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DRPS : Course Catalogue : Moray House School of Education and Sport : Education

Postgraduate Course: Introduction to Education and International Development (EDUA11436)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThis course encourages students to explore the contours of the debates around the relationship between education and international development; if there is one, to what extent and what types of education for what types of development. By exploring development theories, the course then analyses the mechanisms and actors within the field of Education and their impacts on Development
Course description This is an interdisciplinary course, which, while focusing on the field of Education and Development, draws on the parent disciplines of Sociology, International Development & Relations, and Human Geography. Across the duration of the course, we will explore the different development theories and hegemonic norms, including human capital theory, modernization theory, capabilities theory, and post-development theory.

The course begins by building a strong theoretical foundation to be applied to the analysis of development practices in education and related to sustainable development goals. Students will have opportunities to explore case studies that highlight different practices, actors, and challenges in the field of education and development. This includes gender equality, environmental issues, peacebuilding and language of instruction, and their interaction with education and development.

Key literature and scholars of the field will be interrogated to develop an understanding of the contours of the main debates and inform the analysis. By the end of the course, students will be able to think critically about the challenges posed to and the potential of education to assist in international development from different approaches and theoretical frames, in light of different contexts and practices.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
High Demand Course? Yes
Course Delivery Information
Academic year 2023/24, Available to all students (SV1) Quota:  32
Course Start Semester 1
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( 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 171 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Formative«br /»
Class debate plan LO: 2, 4, «br /»
«br /»
Summative«br /»
1. 70% 3,000-word Essay - LO: 1, 3, 5«br /»
2. 30% Oral class team-based debate - LO: 2, 4, 5«br /»
Both assignments need to be passed to complete the whole course, in order to reflect the success of all learning objectives.«br /»
Feedback Feedback
Class debate plan - Turn it in submission written formative feedback.
Class debate - Written feedback to marking criteria and summative grade (team grade)
Essay - Written feedback to marking criteria and summative grade.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Critically evaluate the various concepts and theories of international development with reference to education.
  2. Demonstrate a critical understanding of the interacting roles, dynamics, power, and institutions of international development with reference to education.
  3. Apply critical awareness and nuance when analysing the relationship between education and development and other SDGs such as gender equality, peacebuilding, and livelihood, interrogating the available evidence and logics.
  4. Confidently, sensitively, and reflexively apply concepts and knowledge to the analysis of education and development case-studies engaging in the context (history, complexity, geopolitics) through an intersectoral lens.
  5. Interrogate their knowledge and understanding to critically locate and justify a personal position in relation to debates in education and development.
Reading List
Chisolm, L. & Steiner-Khamsi, G. (Eds.). (2009). South-south cooperation in education and development. New York, NY: Teachers College Press.

Escobar, A. (1995). Encountering Development: The making and unmaking of the Third World. Princeton University Press: Princeton New Jersey.

Esteva, G., Salvatore, J. B., & Philipp, B. (2013). The future of development: a radical manifesto. Policy Press: Bristol

McCowan, T. & Unterhalter, E. (2012). Education and International Development: An Introduction. Bloomsbury Academic: London/Oxford/New York/New Dheli/Sydney

Sen, A. (2001). Development as freedom. Oxford Paperbacks.

Tikly, L. 2020. Education for Sustainable Development in the Postcolonial World: Towards a Transformative Agenda for Africa
Additional Information
Graduate Attributes and Skills * Inquisitive and open to new ideas, including those that differ from personal history and experience
* Proactive in seeking, receiving and incorporating feedback to improve future communications, activities, and assessments
KeywordsEducation,International Development
Course organiserDr Fatih Aktas
Course secretaryMiss Mariana Duarte
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