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Course Outline

EDU775 Education for International Development

Course Coordinator:Catherine Manathunga (cmanathu@usc.edu.au) School:School of Education and Tertiary Access

2021Semester 2

UniSC Sunshine Coast

 Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

This course explores key concepts in understanding how education contributes to international development. Key theoretical underpinnings of comparative education and international education for development are examined and social, cultural, political, economic and geographical factors in shaping education in developing countries analysed. You examine how educational systems are designed and implemented in their global and local context and study current trends in international education development across developing countries of your interest.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Lecture – You are required to engage with a weekly 2 hour lecture, associated activities and required/recommended course reading materials accessed through Blackboard and using the required text. 2hrs Week 1 13 times
Independent Study/Research – In addition to the lecture hours and completion of assessment tasks, you are required to engage in self-directed learning using the course Blackboard materials, engage with current research/readings via USC library databases, required/recommended textbooks and resources. 2hrs Week 1 13 times

Course Topics

International Education for Development and Comparative International Education in the Context of Globalisation and Localisation

Comparing Educational Policies and Systems

Social and Economic Factors in Education for Development

Special Issues in Education among Developing Countries

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Completing these tasks successfully will contribute to you becoming...
1 Examine aspects of an education system in two contrasting countries with regard to political, economic, social, cultural and geographic factors. Creative and critical thinker
Empowered
2 Explain the growth of comparative education as a field and be able to analyse the features of educational systems and policies in developed and developing countries and their impact on educational processes. Creative and critical thinker
Empowered
3 Use a single case to exemplify current issues or aspects of education for development and theorize about future directions for education in one or more developing country Empowered
Sustainability-focussed

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

Enrolled in Program AR504, AR700 or ED705

Co-requisites

Not applicable

Anti-requisites

Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

In this course a formative task is carried out in week 3 whereby the students are asked to to write a one page summary explaining which two countries they have chosen for task 1, why they chose those particular countries and how they intend to structure their essay. The lectuer and their peers will provide feedback in class and the lecturer will also read the summaries in order to assist the students with any writing difficulties they may have.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Essay Individual 40% 
3000 words
 Week 5 Online Assignment Submission with plagiarism check
All 2 Artefact - Creative, and Written Piece Individual 20% 
45 minutes
 Refer to Format Online Assignment Submission with plagiarism check and in class
All 3 Case Study Individual 40% 
3000 words
 Week 13 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Comparison of a system of education in two contrasting countries
Goal: 
The purpose of this assessment task is to develop a deep understanding of educational issues in the dev-eloping world, and to communicate those understandings through a report that contrastsan education system in two contrasting countries. At least three aspects that affect the system should be analysed
Product: Essay
Format: 
An academic essay format
Criteria:
No. Learning Outcome assessed
1 
​Identification and critique of an education system within two selected countries.
 1
2 
Key theoretical underpinnings of comparative international education.
 1
3 
How the chosen educational system is designed and implemented in the two contrasting countries.
 1
4 
Analysis of the relevant political, social, cultural, political, economic, and geographical factors that help shape the education system in the two countries.
 2
5 
Analysis and evaluation of the two countries in relation to theories and practice of education for development.
 1
6 
Communication skills.
 3
7 
Correct referencing​
 3
8 
Assessment criteria are mapped to the course learning outcomes.
 1 2 3
All - Assessment Task 2:Critical review of the literature
Goal: 
The purpose of this assessment task is to develop a deep understanding of comparative education and education for development, and to communicate those understandings through a presentation that introduces and uses a critical review of one or two chapters of the recommended textbook for this course. The iterative approach used reflects an orientation towards mastery of a chosen topic
Product: Artefact - Creative, and Written Piece
Format: 
A PowerPoint presentation
Presentation in class, PowerPoint uploaded to BlackBoard after class


Submission Week: TBC
Criteria:
No. Learning Outcome assessed
1 
​Understanding of key theoretical underpinnings of comparative international education and international education for development.
 1
2 
Analysis of the chosen topic or topics and, where relevant reference to how educational systems and policies are designed and implemented within their global and local contexts.
 1
3 
Critique of how relevant social, cultural, political, economic, and geographical factors shape education in developing countries:
 2
4 
Communication skills.
 3
5 
Effective use of ICT
 1
6 
Correct referencing
 3
7 
Constructive feedback ​
 1
All - Assessment Task 3:Case Study of an education for development intervention .
Goal: 
The purpose of this assessment task is to evaluate an example of education for development undertaken as part of foreign aid to a developing country. You should examine and critique at least three aspects of the case. These aspects might include the theoretical basis of the intervention, or the political, economic, social or cultural impact of the specific instance of education for development.
Product: Case Study
Format: 
An academic essay format
Criteria:
No. Learning Outcome assessed
1 
​​Identification and critique of major educational issues in a developing country
 1
2 
Comparative analysis and evaluation of issues related to the educational growth of the country in which the case of education for development took place.
 2
3 
Logical links between the introduction, literature review, selection of case and the case study evaluation
 1
4 
Argument for why the particular case has general relevance for education for development.
 3
5 
Communication skills
 1
6 
Correct referencing​​
 1

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Required Phillips, D., and Schweisfurth, M. 2014 Comparative and International Education: An Introduction to Theory, Method and Practice n/a Bloomsbury

Specific requirements

Not applicable

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.

SafeUniSC

UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Central Examinations
  • Deferred Examinations
  • Student Conduct
  • Students with a Disability

For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

  • In person:
    • UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
    • UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au
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