/Assignments

Week 10:

Oct. 24-30

Education policy and global

governance: questions of

equity in the context of

development

Read:

Rizvi, F. and Lingard, B. (2010). “From government to

governance,” pp. 116-139, and “Equity policies in education,” pp.

140-160 in Globalizing Education Policy. London: Routledge.

Unterhalter, E. (2012). Silences, stereotypes and local selection:

Negotiating policy and practice to implement the MDGs and EFA,

pp. 77-96 in GEP and ID.

Bonal, X. (2016). Education, poverty, and the ‘missing link’: The

limits of human capital theory as a paradigm for poverty reduction.

In K. Mundy, A. Green, B. Lingard, and A. Verger, (Eds.), The

handbook of global education policy, 97-110. UK: Wiley

Blackwell.

View:

OECD PISA for Development Brochure (2013):

http://www.oecd.org/pisa/aboutpisa/pisa-for-development-

brochure.pdf

WB promo video, “When Children Learn, Nations Prosper”:

http://www.youtube.com/watch?feature=player_embedded&v=j73

M2fvBEAg

Week 11:

Oct. 31- Nov.

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Education policy

coordination in post-conflict

situations and emergencies

Read:

Inter-agency Network for Education in Emergencies (INEE).

(2010). Introduction in INEE Minimum Standards for Education:

Preparedness, Response, Recovery 2nd Edition, pp. 1-17. Accessed

from www.ineesite.org.

Bromley, P. and Adina, M. (2010). Standardizing chaos: A neo-

institutional analysis of the INEE Minimum Standards for

Education in Emergencies, Chronic Crises and Early

Reconstruction. Compare, Vol. 40(5), 575-588.

Dryden-Peterson, S. (2016). Policies for education in conflice and

post-conflict reconstruction. In K. Mundy, A. Green, B. Lingard,

and A. Verger, (Eds.), The handbook of global education policy,

189-205. UK: Wiley Blackwell.

Recommended: Novelli, M. and Mieke T.A. Lopes Cardozo. (2008). Conflict,

education and the global south: New critical directions.

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International Journal of Educational Development, 28, pp. 473-

488.

Kirk, J. (2006). Education in emergencies: The gender

implications – advocacy brief. UNESCO: Bangkok.

Week 12:

Nov. 7-13

Feminist and gender

perspectives on global

education policy

Read:

Porter, M. (2010). Making gender matter: Paradigms for

equality, equity, and excellence. In Hawkins, J. & Jacob, W. J.

(Eds). Policy debates in comparative, international and

development education. New York: Palgrave Macmillan.

Unterhalter, E. (2016). Gender and education in the global

polity. In Mundy, K., Green, A., Lingard, B., and Verger, A.

(Eds.), The handbook of global education policy, pp. 111-127.

UK: Wiley Blackwell.

Subrahmanian, R. (2005). Gender equality in education:

Definitions and measurements. International Journal of

Educational Development, Vol. 25, 395-407.

Recommended: Stromquist, N. P. (2012). The Gender Dimension in the World

Bank’s Education Strategy: Assertions in Need of a Theory,

pp. 159-172. In WB and E.

Look over the information on the 2016 FHI 360 Gender

Symposium

OECD / Schleicher, A. (2007). Student learning outcomes from

a gender perspective. (ppt on BB)

Week 13:

Nov. 14-20

Education policy discourses

on youth: employment;

citizenship and national

identity; belonging and civic

participation in diverse

societies

Read:

Arnot, M. and Swartz, S. (2012). Editorial: Youth citizenship and

the politics of belonging: introducing contexts, voices,

imaginaries. Comparative Education, Vol. 48(1), 1-10.

Thapliyal, N., Vally, S., and Spreen, C. A. (2013). “Until We Get

Up Again to Fight”: Education Rights and Participation in South

Africa. Comparative Education Review, Vol. 57(2), pp. 212-231.

TBD.

Recommended: UNESCO (2012). EFA Global Monitoring

Report: Youth and skills: Putting education to work. UNESCO

Publishing. Accessed at:

http://unesdoc.unesco.org/images/0021/002180/218003e.pdf

Recommended: McKinsey&Company (2011). Education for

employment: Realizing Arab youth potential. E4e, IFC-Islamic

Development Bank Report based on findings from

McKinsey&Company study at:

http://mckinseyonsociety.com/education-for-employment-

realizing-arab-youth-potential/

ISSUE POLICY BRIEF DUE Monday, November 14

Week 14:

Nov. 21-27

Thanksgiving Week

Emerging Issues in Global

Education Policy

Read:

Sahlberg, P. (2016). The global educational reform movement

and its impact on schooling. In Mundy, K., Green, A., Lingard,

B., and Verger, A. (Eds.), The handbook of global education

policy, pp. 128-144. UK: Wiley Blackwell.

Lewis, S., Sellar, S., and Lingard, B. (2015). PISA for Schools:

Topological rationality and new spaces of the OECD’s global

educational governance. Comparative Education Review, Vol.

60(1), 27-38.

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OECD. (2016). Global Competency for an Inclusive World at

https://www.oecd.org/pisa/aboutpisa/Global-competency-for-

an-inclusive-world.pdf

Presentation of Policy Briefs; Planning for Mock Policy

Symposium; Discussion of CIES Symposium on Global Learning

Metrics

LAST

CLASS

Week 15:

Nov. 28-Dec.

4

Global education policy

research and applications

(methodologies, careers, and

action steps)

Read:

Rizvi, F. and Lingard, B. (2010). “Imagining other

globalizations,” pp. 184-202 in Globalizing Education Policy.

London: Routledge.

Robertson, S. (2012). Researching Global Education Policy,

pp. 33-51 in GEP and ID.

Steiner-Khamsi, G. 2012. Measuring and interpreting re-

contextualization: A commentary. In Verger, A., Novelli, M.

and Altinyelten, H. K., eds., Global education policy and

international development: New agendas, issues, and policies,

269-278. London: Bloomsbury.

Recommended:

Hickling-Hudson, A. and Klees, S. J. (2012). Alternatives to

the World Bank’s Strategies for Education and Development

and Conclusions, pp. 209-238. In WB and E.

In-Class Global Education Policy Symposium