Handbook home
Comparative Education Policy (EDUC90145)
Graduate courseworkPoints: 25On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
March
Dr Mary Leahy: mary.leahy@unimelb.edu.au
Overview
Availability | March |
---|---|
Fees | Look up fees |
The aim of this subject is to investigate policies for post-compulsory education ad training in selected OCED countries, their rationale, context and effectiveness. Comparative studies provide an important avenue for understanding the cultural, socio-economic and political forces which shape policies in education and training. This subject provides an overview of a number of national systems and addresses questions about these, including tensions and challenges, policy responses, system monitoring and performance assessment, conflicts in political values, and the responsiveness of systems to emerging social and economic needs. Students are encouraged to specialize in one national system or focus on a controlled comparison of several systems. Comparisons with the Australian scene and the use of international comparisons by Australian policy-makers form part of the subject.
Intended learning outcomes
On completion of this subject, students will be able to:
- Review policy issues in a selection of OECD countries, with a critical emphasis on frameworks of comparison and the quality of a range of current efforts at benchmarking and “league ladders”
- Identify and understand the relevant research and policy literature in the international field
- Critically analyse key contemporary issues in education policy in Australia in the light of international experience and learnings
Generic skills
On completion of this subject, students should be able to:
- Identify and access international data and research on education policy;
- Understand the broader international policy context of their field;
- Relate research findings to their own experience as practitioners.
Last updated: 10 February 2024