2024/25 Taught Postgraduate Module Catalogue

PIED5235M Education in Development

30 creditsClass Size: 40

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

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2024/25

This module is not approved as an Elective

Module summary

This module introduces key contemporary debates, theories and practices in education and global development, and interrogates the potential and barriers for education’s role as a driver of sustainable development. Students learn about the evolving global framings of education for all, most recently via the Sustainable Development Goals (Agenda 2030) framework, and analyse the value of international target setting. They review critical questions in education and development, including: power and participation in policy making and educational governance; perspectives on ‘quality’, rights and social justice; education’s role in cultural reproduction; educational inclusion and marginalisation; adult literacy; how education systems can and should respond to situations of human conflict and disasters’. Students are encouraged to read critically, to increase their own reflexivity, and to apply analytical skills to identifying and comparing how policy and practices lend themselves to equitable inclusion.

Objectives

The objective of this modules is to explore and engage with key contemporary debates, theories and practices in education and global development, and interrogates the potential and barriers for education’s role as a driver of sustainable development. The module therefore aims to: develop an in-depth knowledge and understanding of the following topics: (1) key international debates on education and global development in relation to global target setting and Agenda 2030; (2) educational practices can both contribute to, and combat, social inequity and marginalisation, particularly in relation to girls and minority ethnic groups; (3) the expected benefits of decentralisation in educational governance and critically evaluate progress and barriers in practice; (4) the theory and applications of literacy as social practice, and its applications to adult literacy programme design and delivery; (5) how education systems can and should respond to situations of human conflict, natural disaster, and human tragedy (such as HIV-AIDS). In addition, the module aims to develop a range of analytical skills and the ability to undertake independent research on topics in this area.

Learning outcomes
On completion of this module, students should be able to:-
1. Demonstrate in-depth knowledge and understanding of key international debates on education and global development in relation to global target setting and Agenda 2030, particularly SDG 4, on lifelong learning for all.
2. 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.
3. Demonstrate in-depth knowledge and understanding of the expected benefits of decentralisation in educational governance and critically evaluate progress and barriers in practice;
4. Demonstrate a critical understanding of the theory and applications of literacy as social practice, and its applications to adult literacy programme design and delivery;-
5. 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);
6. 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.

Skills learning outcomes
On successful completion of the module students will be able to:
1. Plan and develop an independent piece of written research.
2. Use digital skills to retrieve information and present findings to others.
3. Communicate ideas accurately, effectively, and persuasively to individuals and groups.

Syllabus

Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	11	1.00	11.00
Seminar	11	1.50	16.50
Private study hours			272.50
Total Contact hours			27.50
Total hours (100hr per 10 credits)			300.00

Opportunities for Formative Feedback

A seminar presentation will be used to present work and ideas and formative feedback both by the seminar group and the module leader will be offered. This can be used to better prepare for the summative assessment.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Assignment	Coursework	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: 05/04/2024

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