Department of Education, Unit Catalogue 2011/12 |
|
 Credits:
| 12 |
| Level:
| Masters UG & PG (FHEQ level 7) |
| Period: |
Modular (no specific semester) |
| Assessment:
| CW 100% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Aims: * Theories and concepts which seek to explain the origins of globalisation and its impact on national contexts; * The social, cultural and economic changes associated with globalisation; * Policy development as a response to global and domestic pressures; * The complex relationship between globalisation and the convergence and divergence of education policy across states; * The impact of education policy on economic competitiveness and on equity within and between states. Learning Outcomes: At the end of this unit the student will be able to: * Identify, clarify and contribute to the main debates associated with the phenomenon of globalisation; * Apply and critique major theories on the relationship between globalisation and its differential impact on states; * Identify the factors leading to the convergence or divergence of education policy in different national contexts and its impact on economic competitiveness and equity; * Articulate the effects of globalisation in key educational areas such as citizenship education, educational quality and assessment; * Design a local or national policy strategy which exploits a benefit associated with globalisation or acts to mediate an adverse effect of globalisation. Skills: Key skills 1. Make critical use of the literature of the field of Education (T/F/A). 2. Make critical use of professional experience in the field of Education (T/F/A). 4. Analyse, interpret and critique findings and arguments (T/F/A). 6. Draw appropriate conclusions from and education research study, taking account of its strengths and limitations (T/F/A). 9. Demonstrate self-direction and originality in tackling and solving problems (T/F). 10. Evaluate research and variety of types of information and evidence critically, also making informed judgements in the absence of complete data (T/F/A) 11. Initiate change in practice appropriately (T). 12. Contribute to professional debate in the field of education (F). 13. Act autonomously in planning and implementing tasks at a professional level (F). 14. Communicate their conclusions clearly to specialist and non-specialist audiences (T/F). 15. Evaluate their own academic and professional performance (T/F/A). 16. Manage change effectively and respond to changing demands (F). 17. Manage time, prioritise workloads and recognise and manage personal emotions and stress (F). 18. Develop new or higher level skill, for example in information technology (F). Content: Intellectual: * synthesise information from a number of sources in order to gain a coherent understanding of theory and practice (T/F/A) * demonstrate self-direction and originality in tackling and solving problems (F) * apply strategies for appropriate selection of relevant information from a wide range of sources and large body of knowledge (F/A) * deal with complex academic issues both systematically and creatively (T/F) * evaluate research and a variety of types of information and evidence critically (T/F/A) Professional * better contribute to professional debate in the field of education (T/F/A) * act autonomously in planning and implementing tasks at a professional level (F) * develop oral presentation and written communication skills(T/F/A) * enhance their professional practice in education (F) Practical * communicate their conclusions clearly to specialist and non-specialist audiences (T/F/A) * evaluate their own academic and professional performance (F) * utilise problem-solving skills in a variety of theoretical and practical situations (T/F) * continue to advance their knowledge and understanding (F) The unit will address the following areas; some of these will be individual sessions while others are likely to be themes combined in one session or appearing across more than one session: * Theories on the origins of globalisation and its influence on national contexts * Convergences and divergences in state policy reesponses to globalisation * The relationship between education policy and economic competitiveness in different national contexts * Local and global markets in education * The influence of international agencies and organisations such as the World Bank, UN and EU * The knowledge economy and the emergence of mass higher education * Global trends in assessment and examinations * Citizenship education in an international context * Changing definitions of, and influences on, educational quality in the context of globalisation * The expansion of, and impact of, international systems of education * Mediation of global policy through national and local implementation. |
| Programme availability: |
ED50310 is Optional on the following programmes:Department of Education
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