This version of the course guide is provisional until the period for editing the new course guides ends.

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Comparative Education

Code: 103527 ECTS Credits: 6
2025/2026
Degree Type Year
Education Studies OB 3

Contact

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

Teaching groups languages

You can view this information at the end of this 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 and Contextualisation

This is a compulsory course offered at an advanced stage of the Pedagogy degree. Understanding and analyzing the educational systems of other countries—particularly within Europe—is considered essential for the training of future pedagogues.

The course places international perspectives on educational phenomena at its core. Its main learning objectives are:

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

2.- To critically examine contemporary educational challenges from an international perspective, recognizing the interplay between economic, political, historical, and cultural factors.

3.- To gain knowledge of and insight into the educational systems of selected countries of international significance.

4.- To analyze and reflect on the Spanish education system—and education in Catalonia—through international comparative lenses.


Competences

  • 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.

Content

Blocks

Contents

I. Introduction to Comparative Education and Essential Concepts

1.1. What is Comparative Education: concept, history, and purposes

1.2. Interdisciplinarity in the study of educational systems

1.3. The comparative method in education

1.4. The educational system as an object of study

1.5. The State and educational systems

II. Historical-Political Axis: Emergence and Evolution of Educational Systems

2.1. The emergence of national educational systems: educational models in Europe, North America, Latin America, and Asia

2.2. Educational systems at the beginning of the 21st century: globalization and education

III. Changes in the Governance of Education: Analytical Models

3.1. World Society Theory

3.2. Political and cultural economy of educational reform

3.3. Global education policy studies

3.4. Policy borrowing and anthropological perspectives

IV. Current Educational Debates from a Comparative and International Perspective

4.1. Models of provision, financing, and regulation of educational 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 education policies

4.4. Diagnosis and evaluation of educational 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

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Master class 30 1.2 2, 6, 9, 10, 11
Seminars (small groups) 15 0.6 2, 6, 9, 10, 11
Type: Supervised      
Tutored projects and activities 30 1.2 2, 6, 9, 10, 11
Type: Autonomous      
Reading articles, books and preparation of papers 75 3 2, 6, 9, 10

Students are expected to carry out a series of autonomous learning activities on a regular basis, such as the prior reading of assigned materials for each session, which are essential for successful progress in the course.

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

Seminars are spaces for small-group work, where various activities are proposed to deepen and discuss the content covered.

In addition to the directed and autonomous activities, the course includes the completion of a supervised project, with guidance provided by the instructor.

 

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

Continous Assessment Activities

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

Final Exam
The final exam will take place on December 11, 2025.

Group Project
The group project will consist of a literature review on a topic in Comparative Education chosen by the team. It must be submitted in written format on December 18, 2025. This activity is not eligible for resit.

Individual Assignment
The individual assignment is based on the analysis of in-depth readings and participation in class debates. This activity is not eligible for resit.

Criteria for Passing the Course
In order to pass the course, students must obtain a minimum grade of 5 (out of 10) in each of the assessed activities. In the case of students who have adequately followed the course, failure to pass the final exam may lead to a resit at the end of the semester. The resit will take place on January 29, 2026.

“Not Assessable” Grade
Failure to submit any of the assessed activities will result in a “Not Assessable” grade.
An activity will be considered “Not Assessable” when it has not been submitted or has been submitted incompletely by more than 80%. This means that if the activity does not provide sufficient evidence to be evaluated according to the established criteria, it cannot be graded and will therefore be recorded as “Not Assessable.”

Attendance
Attendance in class is highly recommended.

Plagiarism
Plagiarism in any of the assessed activities will result in an automatic fail and loss of the right to resit.

Communicative Competence and Language Use
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 indicated in the syllabus. All activities (individual and group) will be assessed with particular attention to linguistic accuracy, writing quality, and formal presentation. Students must be able to express themselves fluently and accurately and demonstrate a high level of comprehension of academic texts. An activity may be returned (ungraded) or failed if the instructor considers that it does not meet these requirements.

Feedback and Tutorials
Within a maximum of 20 working days from the submission date of the assessed activities, tutorial sessions will be arranged to provide feedback to students.

Single Assessment
Students who wish to do so may opt for a single written and oral assessment. This assessment includes three parts:
a) Written analytical questions (50% of the final grade),
b) Written questions connecting the assigned readings (20%), and
c) An oral presentation providing in-depth analysis of one of the course topics (30%).

To pass the course, all three parts must be passed with a grade of 5 or higher. The single assessment will take place on December 11, 2025. The same resit policy as in continuous assessment will apply: if any part of the single assessment is not passed, it may be resat on January 29, 2026. The procedure for reviewing the final grade is the same as for continuous assessment.

Synthesis Test
This course does not allow a synthesis test for students who are enrolled for the second time.

Use of Generative Artificial Intelligence (GAI)
The use of Generative Artificial Intelligence is not prohibited in this course; however, it must always be critical, responsible, and conscious. Students must be able to justify how they have used such tools and reflect on how they have (or have not) contributed to their learning process.

Nevertheless, the use of GAI is strictly prohibited in the final exam as well as in single assessment activities, due to their nature. Improper or undeclared use of this technology in these cases may result in penalties in accordance with UAB's academic integrity regulations.


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Verger, A., & Parcerisa, L. (2017). Accountability and education in the post-2015 scenario: International trends, enactment dynamics and socio-educational effects. UNESCO.

Verger, A., Bonal, X., & Zancajo, A. (2016). What are the role and impact of public-private partnerships in education? A realist evaluation of the Chilean education quasi-market. Comparative Education Review, 60(2), 1–26.

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

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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

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Waslander, S., Pater, C., & van der Weide, M. (2010). Markets in education: An analytical review of empirical research on market mechanisms in education. OECD Education Working Papers, 52, 28–45.

Zancajo Silla, A., Fontdevila, C., Verger Planells, A., & Jabbar, H. (Eds.). (2025). Research handbook on education privatization and marketization. Edward Elgar.

Zancajo, A., Verger Planells, A., & Fontdevila, C. (2024). Catholic schools in the marketplace: Changing and enduring religious identities. Peabody Journal of Education, 99(4), 464–481.


Software

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


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(SEM) Seminars 311 Catalan first semester morning-mixed
(SEM) Seminars 312 Catalan first semester morning-mixed
(TE) Theory 3 Catalan first semester morning-mixed