Module overview
In recent decades globalisation has impacted national education policies in industrialised, emerging and developing economies. This module will look at the different ways in which some education systems in different regions have changed their policies and provision of education in line with ongoing and expected changes, and learn about the contributing actors and shaping factors. We will look at ways in which these changes have impacted upon the teaching and learning processes and possible outcomes
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Communicate your ideas and arguments on these topics, and learning journey, to tutors and peers in both written and verbal forms
- Examine different theories and dimensions of globalisation
- Evaluate the role and initiatives of governmental and non-governmental international organisations in education worldwide (e.g., SDG)
- Critically analyse the formulation of different education policies across geographical regions as a consequence of globalisation
Syllabus
The content of the module will typically cover:
- The impact of globalisation on educational policy
- Policy transfer; dissemination and convergence
- International performance evaluations as global targets
- Governmental and non-governmental international organisations
- Examples of common change trends, such as neoliberal strategies (e.g. school choice; competition; decentralisation; school-based management; public-private partnerships and conditional-cash transfer schemes)
- Drivers for individual policies to participate in global trends (e.g. educational competitiveness in the knowledge economy
Learning and Teaching
Teaching and learning methods
The teaching and learning methods will include lectures, seminars, group work, tutorials, student presentations and self-directed study.
| Type | Hours |
|---|---|
| Follow-up work | 15 |
| Wider reading or practice | 37 |
| Preparation for scheduled sessions | 25 |
| Teaching | 18 |
| Completion of assessment task | 55 |
| Total study time | 150 |
Resources & Reading list
Journal Articles
Shahjahan, R. A. (2016). International organizations (IOs), epistemic tools of influence, and the colonial geopolitics of knowledge production in higher education policy. Journal of Education Policy, 31(6), pp. 694-710.
Choi, T. H. (2021). English fever: educational policies in globalised Korea, 1981–2018. . History of Education, 52(4), pp. 670-686.
Ball, S. J (1993). What is policy? Texts, trajectories and toolboxes. The Australian Journal of Education Studies, 13(2), pp. 10-17.
Hogan, A., Creagh, S., Lingard, B., Choi, T., & Poudel, P. P. (2024). Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students. Language and Education, 1-15.
Textbooks
Harvey, D. (2007). A brief history of neoliberalism. Oxford University Press.
Verger, A., M. Novelli and H. K. Altinyelken (eds.) (2012). Global Education Policy and International Development: New Agendas, Issues and Policie. London: Continuum.
Lingard, B. (2020). Globalisation and education: Theorising and researching changing imbrications in education policy.. In Globalisation and education (pp. 1-27). Routledge.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Individual Presentation | 60% |
| Learning journal | 40% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Digital presentation | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Digital presentation | 100% |
Repeat Information
Repeat type: Internal & External