Education for Development: Aid, Policy and the Global Agenda (X4500E)

15 credits, Level 4

Autumn teaching

This module is a 15 credit undergraduate module to be offered to Year 1 students in term 1, as part of an International Education & Development 60 credit Pathway.

This module introduces international education and development through three lenses. The module first examines why education is seen as important for development, drawing upon economic, rights based and socio cultural perspectives. It then examines the way education is measured and targets are set for development. The final section of the module introduces the international actors and political economy of delivering the education for all agenda.

The module provides grounding in education and international development, with a particular focus on the challenges facing resource-constrained and rapidly expanding educational systems. This will equip students with an understanding of the role of education in international development and develop critical, political and methodological perspectives.

Suggested topic:
Section 1: Education and development
Introduction to the field: the education and development relationship
Education for economic growth
Education, development and social equity
Gender and education for development
Citizenship, curriculum and identity

Section 2: Measuring Education For All
Changing patterns of educational access
Globalisation and educational reforms: educational quality
Education and social inclusion
Education and health in the global south

Section 3: Architecture of Education For All
Educational aid and the global agenda: International actors in the field
Teachers and teacher training in the Global South
Non-state providers of education

Contact hours and workload

This module is approximately 150 hours of work. This breaks down into about 22 hours of contact time and about 128 hours of independent study. The University may make minor variations to the contact hours for operational reasons, including timetabling requirements.

We regularly review our modules to incorporate student feedback, staff expertise, as well as the latest research and teaching methodology. We’re planning to run these modules in the academic year 2024/25. However, there may be changes to these modules in response to feedback, staff availability, student demand or updates to our curriculum.

We’ll make sure to let you know of any material changes to modules at the earliest opportunity.