Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

There are five underlying aims to this module:

• To have knowledge of the complexity and variety of education systems and the approach taken in comparative education studies

• To understand the differing educational systems and philosophies across the global context

• To critically analyse the fundamental elements of educational provision within different countries

• To review and reflect upon the cultural and ideological discourses that underpin viewpoints

• To engage with and evaluate the employment of qualitative and quantitative data in assessing impact and efficacy

Outline Of Syllabus

This module forms part of the BA (Hons) Education and provides an introduction to the variety of systems of schooling and associated philosophies through both national and global perspectives. The starting point is an examination of England, Northern Ireland, Scotland and Wales (United Kingdom) to encourage a comparative study of similarities and differences across national boundaries. The importance of the cultural, ideological and philosophical frameworks that lie beneath educational practice and provision will be explored and exposed to critical and evaluative scrutiny. This will inform a consideration of approaches to educational reform, both nationally and internationally. Engagement with the different methodological approaches will enable students to understand the complexity of decision making and the measurability of outcomes.

Intended Knowledge Outcomes

• An awareness and understanding of the variety of education provision across Britain (A2 and A4)

• Knowledge of the distinctive approach taken in comparative education studies (A1)

• A critical knowledge of the relationship between philosophical/ideological perspectives and ‘real world’ provision (A3 and A4)

• Familiarity with the differing methods of educational research and an understanding of their appropriateness for context specific enquiries (A3)

Intended Skill Outcomes

• An ability to explain the range of education provision within Britain and the concept of comparative education (C1, C2, C8)

• An ability to analyse the complexity of the British systems and their relationship to the wider context of philosophical/ideological perspectives (B1, B6, C4, C5, C6,C7, D8)

• An ability to critically engage with the interface between the national and the global dimensions of education provision ( B1, B2, B4, C2, C3)

• An ability to employ literature in a critical and analytical fashion (B4, B5, D3, D5)

• An ability to effectively communicate knowledge, analysis, and evaluation both orally and in writing (B2, D1, D2, D3, D4, D6, D7, D8)

Teaching Rationale And Relationship

This module revolves around a consideration and critical engagement with national and global educational perspectives and practices. It uses an interactive lecture format in order to share knowledge and understanding regarding current provision as well as small group teaching to enable critical discourse. During these small group teaching episodes students will be positively involved in contributing to the co- construction of knowledge. Students will build upon all learning by reflecting regularly via directed tasks. Alongside the more formal occasions of teaching ‘drop in’ sessions will enable individual guidance on progress and assessment to be provided.

Assessment Rationale And Relationship

There are two aspects of assessment belonging to this module. These include the small group oral presentation and final discursive essay. The rationale for this variety is to enable each student to demonstrate a wide range of knowledge, understanding and skills. This will meet all the Intended Skill Outcomes and have a particular relevance to the ability to effectively communicate both orally and in writing.

The Intended Knowledge Outcomes will be examined through all assessment components. The group work tasks in the seminar sessions are an opportunity for students to demonstrate their own knowledge and understanding of the variety of education provision globally, as well as the distinctive approach and methodologies taken within comparative education itself. The integration of on-going reflection on conceptual frameworks and current practice is made manifest through its inclusion within the oral presentation which explores the students’ own understanding and criticality. The final assessment method is a discursive essay submitted as a coursework assignment. This will be coherent with and arise from the group presentation as well as the taught sessions focusing on differing perspectives and practices of comparative education.

General Notes

N/A