Global public policy and the knowledge society
A.A. 2019/2020
Obiettivi formativi
The learning objectives of the course are the following: to help students to acquire empirical knowledge of education policies, higher education, and comparative education systems in a global context; to promote the understanding and critical assessment of the scholarly debates and theoretical controversies in the field of global public policy, and the management of the knowledge Society; to enable the analysis of contemporary policy issues, associated with the impact of globalization for knowledge systems at the national and local level of government; to engage with contemporary theoretical and policy debates on global citizenship and how education citizenship interacts with identity politics; and to develop skills in presenting to the class one's own arguments and ideas in an articulate and effective way.
Risultati apprendimento attesi
By the end of the course, students will have a full understanding of institutions, policy issues, challenges and responses to the globalization of educational systems and higher education. Students will also develop the analytical foundations and empirical knowledge to study global policy reforms and transformative trends in knowledge production and management. Education borrowing and lending by governments, promoted by international organizations (such as the OECD, UNESCO, the EU and others) have a lasting impact on the diffusion of new global models and the course presents the adoption of similar policies across different countries, and regions of the world. The course will also introduce students to the critical analysis of the role of international organizations in the field of education policy, international assessment and evaluation, studying the local implementation of global paradigms. The course will reach these objectives by using a policy orientated approach, emphasizing the in -depth empirical analysis of case studies from advanced and developing countries.
Periodo: Terzo trimestre
Modalità di valutazione: Esame
Giudizio di valutazione: voto verbalizzato in trentesimi
Corso singolo
Questo insegnamento non può essere seguito come corso singolo. Puoi trovare gli insegnamenti disponibili consultando il catalogo corsi singoli.
Programma e organizzazione didattica
Edizione unica
Responsabile
Periodo
Terzo trimestre
Metodi didattici
Il metodo didattico principale è il seminario di gruppo durante il quale il docente introdurrà i temi e le domande fondamentali e si discuteranno le presentazioni degli studenti. La didattica per questo corso è interattiva e prevede il coinvolgimento attivo di ogni studente.
Materiale di riferimento
Archer, M.S. (1979), Social origins of educational systems, London: SAGE
Baker, D and G. LeTendre (2005) National Differences, Global Similarities, Stanford: Stanford University Press
Barr, N. (2001) Welfare State as Piggy Bank: Information, risk, uncertainty and the role of the state, Oxford: Oxford University Press, Part IV on Education
Carnoy, M (1999) Globalization and educational reforms: what planners need to know, Paris: Unesco (chapter 3)
Caruso, M and H. Tenorth (eds.) (2002), Internationalisation: comparing educational systems and semantics, Frankfurt: Peter Lang.
Chitty, Clyde (2004) Education policy in Britain, Basingstoke: Palgrave Macmillan
Gewirtz, S. et al. (1995) Markets, Choice and Equity in Education, Buckingham: Open University Press, (chapters 1, 2, 7)
Glennerster, Howard (1998), 'Education: reaping the harvest', in H.Glennerster and J.Hills (eds.), The State of Welfare, Oxford: Oxford University Press, pp. 27-74
Gorard, S. (2003), Schools, Markets and choice policies, London: Routledge Falmer
Green, A (1999), Convergence and divergence in European education and training systems, London: Institute of Education, University of London
Halpin, D and Troyna, B (1995), The politics of educational policy borrowing, Comparative Education, 31 (3), 303-310
Halsey, A.H (1997), Education: culture, economy and society, Oxford: Oxford University Press
Heynemann, S (2003) 'The history and problems in the making of education policy at the World Bank 1960-2000, International journal of educational development, 23, 315-337
Kariya, T and J. Rappleye (2010), 'The twisted, unintended impacts of globalisation on Japanese education', Research in Sociology of Education, vol 17, 17-63
Baker, D and G. LeTendre (2005) National Differences, Global Similarities, Stanford: Stanford University Press
Barr, N. (2001) Welfare State as Piggy Bank: Information, risk, uncertainty and the role of the state, Oxford: Oxford University Press, Part IV on Education
Carnoy, M (1999) Globalization and educational reforms: what planners need to know, Paris: Unesco (chapter 3)
Caruso, M and H. Tenorth (eds.) (2002), Internationalisation: comparing educational systems and semantics, Frankfurt: Peter Lang.
Chitty, Clyde (2004) Education policy in Britain, Basingstoke: Palgrave Macmillan
Gewirtz, S. et al. (1995) Markets, Choice and Equity in Education, Buckingham: Open University Press, (chapters 1, 2, 7)
Glennerster, Howard (1998), 'Education: reaping the harvest', in H.Glennerster and J.Hills (eds.), The State of Welfare, Oxford: Oxford University Press, pp. 27-74
Gorard, S. (2003), Schools, Markets and choice policies, London: Routledge Falmer
Green, A (1999), Convergence and divergence in European education and training systems, London: Institute of Education, University of London
Halpin, D and Troyna, B (1995), The politics of educational policy borrowing, Comparative Education, 31 (3), 303-310
Halsey, A.H (1997), Education: culture, economy and society, Oxford: Oxford University Press
Heynemann, S (2003) 'The history and problems in the making of education policy at the World Bank 1960-2000, International journal of educational development, 23, 315-337
Kariya, T and J. Rappleye (2010), 'The twisted, unintended impacts of globalisation on Japanese education', Research in Sociology of Education, vol 17, 17-63
Modalità di verifica dell’apprendimento e criteri di valutazione
Gli studenti parteciperanno a due seminari settimanali della durata di due ore ciascuno. Ad ogni studente sarà richiesto di fare due presentazioni orali alla classe di 15 minuti circa ciascuna, e una tesina di circa 5.000 parole da consegnare al docente titolare entro l'ultimo seminario del corso. Il corso prevede un esame scritto finale con domande aperte a cui rispondere in modo esteso.
SPS/04 - SCIENZA POLITICA - CFU: 6
Lezioni: 40 ore