Course outline. Code: EDU775 Title: Education for International Development (Project)

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1 Course outline Code: EDU775 Title: Education for International Development (Project) Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2015 Course Coordinator: A/Prof Michael Christie mchristi@usc.edu.au Course Moderator: Prof Merv Hyde 1. What is this course about? 1.1 Course description This course explores key concepts in understanding how education contributes to international development. You examine key theoretical underpinnings of comparative education and international education for development; the linkages between social, cultural, political, economic and geographical factors in shaping education in developing countries. How educational systems and policies of those countries are designed and implemented in their global and local contexts. You will be able to discern current trends in international education development across developing countries of your interest. 1.2 Course content The indicative course context is as follows: 1. Foundation topic: * Education for International Development and Comparative International Education - theories and literature 2. Dimensions of Education for Development: * Globalisation and localisation of education across developing countries and the perspectives of education for human rights; * Educational policies, systems, and reforms; * School curricula as policy documents and educational development tools; * Human capital theories, social change, colonialism-post colonialism, and neo-liberalism; * Gender issues in education among developing countries; * Education in conflict and disaster zones; * Education of marginalised groups in developing countries. 2. Unit value 12 units Version Semester Recfind File Number: F22849

2 Page 2 3. How does this course contribute to my learning? On successful completion of this course you should be able to: Explain the features of educational systems and policies in developing countries and their impact in educational processes in one or more countries Examine aspects of education for development with regard to specific issues in one or more countries Argue the compatibilities and incongruities between global/local policies for education for development in one or more countries Theorize about future directions for education in one or more developing country You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: Creative and critical thinkers. Creative and critical thinkers. Sustainability-focussed. Sustainability-focussed. 4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of prerequisites, co-requisites and anti-requisites 4.1 Enrolment restrictions This course is only available to students studying Master of International Development or Master of Education 4.2 Pre-requisites Not applicable 4.3 Co-requisites Nil 4.4 Anti-requisites Nil 4.5 Specific assumed prior knowledge and skills (optional) Nil 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

3 Page Assessment tasks Task No. (EDU775) Assessment Individual or Group Tasks 1 PROJECT EITHER: 1A In-depth Case Study: Develop a case study report on a country of your choice by examining in depth, at least three dimensions on education for development within that country. OR 1B Comparative Analysis: Compare and contrast three dimensions of education for development within two case-study countries Weighting % TOTAL 100% What is the duration / length? When should I submit? Individual 100% 7,000 To be negotiated. The assessment item you choose will be developed in a continuous, iterative manner with detailed feedback and guidance provided at each stage. To assist this progress, there will be a scaffolded approach to the task, with formative assessment occurring at three-weekly intervals throughout the course. This features of this process can be negotiated at the commencement/identification of the project and amended as necessary throughout the course, subject to the specific characteristics or constraints of the selected country/system focus Where should I submit it? BlackBoard through Safe Assign Note: You have the choice of completing Task 1A OR Task 1B

4 Page 4 Assessment Task 1A: In-depth Case Study Goal: The purpose of this assessment task is to develop a deep understanding of the educational issues of one country in the developing world, and to communicate those understandings through a report of that case study. The iterative approach used reflects an orientation towards mastery of a chosen topic Product: Case Study Format: Report Format The assessment item you choose will be developed in a continuous, iterative manner with detailed feedback and guidance provided at each stage. To assist this progress, there will be a scaffolded approach to the task, with formative assessment occurring at three-weekly intervals throughout the course. This features of this process can be negotiated at the commencement/identification of the project and amended as necessary throughout the course, subject to the specific characteristics or constraints of the selected country/system focus Criteria Identification and critique of major educational issues within selected country: Key theoretical underpinnings of comparative international education and international education for development: How educational systems and policies of those countries are designed and implemented within their global and local contexts: Linkages between social, cultural, political, economic, and geographical factors in shaping education in developing countries: Analysis and evaluation of those issues in relation to theories and practice with regard to education and broader development: Communication skills. Generic skill assessed Skill assessment level Information literacy Communication Assessment Task 1B: Comparative analysis Goal: Product: Format: The purpose of this assessment task is to compare educational issues across two or three countries in the developing world and to communicate the significance of those issues to the countries of choice Comparative analysis. An academic essay format The assessment item you choose will be developed in a continuous, iterative manner with detailed feedback and guidance provided at each stage. To assist this progress, there will be a scaffolded approach to the task, with formative assessment occurring at three-weekly intervals throughout the course. This features of this process can be negotiated at the commencement/identification of the project and amended as necessary throughout the course, subject to the specific characteristics or constraints of the selected country/system focus. Criteria Identification and critique of major educational issues across two selected countries Comparison and contrast, analysis and evaluation of those issues in relation to the educational growth of those countries and the countries overall development. Communication skills Generic skill assessed Skill assessment level Information literacy Communication

5 Page Additional assessment requirements Blackboard As a student enrolled in this course you will have access to course information on the Blackboard site. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through Blackboard. It is your responsibility to ensure you have adequate internet access (either off campus or oncampus) in order to access Blackboard regularly and to complete required assessment tasks. Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct. 5.4 Submission penalties Late submission of assessment tasks will 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. 6. How is the course offered? 6.1 Directed study hours 2 hour lecture per week 6.2 Teaching semester/session(s) offered Semester 2 each year

6 Page Course activities Teaching What key concepts/content will I Week / learn? Module Module 1 Module 2 Module 3 Module 4 International Education for Development (IED) and Comparative International Education (CIE) in the Context of Globalisation and Localisation: Introduction to IED and CIE Research and reading research in IED/CIE Globalisation/localisation of education Education for human rights Context and culture Comparing Educational Policies and Systems: Policy agendas Educational systems Educational reforms School curricula Role of global policy makers, e.g., World Bank, UNESCO, ADB, Aid agencies, NGOs Social and Economic Factors in Education for Development: Education and human capital theory Education for economic growth Education and social agenda, e.g., nation building and social justice Colonialism/post-colonialism/neoliberalism Pedagogies of the oppressed: praxis or practice Special Issues in Education among Developing Countries: Gender Conflict and disaster zones Marginalised groups Please note that the course activities may be subject to variation. What activities will I engage in to learn the concepts/content? Directed Study Activities Independent Study Activities Class/on-line instruction Designated readings for including group work and selected readings. of first assignment Class/on-line instruction including group work and Class/on-line instruction including group work and Class/on-line instruction including group work and 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Not Applicable Designated readings for selected readings. of first assignment Designated readings for selected readings. of second assignment Designated readings for selected readings. of second assignment 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course.

7 Page Specific requirements Not Applicable 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or studentlifeandlearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information General enquiries and student support Faculty Student Support Office Tel: Fax: SHEinfo@usc.edu.au