What is CIEPP?
The Comparative and International Education Policy Program (CIEPP) at the University at Albany, State University of New York, is a leading research and training center on global studies in education policy. Two themes shape this work: shifting private-public dynamics and quality and accountability, in the perspective of a knowledge-based economy and society.
With support from the Ford Foundation, CIEPP focuses on comparative higher education policy. A separate Ford Foundation-funded project, the Program for Research on Private Higher Education (PROPHE) complements this work. CIEPP also draws on the USAID-supported Educational Evaluation Research Consortium (EERC).
Located within the Department of Educational Administration and Policy Studies (EAPS) in the School of Education, CIEPP draws from a strong, growing, multidisciplinary faculty (ranked in the top ten among doctoral faculties in educational administration and related fields, by Academic Analytics) and a talented pool of advanced graduate students.
The Comparative and International Education Policy Program (CIEPP) conducts research, participates in major public policy debates, and prepares researchers, policy analysts, and practitioners at the Ph.D. and Masters levels. Encompassing the range of education issues with cross national interest and impact, CIEPP has both a scholarly and public policy mission. Situated in New York’s State’s capital, CIEPP draws on one of the nation’s richest pools of public policy experts, both across and outside of the University, including agencies in nearby cities and throughout the state.
New, powerful global dynamics motivate CIEPPs scholarly work and training. In a global, knowledge-based environment, learning and cutting-edge research involve a range of entities, public and private, with various sorts of links. Now, issues arising in education as often implicate departments or ministries other than education, at sub-national as well as national levels. Further, a strengthened policy interest in learning over a lifetime has led to a re-consideration of what education systems should be generating (and how), redefining and blurring conventional understandings of primary, secondary, higher, and adult education.
The questions arising have international dimensions. What used to appear mostly as an interesting specialization is now mainstream. Indeed, little leading U.S domestic study and policy can be separated from global dimensions. Likewise, U.S. practice and policies clearly are among the most influential global trends. In research, policy, and practice, a global orientation is now required.