Module EFPM912 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM912: Perspectives on International Education
This module descriptor refers to the 2021/2 academic year.
Module Aims
The principal aims of this module are:
- To enable you to explore, and build a sound knowledge base, from which to critically evaluate a selection of key global educational issues
- To explore these leading issues from a cross-national and cross-cultural perspective
- To introduce you to a range of theories, methodologies and research projects which are considered central to international education and to critically evaluate their use
- To encourage you to critically consider the role which education might play in creating a more just, equitable and sustainable world
- To offer you the opportunity to examine the linkages, fragmentations and tensions which might exist in a global society and to consider the ramifications which these might have for education
- To enable you the opportunity to explore the links between your own local education system (including processes, policies and practices) and those of different societies across the world
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. Demonstrate sound understanding of the theories and methodologies which have underpinned the study of education in a global society 2. Demonstrate ability to understand and critically consider the diverse range of economic, cultural, political and environmental policies, practices and perspectives which inform education, both locally and globally |
Discipline-Specific Skills | 3. Demonstrate ability to compare and contrast education systems from a range of different national contexts and to draw sound conclusions from related empirical research about their potential similarities and differences 4. Apply a systematic approach to the synthesis and analysis of ideas in relation to the field of international education |
Personal and Key Skills | 5. Construct organised, structured, critically reflective and analytic writing 6. Synthesise and organise ideas to present an argument, demonstrating critical and analytic thinking 7. Undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice |
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 |
---|---|---|---|
Written essay | 1,500 words | 3-6 | Written tutor 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 |
---|---|---|---|---|
Contribution to online activities | 5 | 500 words | 2,4 | Written tutor feedback |
Written essay | 45 | 2,500 words | 3,4,5,6,7 | Written tutor feedback |
Written essay | 50 | 3,000 words | 1-7 | Written tutor feedback |
0 | ||||
0 | ||||
0 | ||||
0 |
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 |
---|---|---|---|
Contribution to online activities | Contribution to online activities (1,000 words) | 2,4 | 6 weeks |
Written essay | Written essay (2,500 words) | 3-5, 6-7 | 6 weeks |
Written essay | Written essay (3,000 words) | 1-7 | 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.
Rivzi, F, and Lingard, B. (2010) Globalizing Education Policy. London: Routledge.
Carney, S. (2009). Negotiating policy in an age of globalization: Exploring educational “policyscapes” in Denmark, Nepal, and China. Comparative Education Review 53.1: 63–68.
DfES (2005) Developing a Global Dimension in the School Curriculum, London: DfES.
Whitty, G. and Furlong, J. (2017) Knowledge and the Study of Education: an international comparison. Oxford: Oxford Studies in Comparative Education, Symposium.
Phillips, D. & Schweisfurth, M. (2014) Comparative and International Education: an introduction to theory, method, and practice, 2nd edition. London; New York: Bloomsbury