“Comparative Education is the application of the intellectual tools of history and the social sciences to understanding international issues of education” ― Erwin H. Epstein
Drawing on the above comprehensive definition and epistemological boundary of comparative education, the “Centre for Comparative and Global Education” (CCGE) at O.P. Jindal Global (Institution of Eminence Deemed To Be University) will conduct research and facilitate knowledge exchange on international issues of education by inviting comparative education scholars from abroad to learn from educational experiences of people around the world. In his (now classic) lecture in the field of comparative education- “How Far Can We Learn Anything of Practical Value from the Study of Foreign Systems of Education” delivered at the Guildford Education Conference in 1900 at the Christ Church Oxford, M. E. Sadler (one of the founding fathers of the field) stated that: “The practical value of studying, in a right spirit and with scholarly accuracy, the working of foreign systems of education, is that it will result in our being better fitted to study and understand our own.” (Bereday, 1964). This quote from Sadler’s essay summarizes well the value and the importance of studying comparative education to better understand the problems of our own context and become better empowered to seek solutions.
Though the study and research of comparative education has not yet taken its root within the Indian academy, India also had great educational thinkers, organic intellectuals and reformers, who did their own comparative research of different education systems around the world independently seeking to reform education within the colonial Indian context. India’s “Kavi Guru” (Poet-Teacher), Rabindranath Tagore’s essay written in Bengali “Shikshayar Herfer” (Topsy-turvey Education, 1892) is a classic example in this area. In this essay Tagore compared English education in UK with English education in British India to critically reflect on the problematics of mainstream English education in India and what lessons India can learn from English education in UK.
The Centre for Comparative and Global Education (CCGE) seeks to generate such comparative thinking about education systems, problems of educational transfer within the historic colonial context and in contemporary times of globalization. In doing so, CCGE seeks to advocate for the teaching, research and practice of comparative education in Universities within India and around the world to further inform the contemporary debates on education policy and practice.
Bereday. G. Z. F. (1964). Sir Michael Sadler’s “Study of Foreign Systems of Education”. Comparative Education Review, University of Chicago Press. Vol. 7, No. 3 (Feb., 1964), pp. 307-314
Tagore, R. (1892). “Shikshayar Herfer” /Topsy-turvy Education, in Uma Dasgupta (Ed.). Tagore: Selected Writings on Education and Nationalism. New Delhi: Oxford University Pre -Dr. Mousumi Mukherjee, Founding Executive Director, Centre for Comparative and Global Education & Asst. Director, IIHEd
Bilateral Agencies Involved in Education
Books: Special Series in Comparative and International Education
Comparative Education Review Journal Archive
International Non-Governmental Organizations involved in Education
Journals in Comparative and International Education
Multilateral Agencies Involved in Education
Research & publications:
Dr Mousumi Mukherjee has been leading the following projects as Principal Investigator:-
1) “Bridging Internationalisation and Social Responsibility in Higher Education” (2018 JGU Faculty Research Grant)
2.“Comparative and Global Perspectives on International Student Experiences: The case of Tibetan Students in India”-2019 JGU Faculty Research Grant funded project in collaboration with Dr Liz Jackson, Director, Comparative Education Research Centre, University of Hong Kong
Dr. Mousumi Mukherjee participated as a resource person to conduct series of workshops in 2018 and co-authored chapters on “Global Citizenship Education: A Handbook for Teachers at Upper Primary level in India” published by Regional Institute of Education, Bhopal- a collective effort of several resource persons- school teachers and academic scholars from NCERT, O.P. Jindal Global (Institution of Eminence Deemed To Be University); UNESCO MGIEP ; Eklavya, Hoshangabad; Kendriya Vidyalaya; Jawahar Navodaya Vidyalaya; Demonstration Multipurpose Higher Secondary School and Delhi Public School, Bhopal and Neelbad after three week-long workshops and several long-distance deliberations over the email and phone for a year! NCERT will soon make the soft copy of the handbook available for download from their website. The Handbook will now be translated into Hindi and other major regional languages. This GCED Handbook from India has been already selected by the UNESCO Asia Pacific Center for Education in International Understanding (APCEIU) as one of the five EIU/GCED Best Practices in 2019. The other four winners are from Chile, Oman, Philippines, and Slovenia.
Offered through JSIA since Fall 2017
Globalization of Education – (MA DLB) 0388 (Fall semester)
Historically education has been a privilege for the few in every country context. This course takes a global perspective in studying how access to education globalized 1990 onwards with the UN Declaration of Education for All and a more recent focus on access to Quality Education for All under the UN Sustainable Development Goal 4. Students read some of the seminal theoretical texts on globalization and education. Thereafter, by studying case studies from different countries, students learn how global organizations, such as the United Nations, do policy advocacy at the national level and how policy processes have been historically circulating around the world from the colonial period to the contemporary times.
Global Citizenship and International Understanding- MA (DLB) 0446 (Spring semester)
This course was designed to help students gain a critical understanding of the concept of “global citizenship” in the context of the UN declaration of the 17 sustainable development goals. The course begins with theoretical readings on the concepts of citizenship and globalization. Thereafter, the course materials discuss how and under what circumstances the UN and other global organizations developed the concept of “global citizenship education” building on the earlier concept of “education for international understanding’. Students write a reflection paper, work on a group project and develop a final research paper as part of the continuous learning assessment for the course.
Education for Sustainable Development Goals.
This course focuses on the social and emotional learning of young citizens to implement the UN Sustainable Development Goals. The course will help students to gain deeper understanding of the concepts of compassion, secular ethics and democracy. Students will read theoretical readings on the 3 main concepts- compassion, secular ethics and, democracy. Thereafter, they will reflect on actual scenarios, stories and case studies based on these concepts. As part of the continuous learning assessment for this course, the students will work on an individual reflection paper on the concepts and a group project to demonstrate how the concepts learnt through this course could be applicable to actually implement the UN Sustainable Development goals.
Fully online Doctoral Core Course being offered through the Office of Doctoral Studies (ODS) from Spring 2020
Research and Publication Ethics (DS-C-005)
Studying the philosophy of a particular subject area helps to learn the basic concepts of logical analysis and how to use them in developing arguments based on evidence. The problems of human life, that are the subjects of inquiry, are embedded within the social and ecological environment. Hence, a philosophical enquiry or research question is expected to contribute to the good of society and the environment. This is where ethics or moral philosophy becomes important for a researcher. The relationship between the researcher and the society/environment thrives on ethical values based on universal principles like honesty, trust, and justice. These ethical values practised by researchers can enhance the credibility of the research findings in the perception of the public. Therefore, these ethical values are the ideals, that each researcher should strive to attain. This course was designed as mandated by the UGC to educate students about this integral relationship between philosophy and ethics, and why both these concepts are critical for a researcher to comprehend.
Dr. Mousumi Mukherjee
Associate Professor & Deputy Director, International Institute for Higher Education Research & Capacity Building (IIHEd)
Founding Executive Director, Centre for Comparative and Global Education
O.P. Jindal Global (Institution of Eminence Deemed To Be University)
Sonipat, Haryana 131001
Office: IIHEd, T1 Second Floor
Mob: +91 8930110818
CCGE Research Associate:
Ms. Nandita Koshal
Research Associate, IIHED