Écoles, masters et doctorats / Schools, Masters and Doctorates / Enseignements / Teachings
students. Depending on availability, guest speakers may occasionally be invited as well. Course Description : Education is a politically sensitive topic worldwide. Exchanges between individuals can be passionate, and strong opinions often depend on educational levels, world views and personal experiences. The values held by a society determine its education policies, and how that society sets education goals and implements policies ultimately determines its future. This course explores some of the complex relationships between philosophical outlook, societal goals, political governance, economic framework and education policy. This is a rich mix to try and untangle, but at the end of the course, the student should be able to understand the underpinnings of education policy and have the analytical tools to personally engage in policy discussions and inﬂuence decisions. Required reading : Please see course outline.
cles (or working papers) in relation to the session theme. Pedagogical Method : Instructors will deliver two-hour lectures in sessions 1 to 4. They will deliver a one-hour lecture in sessions 5 to 12. The 2nd hour of sessions 5-12 will be devoted to the presentation of an academic article (or a working paper) in relation to the session theme by a group of 3 or 4 students. Moreover, students will have to write a ﬁnal review paper on topics that are not covered in the course. These papers (which should be prepared by groups of 3 or 4 students) will be handed to the instructors at the end of the course. There is no ﬁnal exam in this course. Course Description : This course presents some of the main educational policies implemented in developed countries. These policies will be commented both from a sociological viewpoint and from an economic perspective. Most of the lectures will be based on academic papers (published in academic journals or working paper series). Higher and primary/secondary educations will be covered. After a presentation of educational systems in an international perspective the course will be devoted to various topics, such as preschool interventions, corrective action in low performing schools, education action zones, class size reduction, the role of cognitive skills in educational achievement, school choice and educational inequalities, school quality, school mix, peer effects in education, access to postsecondary education, effects of ﬁnancial aid in postsecondary education, afﬁrmative action in higher education. Required reading : Ludger Woessmann, “The importance of School Systems : Evidence from International Differences in Student Achievement”, CESifo Working Paper No. 5951, June 2016 ; Belﬁeld Clive R., Levin Henry M., 2002, "The Effects of Competition between Schools on Educational Outcomes : A Review for the United States", Review of Educational Research, 72 :279-341 ; Eric A. Hanushek & Ludger Woessmann, “The Role of Cognitive Skills in Economic Development”, Journal of Economic Literature, 2008, vol. 46(3), pp. 607-668 ; Perna L., RowanKenyon H., Tomas S. (2008), « The Role of College Counseling in Shaping College Opportunity : Variations across High Schools », The Review of Higher Education, 31 (2), 131-159. 1271
Semester : Spring Number of hours : 24 Language of tuition : English
Teachers : Denis FOUGERE (Research Director CNRS), Agnès VAN ZANTEN (Directrice de recherche CNRS, Sciences Po). Prerequisite : No speciﬁc pre-requisites Pedagogical Format : Elective Course validation : Students will have : 1) To present orally one or two academic articles (or working papers) in sessions 5 to 12 of the course (which corresponds to the last 8 sessions) ; each presentation will last one hour ; it will be done by a group of 3 or 4 students ; 2) To produce a review paper (approximately 20/25 pages) which will be handed to the instructors during the last (12th) session of the course ; these review papers should cover topics that will not be