Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorAristotelis Zmas
Course ID600017675

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 173
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses634

Class Information
Academic Year2022 – 2023
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2021
Specific Foundation
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
1. Explain the epistemology and the methodology of International Education. 2. Recognise the role of different education providers (e.g. supranational organizations, multinational companies, NGOs) in the light of international educational governance. 3. Analyse critically the developments in the professional work of the teacher from the viewpoint of International Education. 4. Discuss critically the necessity of the international approach in order to interpretate adequately various educational processes in a globalised world.
General Competences
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
1) Introduction 2) Networks of education 3) International organisations and education 4) International discourse and reconstruction of educational systems 5) Global education and literacy: the case of PISA 6) Illiteracy, poverty and education: the international program of “Education for All” 7) International education and human rights 8) Globalisation and lifelong learning 9) International trends in lifelong learning 10) International dimension of privatization in educational field 11) International education, global isomorphism and assessment of quality 12) Presentations of written theses 13) Summary
International Education, Globalisation, International Programs and Research
Educational Material Types
  • Notes
  • Slide presentations
  • Audio
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Course Organization
Reading Assigment200.7
Written assigments190.6
Student Assessment
1) Creation and presentation of a written thesis: Students have to work individually or collectively, applying the knowledge and the skills that they developed during the course. In order to define and formulate the topic of the written thesis the students should come in contact with the instructor [Grade: 2]. 2) Students have to take a written exam at the end of the course. This final exam offers students the opportunity for a holistic overview of the course. It is expected that students will be able to analyse critically issues they have studied within the course. This final exam is an open book exam. Students have to solve a problem or to answer to open questions. The answers should be distinguished by logical coherence, scientific consistency and accuracy [Grade: 8]
Student Assessment methods
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Formative)
  • Oral Exams (Formative)
Course Bibliography (Eudoxus)
Corpus σημειώσεων
Additional bibliography for study
Ελληνόγλωσση 1) Ζμας, Α. (2007). Παγκοσμιοποίηση και εκπαιδευτική πολιτική. Αθήνα: Μεταίχμιο. 2) Ματθαίου, Δ. (επιμ.) (2002). Η εκπαίδευση απέναντι στις προκλήσεις του 21ου αιώνα. Νέες ορίζουσες και προοπτικές. Αθήνα: εκδόσεις Λιβάνη. 3) Νικολακάκη, Μ. (επιμ.) (2004). Παγκοσμιοποίηση, Τεχνολογία και Παιδεία στη Νέα Κοσμόπολη. Αθήνα: Ατραπός. 4) Τσαούσης, Δ. (2007). Η εκπαιδευτική πολιτική των Διεθνών Οργανισμών. Παγκόσμιες και ευρωπαϊκές διαστάσεις. Αθήνα: Gutenberg. 5) UNESCO (2002). Εκπαίδευση: ο θησαυρός που κρύβει μέσα της (μετάφρ. Ομάδα Εργασίας του Κέντρου Εκπαιδευτικής Έρευνας). Αθήνα: Gutenberg. Ξενόγλωσση 1) Bickmore, K., Hayhoe, R., Manion, C., Mundy, K. & Read, R. (Ed.) (2017). Comparative and In-ternational Education. Issues for Teachers. Toronto: Canadian Scholars. 2) Epstein, E. (Ed.) (2016). Crafting a Global Field. Six Decades of the Comparative and International Education Society. Hong Kong: Springer. 3) Hayden, M., Levy, J. & Thompson, J. (Ed.) (2015). The SAGE Handbook of Research in International Education. London: Sage. 4) McGrath, S. & Gu, Q. (Ed.) (2017). Routledge Handbook of International Education and Development. London & New York: Routledge. 5) Robertson, S., Mundy, K., Verger, A. & Menashy, F. (Ed.) (2012). Public Private Partnerships in Education. New Actors and Modes of Governance in a Globalizing World. Cheltenham: Edward Elgar. 6) Seddon, T. & Levin, J. S. (Ed.) (2013). Educators, Professionalism and Politics: Global Transitions, National Spaces and Professional Projects. London & New York: Routledge. 7) Verger, A., Lubienski, C. & Steiner-Khamsi, G. (Ed.) (2017). World Yearbook of Education 2016. The Global Education Industry. London & New York: Routledge. 8) Verger, A., Novelli, A. & Altinyelken, H. K. (Ed.) (2012). Global Education Policy and International Development. New Agendas, Issues and Policies. London & New York: Bloomsbury.
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