Module EFPM910 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM910: Education Policy
This module descriptor refers to the 2021/2 academic year.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Essay 1 | 1,000 words | 1-2, 4-5, 7 | Written tutor and peer feedback |
| Essay 2 | 1,000 words | 1, 3-8 | Written tutor and peer feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 100 | 5,000 words | 1-8 | Written tutor feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Essay (5,000 words) | 1-8 | 6 weeks |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
- Ball, S. (2007) Education PLC, London: Routledge.
- Ball, S. (1998) Big Policies/Small World: An Introduction to International Perspectives in Education Policy, Comparative Education, 34: 2, Special Number (20): Comparative Perspective in Education Policy, pp. 119-130.
- Burch, P. (2009) Hidden Markets, New York, NY: Routledge.
- Clarke, J. and Newman, J. (1997) The Managerial State, Power, Politics and Ideology in the Remaking of Social Welfare, London: Sage.
- Hall, D. Grimaldi, E., Gunter, H., Moller, J., Serpieri, R., and Skedsmo, G. (2016) Educational Reform and Modernisation in Europe: The Role of National Contexts in Mediating the New Public Management. European Educational Research Journal, 14 (16), pp. 487-507
- Hall, D. and Gunter, H. (2016) England: the European Educational NPM Laboratory in Gunter, H., Grimaldi, E., Hall, D., and Serpieri, R. (Eds) New Public Management and the Reform of Education: European Lessons for Policy and Practice. London: Routledge
- Hall, D. and McGinity, R. (2015) Conceptualising teacher professional identity in neo liberal times: Resistance, compliance and reform, Education Policy Analysis Archives
- Lipman, P. (2004) High stakes education, London: Routledge Falmer.
- Ozga, J. (2000) Policy research in educational settings, Buckingham: Open University Press.
- Pollitt, C. (2007) New Labour’s re-disorganization: hyper-modernism and the costs of reform, a cautionary tale. Public Management Review, 9, 529–543.
- Sachs, J. (2001) 'Teacher professional identity: competing discourses, competing outcomes', Journal of Education Policy, 16: 2, pp 149 — 161.
- Whitty, G. (2002) Making sense of education policy, London: Sage.
