EDUC43870 Global Development Education

Academic Year 2021/2022

Education has a key role to play in global development, from economic growth to poverty reduction, human development, respect for human rights, democracy and peace-building, as well as environmental sustainability. This module will examine current debates, policies and theories of development education to critically engage with local, national, legal and global challenges using the Sustainable Development Goals (SDGs) as a framework. To do so, it will engage with authors and theories from marginalised communities and will cover a broad range of contexts, including industrial democracies as well as low and middle-income countries, countries in political transition and those countries recovering from armed conflict and/or social unrest.

The module will analyse the interplay of education and the societal challenges presented in each of the SDGs to better understand how education can address global challenges such as poverty, migration, conflict, human rights abuses and climate change in other to promote an equitable and sustainable society. For this analysis, a comprehensive view of development education will be introduced, including a diversity of educational modes (formal, informal and non-formal), a wide range of educational levels (from early years to adult education), pedagogy and teacher education as well as curriculum development educational policy.

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Curricular information is subject to change

Learning Outcomes:

On completion of the module the students should have developed:

1. A theoretically and evidence-based understanding of Global Development Education.
2. In-depth knowledge of the complex social, economic and cultural challenges societies face including poverty, migration, conflict, human rights abuses and climate change.
3. Skills to analyse policy documents, scientific publications and educational materials related to Global Development Education and complex social, economic and cultural challenges.
4. Skills to synthesize key concepts of Global Development Education.

Indicative Module Content:

1. Global Development Education: key concepts, policies and pedagogies
2. SDGs (Sustainable Development Goals) and global challenges for education: planet, people, peace and partnerships
3. Global Development Education across contexts and institutions
4. Teaching and learning for a global, sustainable and equitable world

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

100
Total

124
Approaches to Teaching and Learning:
The key teaching and learning approaches used in the module are:
- Lectures
- Reflective and critical writing activities
- Case-based learning 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Presentation: Group presentation on a selected topic Coursework (End of Trimester) n/a Alternative linear conversion grade scale 40% Yes

30
Multiple Choice Questionnaire: Weekly Multiple Choice Questionnaires (MCQ) Throughout the Trimester n/a Alternative linear conversion grade scale 40% Yes

30
Portfolio: Digital portfolio of the individual learning trajectory Coursework (End of Trimester) n/a Alternative linear conversion grade scale 40% Yes

40

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Online automated feedback
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Students will receive written feedback in Brightspace after completing each online multiple-choice questionnaires with information about their performance but also suggestions to encourage autonomous learning. Students will also receive individual and peer written feedback from their class-based assignments and self-assessment activities as part of their portfolio.

Name Role
Dr Daniel Capistrano Lecturer / Co-Lecturer