Universität Wien
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210070 SE BAK13: State Activity, Policy and Governance Analyses (2023W)

Toward more equitable public education systems: A cross-national exploration of policy approaches

6.00 ECTS (2.00 SWS), SPL 21 - Politikwissenschaft
Continuous assessment of course work
ON-SITE

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Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 50 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Friday 06.10. 10:00 - 13:00 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 13.10. 10:00 - 13:00 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 20.10. 10:00 - 13:00 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 10.11. 10:00 - 13:00 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 17.11. 10:00 - 13:00 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 24.11. 10:00 - 13:00 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 01.12. 10:00 - 13:00 Hörsaal 2 (H2), NIG 2.Stock
  • Friday 15.12. 10:00 - 13:00 Hörsaal 2 (H2), NIG 2.Stock

Information

Aims, contents and method of the course

Most societies around the world have established some form of compulsory public education, generally with the aim of preparing individuals for productive economic and civic participation in society. Within democratic countries in particular, public education is seen as a meritocratic equalizer, wherein students’ educational outcomes and social mobility should be based on their efforts rather than on their demographic profile. Despite these intentions and ideals, however, school systems tend to mirror and reproduce rather than counter existing structural inequities.In this class, students will explore variances in how public education systems have evolved in different countries over time, with a focus on historical inflection points and social catalysts leading to equity-focused policy change. Through engagement with pertinent educational theories, global and national policy reports, case studies, and other relevant documentation, students will gain insight into the efficacy of different national policy approaches for addressing common systemic barriers to educational equality.
Throughout the course, students will be expected to engage in small- and full-group group discussion, individual reflections, cooperative work, presentations and peer-review work sessions.

Assessment and permitted materials

Examination of comparative education policy over time
Frameworks for defining educational equity for cross-national analysis
Theoretical framing for common narratives related to educational (in)equity
Common equity-focused policy initiatives, including government-enforced and incentivized school integration, educational tracking, school choice, community schools, school quality assessments and accountability, school funding, and more
Extrapolation of similarities, differences and patterns in cross-national policy approaches and outcomes

Minimum requirements and assessment criteria


Rubrics for presentations and written assignments will be provided in class. There is no final exam beyond the assignments listed here:

Active class participation, including evidence of having reviewed assigned materials in advance of each class; contributing in an informed way to class discussion; engaging fully in class activities, including group presentation and discussion of weekly texts. Because of the collaborative nature of the class, students are expected to be punctual and to attend all eight class periods. In case of illness or family emergency, students should communicate with the instructor through email as promptly as possible (30%)
Timely submission of an issue brief (min. 1,000 words) outlining the strengths and limitations of specific equity-focused policy approaches covered in course materials (30% )
Timely submission of a culminating cross-case study or White Paper (min. 1,500 words) highlighting key components, including intent and impact, of equity-focused policy efforts in at least two different countries or in different regions within one country. (40%)
Grading key:
1 (very good/sehr gut) -> 100-90 points
2 (good/gut) -> 89-80 points
3 (satisfactory/befriedigend) -> 79-70 points
4 (pass/genügend) -> 69-50 points
5 (not satisfactory/nicht genügend) -> 49-0 points

Examination topics

The UN Global Development Goals - #4 Quality Education https://www.globalgoals.org/goals/4-quality-education/
Human Development Index - education (UNESCO)
OECD (2018), Equity in Education: Breaking Down Barriers to Social Mobility, PISA
Perry, L. (Spring 2009), Characteristics of equitable systems of education: A cross-national analysis. European Education. 40(1) 79-100
Muhammad, A. et al. (2019). Public spending, education and poverty: A cross country analysis. Journal of Multidisciplinary Approaches in Science, 4(1) 12-20
Gutiérrez, G. et al. (2020). School segregation across the world: Has progress been made in reducing the separation of the rich from the poor? The Journal of Economic Inequality. 18: 157-179.

Reading list

Sample Reading list (The full list of materials will be made accessible to students via Moodle)

Association in the course directory

Last modified: Th 07.09.2023 15:47