Comparative Education Theory (EC)

This subject has the following teaching availabilities in 2016:

Total Time Commitment: 170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject will explore a range of contemporary global perspectives on early chldhood education. It will examine international and Australian early childhood education systems, policy, legislation and the key theories and research that have influenced and shaped these systems. Through this subject students will explore the complex relationships between international early childhood education systems and the broader social and cultural contexts in which they are located. Students will examine international data from OECD and UNICEF reports to invesitigate the economic, social and environmental factors that shape global ECEC systems, policies and pedagogies. Students will engage with a number of case studies to analyse how international policies have informed early chilldhood teaching and assessment practices. Students will be able to consider how local educational practices shape the learning of young children from diverse cultural backgrounds.

On completion of this subject, students will have the knowledge, skills and understanding to:

• Identify international perspectives on early childhood education;
• Understand the relationship between education systems, policy and practice;
• Analyse how different theories and research have shaped education systems and the roles and responsibilities of ECEC teachers;
• Identify the key economic, social and environmental factors that shape global ECEC systems, policies and pedagogies.
• Reflect on how contemporary policies and practice principles influence and shape young children’s learning and development.

• 2000 word Essay: Outline two contemporary perspectives that have shaped early chldhood education in two OECD countries. Explain how these perspectives have shaped ECEC education systems. Mid semester 50%
• 2000 word Essay: Compare and contrast two international ECEC policies. How do they position young children’s learning and development and the role of ECEC teachers in supporting young children’s learning and development. End semester 50%

This subject has a minimum hurdle requirement of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.

All subject readings provided on LMS.

This subject is not available as a breadth subject.

On completion of this subject teacher candidates will have the knowledge, skills and understanding to enable them to:

• Understand the impact of global policy and legislation on their roles and responsibilities as teachers;
• Critically reflect on theoretical and cultural perspectives that inform education locally and globally
• Utilise diverse teaching practices that convey an awareness of global perspectives of educational theory and practice;
• Critically analyse key factors shaping global ECEC systems;
• Maintain effective and respectful relationships with children, parents, community organisations and professional organisations to support young children’ s learning