1. COMPARATIVE EDUCATION
(ADMPS 3343)
SPRING 2012
© 12 January 2012 1
Day/Time: Thursdays, 7:15-9:55 pm
Class Room: 4301 Wesley W. Posvar Hall
Instructors: James Jacob David Che-Wei Lee
Office: 5714 Posvar Hall 5708 Posvar Hall
Telephone: 412-567-2517 (w) None Available.
Email: wjacob@pitt.edu chl138@pitt.edu
Office Hours: Tuesdays 9:00-10:00 am Thursdays, 5:30-6:30 pm
or by appointment. or by appointment.
COURSE PURPOSE
The purpose of this course is to introduce the broad field of comparative, international, and development
education (CIDE). Seminar meetings are designed to examine the historical roots and evolution of the
field. An overview of the theoretical underpinnings and common methods of research will be discussed,
including the rationale for examining education from various geographic, historical, political, cultural,
and economic perspectives. After a general exploration of major theoretical and methodological issues,
several other CIDE conceptual issues will be addressed. These conceptual issues include a discussion on
the dominant educational paradigm, indigenous education, multiple national case study education
systems, higher education organizational analysis, education changes associated with demographic trends,
and several current education policy issues.
COURSE ASSIGNMENTS
This course requires the active participation of all class members through presentations, debate, and
discussion. It is assumed that you will work with other students outside of class to prepare for in-class
discussions and reciprocal-learning opportunities.
Readings and Class Participation
Comparative education seminar participants are expected to carefully read all assigned readings identified
for a particular class session as well as actively and productively participate in class discussions. Come to
class prepared to pose questions and offer comments that will facilitate yours and others’ deeper
reflection on the issues raised in the readings and the implications these have for educators, policy makers
and planners, scholars, and practitioners.
Sociology of Education Country Case Study: This is a unique opportunity for class members to either
author or co-author an article in the forthcoming edited book Sociology of Education. It is projected to be
published by SAGE Publishers in late 2012 or early 2013. Below is a list of 19 countries that can be
chosen for this assignment.
Number
Country/Region Class Member of Words
European Union Laila De Klaver 1,000
Australia MA Junhan 1,000
Chile DANG Mengtian 800

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Czech Republic and Slovakia 900
Ecuador Lynn Purvis-Yund 800
Greece Selim Selvi; Nancy Wehrheim 800
Guam, U.S. Virgin Islands Daniel Narey 800
Guatemala Liza Valle 800
Honduras Liza Valle 800
Iran Everett Herman 800
Lebanon Efrat Avramovich; Joel Dumba 800
Libya Uttam Gaulee; ZHOU Yi 800
Palestinian Territories Veysel Gokbel; Efrat Avramovich 800
Russia Kate Schechter; Saltanat Kaliyeva 900
Sweden ZHANG Xin; LU Xiaolin 800
Switzerland YIN Shengjun 800
Syria Evan Underwood 800
Thailand Somkiat Kamolpun 800
Ukraine TANG Wei 800
Venezuela WANG Xiao 800
In most cases only one author will be assigned to each article, and in some cases two authors will be
assigned. Example country case studies can be found on the course website. This assignment is due no
later than 15 February 2012 (via email to the instructors).
Term Paper
Term Paper Outlines (2 double-spaced pages) are due via email to the instructor as soon as you are
able to submit this but no later than Tuesday, 19 January 2012. Write a brief abstract of your paper
(approximately 200 words) that summarizes what comparative education issue or setting you will
examine in your paper, including a description of your topic and preliminary findings. Also include five
key words that relate to your topic and a bibliography with at least 15 references.
Presentation of your final paper will be on 19 April 2012. Final papers (approximately 20 double-
spaced pages in length, excluding the title, abstract, and reference sections) are due on 19 April 2012 via
email. Please use the sections outlined below as a guide for your paper:
Paper Sections Number of Pages
Title Page 1
Abstract of no more than 200 words 1
Introduction of the Topic ~2
Background and Literature Review ~2
Research question(s) and argument 1
Critical Review of the Literature/Program/Original ~10
Data Findings
Discussion and Recommendations for Future Research ~2
References
Group Project Option 1: Up to three class members can choose to produce the first University Library
Systems (ULS) LibGuide on CIDE as an option for their Final Term Paper. In conjunction with ULS
administrators and the instructors of this course, this team will help build an online website that will serve
as a resource for all students, faculty members, and the public on CIDE topics, funding opportunities,
jobs, and other online and publication materials. Group members include Somkiat Kamolpun, Uttam
Gaulee, and ZHANG Xin.

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Group Project Option 2a: Four class members will produce a case study on indigenous education that
will lead toward a publication in the Institute for International Studies in Education (IISE) CIDE Case
Studies Archive. The focus of this case study will examine the role the United Nations should play in
indigenous education efforts worldwide. The successful completion of this case study will lead to a
forthcoming publication in an academic journal or edited book. This group project will include substantial
guidance and periodic contributions from the instructors, who will be coauthors on all forthcoming
publications that derive from this study. Class members for this project include: Lynn Purvis-Yund, Selim
Selvi, Evan Underwood, and WANG Xiao.
Group Project Option 2b: Four class members will produce a case study on indigenous education that
will lead toward a publication in the Institute for International Studies in Education (IISE) CIDE Case
Studies Archive. The focus of this case study will examine the role the World Indigenous Nations Higher
Education Consortium (WINHEC: www.win-hec.org) should play in indigenous education efforts
worldwide. The successful completion of this case study will lead to a forthcoming publication in an
academic journal or edited book. This group project will include substantial guidance and periodic
contributions from the instructors, who will be coauthors on all forthcoming publications that derive from
this study. Class members for this project include: Joel Dumba, Veysel Gokbel, LU Xiaolin, Nancy
Wehrheim, and YIN Shengjun.
COURSE EVALUATION
The activities and assignments of the course are designed to allow you to interact with the course content
through a variety of contexts: team, individual, written, oral, graphically, reading, discussion, research,
synthesis, and critique.
ADMPS3343
Assignments % of Grade Due Date
Readings, Online and Class Participation 20% Throughout
In-Class Presentation/s 10% To be announced (TBA)
Country Case Study 25% 15 February 2012
Term Paper Outline 5% 19 January 2012
Final Presentation 5% 19 April 2012
Final Term Paper 35% 19 April 2012
This syllabus, and its contents, is subject to change at the discretion of the instructor. An updated syllabus
will be available throughout the semester on the course Blackboard website.
SPECIAL NOTICE
If you have a disability for which you are or may be requesting an accommodation, you are encouraged to
contact both your instructor and the Office of Disability Resources and Services, 216 William Pitt Union,
(412) 648-7890; (412) 383-7355 (TTY) as early as possible in the term. DRS will verify your disability
and determine reasonable accommodations for this course.
On the first day of class you will receive and be asked to sign a statement of student responsibilities with
respect to academic integrity. The University of Pittsburgh Department of English offers assistance in
preventing plagiarism through its website: http://www.english.pitt.edu/people/avoidPlagiarism.php.

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READING ASSIGNMENTS & CLASS SCHEDULE
(T) Required Textbooks: Holsinger and Jacob (2008) and Hawkins and Jacob (2011)
(BR) Book, Report, and/or Chapter available through Pitt’s online course reserve
(R) Article available through Pitt’s online course reserve
WEEK DATE TOPIC READINGS ASSIGNMENTS
1 Jan 5 Introduction
Class Members, the Course, and
Distribution of Syllabus
2 Jan 12 Historical Roots of Compar-
ative Education
Key Terms; Development of the
Field; Comp Ed Scientific
Communities; Comp Ed Today
T– Jacob & Holsinger (2008), Ch 1, pp.
1-33
BR– Fraser & Brickman (1968), pp. 1-19
R– Hans (1959)
BR– Kandel (1955), pp. 3-17
Further Reading (not required but helpful)
R– Altbach (1991)
R– Anweiler (1977)
R– Brickman (1960)
R– Wilson (1994)
3 Jan 19 Theoretical Background of
Comparative Education
Comparing Education
Systems*
Comparing Places, Systems, &
Times
T– Rust & Liao (2011), Ch 2, pp. 13-25
BR– Jacob, Crandall, et al. (2011), 69-91
BR– Cheng, Jacob, & Chen (2011), 295-
314
R– Wolhuter (1997)
T– Nishimura & Byamugisha (2011), Ch
12, pp. 225-245
Suggested Further Readings
BR–Noah & Eckstein (1969), pp. 4-7
R– Holmes (1984)
BR– Jacob & Cheng (2005)
R– Epstein (1983)
R– Hayhoe (1989)
R– Ruscoe & Nelson (1964)
R– Bereday (1957)
R– Bereday (1967)
R– Kazamias (1962)
R– Rust, et al. (1999)
BR– Bray, et al. (2007)
Final Due Date for Term
Paper Outline Submission
*Group 1 Presentation
4 Jan 26 Conceptual Issue (CI) No. 1:
Distribution of Opportunities
Key to Development
CI-2: Education within the
Knowledge Economy*
T– Thomas & Wang (2008), Ch 2, pp. 34-
58
T– Crouch & Gove (2011), Ch 9, pp. 155-
174
T– Cassity (2011), Ch 11, pp. 199-224
T– Neubauer (2011), Ch 4, pp. 47-69
*Group 2 Presentation
5 Feb 2 CI-3: Economic Systems in
International Education*
CI-4: Education and Inequality
in the Developing World
T– Hill, Greaves & Maisuria (2008), Ch
3, pp. 59-85
T– Wu (2008), Ch 4, pp. 86-127
T – Meek & Meek (2008), Ch 22, pp.
506-537
T– Schuh Moore, et al. (2011), Ch 13, pp.
247-264
*Group 3 Presentation

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WEEK DATE TOPIC READINGS ASSIGNMENTS
6 Feb 9 CI-5: Gender Inequalities in
Education
T– Hyer et al. (2008), Ch 5, pp. 128-148
T– Porter (2011), Ch 8, pp. 131-154
T– Hawkins, Jacob & Li (2008), Ch 9,
pp. 215-239
T– Maslak (2008), Ch 10, pp. 240-260
T– Unterhalter & Ooman (2008), Ch 23,
pp. 538-557
Case Country Article due
on 15 February 2012
7 Feb 16 CI-6: Measuring Inequality of
Education*
T– Collins (2008), Ch 8, pp. 190-214
T– Burt & Park (2008), Ch 11, pp. 261-
289
T – Rew (2008), Ch 13, pp. 307-323
T– Lopez-Acevedo (2008), Ch 18, pp.
417-443
T– Crouch, Gustafsson, & Lavado
(2008), Ch 20, pp. 461-484
Group 4 Presentation
8 Feb 23 CI-7: Indigenous Education
Case of American Indians,
Taiwan Aborigines, China,
Vietnam
R– Cheng & Jacob (2008)
BR– Jacob, Liu, & Lee (2012)*
Suggested Further Readings
R– Crossley (2000)
R– Omolewa (2007)
B– Reagan (2000)
9 Mar 1 CI-8: Language and
Democracy
CI-9: Religious Issues and
Education*
T– Brock-Utne (2008), Ch 7, 172-189
T– Daun (2008), Ch 15, pp. 324-347
T– Kheiltash & Rust (2008), Ch 17, pp.
392-416
T– Stevick (2011), Ch 10, pp. 175-197
Suggested Further Reading
R– Brock-Utne (2007)
Group 5 Presentation
10 Mar 8 – NO CLASS –
Spring Break
– NO CLASS – – NO CLASS –
11 Mar 15 CI-10: The Dominant Educat-
ional Paradigm
BR– Hawkins (2007)
T – Hung & Cheng (2008), Ch 12, pp.
290-306
T – Deer (2008), Ch 14, pp. 324-347
T – Johnson & Howard (2008), Ch 19,
pp. 444-460
12 Mar 22 CI-11: Inequalities in
Education for People with
Disabilities
T– Peters (2008), Ch 6, 149-171
R– Jacob (2012), Case of Vietnam*
13 Mar 29 CI-12: Health Education;
HIV Education
R– Jacob (2009)
R– Jacob & Ouattara (2009)
R– Nsubuga & Bonnet (2009)
R – Osewe (2009)
R – Mugimu & Nabdda (2009)
R– Jacob, Adiya, & El-Ghali (2009)
Suggested Further Readings
BR– Nsubuga & Jacob (2006a)
BR– Nsubuga & Jacob (2006b)
R – Jacob, et al. (2007)

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WEEK DATE TOPIC READINGS ASSIGNMENTS
14 Apr 5 CI-13: Higher Education
Trends
Guest Presentation: Wanhua Ma,
Peking University
T– Mok & Xu (2011), Ch 3, pp. 29-46
T– Hawkins (2011), Ch 5, pp. 71-88
T– Mugimu & Ssebbunga-Masembe
(2011), Ch 7, pp. 109-128
R– Jacob & Ma (2012)*
15 Apr 12 CI-14: Private vs. Public
Education Issues
Guest Presentation: Christopher
B. Mugimu, Makerere University
R– Jacob, Holsinger, & Mugimu (2008)
T– Holsinger & Jacob (2008), Ch 24, pp.
558-567
16 Apr 19 Final Paper Presentations FINAL PAPER DUE (via
email)
FINAL PRESENTATIONS
*Forthcoming publications.
Class Member Names Presentation Date CIDE Conceptual Issue
Group 1: DANG Mengtian,
Saltanat Kaliyeva, LU Xiaolin,
YIN Shengjun, and ZHOU Yi
January 19 Comparing Education Systems
Group 2: MA Junhan and Selim
Selvi
January 26 CI-2: Education within the Knowledge Economy
Group 3: Efrat Avramovich,
Everett Herman, and Somkiat
Kampolpun
February 2 CI-3: Economic Systems in International Education
Group 4: Uttam Gaulee, Lynn
Purvis-Yund, TANG Wei, Nancy
Wehrheim, and ZHANG Xin
February 16 CI-6: Measuring Inequality of Education
Group 5: Joel Dumba, Veysel
Gokbel, Daniel Narey, Kate
Schechter, WANG Xiao, and
Evan Underwood
March 1 CI-9: Religious Issues and Education

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REFERENCE LIST
Required Texts
The following books will be used throughout this course:
Holsinger, Donald B., and W. James Jacob, eds. 2008. Inequality in Education: Comparative and
International Perspectives. Dordrecht & Hong Kong: Springer & Comparative Education
Research Centre.
Hawkins, John N., and W. James Jacob, eds. 2011. Policy Debates in Comparative, International, and
Development Education. New York: Palgrave Macmillan.
Suggested Supplemental Books for Further Reading
Bray, Mark, Bob Adamson, and Mark Mason, eds. 2007. Comparative Education Research: Approaches
and Methods. Dordrecht, The Netherlands: Springer. (ISBN: 9628093533)
Comparative Education Review journal subscription and membership in the Comparative and
International Education Society. This is an incredible deal at the student rate for $32.50. To
register for this journal and become a CIES member, please go to the following URL:
http://www.journals.uchicago.edu/toc/cer/current
Gutek, Gerald L. 1993. American Education in a Global Society. New York: Longman.
Hershock, Peter D., Mark Mason, and John N. Hawkins, eds. 2007. Changing Education. Dordrecht, The
Netherlands: Springer. (ISBN: 9628093541).
Holsinger, Donald B., W. James Jacob, Christopher B. Mugimu. 2004. Private Secondary Education in
Uganda. Paris: UNESCO/IIEP.
Reagan, Timothy. 2000. Non-Western Educational Traditions: Alternative Approaches to Educational
Thought and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Course Reserve Readings
In addition to the required textbooks, an e-copy of course readings is available online at no charge to
students via the University of Pittsburgh Libraries. Please go to the following URL to access the course
reserve readings:
http://pittcat.pitt.edu/reserves.html
From here select the course online reserve by choosing from the “instructor” or “course” pull-down menus,
which will then bring you to a webpage with the title: *E-RESERVES FOR COMPARATIVE
EDUCATION*. From this point select the E-RESERVES LINK, which will ask you for the course
password (which you will then type in) and then push the enter button to access the reserve. Password: to
be announced.
Altbach, Philip G. 1991. Trends in Comparative Education. Comparative Education Review 35 (3): 491-
507.

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Anweiler, Oscar. 1977. Comparative Education and the Internationalization of Education. Comparative
Education 13 (2): 109-114.
Bereday, George Z. F. 1957. Some Discussion of Methods in Comparative Education. Comparative
Education Review 1 (1): 13-15.
Bereday, George Z. F. 1967. Reflections on Comparative Methodology in Education, 1964-1966.
Comparative Education 3 (3): 169-187.
Brickman, William W. 1960. A Historical Introduction to Comparative Education. Comparative
Education Review 3 (3): 6-13.
Brock-Utne, Birgit. 2007. Language of Instruction and Student Performance: New Insights from Research
in Tanzania and South Africa. International Review of Education 53 (5-6): 509-530.
Cheng, Sheng Yao, and W. James Jacob. 2008. American Indian and Taiwan Aboriginal Education:
Indigenous Identity and Career Aspirations. Asia Pacific Education Review 9 (3): 233–247.
Cheng, Sheng Yao, W. James Jacob, and Pochang Chen. 2011. Metatheory in Comparative, International,
and Development Education: Dialectics between East and West and Other Perspectives. In
Beyond the Comparative: Advancing Theory and Its Application to Practice, ed. John C.
Weidman and W. James Jacob (pp. 295-314). Boston: Sense Publishers.
Crossley, Michael. 2000. Bridging Cultures and Traditions in the Reconceptualisation of Comparative
and International Education. Comparative Education 36 (3): 319-332.
Epstein, Erwin H. 1983. Currents Left and Right: Ideology in Comparative Education. Comparative
Education Review 27 (1): 3-29.
Fraser, Stewart E., and William W. Brickman. 1968. A History of International and Comparative
Education: Nineteenth-Century Documents (pp. 1-19). Glenview, IL: Scott, Foresman & Co.
Hans, Nicholas. 1959. The Historical Approach to Comparative Education. International Review of
Education 5 (3): 299-307.
Hawkins, John N. 2007. The Intractable Dominant Educational Paradigm. In Changing Education, ed.
Peter D. Hershock, Mark Mason, and John N. Hawkins. Dordrecht, The Netherlands: Springer.
Hayhoe, Ruth. 1989. A Chinese Puzzle. Comparative Education Review 33 (2): 155-175.
Holmes, Brian. 1984. Paradigm Shifts in Comparative Education. Comparative Education Review 28 (4):
584-604.
Jacob, W. James. 2009. Reflective HIV education design: Balancing current needs with best practice.
Prospects 39 (4): 311-319.
Jacob, W. James, Enkhjargal Adiya, and Hana El-Ghali. 2009. Profile of an Educator: Peter Piot.
Prospects 39 (4): 413-421.
Jacob, W. James, and Sheng Yao Cheng. 2005. Mapping Theories in Comparative, International, and
Development Education (CIDE) Research. In Global Trends in Educational Policy (Vol. 6, pp.
231-268), ed. D. P. Baker and A. W. Wiseman. New York: Elsevier Science, Ltd.

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Jacob, W. James, Jennifer R. Crandall, Jason Hilton, and Laura Northrop. 2011. Emerging Theories in
Comparative, International, and Development Education. In Beyond the Comparative: Advancing
Theory and Its Application to Practice, ed. John C. Weidman and W. James Jacob (pp. 69-91).
Boston: Sense Publishers.
Jacob, W. James, Donald B. Holsinger, and Christopher B. Mugimu. 2008. Private Secondary Education
in Uganda: Implications for Planning. Teachers College Record 110 (4): 867-893.
Jacob, W. James, Jing Liu, and Che-Wei Lee. (2012 – Forthcoming). Policy Debates and Indigenous
Education: The Trialectic of Language, Culture, and Identity. In Indigenous Education:
Language, Culture, and Identity. Dordrecht, The Netherlands: Springer.
Jacob, W. James, and Wanhua Ma. (2012 – Forthcoming). Higher Education Trends in China. Frontiers
of Education in China 7 (4).
Jacob, W. James, and Yafflo W. Ouattara. 2009. HIV Education in Conflict, Post-Conflict and
Emergency Contexts, Prospects, 39 (4): 359-381.
Jacob, W. James, Stacey M. Shaw, Donald E. Morisky, Steven J. Hite, and Yusuf K. Nsubuga. 2007.
HIV/AIDS Education: What African Youth Say is Effective. Families in Society 88 (1): 104–114.
Kandell, Isaac L. 1955. The Content and Method of Comparative Education. In The New Era in
Education: A Comparative Study (pp. 3-17). Boston: Houghton Mifflin Co.
Kazamias, Andreas M. 1962. History, Science and Comparative Education: A Study in Methodology.
International Review of Education 8 (3/4): 383-398.
Morisky, Donald E., Shu-Yu Lyu, and Lianne A. Urada Lyu. 2009. The Role of Non-formal Education in
Combating the HIV Epidemic in the Philippines and Taiwan. Prospects 39 (4): 335-357.
Mugimu, Christopher B., and Rosemary Nabadda. 2009. The Role of Pre-service and In-service Teacher
Training (PITT) Programmes in Preparing Teachers for HIV Curriculum Integration. Prospects
39 (4): 383-397.
Noah, Harold J., and Max A. Eckstein. 1969. The Development of Comparative Education. In Toward a
Science of Comparative Education (pp. 4-7). New York: Macmillan.
Nsubuga, Yusuf K., and Sandrine Bonnet. 2009. HIV Education in the Formal Curriculum, Prospects, 39
(4): 321-334.
Nsubuga, Yusuf K., and W. James Jacob. 2006a. A Multisectoral Strategy for Overcoming AIDS in
Uganda. In Overcoming AIDS: Lessons Learned from Uganda (pp. 15-42), ed. D. E. Morisky, W.
J. Jacob, Y. K. Nsubuga, and S. J. Hite. Greenwich, CT: Information Age Publishing.
Nsubuga, Yusuf K., and W. James Jacob. 2006b. Fighting Stigma and Discrimination as a Strategy for
HIV/AIDS Prevention and Control. In Overcoming AIDS: Lessons Learned from Uganda (pp.
43–59), ed. D. E. Morisky, W. J. Jacob, Y. K. Nsubuga, and S. J. Hite. Greenwich, CT:
Information Age Publishing.
Omolewa, Michael. 2007. Traditional African Modes of Education: Their Relevance in the Modern
World. International Review of Education 53 (5-6): 593–612.

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Osewe, Patrick L. 2009. One National Response: Synergy Networks for Effective HIV Education among
Government Agencies, Nongovernmental Organizations, and Development Partners. Prospects
39 (4): 399-412.
Ruscoe, Gordon C., and Thomas W. Nelson. 1964. Prolegomena to a Definition of Comparative
Education. International Review of Education 10 (4): 385-392.
Rust, Val D.; Aminata Soumaré, Octavio Pescador, and Megumi Shibuya. 1999. Research Strategies in
Comparative Education. Comparative Education Review 43 (1): 86-109.
Wilson, David N. 1994. Comparative and International Education: Fraternal or Siamese Twins? A
Preliminary Genealogy of Our Twin Fields. Comparative Education Review 38 (4): 449-486.
Wolhuter, C. C. 1997. Classification of National Education Systems: A Multivariate Approach.
Comparative Education Review 41 (2): 161-177.