EDU3012 : Contemporary Issues in 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
The main themes of the module are global health, environment and education. It examines the relationship between these issues focusing on the following areas:
• Global health priorities
• Environmental determinants of health
• Water, sanitation and hygiene
• The socioeconomic and environmental determinants of health and education within the contexts of the Sustainable Development Goals (SDGs)
• Education, health, well-being and security of people across the lifespan and across the globe
• The role of actors including governmental, academic and NGO players in each of the fields (health, education and environment)
By the end of this module students will be expected to understand contemporary global issues. These include the major challenges in global health, environment and education with a focus on the sustainable development goals, related targets and the decade of action. To demonstrate an understanding of key issues relating to global health, education and development and to be able to critically assess the key theories and debates in the literature on these issues.
Outline Of Syllabus
In this module students will develop knowledge around the contemporary issues in development. It explores the cultural, economic, geographical and social processes and contexts that determine health, education and environmental outcomes across the world.
There are 11 weeks made up of the 11 lectures and 11 seminars. Topics covered around globalization and development include:
Contemporary issues in Development
Development and Education
Health, development and poverty
Global health in a dynamic world
Social determinants of health and education
Climate Change, Environment and Development
Polycentricity and collective action regarding ecological sustainability
Development project planning and the project cycle.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 9 | 3:00 | 27:00 | Each lecture there will be non-synchronous content to prepare the students for the lecture. |
| 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 | Structured research and reading activities | 9 | 3:00 | 27:00 | Reading around research & activities related to the themes considered, incl. formative and summative |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | Seminars |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 11 | 1:00 | 11:00 | 1 hr live chat or interview on Zoom. Main queries anonymously summarized on module discussion board |
| 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 are followed by practical seminar sessions, which are also backed up with time for both independent study and further reading as directed during the sessions. The module aims to develop criticality as well as theoretical and practical understanding around contemporary issues in development. Theoretical learning with specific case studies and readings enable students to make connections and develop a sophisticated understanding of the themes, issues, concepts and policies.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Oral Presentation | 10 | 1 | M | 30 | Oral presentation around a topic taught during the module. |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | A | 70 | Essay - 3,500 words |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Oral Presentation | 1 | M | Mock presentation with formative feedback |
Assessment Rationale And Relationship
Formative assessment of students’ progress will occur throughout the seminars as per the expertise of the lecturers. The intention for the first summative assessment which is the oral examination through group presentations in the middle of the module allows students to be actively involved in the opportunity to develop their understanding of contemporary issues in development. Essential preparation for the assessed essay will be expressed during the opportunity students have to work together developing their oral, written and communication skills. The essay builds on the lecture and seminar content and guided independent study and is handed in after the module ends.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU3012's Timetable