Comparative, Global and International Education

REVISION
 SYNOPSIS
Compara've, Global and Interna'onal Educa'on is one of the compulsory subjects of the educa'on founda'on
component based on Educa'on Programme Standard (EPS) established by Malaysian Qualifica'ons Agency (MQA
2014).

Our leaders’ decisions and indeed many of our own personal choices about the economy and trade, educa'on and
human rights, global security, sustainable development, energy usage and the environment may affect people’s
lives far beyond our na'onal borders.

The main objec've of this course is to help teachers to see the world as a single and global system that focus on
the aOtude, values, challenges, similari'es and differences of other cultures and can be a successful and
responsible global ci'zens.

Students will be introduced to the history, perspec'ves, objec'ves and the propose curriculum structure and
teaching strategies of global educa'on. Policies and government ini'a'ves to promote interna'onal educa'on will
be discussed within the perspec'ves of globaliza'on and interna'onaliza'on of educa'on. In addi'on student will
be exposed to local and regional issues on cross-border educa'on and compara've educa'on system within ASEAN
and selected developed countries.
 Course Learning Course Learning
Outcome 1 Outcome 2
Analyse the development and its
Describe and discuss the history and
impact of globalisation and
concept of globalisation and
internalization in national education
internationalization in education.
system.
Course Learning
Outcome 3
Evaluate the similarities and
differences of educational system and
educational cooperation among
ASEAN countries and selected
developed countries and its impacts
on supporting global values.

Article by Altbach and Reisberg

(2012)
Chapter 4, 5, 7, 8, 9 Presentation
Chapter 2,6

History of globalisation/
Global Education

internationalization
Comparing the tertiary education in
Global Education Curriculum

Benefits, impacts and challenges of different countries.

International School in Malaysia
globalisation and internationalisation.
 GLOBALIZATION INTERNATIONALIZATION

“Specific policy and programs

“The broad economic.
technological and scientific
trends that directly affect
higher education and are
largely inevitable in the
contemperory world.”
undertaken by governments,
academic systems and
institutions, and even individual
departments to deal with
globalisation”
“process of integrating an
international, intercultural, or
global dimension in the
purpose, functions, or delivery of
postsecondary education.”
 BORDERLESS

Education that moves across

the region, economic,
language and cultural barriers
due to the ‘shrinking world.
 Globalisation and Internationalisation

The advantages of globalisation and internationalisation include;

•Mobility of people, programs, and institutions
•The rising prominence of collaborative research
•Evolving curricula as well as approaches to teaching and learning
•An increasingly heightened sense of the inter-connectedness of the higher
education enterprise across the globe
 Globalisation and Internationalisation

The challenges of globalisation and internationalisation include;

•access to some amount of resources (human and financial) as well as their
effective deployment and management.
•These new cross-border programs typically follow the structure of the
provider’s home countryand may or may not be compatible
•Existing inequalities
•There is a distinct advantage in using a common language
 Globalisation and Internationalisation

The risks of globalisation and internationalisation include;

•Commercialization of higher education
•the distribution of the world’s wealth and talent will be further skewed.
•An increase in low quality or rogue providers;
•Foreign qualifications not recognized by domestic employers
•Lost of cultural identities
 Definition

“an effort to help individuals to

see the world as a single and
global system and to see
themselves as participants of
that system”
The terms global education and
international education are used to
describe strategies for:-

gaining knowledge of world cultures;

understanding the historical,

geographic, economic, political,
cultural, and environment
relationships among world regions and
people;

examining the nature of cultural

differences and national or regional
conflicts and problems; and

acting to influence public policy and

private behavior on behalf of
international understanding, tolerance
and empathy.
Global Education Curriculum Model

Robert Hanvey Charlotte Anderson

Chad Alger James Baker

Willard Kniep

Roland Case
 GLOBALIZATION

General Criteria

The general criteria is used to

study and present all aspects of
global education.

Specific criteria

Criteria that are found regarding

certain global issues.
General Criteria Specific Criteria
Validity Human rights

Cultural Approach Peace

REFER TO PAGE 51

Universal Ethical Economic

Values development

Comprehensive
Environment
Curriculum
 "Sometime, it is best not to share a
practice or a culture in the classroom
that goes against the practice of our
community." Do you agree to the
statement? Any challenges?
 HOW ARE THESE CURRICULUM
Recap DIFFERENT FROM THE OUR NATIONAL
CURRICULUM?

International School in
International Curriculum
Malaysia
in Malaysia
1. ISKL
1. International
2. GEMS
Baccalaurette
3. DWI EMAS
2. IGCSE
4. FAIRVIEW
3. British National
5. CEMPAKA
Curriculum
6. BSKL
4. Victorian curriculum
7. TENBY
 KSSR

CRITERIA GRADING SYSTEM SYLLABUS

Content Standards are specific statements

on what the students must know and can do,
USING ALPHABETS (A,B, C, D AND E) Comprises of 9 subjects
within a specific period of schooling, covering
the areas of knowledge, skills and values.
A = 80-100 -Excellent
Learning Standards are set criteria or B = 65-79 -Good Malaysia Language, English Language,
indicators of education quality and C = 50-64 -  Satisfactory Mandarin/Tamil Language, Science,
achievements. D = 40-49 -reach minimum level Mathematics.
E = 0-39 -fail
Stage one
Consists of year 1, 2 and 3. It does not focus on
grammar but stressed on developing basic TH (TIDAK HADIR/ABSENT) Moral Studies, History, (PJ, PK, PS)
language to build their proficiency in learning
language
Stage two
Consists of year 4, 5 and 6 where they start to
Information Technology, RBT
emphasize grammar in their learning.
 INTERNATIONAL BACCALAURETTE
CRITERIA
Consisted of 3 levels
Primary Year Programme (PYP)
Middle Year Programme (MYP)
IB Diploma (IBDP)
Puts emphasis on creating
meaningful lesson that can be
useful outside of the classroom.
Has IDU (Interdiscipline Unit)
that combines subjects
GRADING SYSTEM SYLLABUS
Group 1: Language and
Uses IB Band. Literature
Group 2: Language Acquisition
Group 3: Individuals and
Band ranging from (1 to 7)
Societies
Band 7 being the highest.
Group 4: Sciences
Each course is marked on 7 point
scale Group 5: Mathematics
6 X 7 = 42
Plus core =3
Group 6: The Arts (e.g. Music,
Final score = /45
Theatre Arts, Visual Arts)

CRITERIA
Offers 70 subjects and
students are required to take
minimum 5 and maximum 14
subjects.
Has IGCSE CORE and IGCSE
Extended
A practical approach,
emphasis on creative thinking,
enquiry and problem solving.
IGCSE
GRADING SYSTEM SYLLABUS
The subjects are:
Core : English, Mathematics,
Using specific IGCSE grade
Sciences
Others : Social sciences, Arts
A*, A, B, C, D, E, F, G, U and Technology. Information
and Communication.
The syllabus are depending on
the school and sometime also
U stands for Ungraded
depends upon individual
preferences.
 Global Education (Tertiary Education)

Describe the following Bachelor’s degree programmes

•  Twinning Degree Programmes ‘2+1’
• ‘3+0’ Degree Programmes
•  External Degree Programmes
•  Bachelor’s Degree through Distance Learning
•   Advanced Standing Programmes
• International Degrees from Foreign Universities
• American Degree Transfer Program

 Quality Multicultural
Education Studying
Environment

Courses
Working Why Malaysia? are
While conducted in
Studying English

Low Cost Low cost of

Living tuition fees
 Excellent ICT Islamic
network Country

Why Malaysia? Weather

Security factor

Political Tourism
 Malaysia Thailand Vietnam Brunei Australia United Kingdom

Organisation

Financial

Privatisation

Academics

Teaching and
Learning