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Comparative Education

Code: 103527
Credits: 6
2026/2027
Degree programme Type Course
Education Studies OB 3

Contact lecturer

Name :
Mauro Carlos Moschetti Plaul
Email :
mauro.moschetti@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

Students are strongly advised to have completed the course "Bases Sociopolítiques de l'Educació", as its contents and competencies are considered prior knowledge for this course.

Objectives

This is an advanced, compulsory course within the Pedagogy degree programme. Knowledge and understanding of the education systems of other countries are considered essential to the training of any pedagogue.

An international perspective on educational phenomena lies at the core of the course, which pursues the following learning objectives:

  1. To understand and apply the theoretical foundations of Comparative Education.
  2. To examine and understand the educational challenges of today's world from an international perspective, taking into account their interrelations with economic, political, historical and cultural factors.
  3. To examine and understand the education systems of selected countries of theoretical and empirical relevance.
  4. To analyse the Spanish and Catalan education systems and to understand them in relation to international references.


Learning outcomes

  1. Incorporating into their analyses the planning, economic and international references linked to specific problems and proposals about the educational system.
  2. Evaluate education systems from a political, economic and international perspective.
  3. Planning the educational system using existing data and including them in relation to the context.
  4. Understand the processes that occur in educational activities and their impact on training while accepting that the exercise of the educational function must be refined and adapted lifelong to scientific, educational and social changes.
  5. Identify situations in which a change or improvement is needed.
  6. Analyse a situation and identify its points for improvement.
  7. Propose new methods or well-founded alternative solutions.
  8. Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
  9. Propose viable projects and actions to boost social, economic and environmental benefits.
  10. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  11. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
  12. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  13. Communicate using language that is not sexist or discriminatory.
  14. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  15. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  16. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  17. Propose projects and actions that incorporate the gender perspective.

Contents

Block I. Introduction to comparative education and key concepts

1.1. What is Comparative Education: concept, history and aims 1.2. Interdisciplinarity in the study of education systems 1.3. The comparative method in education 1.4. The education system as an object of study 1.5. The State and education systems

Block II. Historical-political axis: the emergence and evolution of education systems

2.1. The emergence of national education systems: educational models in Europe, North America, Latin America and Asia 2.2. Education systems at the beginning of the 21st century: globalization and education

Block III. Changes in the governance of education: models of analysis

3.1. World Society Theory 3.2. The political and cultural economy of educational reform 3.3. Global Education Policy Studies 3.4. Policy transfer and anthropological perspectives

Block IV. Current educational debates from a comparative and international perspective

4.1. Models of provision, funding and regulation of education systems: quasi-markets and quasi-monopolies 4.2. The case of low-cost private schools in Africa, Asia and Latin America 4.3. Teachers and educational reforms. Autonomy and accountability as global policies 4.4. Diagnosis and assessment of education systems: the PISA study and the 2030 Agenda for Sustainable Development 4.5. Comparative education and gender 4.6. Decolonial critique, development and reparation in Comparative Education

Learning activities and methodology

Title Hours ECTS Learning outcomes
Tutored projects and activities 30 1.2 1, 2, 3, 8, 15
Master class 30 1.2 1, 2, 3, 8, 15
Reading articles, books and preparation of papers 75 3 1, 2, 8, 15
Seminars (small groups) 15 0.6 1, 2, 3, 8, 15

Students are expected to carry out a series of independent activities on a regular basis, such as the prior reading of the materials assigned for each session, which are essential for keeping up with the course.

Directed activity is based on the lecturer's presentations and the joint analysis of the readings and other materials.

Seminars are spaces for work in small groups, in which various activities are proposed to explore and discuss the content covered in greater depth.

In addition to the directed and independent activities, the course includes the completion of a supervised project, monitored by the teaching staff.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Individual task 20% 0 0 1, 2, 3
Supervised group work 30% 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17
Written final exam 50% 0 0 1, 2, 4, 8, 15

Written final exam

The final exam will take place on 10 December 2026.


Group assignment

The group assignment will consist of a literature review on a topic in Comparative Education chosen according to the team's interests, to be submitted in written form on 17 December 2026. This activity cannot be retaken.

Individual assignment

The individual assignment is based on the analysis of in-depth readings and on participation in class discussions. This activity cannot be retaken.


Criteria for passing the course

To pass the course, students must obtain at least a 5 in each of the assessment activities. For students who have adequately followed the course as a whole, failure to pass the final exam may give rise to a resit exam at the end of the course. To be eligible for this resit exam, students must have obtained a minimum mark of 3.5 in the final exam. The resit will take place on 21 January 2027.


"Not assessable" grade

Failure to submit any of the assessment activities will result in a grade of "Not assessable". An activity will be considered not assessable when the student has not submitted it or has submitted it more than 80% incomplete. This means that, if the activity does not provide sufficient evidence to be assessed according to the established criteria, it cannot be graded and will therefore be recorded as not assessable.


Attendance

Attendance is not compulsory, but it is highly recommended. The course is built largely on collective discussion in the classroom, so attending regularly enriches both one's own learning and that of the group.


Plagiarism

Plagiarism in any of the activities is grounds for automatic failure and loss of the right to a resit.


Communicative competence and use of language

To pass this course, students must demonstrate good general communicative competence, both orally and in writing, as well as a good command of the language(s) of instruction stated in the course guide. In all activities (individual and group), linguistic accuracy, writing quality and the formal aspects of presentation will therefore be taken into account. Students must be able to express themselves fluently and correctly and must show a high level of comprehension of academic texts. An activity may be returned (not assessed) or failed if the lecturer considers that it does not meet these requirements.


Feedback and tutorials

Within a maximum of 20 working days from the submission date of the assessment activities, tutorials will be arranged with students to provide them with feedback.


Single assessment

Students who wish to do so may opt for a single written and oral assessment. This assessment includes three activities:

a) written analytical questions (50% of the grade),

b) written questions relating the texts covered in the course (20%), and

c) an in-depth oral presentation on one of the course topics (30%). The oral presentation will be followed by a round of questions posed by the teaching staff in charge of the course and by an invited expert. To pass the course, all three activities must be passed with a mark equal to or higher than 5. The single assessment will take place on 10 December 2026. The same resit system as for continuous assessment will apply: in the event of failure, it may be retaken on 21 January 2027. To be eligible for this resit exam, students must have obtained a minimum mark of 3.5 in the single final assessment. The review of the final grade follows the same procedure as for continuous assessment.


Synthesis test

The course does not allow a synthesis test for students enrolling for the second time.


Use of Generative Artificial Intelligence

The use of AI tools is not permitted for content-generation purposes (i.e. to generate answers and suggest ideas) or information-curation purposes (e.g. summarising and paraphrasing information from other sources, etc.). This policy is designed to maximise learning opportunities and ensure that students become competent in foundational knowledge and skills before using AI tools to improve efficiency.

The use of generative AI tools is restricted to proof-reading and other assistive tasks, such as the provision of guidance on structure and style, as well as to obtain feedback on written content. When using AI tools for such purposes, a brief "AI statement" should be included at the end of the assignment, clarifying how AI tools have been used in the context of that specific piece of work.

Students are also allowed to use AI-powered spelling and grammar-checking software, as well as AI-enhanced bibliographic managers, translation and speech-to-text software. The use of such tools does not need to be reported in the form of an "AI statement".

If AI use beyond the permitted scope outlined above is suspected, students will be required to participate in a brief oral discussion to demonstrate their understanding of the submitted work. If the student is unable to demonstrate authorship and understanding during this process, the assignment will receive a mark of 0.

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Software

If necessary, Microsoft Teams will be used for online teaching.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 3 Catalan first semester morning-mixed
(SEM) Seminars 311 Catalan first semester morning-mixed
(SEM) Seminars 312 Catalan first semester morning-mixed