Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

It is often assumed that it is the state's role to provide free schooling for children in the global south, to attain the Sustainable Development Goal Number 4 (viz., education for all and gender equality in education).

This course aims to encourage students to think about what happens when the state is unable to afford or deliver schooling. In that respect it:

* Introduces students to case studies and research to consider different scenarios that cause governments to be unable to the deliver, regulate or fund schooling, i.e., conflict, natural disasters, corruption, lack of GNP;
* Enable students to critically evaluate different perspectives and research findings concerning the role of different actors in education and schooling and how this translates into policy;
* Critically assess different regulatory frameworks for education and the education policies of international agencies.

Outline Of Syllabus

This module is for anyone that is interested in policy decisions and who makes these decisions in education in developing countries, especially for the poorest. The module highlights the phenomenon of private schools for the poor that are operating in poor areas across Africa and Asia, and explores their potential role in international education policy and the reaching of the Millennium Development Goals in education. Anyone interested in education, policy issues, business, entrepreneurship, markets and developing countries will gain knowledge and awareness from this course.

Intended Knowledge Outcomes

By the end of the course students will be able to:
• Describe and analyse the development of different types of provision for disadvantaged students in countries in Asia, Africa and Latin America;
• Critically discuss issues concerning the ability of parents to choose in educational provision;
• Explore policy concerns relevant to the achievement of the Sustainable Development Goals;
• Critically discuss global education policy issues in order that countries in the global south may benefit from the poorest having access to better education.

Intended Skill Outcomes

At the end of the course, learners will be able to:
• Analyse and develop conceptual arguments concerning different education policies for development;
• Appraise arguments and judge evidence concerning the respective roles of different actors in education and schooling;
• To achieve an understanding of the nature of school provision in the global south;
• To achieve an understanding of the behaviour exhibited by key players in school provision.

Teaching Rationale And Relationship

The lectures and seminars provide a theoretical and contextual framework for the whole module.

Assessment Rationale And Relationship

There are two parts to this assignment. First the students will be assessed on their ability to discuss and evaluate the issues explored throughout the course. They will need to critically analyse and argue issues concerning global education policy and provision options in the global south.

The assessment will be concerned with education policy and educational provision in the global south utilising the information, evidence and knowledge built up over the course. The students will be able to discuss issues about different types of delivery as well as global education policy issues.

The second part is to write a 2,000 word report around a given data set provided in SPSS. The students will be assessed on presentation, interpretation and the analysis of this secondary data set. This allows for an early introduction to statistical techniques often used in development early on in the Masters. This will provide skills and knowledge that will be used throughout the Masters course including during the dissertation stage.

General Notes

N/A