Postgraduate Course: Global Governance and Education (EDUA11434)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course introduces students to key global stakeholders in comparative education and international development and how they complement and compete with each other in the creation of global goals and global education policy. By exploring the mechanisms used by such actors and theories associated with the diffusion of global education policy students will have a better understanding of the global governance structure influencing education policy, the normative and coercive practices used in expanding its influence, and the challenges put forth by emerging global actors and local stakeholders.
This course introduces students to the basics of global governance as a starting point to explore the topics, issues, and debates related to global education policy, including its impact, if any, on national education policies and plans. The course is designed to introduce students to key actors shaping global discourse and highlight the interaction between global and local forces in creating and adapting context specific education policy.
In this course we will examine questions such as: What is global governance and global education policy? Who are the main actors and institutions involved in the creation and diffusion of global education policy? What are some of the main mechanisms used in the dissemination of global education policy? How have the dominant perspectives and approaches been challenged by emerging global actors? What are some of the critiques and controversies related to global education policies? How are global education policies developed, circulated, and locally applied? How are they contested and localized?
In particular, we will analyse the mechanisms, educational policies and strategies from UNESCO, the Organization for Economic Cooperation and Development (OECD), and the World Bank. We will examine how the global community came to an agreement on the global goals for education (Sustainable Development Goal 4) as well as whether the creation of such goals and emerging actors represent a challenge to the dominant institutions shaping global education policy. The course will include a combination of individual and group work permitting students to practice their analytic, collaborative, and negotiation skills as they sharpen their critical thinking in the comparative education and international development field.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 11,
Seminar/Tutorial Hours 11,
Formative Assessment Hours 2,
Summative Assessment Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
||Feedback (both oral and written) will be provided throughout the course, including during formative policy roundtable activity near the end of the course.
|No Exam Information
On completion of this course, the student will be able to:
- Recognize and critically analyse the assumptions underlying prevalent discourses, the structures and mechanisms that perpetuate such discourses, and how such discourses are articulated in global education policy.
- Discuss, compare, and critique policy strategies suggested to countries in their push to meet the global goals for education.
- Apply critical awareness by reflecting on and discussing the complexity of education policymaking with a focus on how local contexts can lead to the adoption and adaption of global education policies.
- Draw from a nuanced understanding of the available evidence to justify your preferred approach to addressing one of the targets for the global goal on education.
- Articulate a complex policy issue in a very condensed and direct format intended for education policy-makers.
|Indicative Reading list |
Menashy, F. (2019). International Aid to Education: Power Dynamics in an Era of Partnership. New York: Teachers College Press.
Mundy, K., Green, A., Lingard, B. & Verger, A. (2016). The Handbook of Global Education Policy. Hoboken, New Jersey: Wiley-Blackwell.
Parreira do Amaral, M., Steiner-Khamsi, G. & Thompson, C. (2019). Researching the Global Education Industry: Commodification, the Market, and Business Involvement. New York: Springer.
Verger, A., Novelli, M. & AltinYelken, H.K. (Eds.) (2018). Global Education Policy and International Development: New Agendas, Issues, and Policies. London: Bloomsbury.
Ydesen, C. (Ed.) (2019). The OECD's Historical Rise in Education: The Formation of a Global Governing Complex. London: Palgrave Macmillan.
Zajda, J. (Ed.) (2015). Second International Handbook on Globalisation, Education, and Policy Research. New York: Springer.
|Graduate Attributes and Skills
||* Skilled communicators able to present clear, well-supported positions to peers, senior colleagues, and specialists.
* Adopt an international perspective and respectfully and ethically recognising global and local interests and needs.
|Keywords||Education,Global Governance,International Organizations,Policy,International Development
|Course organiser||Dr William Smith
|Course secretary||Miss Mariana Duarte