Course Details

1. Describe and outline concepts, ideas, principles, models and theories of comparative education.
2. Use and apply concepts, ideas, skills, theories and strategies to make comparisons and interpretations of various educational systems and to gain understandings on social factors and forces affecting them and within the context in which these systems operate.
3. Review and comparatively analyze educational issues with the application of theories and methods of social sciences, and analyze the educational systems of other countries.
4. Evaluate and interpretate similar and different characteristics of education systems locally and those of other countries, linking education with social factors and forces within the context in which it operates.
5. Create and develop views on educational issues, broadening the perception of education and the forces acting on it and address the educational problems from an alternative perspective.

Theoretical approach of comparative education: Meaning and objectives of comparative education. The historical development of comparative education. Methodology of comparative education and comparative approaches.

Educational systems in other countries: Comparative view of the educational system in the U.S. and Europe. The strategy of the European Union, analyzing and interpreting the Lisbon strategy, educational theory and thesis and politics.

Contemporary trends: The new socio-economic situation and conditions that influence the formation of trends on educational systems. A comprehensive view on globalization and its impact on education systems. A comparative approach on the way in which new trends create new conditions for educational systems, and for teacher education and training.

Structure of educational systems:  A comparative overview of educational systems and in particular their structure and structuring. Interpretation and evaluation of data obtained through comparative approach.

Theoretical and methodological issues: Theoretical and methodological problems and challenges due to the comparison within comparative and international education in a globalized world. Epistemological paradigms in comparative education. Comparative and the comparing as issues to take in mind. The relationship between the collapse of pedagogical and political systems recalling specific examples.

• Μπουζάκης, Σ. (επιμ.), (2005). Συγκριτική παιδαγωγική Ι: Εκπαιδευτικά συστήματα, σύγχρονες τάσεις στην εκπαίδευση και στην εκπαίδευση-επιμόρφωση των εκπαιδευτικών (2η εκδ.), Αθήνα: Gutenberg.
• Μπουζάκης, Σ. (επιμ.). (2001). Συγκριτική παιδαγωγική ΙΙΙ: Θεωρητικά, μεθοδολογικά προβλήματα και σύγχρονες τάσεις στη διεθνή εκπαίδευση (2η εκδ.), Αθήνα: Gutenberg.

• Καλογιαννάκη, Π. (1998). M. Sadler, I. Kandel, N. Hans και η συγκριτική παιδαγωγική: Αναζητήσεις και προβληματισμοί μέσα από το έργο τους, Αθήνα: Gutenberg.
• Καλογιαννάκη, Π. (1998). Προσεγγίσεις στην συγκριτική παιδαγωγική: Τόποι και τρόποι, τομές και παραδείγματα, Αθήνα: Εκδόσεις Γρηγόρη.
• Κίτσου, Κ. Ι. (1963). Συγκριτική παιδαγωγική, Αθήνα: Ι. Σιδέρης.
• Μπουζάκης, Σ. (επιμ.). (1990). Συγκριτική παιδαγωγική ΙΙ: Θεωρητικές προσεγγίσεις και ξένα εκπαιδευτικά συστήματα, Αθήνα: Gutenberg.
• Σακκά-Νικολακοπούλου, Ν. (2004). Χτίζοντας το σχολείο του αύριο, Αθήνα: Φυτράκης.
• Πασιάς, Γ. Κ. (2006). Ευρωπαϊκή Ένωση και εκπαίδευση: Η στρατηγική της Λισαβόνας. Εκπαιδευτικός λόγος και πολιτικές (2000-2006), Αθήνα: Gutenberg.

The taught part of the course is delivered to students through lectures by the instructor, using technology and other conventional material. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Lectures are supported with in-classroom assignments, group work and presentations by the students, as well as various hands-on activities. There is extended use of technology in the classroom and Moodle as an additional teaching and learning platform in and out of the classroom.