| Unit name | Education Policy in International Perspective |
|---|---|
| Unit code | SPOL20068 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Mr. Francisco Palma Carvajal |
| 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 for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Education holds a crucial place on the agenda of numerous governments across the world, and yet, there are contested views about its function in society. Some believe that education is a crucial instrument in promoting human capital and economic growth. Others argue that it plays a key role in fostering social inclusion and building citizenship. Meanwhile, some view education as a creative and emancipatory sphere to challenge oppression and social injustice.
Drawing on interdisciplinary research literature and implementing an international and comparative approach, this unit intends to examine the multiple meanings and roles associated with education within different ideologies and theoretical perspectives. Moreover, it will conduct a critical evaluation of contemporary educational policies considering the consequences of them in terms of equity, efficiency and quality of provision. In doing this, particular attention will be placed on considering the relation between social and educational disadvantage, understanding how various social characteristics, such as class, gender, and ethnicity, on achievement and later outcomes, as well as evaluating policies aimed at addressing these disparities. The unit will also explore how globalisation and shifting patterns of financing, provision, paying particular attention to the social justice implications of changes in educational governance at different levels.
How does this unit fit into your programme of study
This is a level 5 optional unit that tackles some of the key challenges and contemporary debates on education policy. This unit complements and builds on other Social Policy Y1 units.
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An Overview of Content
This unit considers education policy, reform and financing across a range of countries.
Issues to be addressed include: the impact of social characteristics on educational outcomes (class, gender and race and ethnicity) and related policy reforms; accountability and market-oriented reforms in education; privatisation and adjustments to the role of the state; power structures and political factors in the creation of educational policies; the emergence of new levels (both global and regional) involved in governing education; early years education; and comparing education systems on a broader scale.
How will students, personally, be different as a result of the unit
You will be able to recognise some of the key challenges and contemporary debates on education policy, equipping students with the knowledge to critically evaluate bigger social justice questions concerning the relationship between education, power and society. Students will acquire a broader awareness of the role of ideas and ideology in developing and implementing education policy, while also understanding how different social characteristics may affect student achievement and future outcomes. Finally, students will gain an understanding of how globalization and shifting governance patterns across the state, private, and voluntary sectors are transforming education, opening up new opportunities but also different challenges and social justice dilemmas.
Intended Learning Outcomes
On successful completion of this unit, you will be able to:
Teaching will consist of lectures, independent learning activities, and seminars. Independent activities will involve structured reading, engagement with audio/visual resources, and analysis of various written data sources. Seminars will be scheduled to allow for discussion, debate, and the sharing of learning. You will have the opportunity to bring complete or partial work to discuss and receive feedback.
Tasks which help you learn and prepare you for summative tasks (formative):
You will work both individually and within groups to explore a range of topics within the unit. This will involve engaging in group discussions, analysing academic articles, and examining case studies. You will be expected to present independent work, either completed or in progress, during the seminars where staff will provide feedback. These tasks will equip you with a deeper understanding of the core issues to be taken into account when working on your summative assignment.
Tasks which count towards your unit mark (summative)
Part 1- Learning Journal (1000 words) (40%)
Part 2- Essay (2000 words) (60%)
The assessment part 1 will cover the unit intended learning outcomes 2 and 4.
The assessment part 2 will cover the unit intended learning outcomes 1, 2, 3 and 4.
When assessment does not go to plan
Subject to the university regulations for taught programmes, you may be offered an opportunity for reassessment. This will comprise a task of the same format as the original assessment.
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. SPOL20068).
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 assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
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.
