PGMK120 Education in the Era of Globalization

Faculty of Arts
Spring 2021
Extent and Intensity
16/0/0. 6 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Klára Záleská, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: Mgr. Kateřina Zelená
Supplier department: Department of Educational Sciences – Faculty of Arts
Timetable
Fri 14. 5. 8:00–9:40 D31, 10:00–11:40 D31, 13:00–14:40 D31, 15:00–16:40 D31, 17:00–18:40 D31
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 1/20, only registered: 0/20
fields of study / plans the course is directly associated with
Course objectives
This course, taught in English, is designed primarily for students of the Department of Educational Sciences and for exchange students coming to Masaryk University within the Erasmus+ program who are interested in the current issues of European education. The aim of the course is to acquaint students with the development and current direction of European education systems by using a comparative perspective. Students will be familiar with the basics of methodology of comparative pedagogy; they will also learn about theories of comparative pedagogy (especially the theory of convergence) and their manifestations in the European education systems. There will be discussed common educational goals in the European Union (presented in ET2020) and examples of how common learning objectives are being met not only in the Czech Republic, but also in other European countries.
Learning outcomes
After completing this course, student will be able to:
- identify the milestones of European education development;
- understand and explain both the common and different educational priorities of European countries;
- use basic comparative approach in own academic texts;
- discuss the current challenges in European educational systems;
- apply the theoretical knowledge of comparative education into the proposals of diverse challenges in current European education
Syllabus
  • 1. Comparative pedagogy (CP) (Beginnings of the discipile; Aims of CP; Methodology of CP; Nowadays international research and institutions dealing with CP)
  • 2. Development of „European school education“ (Historical milestones, international influence, nowadays situation, nowadays challenges; Nordic countries; German speaking countries; Educational system of Great Britian; Romance countries in Europe; Slavic countries)
  • 3. Convergence of educational systems (Political and historical developlment in Europe in 20th century (EU, OECD, IEA) and their impact on education - transformation of the education systems; Educational aims/pillar (ET2020 framework) – four common objectives:
  • 1st common objective: make lifelong learning and mobility a reality (Research; Czech situation and initiatives; Examples of international good practise)
  • 2nd common objective: improve the quality and efficiency of education and training (Research; Czech situation and initiatives; Examples of international good practise)
  • 3rd common objective: promote equity, social cohesion, and active citizenship (Research; Czech situation and initiatives (inclusive education reform, social and culture equity in the Czech schools); Examples of international good practise)
  • 4th common objective: enhance creativity and innovation, including enterpreneurship, at all levels of education and training (Research; Czech situation and initiatives; Examples of international good practise)
Literature
    required literature
  • European Policy Cooperation (ET2020 framework): https://ec.europa.eu/education/policies/european-policy-cooperation/et2020-framework_en
    recommended literature
  • Boussaguet, L. (2016). Participatory mechanisms as symbolic policy instruments? Comparative European Politics, 14(1), 107-124.
  • Bereday, G. Z. F. (1964). Comparative Method in Education. New York: Holt.
  • Bertossi, C. (2011) National models of integration in Europe: A comparative and critical perspective. American Behavioral Scientist, 55(12), 1541–1561.
  • Arnove, R. F. (2013). Introduction: Reframing Comparative Education. In R. F. Arnove, C. A. Torres, & S. Franz (eds.), Comparative Education: The Dialectic of the Global and the Local (s. 1 -25). Boulder, New York, Toronto, Playmouth, UK: Rowman and litt
    not specified
  • Bray, M., & Thomas, M. (1995). Methodology and Focus in Comparative Education. Dostupné z http://147.8.214.206/f /acadstaff/376/Bray_Methodology_%26_Focus.pdf. Bray, M., Adamson, B., & Mason M. (2007). Comparative Education Research. Approaches and Metho
Teaching methods
lectures, class discussion, group projects, homework, reading
Assessment methods
homeworks, final essay
Language of instruction
English
Further Comments
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2019, Spring 2020, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2021, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2021/PGMK120