The characteristic features of educational systems of different countries vary considerably due to the political, economic, cultural, and other peculiarities of these nations. Globalization has brought new opportunities and challenges related to education as people can now obtain degrees and find employment in any part of the plant (Banks 2015). The interactions between diverse states that have taken place since ancient times have been accompanied by numerous attempts to compare cultural backgrounds and educational systems (Crossley & Watson 2003). Comparative education emerged as a response to these needs and can be now defined as the branch of educational theory aimed at interpreting educational practices in different countries (Clarkson 2009). Although several tools have been utilized to compare educational systems, the Programme for International Student Assessment (PISA) is regarded as an effective measurement instrument (Osborne & Millar 2017). Nevertheless, various stakeholders have dissimilar viewpoints on the effectiveness of and the need for PISA.
specifically for you
for only $16.05 $11/page
To identify the opportunities and challenges PISA has to offer for the United Kingdom, it is possible to conduct qualitative research. Hopfenbeck et al. (2017) note that numerous aspects of comparative education have been analyzed within the scope of quantitative and qualitative studies. To gain insights into the benefits of PISA for the British educational system, it is possible to implement qualitative research. The present study will focus on the perspectives of educators, policymakers, and students regarding the participation of the UK in the project. Semi-structured interviews will be designed to elicit the participants’ views on the potential opportunities for them and the entire educational system of the UK. It is essential to explore people’s attitudes towards the country’s participation in the project and the way it shapes the British educational paradigm. Approximately 20 participants will take part in the research, including school teachers, higher-education employees, students, and policymakers.
Banks, JA 2015, Cultural diversity and education foundations, curriculum, and teaching, 6th edn, Routledge, London.
Clarkson, J 2009, ‘What is comparative education?’, in W Bignold & L Gayton (eds), Global issues and comparative education, SAGE, London, pp. 4-17.
Crossley, M & Watson, K 2003, Comparative and international research in education: globalisation, context and difference, Routledge, London.
Hopfenbeck, TN, Lenkeit, J, El Masri, Y, Cantrell, K, Ryan, J & Baird, J 2017, ‘Lessons learned from PISA: a systematic review of peer-reviewed articles on the programme for international student assessment’, Scandinavian Journal of Educational Research, vol. 62, no. 3, pp. 333-353.
Osborne, J & Millar, R 2017, ‘PISA 2015: findings and some implications for UK science education’, School Science Review, vol. 98, no. 365, pp. 31-40.
100% original paper
on any topic
done in as little as