Semester 1 Credit Value: | 20 |
ECTS Credits: | 10.0 |
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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
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.
• 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)
• 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)
Category | Activity | Number | Length | Student Hours | Comment |
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Guided Independent Study | Assessment preparation and completion | 2 | 20:00 | 40:00 | Two formal assessments will take place necessitating substantial preparation and revision |
Scheduled Learning And Teaching Activities | Lecture | 18 | 1:00 | 18:00 | Lectures will consist of input together with interactive tasks and discussion |
Guided Independent Study | Directed research and reading | 21 | 4:00 | 84:00 | Core reading tasks will be set before each teaching episode |
Scheduled Learning And Teaching Activities | Small group teaching | 18 | 1:00 | 18:00 | Seminar style approach will be adopted and will include student active involvement |
Guided Independent Study | Reflective learning activity | 16 | 1:00 | 16:00 | Follow up activities will be required subsequent to particular occasions of small group teaching |
Guided Independent Study | Student-led group activity | 2 | 11:00 | 22:00 | Students will be required to prepare individual and group presentations throughout the module |
Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 1:00 | 2:00 | Formative feedback and guidance for subsequent assessment either individual or small group |
Total | 200:00 |
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.
The format of resits will be determined by the Board of Examiners
Description | Semester | When Set | Percentage | Comment |
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Prof skill assessmnt | 1 | M | 40 | Oral small group presentation (up to 15 mins) will be given based upon an international comparative study |
Essay | 1 | M | 60 | A discursive piece of analytical writing which investigates a particular theme relating to comparative education. 3,000 words |
Description | Semester | When Set | Comment |
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Written exercise | 1 | M | Focused and individual formative feedback to be given on student response to 'mock' essay question |
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.
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Disclaimer: The information contained within the Module Catalogue relates to the 2023/24 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2024/25 entry will be published here in early-April 2024. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.