2021/22 Taught Postgraduate Module Catalogue

PIED5235M Education in Development

30 creditsClass Size: 32

Module manager: Professor Caroline Dyer
Email: C.Dyer@leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2021/22

This module is approved as an Elective

Module summary

Objectives of Module:This module introduces key contemporary debates, theories and practices in international education and development. Students understand the differences between the Education For All and the Millennium Development Goals framework for education, and analyse the value of international target setting. They review critical questions in education and development, including: power and decision-making in policy practices, governance and community participation; perspectives on quality; education’s role in cultural reproduction; educational inclusion and marginalisation; adult literacy from the perspective of New Literacy Studies theorisation; and how education systems can and should respond to situations of human conflict, natural disaster, and human tragedy. Students are encouraged to increase their own reflexivity, and learn to apply analytical skills to identification and comparison of policy and practices in educational development.

Objectives

On completion of this module, students should be able to:
- demonstrate in-depth knowledge and understanding of key international debates on education and development in relation to Education For All, the Millennium Development Goals and the notion of 'quality';
- demonstrate in-depth knowledge and understanding of how educational practices can both contribute to, and combat, social inequity and marginalisation, particularly in relation to girls and minority ethnic groups.
- demonstrate in-depth knowledge and understanding of the expected benefits of decentralisation in educational governance and critically evaluate progress and barriers in practice;
- demonstrate a critical understanding of the theory and applications of literacy as social practice, and its applications to adult literacy programme design and delivery;
- demonstrate a critical understanding of how education systems can and should respond to situations of human conflict, natural disaster, and human tragedy (such as HIV-AIDS);
- apply analytical skills to identification and comparison of policy and practices in educational development;
- use analytical skills to undertake independent research on topics in this area.

Syllabus

The international education development agenda:
- Defining quality: Who decides?
- Power in decision-making, governance and community participation
- Education, cultural reproduction and social inclusion
- Non-formal education and the non-governmental sector
- The New Literacy Studies: contemporary literacy debates
- Violence, disaster and tragedy: what roles can education play?

Teaching methods

Delivery type	Number	Length hours	Student hours
Seminar	11	2.00	22.00
Private study hours			278.00
Total Contact hours			22.00
Total hours (100hr per 10 credits)			300.00

Private study

- 176 hours reading/preparation time for seminars and seminar presentation
- 102 hours for portfolio.

Opportunities for Formative Feedback

1 x seminar presentation

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Assignment	1 x 4,000 Word Portfolio Assignment	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 30/06/2021 11:55:12

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