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.
|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|
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
700 Level (Specialised)
|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
|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
|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||
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program AR504, AR700 or ED705
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
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.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 5||Online Assignment Submission with plagiarism check|
|All||2||Artefact - Creative, and Written Piece||Individual||20%||
|Refer to Format||Online Assignment Submission with plagiarism check and in class|
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Comparison of a system of education in two contrasting countries|
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
An academic essay format
|All - Assessment Task 2:Critical review of the literature|
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|
A PowerPoint presentation Presentation in class, PowerPoint uploaded to BlackBoard after class Submission Week: TBC
|All - Assessment Task 3:Case Study of an education for development intervention .|
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.
An academic essay format
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. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
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.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Phillips, D., and Schweisfurth, M.||2014||Comparative and International Education: An Introduction to Theory, Method and Practice||n/a||Bloomsbury|
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.
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
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