| Unit name | Education Policy in a Global Context |
|---|---|
| Unit code | EDUCM5202 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Terra Sprague |
| 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?
The making and analysis of education policy has become more complex in the 21st Century as a result of political, economic and cultural changes to education. The rise of new levels (global and regional) from which the governing now takes place, the redistribution of the various activities that now constitute ‘education’ (including formal and informal provision), along with the rise of new tools and technologies for governing it, are now reshaping the education sector across the world. This unit examines these changes, and examines the theoretical and methodological approaches to be considered in studying education policy in a global context. We explore the role that critical policy analysis can play in opening up bigger social justice questions regarding the relation between education, power and the societal good.
How does this unit fit into your programme of study
Education Policy in a Global Context is an essential unit in the student’s learning journey as it enables them to develop a deep understanding of research, policy and practice related to education in international contexts. The unit further contributes to the exploration of global policy agendas and the role education plays in matters of social justice, economic growth, and sustainability. Case studies explored in the unit complement those from other units in the pathway, allowing for comparison and critical review of policy, and its consequences in practice.
An overview of content
In this course, students will learn about Policy, what it is, and how is it developed, implemented and enacted. More specifically, the interplay between globalisation and policy processes will be studied. The unit also addresses ideology in policy development, including neoliberalism, social democratic approaches to policy, and issues of race and racism in education policy are problematised.
How will students, personally, be different as a result of the unit
Students will be more critical of education policy in a global context as they will be more aware of the importance of history, culture, and a range of enablers when it comes to enacting policy. They will also develop an interest in education at different levels, e.g., pre-school through to Higher Education, and non-formal and informal education that will inform their approach to issues of education policy, research and practice.
Learning outcomes
Upon successful completion of the unit students will be able to:
The course will be delivered using a combination of teaching strategies, such as whole group lectures and seminars, case studies, critical analysis of key readings, group discussions and student presentations.
Tasks which help you learn and prepare you for summative tasks (formative):
A 500-word poster presenting a minimum of two concepts explored in the unit, particularly, concepts that the students might draw upon to review an education policy of their choice. Such concepts will be further developed in summative assignment 1 & 2.
Tasks which count towards your unit mark (summative):
A 10-minute audio-recorded individual PowerPoint presentation or a 1500 word blog post (50%). ILOs 1-4
A 2000-word essay in which students discuss the significance of an education policy and its relationship with globalisation. Students should draw on and expand at least one conceptual aspect of educational policy covered in the unit (50%) 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. EDUCM5202).
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.
