| Unit name | Social Policy and Development |
|---|---|
| Unit code | SPOL20050 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Grieve |
| 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?
The central aim of this unit is to analyse the relationship between social policies and the concept of development, and to demonstrate that comparative studies involve international systems. You will critically engage with global and local societal challenges and evaluate appropriateness and feasibility of policy responses.
How does this unit fit into your programme of study
The unit is optional for ISPP and SP students. It draws on various disciplines including development studies, gender and education. The unit engages with historical and contemporary local and global events to examine development approaches followed by different countries. It is an important unit that offers you a foundational knowledge and useful skills for those who are interested in pursuing the field of international and public policy including careers in public, private and third sector.
An overview of content
The unit considers global development and policy processes relevant in both high- and low-income country contexts. Starting with an analysis of theories of 'development', we will critique explanations propounded for uneven development between and within societies. It engages with historical event that shaped development paths of different countries. We will examine the roles of traditional and non-traditional development actors as well as key financial institutions. The role of gender, politics, power, and key debates about global development are examined in the context of policies pursued by both "high and low-income" countries. The unit also considers the role of UN organisations and global initiatives aimed at addressing global challenges.
How will students, personally, be different as a result of the unit
The unit will provide you with Learning resources that will enable you to critique the theoretical positions on development, including an understanding of the importance of gender dynamics in the development paradigm and to understand the main arguments surrounding international definitions of poverty. Further, you will be familiar with the role of international agencies/organisations in the global economy and their effects in relation to the alleviation of poverty and distribution of resources. Comparisons between countries, on the issues of policies and civil society responses should ‘concretise’ understanding of the constraints and possibilities of different development paths followed. The unit has considerable transferable skills useful for a career in civic and policy sector including analytical, evaluation, problem solving and written and oral communication skills that will put you in good stead for your future career.
Learning Outcomes
On successful completion of this unit, you will be able to
Teaching will consist of lectures, seminars, and independent learning activities. Independent activities will involve structured reading and self-directed and group task to develop and present a project proposal or a campaign material working through instructions. There will be in class feedback from peers and unit convener. The weekly seminar fosters co-learning through group activities, discussions and debates. Feedback will be provided for formative assessment, preparation for which will be supported through discussion during class session on essay outline relevant to the summative assessment.
Tasks which help you learn and prepare you for summative tasks (formative):
Working through instructions, you will engage in a self-directed and group task to develop and present either a project proposal or a campaign material. There will be in class feedback from peers and the unit director..
Tasks which count towards your unit mark (summative):
Essay (2500 words maximum, 100%)
This assessment covers all the intended learning outcomes.
When assessment does not go to plan
Subject to the university regulations for taught programmes, reassessment for those unable to take or pass a summative assessment 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. SPOL20050).
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.
