| Unit name | Education and International Development |
|---|---|
| Unit code | EDUCM0095 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Mitchell |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit explores the role of education in international development. It highlights the key theoretical ideas, debates, and international actors which shape international development agendas, as well important critiques of these. Students will have the opportunity to explore the history of international development, considering its colonial legacies and tracing key moments from the founding of the United Nations after the second World War, through the Cold War era, the global recession, and into the contemporary period. This includes critical engagement with human capital and modernisation theories, human rights, social justice and capabilities based approaches to development, sustainable development, post-development and post-colonial perspectives.
How does this unit fit into your programme of study
The unit considers key debates and current issues in comparative and international education and will give students an introduction to research in this field. The unit also explores different approaches to generating comparative knowledge about education, with a focus on research in the Global South, highlighting the diversity of approaches to comparative research.
An overview of content
This unit explores key theories, actors and agendas in the field of education and international development. We critically consider the historical development of the field, the influence of global policy actors such as UNESCO and the World Bank, and current debates on education in low- and middle-income countries (LMICs) in the Sustainable Development Goals era. This unit starts by exploring theories of development and the global education architecture followed by sessions on key aspects of education policy and practice: inclusive education as a global policy commitment; the “learning crisis”; pedagogy and the status of teachers; tensions between “what works” discourse and instruments and concern for socio-cultural and material realities in schools; the rise of non-state actors, and ongoing legacies of colonialism in the field.
How will students, personally, be different as a result of the unit
This unit is an introduction to the field of education and international development, providing the conceptual foundations for future study in this area, and knowledge for critically informed practitioners in the field.
Learning outcomes
Upon successful completion of the unit the students will be able to:
This unit will be taught using a mixture of activities including seminars, lectures, reading and discussions.
Tasks which help you learn and prepare you for summative tasks (formative):
A 250 word written reflection on class discussion board.
Tasks which count towards your unit mark (summative):
A critical review of a peer-reviewed article. This presentation will be shared with others on the course and can take the form of a podcast or video presentation (<10 mins) or 1000 word blog post. (30%) ILOs1-5
A 2000 word critical account of a selected initiative in the field of education and international development (70%) ILOs 1-4
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0095).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
