Module description
| |
|
This module aims to introduce students to the multidisciplinary field of education and international development, and, in doing so, to enable students to engage critically with theory, policy and practice concerning the role of education in processes of social, political and economic transformation in low- and middle-income country contexts. The first part of the module will cover key theories and concepts of development as they pertain to education, including human capital, the capabilities approach, and post-colonial perspectives. As part of supporting students to develop an in-depth understanding of the historical, philosophical, social and political dimensions of education and development, we will also consider the influence and contemporary priorities of international institutions and organisations in education for development. The latter part of the module will take an issue-based approach, drawing on empirical and theoretical insights from a variety of disciplinary perspectives to encourage students to engage critically with topical policy issues (e.g. the provision of universal basic education), controversial debates (e.g. privatisation and the use of digital technologies) and practical challenges (e.g. education in emergencies) concerning education and development in resource constrained circumstances.
|
Assessment details
- 1,500 word briefing paper (30%)
- 4,500 word essay OR case study (70%)
Educational aims & objectives
This module aims to introduce students to the multidisciplinary field of education and international development, and, in doing so, to enable students to engage critically with theory, policy and practice concerning the role of education in processes of social, political and economic transformation in low- and middle-income country contexts. The first part of the module will cover key theories and concepts of development as they pertain to education, including human capital, the capabilities approach, and post-colonial perspectives. As part of supporting students to develop an in-depth understanding of the historical, philosophical, social and political dimensions of education and development, we will also consider the influence and contemporary priorities of international institutions and organisations within the sector. The latter part of the module will take an issue-based approach, drawing on empirical and theoretical insights from a variety of disciplinary perspectives to encourage students to engage critically with topical policy issues (e.g. the provision of universal basic education), debates (e.g. privatisation and the use of digital technologies) and practical challenges concerning education and development in resource constrained circumstances. The assignments will require students to demonstrate knowledge and understanding of issues relevant to the field of study, and to apply the skills and knowledge they have acquired in practical exercises typical of professional requirements in the international development sector.
Overall, the module will enable students to:
* Develop critical and constructive understanding of the historical, social, political and philosophical evolution of the multidisciplinary field of education and international development;
* Understand and engage critically with theoretical and methodological debates surrounding education and international development from a variety of disciplinary perspectives;
* Reflect critically on the role, influence and contemporary priorities of international institutions and organisations within the sector;
* Apply theories and insights from the academic literature to engage critically with topical policy issues and practical challenges concerning education and development; and
* Investigate such issues independently and communicate their thoughts and findings in a variety of ways.
Learning outcomes
Knowledge and understanding
At the end of this module students will be able to demonstrate deep and systematic knowledge and understanding of:
* a variety of theoretical perspectives and empirical insights concerning education and development, and the implications for policy reforms and associated initiatives in low- and middle-income countries;
* the historical development of the field of education and international development, including how different theoretical and methodological approaches have shaped how knowledge within the field is interpreted;
* the role of international organisations and institutions in shaping educational agendas and discourses at both global and national levels.
Critical thinking and cognitive skills
At the end of this module students will be able to demonstrate the ability to:
* engage in a high level of abstraction when assessing and evaluating perspectives, methodologies, policy approaches or practices concerning international development and education;
* synthesise ideas and empirical insights in innovative ways to consider transformative approaches to address educational issues and challenges in resource constrained contexts;
* analyse complex, incomplete or contradictory evidence/data and evaluate the appropriateness of the enquiry methodologies from across the relevant empirical literature, including identifying gaps and opportunities for alternative approaches.
Performance and practice
At the end of this module students will be able to demonstrate the ability to:
* adapt to novel, work-related tasks in a variety of formats;
* engage in oral discussion and debate, including the ability to respond to challenge via questions and alternative perspectives;
* critically assess claims and arguments about what kind of policies, initiatives and educational reforms are needed and their potential implications.
Personal, enabling and employability skills
This module will contribute to students’ personal and enabling skills and their employability by:
* enhancing students’ interpersonal and communication skills for a range of different audiences and purposes, both orally and in writing;
* strengthening students’ intercultural understanding;
* requiring students to identify real-life issues and challenges facing policy-makers and practitioners and to consider appropriate responses;
* encouraging reflexivity and critical thinking with respect to the demands of effective practical action and positive social change, including their own assumptions about the purposes and potential of education in our contemporary world;
* providing opportunities for students to reflect on and take responsibility for their own learning;
* enabling students to engage in critical and collaborative discussions of complex and theoretical issues, proposing and responding to different points of view;
* requiring students to formulate and pursue critical questions regarding education and international development in relation to policy and/or practice.