THE UNIVERSITY OF HONG KONG

Faculty of Education

2021-2022

BBED 5023 / Education Policy Analysis: International Perspectives, RMS 204

Classes
09:30-12:30 January 18, January 25, February 8, February 15
14:30-17:30 January 20, January 27, February 10, February 17
May sharing session To be Announced

Course Description
This course introduces a variety of perspectives to examine education policy reform, processes, contents and
outcomes. It provides an international perspective to education policy, focusing on international organizations and
case studies, as well as Hong Kong. The course explores both the power and the limits of policy as a lever for
improving P-12 educational organizations, specifically in terms of education equity and quality. The course provides a
foundation to the complex, interdisciplinary and, at times, controversial nature of education policy.

Instructors
Dr. Priya Goel La Londe, Ph.D. (Instructor & Course Director), pgll@hku.hk, Room 406 Runme Shaw Building
Professor Charlene Tan, Ph.D. (Co-Instructor), chptan@hku.hk, Room 408 Runme Shaw Building
Mr. Lihuan Chen (Teaching Assistant), clh84@connect.hku.hk
Mr. Rubén Antonio Sanchez Hernandez (Teaching Assistant), rsanchez@connect.hku.hk
The instructors may modify the course content. Students will be notified of modifications.

Student-Instructor Communication Guidelines

Contact Dr. Priya to schedule a meeting, as well as with all queries on course content and student support. Contact Dr.
Priya 24 hours in advance of class, with a medical certificate as applicable, regarding anticipated absence.

Attendance & Engagement Guidelines

Full attendance in all class sessions is required to pass the course. Highly engaged students: 1) participate in all in-
person and asynchronous course experiences; 2) communicate and share ideas by citing textual evidence from
readings; and 3) avoid messaging, Web surfing, gaming, or any other activities that detract from their own and others’
learning experiences. Regular and punctual attendance of classes and engagement in class activities are required.
Students with unsatisfactory attendance and engagement will be referred to the Programme Office for follow-up.

Dispositions
Students should hold positive learning attitudes and dispositions. This includes maintaining confidentiality and respect
for others, inquire gently and with humble tones, actively listen with an open mind, give others a chance to speak,
collaborate, embrace critical feedback, embrace diversity, and share knowledge and workload.

Avoiding plagiarism
Plagiarism involves the use of quotations without quotation marks, use of quotations without indication of the source;
use of another’s idea without acknowledging the source; the submission of a paper, report, project, or class
assignment (any portion of such) prepared by another person; and incorrect paraphrasing. Find out more about
plagiarism and how to avoid committing it at this site. A student who commits plagiarism may be referred to the
University Disciplinary Committee. Plagiarism is a serious matter.
 BBED5023 Education Policy Analysis: International Perspectives Page 2

Course learning outcomes (CLOs) & Programme Learning Outcomes (PLOs)

CLOs Alignment with PLOs
Upon successful completion of this course, BA&BEd BA&BEd BEd&BSc BEd&BSocSc
students should be able to Chinese English Science Social
Sciences
1 Examine pre-existing concepts or beliefs about 2, 3, 7, 8, 2, 3, 4, 6 1, 3, 4, 6 1, 2, 4, 5, 6, 8
educational policy and its impact in a global age. 9, 10
2 Familiarize with a variety of conceptual 2, 4, 8, 9, 1, 3, 4, 5 2, 3, 4 1, 2, 3, 4, 5,
perspectives and literature bases that can be used 10, 14 6, 7, 8
to examine policy purposes, processes, contents
and outcomes.
3 Understand the power and limits of policy as a 4, 5, 8, 9, 2, 3, 4, 6 2, 3, 4, 5, 1, 2 4, 5 6, 7,
lever for influencing or improving educational 10, 12, 13 6 8, 9, 10
organizations and identify avenues for
influencing policy.
4 Articulate and systematically apply multiple 2, 3, 4, 6, 1, 2, 4, 5, 2, 3, 4, 6 1, 2, 4, 5, 6, 7
perspectives to analyze a major policy in 7, 8, 9, 6
education in Hong Kong or another major 10, 13
educational context.
5 Develop an initial awareness of the complex, 2, 4, 6, 7, 1, 3, 4, 5 2, 3, 4 1, 2, 4, 5, 6,
interdisciplinary, at times controversial nature of 8, 9, 13, 7, 8, 9, 10
education policy analysis, and further interest in 14
the study of education policy.
6 Collaborate with peers and sustain productive 2, 6, 9, 1, 3, 5, 6 2, 3, 5, 6 1, 2, 9, 10
group participation. 10, 12, 13

Course teaching and learning activities (TLAs)

Course teaching and learning Teacher-Student Face- Study Load Alignment
activities to Face Contact hours hours (estimates) with CLOs
Interactive Classes: lectures, student-led 24 1, 2, 3, 4, 5, 6
dialogue, student presentations
Self-study: reading, preparation for 72 1, 2, 3, 4, 5, 6
dialogue and presentation, assessments
Research: HKU library, Google Scholar, 36 1, 2, 3, 4, 5, 6
further reading, Web-based material
Total 24 132
 BBED5023 Education Policy Analysis: International Perspectives Page 3

Learning Scope and Sequence

Due to the BABEd Year 5 Teaching Practicum, the course is adapted for a condensed schedule. Common
anchor readings will guide class discussions and exercises.

Key
• A = Anchor reading for reading before class: All students read this closely for the class meeting.
• E = Extension reading: All students read this at your own pace. Extension readings are required
readings for the course, and these are especially important for the Topic summaries assessment task.

Session Reading (See Key below for reading directions)

Topic 1 A. Fowler/What it is [p. 4-11]
The political sociology of A. Rizvi & Lingard/Conceptions of education policy [p. 4-21]
education policy Part 1 E. Bowe et al./Policy process [p. 6-14, p. 19-23]
Topic 2 A. Fowler/What it is [p. 15-19]
The political sociology of A. Fowler/Power [p. 22-38]
education policy Part 2 A. Fowler/Agenda setting [p. 149-150; 158-167]
E. Fowler/Policy actors [p. 136-140]
Topic 3 A. Tan/Globalisation, Singapore state [p. 111-120]
Globalization and A. Sahlberg/Global educational reform movement
globalization of education A. Lingard et al./Accountabilities in schools
reform E. Carnoy/Whither Globalization
E. Mundy et al./Globalization of education policy
Topic 4 A. Verger et al./Multiple paths towards privatization [p. 6-18]
Private authority in global E. Mundy & Verger/World Bank [introduction & p. 15-17]
education reform E. Bhanji/Corporate participation [p. 422-429]
Topic 5 A. Haugen/Oslo
School choice A. Yoon et al./Vancouver
A. Tan/High Quality School Project in Shanghai [p. 443-457]
E. Schleicher/OECD [p. 4-10, p. 23-24]
E. NCES/School choice in US
Topic 6 A. Rothman/testing, teaching [p. 1-6, p. 16-22]
Performance accountability A. Holloway et al./Global perspectives [p. 3-7]
A. Firestone/Accountability changes culture
E. Darling-Hammond/Value [p. 132-133, 135-136]
E. Figlio & Ladd/Accountability and achievement [p. 167, 173-178]
E. Turnipseed & Darling-Hammond/More than a test score
Topic 7 A. Garver/Teacher accountability [p. 3-9, 11-21]
Testing and teacher A. Kelly et al./Tests in Denmark and England [pp. 739-741, 750-755]
accountability in international A Lee/Professionalizing school teachers in Hong Kong since 1970
contexts A. Holloway Ch 10 sections: Contrasting Ideals
E. AERA position statement
E Wu et al./Changing teacher professionalism
E. Tsang & Kwong/emotions in education reform
Topic 8 February 17 – Course Review
May – Informal sharing session of ‘you pick two’ assessments
 BBED5023 Education Policy Analysis: International Perspectives Page 4

Assessment
All students will complete in-class group work, Topic synthesis, and any two tasks under “Choose 2.”
Assessment examples will be provided. Follow American Psychological Association (APA) 7th Edition
conventions. Assessments are evaluated based upon the criteria in the assessment tasks, assessment rubric,
and the BBED Generic Grading Descriptors. Late submissions of assessments without prior approval will be
penalized at the instructor’s discretion. Students must pass all assessments to pass the course.

Assessment Tasks1

Task Weighting Deadline CLOs Alignment

1. In-class group work 10% (pass/fail) In-class 1, 2, 3, 4, 5, & 6
2. Topic Syntheses (1000w) 30% 10 March 2022 14:00 1, 2, 3, 4, 5, & 6
Choose 2 of the below essays by February 10
Book Review (1200-1400w) 30% Both chosen tasks due 1, 2, 3, 4, 5, & 6
Policy Analysis (1200-1400w) 30% 10 May 2021 14:00 1, 2, 3, 4, 5, & 6
Policy Effects Research (1200-1400w) 30% 1, 2, 3, 4, 5, & 6

1. In-class group work

Learning Objectives
Synthesize major course concepts.

Task
During class meetings, students will work in small groups in breakout rooms to complete concept
application exercises. All group work will take place during designated class meeting times.

Requirements
Students should come to class sessions having reviewed the readings and the reading comprehension
questions. A passing grade requires full participation in all group work exercises in all class sessions.

2. Topic Synthesis (1000 words)

Learning Objectives
Synthesize major course concepts.

Task
Write one, 1000-word) synthesis of the main ideas of the essential questions in any one course Topic.

Requirements
The synthesis should be focused, organized, and integrate the major concepts of the Topics. The synthesis
may tie together multiple essential questions through a coherent main idea. Cite the course readings. A list
of APA references is not required, nor are references from outside the course readings.

1
Normally, a 6-credit course may have one to three assessment tasks, totaling 3,000-4,000 words, or equivalent for non-essay
tasks. All courses adopt 100% continuous assessment by diverse forms of coursework. In general, group assessment should
comprise not more than 40% of the overall individual course grade.
 BBED5023 Education Policy Analysis: International Perspectives Page 5

You Pick Two Option: Book Review (1200-1400 words)

Learning Objectives
Review and evaluate the main ideas of a book on an education policy topic.

Task
Write a review of an academic book that takes up an education policy issue or that examines a particular
education system’s approach to education policy.

Requirements
1. Select: Find two books that focus on a particular education policy issue (e.g., privatization,
accountability, curriculum, governance). Gather instructor feedback on the options. Select one book
based upon instructor’s feedback.
2. Introduce: Introduce the book and your main argument.
3. Synthesize: Present the topic, synthesize the book’s main ideas, and describe the style and structure of the
book.
4. Evaluate: Use course readings and outside research to evaluate the book’s core arguments and
contributions. Avoid ‘agree-disagree’ language. Focus on how the book relates to course concepts and/or
to the other research on the same topic.
5. Conclude: Summarize the key points of the review. Offer specific implications for education policies,
practice, and/or research.
6. Cite: Use course readings and academic journal articles to support the development of the evaluation and
main argument of the review
7. Use the below essay structure for the section headings.

Structure

Level 1 Headings Suggested Approximate Word Count

Introduction and Reviewer’s Main Argument 150
Book synthesis 300
Evaluation 400
Conclusions and Implications 150
References At least 5 sources: book reviewed, 2 course
readings, 2 academic journal articles

You Pick Two Option: Policy Analysis (1200-1400 words)

Learning Objectives
Apply course concepts to contemporary education policy.

Task
Write an analysis of a Hong Kong education policy OR an education policy from another education system.

Requirements
1. Select: Select an education policy from either Hong Kong or another education system. Gather instructor
feedback on the two options. Select one policy based upon instructor’s feedback.
2. Introduce: Introduce the policy and your main argument.
3. Summarize: Summarize the policy background (e.g., core aims, history of development, scope)
4. Analyze: Analyze the intentions and/or outcomes of the policy using course concepts and readings.
Avoid ‘agree-disagree’ style commentary. Instead, focus on how the policy represents course concepts,
 BBED5023 Education Policy Analysis: International Perspectives Page 6

the potential efficacy of the policy, and the potential (un)intended consequences on teachers and teaching
and/or students and learning.
5. Conclude: Summarize the key points of the policy analysis and offer specific implications for education
policies, practice, and/or research.
6. Cite: Use course readings and academic journal articles to support the development of the evaluation and
main argument of the review
7. Use the below essay structure for the section headings.

Structure

Level 1 Headings Suggested Approximate Word Count

Introduction and Main Argument 150
Policy Background 250
Analysis 450
Conclusions and Implications 150
References At least 5 sources: policy description, 4 academic journal
articles

5. Policy Effects Research (1200-1400 words)

Learning Objectives
Synthesize theoretical and empirical literature on the effects of an education policy.

Task
Synthesize empirical research on the effects of an education policy. This “mini literature review” should
focus on the effects of one policy, on one population, in one society. The research question that guides the
policy effects research paper is as follows:
What are the effects of ______________ on ______________ in the education system of ______________.
(policy) (population – e.g., students, teachers) (country/region)

Requirements
1. Select: Select two education policies. Gather instructor feedback on the two options. Select one policy
based upon instructor’s feedback.
2. Introduce: Introduce the policy and your core argument (which should grow from the research findings.)
3. Synthesize: Synthesize the findings of the research on the effects of the chosen policy. Avoid
summarizing each study one-by-one. Integrate the findings by theme or any other coherent approach.
4. Conclude: Summarize the key points of the effects of the policy and offer specific implications for
education policies, practice, and/or research.
5. Cite: Cite peer-reviewed, empirical research on the policy.
6. Use the below essay structure for the section headings.

Structure

Level 1 Headings Suggested Approximate Word Count

Main Research Question and Argument 150
Synthesis of research 600
Conclusions and Implications 250
References At least 5 peer-reviewed academic journal articles
 BBED5023 Education Policy Analysis: International Perspectives
Assessment Rubric for All Individual Assessments
Criteria Sophisticated
Quality Research draws from a
comprehensive range of peer-
reviewed articles and media.
Introduction Writing clearly articulates the
and argument topic, context, and the main
arguments.
Summary Author name and book title are
[book review] stated. The review clearly and
compellingly articulates the
book topic, book author’s
argument, structure, style, and
what has the book
accomplished.
Background The core aims, history, and
[Policy scope of the policy are
analysis] articulated succinctly.
Analysis and There is an extensive, detailed
evaluation analysis. Peer-reviewed
research is used to construct a
balanced, theory-laden analysis.
Conclusion The writing restates the thesis,
synthesizes key analytic points,
offers a final provocative
insight, proposes questions for
further consideration, and/or
proposes implications.
Accuracy Information is consistently
accurate.
Organization The writing is coherent and
follows a logical progression.
There is a clear flow between
sections. The writing follows
the designated word count in
total and across the sections.
Format, The writing contains few
Language, and structural and grammatical
Bias errors and few errors in APA
formatting. Words are well
chosen; they express the
intended meaning precisely.
Language is free from bias.
Competent
Research draws on required
sources stated in guidelines.
Review states the topic,
context, and the main
arguments.
Author name and book title
are stated. The review
articulates some but not all of
the following: book topic,
book author’s argument,
structure, style, and what has
the book accomplished.
The core aims, history, and
scope of the policy are stated.
The detail is inappropriate in
some places.
There is a basic analysis.
Peer-reviewed research is
used mostly to cite facts or
add description.
The writing accomplishes
some of the following:
summarizes the thesis,
synthesizes key analytic
points, offers a final
provocative insight, proposes
questions for further
consideration, and/or propose
implications.
Information contains a few
errors.
The writing is somewhat
coherent and loosely
organized around the
suggested structure. Some
points may be confusing. The
writing follows the
designated word count in
total and across the sections.
The writing contains some
structural and grammatical
errors and some errors in
APA formatting. With some
exceptions, words are well
chosen. Language is free
from bias with a minor
exceptions.
Page 7
Developing
Peer-reviewed research is not
used. The writing mostly cites
popular literature or opinions.
Review fails to state the
topic, context, and the main
arguments.
Author name and book title
are stated. The review fails to
clearly state the book topic,
book author’s argument,
structure, style, or what has
the book accomplished.
The core aims, history, and
scope of the policy are
unclear. The level of detail is
insufficient.
The analysis is scant, and it
fails to connect to the
literature.
The writing fails to clearly
summarize the thesis,
synthesize key analytic
points, offer a final
provocative insight, propose
questions for further
consideration, and/or propose
implications.
Information contains many
errors and is somewhat
unreliable.
The organization is
haphazard, and the main ideas
are unclear. The writing does
not adhere to the designated
word count.
The writing contains many
structural and grammatical
errors and many errors in
APA formatting. Many
sentences are halting or
incomplete. Vocabulary is
limited or inappropriate.
Language includes some bias.
 BBED5023 Education Policy Analysis: International Perspectives Page 8

The University of Hong Kong

Faculty of Education
BEd and BEd(LangEd) Generic Grading Descriptors

Grade
Grade Standard General Expectations of Student Performance
Point
A+ 4.3 An excellent result. A performance that demonstrates full coverage of the topic, and
which meets all basic and higher order goals. There is ample evidence of familiarity
with relevant reading and research, and concepts are clearly understood. Arguments
A Excellent 4.0 presented are always logical, and the assignment demonstrates exceptionally astute
analysis, application, evaluation and critical interpretation of texts/issues/course
content. Use of language (spoken/written) is consistently accurate, highly
appropriate in style, syntax and lexical expressions. Communication of ideas is
A- 3.7
highly effective. Referencing and presentational requirements are fully met.

B+ 3.3 Good to very good result. A performance that demonstrates a good coverage of the
topic, and which meets all basic as well as some higher order goals. There is evidence
that the student is well aware of relevant reading and research, and concepts are
clearly understood. Arguments presented are generally logical, and the assignment
demonstrates a logical structure and development including effective organizational
B Good 3.0 skills. Use of language (spoken/written) is mostly accurate and appropriate in style,
syntax and lexical expressions. Communication of ideas is mostly effective.
Referencing and presentational requirements are nearly always met.
* Average competent answer (B-): the average, competent answer that has
B- 2.7 identified the major issues and dealt with them satisfactorily should be awarded
a B-

C+ 2.3 Satisfactory. A performance that demonstrates a satisfactory coverage of the topic,

and which meets all basic goals. There is evidence that the student has a sound
awareness of relevant reading and research, and concepts are understood. A
satisfactory level of skills including interpretation, application, analysis and
C Satisfactory 2.0 evaluation are shown. Logic of argument is satisfactory despite some minor
weaknesses with structure and development of the assignment, and there is evidence
of reflective understanding. The language (spoken/written) is sometimes inaccurate,
C- 1.7 and inappropriate in style, syntax and lexical expressions, even though the overall
meaning is still intelligible. Referencing and presentational requirements are mostly
met.
D+ 1.3 Borderline pass. A pass that that demonstrates only a limited coverage of the topic,
and which meets only some basic goals. There is evidence that the student has some
awareness of relevant reading and research, and a basic understanding of concepts but
Pass reflection is limited. There is a basic level of skills shown, including interpretation,
application, analysis and evaluation. Logic of argument may be weak but can be
D 1.0 followed, and there may be some problems with structure or development of the
assignment. Communication of ideas is sometimes impeded due to inaccurate use of
language (spoken/written), and inappropriate style, grammar and lexical expressions.
Referencing and presentational requirements are partially met.

Fail Fail 0 Fail. An unsatisfactory performance that demonstrates possible misunderstanding of

the task. Key aspects of the task may be neglected with basic goals not met. There is
little or no evidence of relevant reading and research, and many concepts are not
understood. Basic skills are not demonstrated and the assignment may ramble and lack
structure. There is illogical argument and uncritical acceptance of others’ views. The
language (spoken/written) is frequently inaccurate, and inappropriate in style, grammar
and lexical expressions, resulting in largely incomprehensible performance.
Referencing and presentational requirements are mostly not met.