F1GD 5725 - Comparative education policy: tools for analysis, communication and Leading change

***UPDATED for 2025/26***

Across countries, governments and their policy makers are looking for ways to adapt their education systems to our rapidly changing and uncertain future. Expectations are high as our societies and economies rely on the capacity of education systems to prepare all students to have not only knowledge but also skills and values to shape our collective future, yet education systems are slow to evolve or respond to the challenges they face. Many are searching for approaches for effective teaching and learning in schools that can tackle diversity, prepare students for evolving labour markets, develop analytical and problem-solving skills or adapt to new environmental or health challenges.

How do countries organise their education systems? What education policies are available to adapt their systems to changing needs? How can these be effectively implemented to accomplish change in schools?

This course aims to introduce students to comparative education policy and to develop their skills to undertake education policy analysis and communicate effectively for international and national institutions. The objective is for students to recognise education policy challenges, options and implementation approaches for education systems that can succeed for their students. The course is divided in 3 parts:

Education policy in a comparative perspective. Students learn and review theory of education policy and education change, key stakeholders and contextual factors that influence education policy and its success. They review different policy areas as well as global trends, challenges and responses in education policy.

Comparative qualitative and quantitative data for education policy: Students learn about and research concrete education policy issues in countries building on quantitative data such PISA, TALIS, Education at a Glance, Eurydice, UNESCO data, research evidence, qualitative sources and country practices among others tools.

Responses to concrete education policy challenges: Students examine challenges countries face as they seek to reform their education systems to adapt to needed changes. They learn about the types of policy responses and reforms that can be delivered and how best to communicate these. Students prepare a team country case study and an individual policy paper.

Learning Outcomes

At the end of the course, students will be able to do education policy analysis for international, national institutions or NGOs related to education, having acquired:

• Comprehensive understanding of education policies from a comparative perspective: Students will be able to identify diverse policy issues in education across countries, compare approaches used by countries and their policymakers, and recognize the role of international institutions in policy formulation.
• Proficiency in education policy analysis: Students will be able to apply qualitative and quantitative tools to analyze policies, and effectively communicate findings through policy briefs, reports, and presentations.
• Application of analytical skills in education policy contexts: Students will be able to use analysis approaches to assess real-world education policies in international, national, or NGO settings, generating actionable insights and recommendations.
• Knowledge of implementation processes of education policies: Students will identify and understand dimensions and strategies for implement effective education policies, addressing challenges and proposing viable solutions based on analysis.
• Development of professional skills: Drafting skills for policy makers; teamwork, making effective presentations and impactful communication, receiving and providing feedback.

Professional Skills

Education policy analysis, drafting, team work, effective presentations, communication.

The course combines different pedagogical approaches to ensure knowledge of the topic and practical skills in education policy analysis. These are:

• Knowledge acquisition:

o Weekly presentation followed by class discussions on topic

o Core and complementary readings

o Expert presentations by invited guests

• Practice based:

o Team case study preparation and presentations with oral and written feedback

o Role playing

o Drafting a real policy brief on an education policy challenge.

Each session will have background readings, a main lecture by the professor, followed by a class discussion on questions presented in the previous course.

Guest speakers from relevant institutions are invited to join the class to present on concrete topics.

• Active class participation 20%
• Individual policy paper draft outline 10%
• Individual policy paper 35%
• Group country case study 35%

• In Class Presence: 2 hours a week / 24 hours a semester
• Class readings, presentations in class, group case studies and individual paper. 10-12 hours per week.