Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

The aims of the placement:

Provide students with "hands on" experience in order to participate in an informed way in discussions and debates on development issues and education.

Provide students with experience of education in the global south or global north experiencing problems, challenges and engagement at first hand either in person or virtually

Equip students with the skills and knowledge for further experience, in order for them to gain employment within international development sectors.

Encourage students to think "outside the box" about education in the international context.

This module sets issues learnt in other modules in a real life or virtual context, enabling students to evaluate and utilise skills acquired during the course, as well as bringing the placement experience back to Newcastle University to inform modules still to be completed.

Outline Of Syllabus

Workshops allow the students who are undertaking the placement to become familiar with the different country contexts and different types of placement that can be undertaken during the in country visit or virtual placement.

These introductory sessions discuss the mini project as well as the other assessment tools including the blog or diary, annotated piece of literature and presentation. The main aim is to allow students to take control of their own activities that will be carried out during the placement, which lasts for between 2-4 weeks.

Consultations with the module leader allows specific itinerary to be planned focusing on individual needs during the placement. During these meetings zoom calls are set up allowing contact to be made with the “hosting” contacts, such as Coco (Tanzania), Team Kenya, Kunskapsskolan (Sweden), Embassy of Barbados for SIDs, Schools in Ecuador and Universal Learning Solutions (Nigeria). The role the student will play during the visit (virtual or in person) are arranged and finalised.

Sessions also inform students of in country practices, culture, health issues, and travel arrangements (where applicable). The students are taken through the placement handbook, have workshops around risk assessment, health and safety and insurance (where applicable). Relevance for virtual placements around country practices, culture and internet safety are also covered.

Intended Knowledge Outcomes

1: To allow interpretation of current education policy within the context of development;
2: To be able to evaluate current thinking of international organisations and agencies such as Oxfam, UNICEF, UN etc. in the light of the experience and observation made during the placement;
3: To recognise the key features surrounding government and private sector roles in providing schooling with a focus on SDG4;
4: To gain experience in a culture and environment that is very different from the experience gained at Newcastle University;
5: To allow the knowledge and skills gained through the whole Masters to be brought into focus through one practical experience either in person or virtually.

Intended Skill Outcomes

At the end of the placement the participants will be able to:
1: Analyse and develop conceptual arguments concerning different education policies for development;
2: Appraise arguments and judge evidence concerning the respective roles of different education providers;
3: To achieve an understanding of the nature of school provision in the global south and global north;
4: To achieve an understanding of the behaviour exhibited by key players in schooling provision.

This placement will improve key employability skills working in one of the areas of the Sustainable Development Goals: skills including interpersonal communication, oral presentation, teamwork, planning and organisation, adaptability, problem solving, and working on initiative.

Teaching Rationale And Relationship

be used to describe to the students what they could expect. The students will decide what they would like to undertake during the placement (in person or virtual) with the placement provider and make a choice as to where the placement will take place.

Assessment Rationale And Relationship

The first assessment would be a diary kept by the student in the lead up to, during, and reflecting on, the placement. This then would be compiled into a document to be submitted upon completion of the placement with the remaining parts of the portfolio. The portfolio includes the diary, annotated piece of literature, project report, presentation. This is assessed by internal and external marking as for any piece of assessment at Masters level. The second assessment is an essay that sets out the student's experience in the context of development issues in relation to the placement.

General Notes

The placement can take place either virtually or in person depending on the circumstances of the student or the current events around the world. Students will be allocated to one or more roles, including teaching, supervising teacher training or management training, supervising loan and scholarship schemes, or a development role.

Students fund their own placement. The placement takes place typically in March/April.