Unit information: Education Policy in a Global Context in 2014/15

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

Description including Unit Aims

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:

• To consider critically recent theory, practice and research in policy formation and implementation in education settings at the local, national and global level.

• To develop a critical awareness of the processes of education policy formulation, implementation and evaluation.

• To discuss the ideological, political, resource and technical factors that influence policy-making.

• To source academic tests related to education policy, both national and international, through a VLE and through independent use of online databases and search engines and manage references using appropriate software.

Intended Learning Outcomes

By the end of the unit, students will be able to demonstrate knowledge and understanding of:

• the various ideological, theoretical and methodological concepts applied to the area of policy analysis;

• the role of various key constituencies and players (state, funders, practitioners, researchers) in policy formation and implementation;

• the implications for various global trends in education policy making in relation to their own professional and cultural context;

• the process of discourse analysis in relation to various policy documents;

• current research within the policy arena across many sectors of the education industry.

• the management of digital and web-based methodological and personal tools, including effective use of a VLE.

Teaching Information

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 Information

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.

Reading and References

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