Book Review as an assignment Title: "Global Issues and Comparative Education" Author: Wendy Bignold and Liz Gayton A CIP record for this book is available from the British Library. ISBN: 978 1 84445 208 8 The rights of the authors and editors to be identified as the Authors of this Work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Contributed Book, Edited Volume or Edited Collection (OUP, n.d.)

1. Global Issues and Comparative Education
Wendy Bignold and Liz Gayton
A Presentation by
Fazal Hakim
142-FSS/PhDEdu/F17
Department of Education
International Islamic University, Islamabad
Book Review

2. Contents
• Chapter 1: What is comparative education?
• Chapter 2: Back to the future of early childhood: same but different
• Chapter 3: Primary practices and curriculum comparisons
• Chapter 4: High schools and high stakes assessments
• Chapter 5: Money and massification: international issues in higher
• education
• Chapter 6: Teacher education in a changing context
• Chapter 7: Education and social care: friends or foes?
• Chapter 8: Education for citizenship: different dimensions 2

3. Essential Information
• Title: Global Issues and Comparative Education
• Authors: Wendy Bignold and Liz Gayton
• Copyright: First published in 2009 by Learning Matters Ltd, © 2009 the editors and
authors - British Library Cataloguing in Publication Data
• Type: Research Anthology
• Themes: Learning careers and identities, Pedagogy and learning cultures, Learning
beyond institutions
• Price: $29.95
• ISBN: ISBN: 978 1 84445 208 8
• Reference:
Bignold, W., & Gayton, L. (Eds.). (2009). Global issues and comparative education.
Learning Matters. 3

4. •Comparative education helps compare our own system
with other systems of education in the world.
• Informed decision, judgments
• Cultural consideration in comparing systems both
qualitative and quantitative
• Objective view

5. •Historical background; comparing countries
•Importance of comparative education
• Research aims to avoid mistakes.
•“In today’s interconnected world, living together
peacefully has become a moral, social and political
imperative on which depends to a great extent the survival
of humankind.”

6. •“Intensified global economic and educational competition
has helped to heighten the prominence of comparative and
international education – and involved a wider range of
stakeholders in both the research process and the
interpretation of the findings.”

7. •Critical analysis to compare ; Ideological Cross and
Didactic Triangle
• Challenges: Accuracy and reliability, comparability, and
generality-specificity trap
•Generalizations should be avoided.

8. •The future of comparative education is bright because of
the interest among the stakeholders of globalization and
the increasing amount of information which is widely
accessed across the world.

9. • Early Childhood Education and Care having a crucial part in
one’s life
• like Froebel, Montessori and Steiner - philosophers
• Teachers’ parents’ partnership is important.
• The children deserve to be listened to and paid attention to
them.
• Positive early learning experiences, citizenship, right of
children and parents to quality early childhood education and
care, and the development of self-esteem and self-image.

10. •Schools are meant to prepare the children for better future
life.
• Formal education
•children’s experiences at home, at playgroup and nurseries
•basic literacy, numeracy and social skills
•main themes; curriculum, and assessment of the students
•Intellectual, social and emotional development

11. •Issues: access, equity and quality
•Important thing to note is the values system and culture of
a country that must be considered when making
comparisons.

12. Global Issues:
•funding,
•expansion and widening participation
•The professionalization of academic staff
•The continued assurance of world-class standards.
•Higher education; more and more competitive market
•Balance; government demands and something like
creative and unique to attract students

13. • Key questions and issues include “role of teacher in twenty-
first century” and the prospective teachers’ preparation.
• Curriculum for student teachers
• To balance social change with curriculum planning.
• Quality teacher education

14. •Education is not simply about ‘delivering the curriculum’
(a meaningless phrase!) but about facilitating the
relationships for the child to promote the total flourishing
of all gifts, abilities and talents. This lies at the heart of
teacher education.

15. • Joined-up services as education cannot take place in vacuum.
• Considering education and social care issues in an
international context
• To guard against ethnocentrism and cultural relativist
standpoints
• ‘socially constructed’ within different societies; children

16. •Policy making is located within the wider historic,
political, social and economic context.
• concept of citizenship education
•Set of responsibilities – first
•Certain rights - second

17. • A feeling of belonging is not automatic and must be nurtured.
• approach to education for global citizenship.
• ‘Global Education’ and ‘Citizenship Education’ have evolved
alongside each other.
• Active participation; a key element in citizenship education

18. Thanks to all of you…