|
 Academic Year:
| 2013/4 |
| Owning Department/School:
| Department of Education |
| 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: The aims of the unit are: To provide students with an understanding of: * Comprehensive, multidisciplinary and critical perspectives on international development and education practices and policies; * Key theoretical debates within the fields of education and international development, particularly those concerning different contexts of education and learning as related to development. To enable students to: * Critically analyse educational issues related to international development from various theoretically informed perspectives; * To apply these analyses to current and past policies as well as to the processes of policy development. Learning Outcomes: At the end of this unit the student will be able to: * Show an understanding of, and ability to engage critically with key educational issues associated with processes of international development. * Recognize the different macro, meso and micro forces that are at play in the making of education and development policies. * Apply and critique the main theories underpinning education and development policies and practices within different educational settings. * Identify and reflect upon the intended and unintended consequences of different development and education policies. Skills: * Critically engaging with literature (T/F/A) * Analysing and interpreting findings (T/F/A) * Identifying and categorising concepts (T/F/A) * Developing a logical argument (F/A) 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). 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 judgments in the absence of complete data (T/F/A) 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 (T/F/A). Content: The unit will address the following areas; some of these will be individual sessions while others are likely to be combined in one session or to appear across more than one session: * Conceptualizing education in development: Critical discussions on perceived links between education and processes and practices of international development * The history of education in development through a policy perspective: from the UN Declaration of Human Rights to the 2000 Education for All objectives, leading to an historically-informed understanding of future education policy-making needs and practices * The various roles key actors (donor agencies, government, NGOs, etc.) play in education within the field of international development * Current trends in educational governance: the roles of government within decentralization (and centralization) efforts, partnerships between government, the private sector and NGOs * The influences and significance of indicators and measurements in response to key policy objectives of quality, gender equity and literacy * Critical theories in education and development and the particular influence of Paolo Freire * Critical perspectives and debates on diverse formal, nonformal and informal educational contexts: including government schooling, private schooling, religious institutions, adult literacy centres, outdoor learning centres, and community mobilizationn efforts * Practices and policies associated with learning and education 'from below': social and indigenous movements, popular universities, activism * The numerous curricular and associated pedagogical debates in developing and developed country contexts: Development in education, gender equity, historical accountability, sustainability, citizenship * Research methods in education and international development: with a focus on comparative, discourse analysis, ethnography, and ethnographic methods. etc. |
| Programme availability: |
ED50423 is Optional on the following programmes:Department of Education
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