EDU8211 : The Role of the State in Education: Education Policy and Entrepreneurship for Development
- Offered for Year: 2024/25
- Module Leader(s): Professor Pauline Dixon
- Lecturer: Dr Steve Humble
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
It is often assumed that it is the state's role to provide free schooling for children in the global south, to attain the Sustainable Development Goal Number 4 (viz., education for all and gender equality in education).
This course aims to encourage students to think about what happens when the state is unable to afford or deliver schooling. In that respect it:
* Introduces students to case studies and research to consider different scenarios that cause governments to be unable to the deliver, regulate or fund schooling, i.e., conflict, natural disasters, corruption, lack of GNP;
* Enable students to critically evaluate different perspectives and research findings concerning the role of different actors in education and schooling and how this translates into policy;
* Critically assess different regulatory frameworks for education and the education policies of international agencies.
Outline Of Syllabus
This module is for anyone that is interested in policy decisions and who makes these decisions in education in developing countries, especially for the poorest. The module highlights the phenomenon of private schools for the poor that are operating in poor areas across Africa and Asia, and explores their potential role in international education policy and the reaching of the Millennium Development Goals in education. Anyone interested in education, policy issues, business, entrepreneurship, markets and developing countries will gain knowledge and awareness from this course.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 86:00 | 86:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 11 | 1:00 | 11:00 | Lectures will consist of input together with interactive tasks and discussion |
| Structured Guided Learning | Lecture materials | 9 | 3:00 | 27:00 | For each lecture there will be non-synchronous content to prepare student in preparation for lecture |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | Seminars |
| Structured Guided Learning | Structured research and reading activities | 9 | 3:00 | 27:00 | Reading around research activities related to themes incl. formative & summative learning activities |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | Structured Taught introduction to development skills around the lectures and seminars |
| Guided Independent Study | Independent study | 1 | 27:00 | 27:00 | Directed research & reading, student-led group activity, reading on related topics with peers |
| Total | 200:00 |
Teaching Rationale And Relationship
The lectures and seminars provide a theoretical and contextual framework for the whole module.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | M | 50 | 2,000 word essay |
| Report | 1 | M | 50 | 2,000 word report using a given data set in SPSS to consider education in developing countries. |
Assessment Rationale And Relationship
There are two parts to this assignment. First the students will be assessed on their ability to discuss and evaluate the issues explored throughout the course. They will need to critically analyse and argue issues concerning global education policy and provision options in the global south.
The assessment will be concerned with education policy and educational provision in the global south utilising the information, evidence and knowledge built up over the course. The students will be able to discuss issues about different types of delivery as well as global education policy issues.
The second part is to write a 2,000 word report around a given data set provided in SPSS. The students will be assessed on presentation, interpretation and the analysis of this secondary data set. This allows for an early introduction to statistical techniques often used in development early on in the Masters. This will provide skills and knowledge that will be used throughout the Masters course including during the dissertation stage.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU8211's Timetable