Unit name | Education Policy in a Global Context |
---|---|
Unit code | EDUCM5202 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Dr. McNess |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
In an increasingly market orientated global context, education policy is regarded as an essential governmental tool in supporting national economic development. Issues relating to the formulation and implementation of education policy pose fundamental theoretical and practical challenges for policy makers, practitioners, managers and researchers in high, middle and low income contexts alike. This unit will be delivered in a workshop format and draw directly on ongoing research in the field by members of the GSoE. Following input on the nature and scope of policy studies, perspectives on educational policy analysis, political ideologies and their influence on education policy, the role of the state, regional and global bodies and the processes of education policy making, participants will be supported in presenting an analysis of a particular policy initiative within their own context.
Aims:
By the end of the unit, students will be able to demonstrate knowledge and understanding of:
The course will be delivered through a series of workshops, which will include various teaching strategies, such as formal lecture, group discussion, individual and group activities, and staff and student presentations.
The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.
Assessment for the unit will be in two parts. The student will receive formative assessment on the quality and content of a 15 minute-presentation which uses the theoretical and methodological concepts addressed in the unit to critique a policy initiative within their own professional context. Tutorial support will be given to write this presentation up more extensively in a 3,000 word academic assignment which will be formally assessed for credit.
Journal of Education Policy
Ball, S. (1990) Politics and Policy Making in Education, London: Routledge
Bell, L. and Stevenson, (2006) Education Policy: Process, Themes and Impact, London: Routledge
Green, A.(1997) Education, Globalization and the Nation State, London: MacMillan
Tomlinson, S. (2005) (2nd Ed) Education in a Post-Welfare Society, Buckingham: Oxford University Press
Whitty, G. (2002) Making Sense of Education Policy, London: Paul Chapman