Postgraduate

Modules

Modules

EDU8212 : Placement Module

Semesters
Semester 2 Credit Value: 40
ECTS Credits: 20.0

Aims

The aims of the placement:

Provide students with the "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 working in a developing coutry in low-income areas, seeing the problems, challenges and engagement at first hand.
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 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

Introductory whole group seminars 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. These introductory sessions discuss the mini research project as well as the other assessment tools including the blog, 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. Individual meetings with the module leader allows specific itinerary to be planned focusing on individual needs during the placement. During these meetings skype calls are set up allowing contact to be made with the “hosting” contacts, such as the Beautiful Tree Trust in India or the Omega Schools Foundation in Ghana. The role the student will play during the visit are arranged and finalised. Sessions also inform students of in country practices, culture, health issues, and travel arrangements as well as providing more detailed assistance with research methods specifically focused on the placement module. The students are taken through the placement handbook and provided details regarding keeping in touch with the DPD and module leader during the placement.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion1100:00100:00N/A
Guided Independent StudyDirected research and reading140:0040:00N/A
Placement/Study AbroadStudy Abroad1160:00160:00N/A
Guided Independent StudyReflective learning activity120:0020:00N/A
Guided Independent StudyStudent-led group activity120:0020:00N/A
Guided Independent StudyIndependent study160:0060:00N/A
Total400:00
Teaching Rationale And Relationship

The semianrs and tutorials would provide a contextual framework for the placement module. They will be used to describe to the students what they could expect. At these seminars/tutorials it will be explored what the student would like to undertake during the placement and a choice where the placement would take place.

Assessment Methods

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

Exams
Description Length Semester When Set Percentage Comment
Oral Presentation102A10N/A
Other Assessment
Description Semester When Set Percentage Comment
Essay2M504,000 word essay
Portfolio2M15Work based portfolio / diary - 4,000 words
Written exercise2A10Annotated piece of literature
Design/Creative proj2A15Mini research project
Assessment Rationale And Relationship

The first assessment would be a work based portfolio/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 once the student had returned back to Newcastle. Included in the portfolio would be a report would be provided concerning the student's placement from the supervisor of the placement. The portfolio would be assessed by internal and external marking as for any piece of assessment at Maters level. The second assessment would be an essay which set the student's experience in the context of development issues in the region/country within which they have been working, and in the context of issues arising from other elements of the course.

Reading Lists

Timetable