Logo UAB

Comparative Education

Code: 103527 ECTS Credits: 6
Degree Type Year Semester
2500261 Education Studies OB 3 1


Mauro Carlos Moschetti

Use of Languages

Principal working language:
spanish (spa)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:

Other comments on languages

Catalan 50% / Spanish 50% / Some readings in English


It is highly recommended to have passed the course "Socio-Political Foundations of Education." Its contents and competencies are considered to have been achieved in this course.

Objectives and Contextualisation

This is a compulsory course taught at an advanced level of the Pedagogy degree. The knowledge and the ability to understand the educational systems of other countries, especially in Europe, is considered essential for the training of any pedagogue.

The international perspective on educational phenomena constitutes the central axis of this course. The training objectives are the following:

1.- To know and apply the theoretical foundations of Comparative Education.

2.- To know, analyze and understand the educational problems of today's world, from an international perspective, understanding the interrelationships between economic, political, historical and cultural factors.

3.- To know, analyze and understand the educational systems of certain countries of international relevance.

4.- To analyze and understand the Spanish educational system and education in Catalonia based on international references.


  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Analyse and understand the theoretical, historical, cultural, political, environmental and legal references and situations involved in education and training proposals.
  • Evaluate policies, institutions and educational systems.
  • Identify educational approaches and problems, inquire about them: obtain, record, process and interpret relevant information to issue supported judgments that enhance education and training.
  • Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
  • Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.

Learning Outcomes

  1. Analyse a situation and identify its points for improvement.
  2. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  3. Communicate using language that is not sexist or discriminatory.
  4. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  5. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  6. Evaluate education systems from a political, economic and international perspective.
  7. Identify situations in which a change or improvement is needed.
  8. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  9. Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
  10. Incorporating into their analyses the planning, economic and international references linked to specific problems and proposals about the educational system.
  11. Planning the educational system using existing data and including them in relation to the context.
  12. Propose new methods or well-founded alternative solutions.
  13. 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.
  14. Propose projects and actions that incorporate the gender perspective.
  15. Propose viable projects and actions to boost social, economic and environmental benefits.
  16. 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.
  17. 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.


A. Theoretical Foundations of Comparative Education.
B. Overview of global education.
C. Educational systems in international perspective.
D. Comparative analysis of educational systems in the international context.
E. The Spanish education system and education in Catalonia in the international environment.


Directed activities are based on lectures and the joint analysis of readings and other materials.

Seminars are spaces to work in small groups and include different activities of in-depth analysis and discussion.

The course includes the completion of a tutored project, which will be monitored by the professor.

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.


Title Hours ECTS Learning Outcomes
Type: Directed      
Master class 30 1.2 6, 10, 11
Seminars (small groups) 15 0.6 6, 10, 11
Type: Supervised      
Tutored projects and activities 30 1.2 6, 10, 11
Type: Autonomous      
Reading articles, books and preparation of papers 75 3 6, 10


The final exam will take place on January 12, 2023.

The group work will consist of a review of the literature on a Comparative Education topic that is of interest to the team and must be presented orally and in written form on December 15 and 22, 2022.

The individual activity is based on the analysis of in-depth readings and/or the participation in class discussions.

In order to pass this course it is necessary to obtain at least a 5 in each of the evaluation activities. In the case of students who have adequately followed the entire course, failure to pass the final exam may lead to a retake test at the end of the course. The maximum grade that can be obtained in this test will be 5. The retake will be on January 26, 2023.

Class attendance is highly recommended.

Plagiarism is grounds for suspension and loss of the right to exam retake.

To pass this subject, students must show good general communicative competence, both orally and in writing, and a good command of the vehicular language or languages that appear in the teaching guide.

Assessment Activities

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


Apple, M. W. (2004). Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Educational Reform. Educational Policy, 18(1), 12–44. https://doi.org/10.1177/0895904803260022

Avelar, M., & Ball, S. J. (2019). Mapping new philanthropy and the heterarchical state: The Mobilization for the National Learning Standards in Brazil. International Journal of Educational Development, 64, 65–73. https://doi.org/10.1016/j.ijedudev.2017.09.007

Ball, S. J., & Junemann, C. (2012). Networks, new governance and education. Bristol, UK: Bristol University Press. https://doi.org/10.2307/j.ctt9qgnzt

Ball, S. J., & Youdell, D. (2007). Hidden privatisation in public education. Brussels.

Beech, J., & Barrenechea, I. (2011). Pro-market educational governance: is Argentina a black swan? Critical Studies in Education, 52(3), 279-293. http://doi.org/10.1080/17508487.2011.604077

Bonal, X. Tarabini, A., Verger, A.(comp.). (2007). Globalización y Educación. Textos Fundamentales. Buenos Aires: Miño y Dávila.

Bonal, X., & Tarabini, A. (2013). The Role of PISA in Shaping Hegemonic Educational Discourses, Policies and Practices: The Case of Spain. Research in Comparative and International Education, 8(3), 335–341. https://doi.org/10.2304/rcie.2013.8.3.335

Bray, M., Adamson, B., Mason, M. (2010). Educación comparada. Enfoques y métodos. Buenos Aires: Granica

Brenner, N., Peck, J., & Theodore, N. (2010). After Neoliberalization? Globalizations, 7(3), 327–345. https://doi.org/10.1080/14747731003669669

Carnoy, M. (1999).Globalization and Educational Reform: what planners need to know. Paris: UNESCO. [CHAPTERS 3&4]

Chubb, J. E., & Moe, T. M. (1990). Politics, Markets, and America’s Schools. Washington DC: The Brookings Institution.

Dale, R. (1999). Specifying globalization effects on national policy: a focus on the mechanisms. Journal of Education Policy, 14(1), 1–17. https://doi.org/10.1080/026809399286468

Di John, J. (2007). Albert Hirschman’s exit-voice framework and its relevance to problems of public education performance in Latin America. Oxford Development Studies, 35(3), 295–327. https://doi.org/10.1080/13600810701514860

Edwards, D. B., & Moschetti, M. C. (2019). Global Education Policy, Innovation, and Social Reproduction. In Encyclopedia of Educational Innovation (pp. 1–6). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-2262-4_111-1

European Commission. (2011). Progress towards the common European objectives in education and training (2010/2011) Indicators and benchmarks. En línia:

Ferrer, F. (2002). La educación comparada actual. Barcelona: Ariel

Ferrer, F., Castel, J. L., Valiente, O. (2009). Equitat, excel·lència i eficiència educativa a Catalunya. Una anàlisi comparada. Barcelona: Fundació Jaume Bofill.

Friedman, M. (1997). Public Schools: Make Them Private. Education Economics, 5(3), 341–344. https://doi.org/10.1080/09645299700000026

Ganimian, A., & Murnane, R. (2014). Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Impact Evaluations. Cambridge, MA. https://doi.org/10.3386/w20284  

García Garrido, J.L. (2004). Sistemas educativos de hoy. Madrid: Dykinson.



Languille, S. (2017). Public Private partnerships in education and health in the global South: a literature review. Journal of International and Comparative Social Policy, 33(2), 142–165. https://doi.org/10.1080/21699763.2017.1307779

Levin, H. M. (2002). A Comprehensive Framework for Evaluating Educational Vouchers. Educational Evaluation and Policy Analysis, 24(3), 159-174. http://doi.org/10.3102/01623737024003159

Lubienski, C. (2003). Innovation in Education Markets: Theory and Evidence on the Impact of Competition and Choice in Charter Schools. American Educational Research Journal, 40(2), 395-443. http://doi.org/10.3102/00028312040002395

Martinez Usarralde, M.J. (2009). Educación internacional. València: Tirant lo Blanch.

Morduchowicz, A., & Iglesias, G. (2011). Auge y avance de los subsidios estatales a las escuelas privadas en la Argentina. In R. Perazza (Ed.), Mapas y recorridos de la educación de gestión privada en la Argentina. Buenos Aires: Aique.

Moschetti, M. C., & Verger, A. (2020). Opting for Private Education: Public Subsidy Programs and School Choice in Disadvantaged Contexts. Educational Policy, 34(1), 65–90. https://doi.org/10.1177/0895904819881151

Moschetti, M., Fontdevila, C., & Verger, A. (2017). Manual para el estudio de la privatización de la educación. Bruselas: Education International.

Narodowski, M., Moschetti, M., & Gottau, V. (2017). The growth of private education in Argentina: eight paradigmatic explanations. Cadernos de Pesquisa, 47(164), 414-441.

Naya, L.M. (2003): La educación para el desarrollo en un mundo globalizado. Donostia: Erein

Nusche, D. (2009), What Works in Migrant Education?: A Review of Evidence and Policy Options. OECD Education Working Papers Series, No. 22, OECD Publishing.

OECD (2013).Synergies for Better Learning: An International. Perspective on Evaluation and Assessment. OECD: Paris.

OECD (2019). Education at a glance 2019. OECD Indicators. En línia:

OECD. (2011). School autonomy and accountability: Are theyrelated to student performance? Pisa in Focus 9. http://www.oecd.org/pisa/48910490.pdf

Parcerisa, L., & Verger, A. (2016). Rendición de cuentas y política educativa: Una revisión de la evidencia internacional y futuros retos para la investigación. Profesorado: Revista de Currículum y Formación de Profesorado, 20(3).

Patrinos, H. A., Barrera Osorio, F., & Guáqueta, J. (2009). The role and impact of public-private partnerships in education. Washington D.C.: World Bank Publications.

Prat, Enric (2013). L'educació, una qüestió d'estat. Una mirada a Europa. Barcelona: UB.

Rizvi, F., & Lingard, B. (2009). Globalizing education policy. London: Routledge. [CHAPTER 1]

Schleicher, A., & Zoido, P. (2016). The policies that shaped PISA, and the policies that PISA shaped. In: Mundy, K., Green, A., Lingard, B., & Verger, A. (Eds.) The handbook of global education policy. London: Wiley.

Tarabini, A., & Bonal, X. (2011). Globalización y política educativa:los mecanismos como método de estudio. Revista de Educación, 355(2), 235-255.

Taylor, S., Rizvi, F., Lingard, B., & Henry, M. (1997). Educational policy and the politics of change. London: Routledge. [CHAPTER 1 & 2]

Termes, A., Bonal, X., Verger, A., & Zancajo, A. (2015). Public-Private Partnerships in Colombian Education: The Equity and Quality Impications of "Colegios en concesión." London: Open Society Foundations.

Tolofari, S. (2005). New Public Management and Education. Policy Futures in Education 3(1), 75-89.

UNESCO. (2013). Informe de 2013/4. Enseñanza y aprendizaje: Lograr la calidad para todos. En línia: http://unesdoc.unesco.org/images/0022/002261/226159s.pdf

UNESCO. (2015). Rethingking Education: Towards a global common good? Paris: UNESCO Publishing. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000232555

Valiente, O. (2014). The OECD skills strategy and the education agenda for development. International Journal of Educational Development, 39, 40-48.

Verger, A. (2012). Framing and selling global education policy: the promotion of public-private partnerships for education in low-income contexts. Journal of Education Policy, 27(1), 109-130.

Verger, A., Fontdevila, C., & Zancajo, A. (2016).The privatization of education: A political economy of global education reform. New York: Teachers College Press.

Verger, A., Fontdevila, C., Rogan, R., & Gurney, T. (2019). Manufacturing an illusory consensus? A bibliometric analysis of the international debate on education privatisation. International Journal of Educational Development, 64, 81–95. https://doi.org/10.1016/j.ijedudev.2017.12.011

Verger, A., M. Novelli and H. K. Altinyelken. (2012). Global Education Policy and International Development: An Introductory Framework. In: Verger, A., M. Novelli and H. K. Altinyelken (Eds.). Global Education Policy and International Development: New Agendas, Issues and Policies. London: Continuum

Verger, A., Moschetti, M. C., & Fontdevila, C. (2020). How and why policy design matters: understanding the diverging effects of public-private partnerships in education. Comparative Education, 56(2), 278–303. https://doi.org/10.1080/03050068.2020.1744239

Vior, S. E., & Rodríguez, L. R. (2012). La privatización de la educación argentina: un largo proceso de expansión y naturalización. Pro-Posições, 23(2), 91-104.

Waslander, S., C. Pater, and M. van der Weide. 2010. Markets in Education: An Analytical Review of Empirical Research on Market Mechanisms in Education. OECD EDU Working Paper 52.[PAGES 28-45]


Microsoft Teams will be used for virtual teaching