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Enacting Global Education and International Development 30 CATS (EQ924)

 

Mode of Study
10 x 2 hour sessions
30 hours work-based placement

Term 2
Assessment

1 x 2000 word assignment

1 x 3000 word assignment

Module Leader

Dr Emily Henderson

e.henderson@warwick.ac.uk

Optional Module (Highly Reccommended) for:

MA Global Education and International Development (module only available for students on this degree course)


Introduction to the Module

This module is reserved for students who are enrolled on MA GEID and who have already taken the ‘Understanding Global Education and International Development’ (UGIED) module. This is because the module aims to apply theoretical, conceptual and contextual learning from UGEID to practical settings. The module involves two parts: a professional placement and a series of practical lectures on understanding and producing education policy.

Principle Module Aims
  • To evaluate the approaches studied in UGEID in their ability to explain and/or solve the issues and challenges faced in real-life education settings.
  • To understand the realm of education policy and policy-related work, such as advocacy, intervention and M&E (monitoring and evaluation).
  • To explore and critique technical and conceptual features of different types of policy writing (eg research report, briefing, advocacy statement).
  • To produce policy-related knowledge that is specifically related to an aspect of the placement.
  • To develop work-based skills for future work in the field.
Practical information regarding placements:
  • Time commitment: students will only be able to take part in the module if they are able to commit to 30 hours of placement time, to be spread relatively evenly over the 10 week term. If students’ other commitments and responsibilities will prevent this, there is the option of taking one of the other CES modules instead.
  • Location of placements: placements should be located in the UK, ideally in the Midlands. This is because students need to attend both the placement and the lecture series in parallel. Furthermore students will finance their own travel costs, so will need to choose a placement that is realistic to their means.
  • Some placements will require a DBS check if they involve working with children or vulnerable adults. This process will be explained further, but applicants should be aware of this when considering enrolling on the module.
  • Finding a placement: students will follow provided guidance in confirming their own placement. Some suggestions of placements will be made but students are responsible for corresponding with the placement.
  • Types of placement: placements could take place in a variety of settings, as long as the chosen placement involves aspects of Global Education and International Development, for example:

Education institutions where there is a role involving global/international issues (eg international office of a university; working with ESOL students in a school).

Other institutions or organisations which are not education-specific, but which deal with global/international issues and which include an education-specific element that the student can work on (eg literacy within a refugee/asylum seeker centre; theatre company that delivers workshops in schools on cultural cohesion; research consultancy that conducts commissioned research on education).