PGK41A99 Comparative Pedagogy

Faculty of Arts
Autumn 2019
Extent and Intensity
0/10/0. 7 credit(s). Type of Completion: zk (examination).
doc. PhDr. Dana Knotová, Ph.D. (lecturer)
prof. PhDr. Milan Pol, CSc. (lecturer)
prof. PhDr. Milada Rabušicová, Dr. (lecturer)
Mgr. Martin Sedláček, Ph.D. (lecturer)
doc. Mgr. Klára Šeďová, Ph.D. (lecturer)
Mgr. Klára Záleská, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences - Faculty of Arts
Contact Person: Ivana Klusáková
Supplier department: Department of Educational Sciences - Faculty of Arts
Fri 20. 9. 17:00–18:40 B2.34, Fri 4. 10. 13:00–14:40 B2.34, 15:00–16:40 B2.34, 17:00–18:40 B2.34, Fri 18. 10. 8:00–9:40 B2.34, 10:00–11:40 B2.34, 17:00–18:40 B2.34, Fri 13. 12. 8:00–9:40 B2.34, 10:00–11:40 B2.34
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 40 student(s).
Current registration and enrolment status: enrolled: 1/40, only registered: 0/40
Fields of study the course is directly associated with
Course objectives
Comparative Pedagogy The course of comparative pedagogy deals with the fundamental theories and conceptions of this field of study and with its international infrastructure. Emphasis is put on the contemporary European and world trends in education in connection with social and other conditions of the regions concerned at the end of this millennium. The study materials are the works of significant personalities of foreign comparative pedagogy and prestigious comparative studies of recent years. The fundamental method of work is a comparative method. The starting point of comparison is the contemporary state of the Czech educational system.
  • 1. Comparative Pedagogy and its position among other pedagogic disciplines, synchronic and diachronic view, subject matter, meaning and use. Infrastructure of comparative pedagogy and methods. 2. Theory of Comparative Pedagogy (theories used in comparative studies: convergence, structural functionalism, cultural capital, social control, Marxism, modernization, dependence, legitimacy and economic theories). 3. Typology of educational systems in the world (models based on the system of social stratification, models based on identification and comparison of key moments of educational systems internal structures, economical typology). 4. Types and examples of realized comparative studies(IEA: TIMSS, RLS; OECD: PISA, PIRLS, methodological problems). 5. View of educational context in Europe (characteristics of 1960s-1990s with an emphasis on the influence of unification attempts of European educational systems, role of school in Europe, professionalization, standards, curriculum, and financing). 6. View of worldwide trends in education in the context of particular demographic, economical, technological, ethnic, religious and ecological conditions (prognoses of development of education, effects of expected developments on education: economical demands, demands on teachers, numbers of teacher, use of technology and so on. Comparison of international indicators of education - UNESCO: Education for All, OECD: Education at a Glance). 7. Education in developing countries, illiteracy and functional literacy as a worldwide problem (literacy campaigns in the 20th century, functional literacy in the Czech Republic – IALS). 8. Educational policies in various systems, educational reforms and their priorities in recent decades. 9. Comparison of the situation and development trends in Czech pre-primary, primary, and lower secondary education with the development in developed countries (Czech, EU, OECD and UNESCO statistics). 10. Comparison of the situation and development trends in Czech higher secondary education with the development in developed countries (Czech, EU, OECD and UNESCO statistics). 11. Comparison of the situation and development trends in Czech tertiary education with the development in developed countries (Czech, EU, OECD and UNESCO statistics). 12. Comparison of the situation and development trends in Czech adult education with the development in developed countries (Czech, EU, OECD and UNESCO statistics).
  • Správa a řízení škol: rady škol v mezinárodní perspektivě (Variant.) : Řízení a správa škol: rady škol v mezinárodní perspektivě. info
  • RABUŠICOVÁ, Milada. Hlavní témata, otázky a problémy vzdělávací politiky v moderní evropské společnosti v 60. a 90. letech 20. století. (Main topics, questions and problems of educational policy in modern European society form the 60's to the 90's of 20th Century). Studia Paedagogica, Sborník prací Filozofické fakulty brněnské univerzity, U3-4, Brno: Masarykova univerzita, 1999, 1998-1999, No 1, p. 25-41. ISSN 1211-6971. info
  • PRŮCHA, Jan. Vzdělávání a školství ve světě :základní mezinárodní komparace vzdělávacích systémů. Vyd. 1. Praha: Portál, 1999. 319 s. ISBN 80-7178-290-4. info
  • VÁŇOVÁ, Miroslava. Teoretické a metodologické otázky srovnávací pedagogiky. Praha: Pedagogická fakulta Univerzity Karlovy v Praze, 1998. 91 s. ISBN 80-86039-51-X. info
  • WALTEROVÁ, Eliška. Objevujeme Evropu :kniha pro učitele. Praha: Karlova univerzita, 1997. 219 s. ISBN 80-86039-27-7. info
  • JEŽKOVÁ, Věra and Eliška WALTEROVÁ. Vzdělávání v zemích Evropské unie. V Praze: Pedagogická fakulta Univerzity Karlovy, 1997. 194 s. ISBN 80-86039-19-6. info
  • WALTEROVÁ, Eliška. Kurikulum : proměny a trendy v mezinárodní perspektivě. Vydání první. Brno: Masarykova univerzita, 1994. 185 stran. ISBN 8021008466. info
  • JŮVA, Vladimír and Čestmír LIŠKAŘ. Úvod do srovnávací pedagogiky. 2. vyd. Praha: Státní pedagogické nakladatelství, 1986. 223 s. info
Teaching methods
Lecture and seminar
Assessment methods
Seminar thesis presentation and written exam
Language of instruction
Further comments (probably available only in Czech)
The course is taught annually.
The course is also listed under the following terms Autumn 2008, Autumn 2009, Autumn 2010, Autumn 2011, Autumn 2012, Autumn 2013, Autumn 2014, Autumn 2015, Autumn 2016, Autumn 2017, Autumn 2018.
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