Module Catalogue 2024/25

EDU1003 : British and Comparative Education

EDU1003 : British and Comparative Education

  • Offered for Year: 2024/25
  • Module Leader(s): Dr Deborah Ralls
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Newcastle City Campus

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System

Modules you must have done previously to study this module

Pre Requisite Comment



Modules you need to take at the same time

Co Requisite Comment



There are five underlying aims to this module:

• To have knowledge of the complexity and variety of the British education system and the approach taken in comparative education studies

• To understand the differing educational systems and philosophies across the global context

• To critically analyse the fundamental elements of educational provision within the United Kingdom

• To review and reflect upon the cultural and ideological discourses that underpin viewpoints

• To engage with and evaluate the employment of qualitative and quantitative data in assessing impact and efficacy

Outline Of Syllabus

This module forms part of the BA (Hons) Education and provides an introduction to the variety of systems of schooling and associated philosophies through both national and global perspectives. The starting point is an examination of the United Kingdom as a case study in order to enable a primary engagement with the fundamental issues which then leads into a study of similarity of difference across national boundaries. The importance of the cultural, ideological and philosophical frameworks that lie beneath educational practice and provision will be explored and exposed to critical and evaluative scrutiny. This will inform a consideration of possible ways forward for educational reform at a national and/or global level. Engagement with the different methodological approaches will enable students to understand the complexity of decision making and the measurability of outcomes.

Learning Outcomes

Intended Knowledge Outcomes

• An awareness and understanding of the variety of education provision across Britain (A2 and A4)

• Knowledge of the distinctive approach taken in comparative education studies (A1)

• A critical knowledge of the relationship between philosophical/ideological perspectives and ‘real world’ provision (A3 and A4)

• Familiarity with the differing methods of educational research and an understanding of their appropriateness for context specific enquiries (A3)

Intended Skill Outcomes

• An ability to explain the range of education provision within Britain and the concept of comparative education (C1, C2, C8)

• An ability to analyse the complexity of the British systems and their relationship to the wider context of philosophical/ideological perspectives (B1, B6, C4, C5, C6,C7, D8)

• An ability to critically engage with the interface between the national and the global dimensions of education provision ( B1, B2, B4, C2, C3)

• An ability to employ literature in a critical and analytical fashion (B4, B5, D3, D5)

• An ability to effectively communicate knowledge, analysis, and evaluation both orally and in writing (B2, D1, D2, D3, D4, D6, D7, D8)

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion1100:00100:002 x formal assessments will take place (a group presentation and an essay) necessitating substantial preparation & revision of key themes
Structured Guided LearningLecture materials111:0011:00Asynchronous online: e.g., videos, reflective tasks, podcasts, quizzes.
Scheduled Learning And Teaching ActivitiesLecture112:0022:00Lectures will consist of input together with interactive tasks and discussion
Guided Independent StudyDirected research and reading115:0055:00Readings and research for seminars and lectures
Scheduled Learning And Teaching ActivitiesSmall group teaching111:0011:00Seminars
Scheduled Learning And Teaching ActivitiesWorkshops11:001:00Synchronous online
Teaching Rationale And Relationship

This module revolves around a consideration and critical engagement with the national and global educational perspectives and practices. It uses an interactive lecture format in order to share knowledge and understanding regarding current provision as well as small group teaching to enable critical discourse. During these small group teaching episodes students will be positively involved in contributing to the co- construction of knowledge. Students will build upon all learning by reflecting regularly via directed tasks. Alongside the more formal occasions of teaching ‘drop in’ sessions will enable individual guidance on progress and assessment to be provided.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Prof skill assessmnt1M40Oral small group presentation (up to 15 mins) will be given based upon an international comparative study
Essay1M60A discursive piece of analytical writing which investigates a particular theme relating to comparative education. 3,000 words
Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Description Semester When Set Comment
Written exercise1MFocused and individual formative feedback to be given on student response to 'mock' essay question
Assessment Rationale And Relationship

There are two aspects of assessment belonging to this module. These include the small group oral presentation and final discursive essay. The rationale for this variety is to enable each student to demonstrate a wide range of knowledge, understanding and skills. This will meet all the Intended Skill Outcomes and have a particular relevance to the ability to effectively communicate both orally and in writing.

The Intended Knowledge Outcomes will be examined through all assessment components. The group work tasks in the seminar sessions are an opportunity for students to demonstrate their own knowledge and understanding of the variety of education provision globally, as well as the distinctive approach and methodologies taken within comparative education itself. The integration of on-going reflection on conceptual frameworks and current practice is made manifest through its inclusion within the oral presentation which explores the students’ own understanding and criticality. The final assessment method is a discursive essay submitted as a coursework assignment. This will be coherent with and arise from the group presentation as well as the taught sessions focusing on differing perspectives and practices of comparative education.


Past Exam Papers

General Notes


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