EDUC3830 – Education in a Global Society

2021 – Session 1, Weekday attendance, North Ryde


As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group activities on campus, and most will keep an online version available to those students unable to return or those who choose to continue their studies online.

To check the availability of face-to-face and online activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor and tutor
Associate Professor Iain Hay
Contact via email
25WW Room 386
by appointment via email - please do not leave a message on my office phone best to email
Catriona Broad
Credit points Credit points
Prerequisites Prerequisites
130cp at 1000 level or above
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit examines the role of education in a global context. The links between economic and political arrangements, educational processes, and educational outcomes are examined. The process of globalisation is considered with a focus on the changing relationship between education and development, especially in developing countries. The unit also includes a focus on the place of global education in the school curriculum and the internationalisation of education.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: demonstrate a knowledge and understanding of the nature of the geopolitical context and how this impacts on the provision of education
  • ULO2: demonstrate a knowledge and understanding of globalisation, especially as it relates to education
  • ULO3: explain the nature of development and how it is measured
  • ULO4: describe the factors that determine the rate of development
  • ULO5: explain the relationship between development and access to education
  • ULO6: demonstrate knowledge and understanding of selected global issues and how they impact on access to education
  • ULO7: demonstrate knowledge and understanding of Global Education as a cross-curriculum perspective

General Assessment Information

Assessment Presentation and Submission Guidelines 

Please follow these guidelines when you submit each assignment: 

  • Allow a left and right-hand margin of at least 2cm in all assignments. 

  • Please type all assignments using 12-point font and 1.5 spacing. 

  • All assessments must be submitted through Turnitin in .doc or .pdf format  

  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin. 

  • Faculty assignment cover sheets are NOT required. 


Draft Submissions & Turnitin Originality Reports 

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. 

  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report. 

  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date. 

  • Generally, one Originality Report is generated every 24 hours up to the due date. 


Please note: 

  • Students should regularly save a copy of all assignments before submission, 

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time. 


Assignment extensions and late penalties 


  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via This will ensure consistency in the consideration of such requests is maintained.  


  • Late submissions: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g., quizzes, online tests. Late penalties are applied by unit convenors or their delegates after tasks are assessed. 


  • If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.  


  • Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date. 


Requesting a re-assessment of an assignment 

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.  


  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.  

  • The outcome of a re-mark may be a higher/lower or unchanged grade.  

  • Grades are standards referenced and effort is NOT a criterion.  

University policy on grading 

Criteria for awarding grades for assessment tasks 

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information. 


Descriptive Criteria for awarding grades in the unit 

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45. 


Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: 


The following generic grade descriptors provide university-wide standards for awarding final grades. 





(High Distinction) 

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline. 


Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. 



Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline. 


Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes 


Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. 


Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of  the placement. 


Withdrawing from this unit 

If you are considering withdrawing from this unit, please seek academic advice via before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree. 



Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit



Assessment Tasks

Name Weighting Hurdle Due
Article precis 50% No Week [7] - 23/4/21 at 11:55pm via Turnitin
Extended response 50% No Week [12] -28/5/21 at 11:55pm via Turnitin

Article precis

Assessment Type 1: Essay
Indicative Time on Task 2: 30 hours
Due: Week [7] - 23/4/21 at 11:55pm via Turnitin
Weighting: 50%


Students write a précis on a selected article (2500 words).


On successful completion you will be able to:
  • demonstrate a knowledge and understanding of the nature of the geopolitical context and how this impacts on the provision of education
  • demonstrate a knowledge and understanding of globalisation, especially as it relates to education
  • explain the nature of development and how it is measured
  • describe the factors that determine the rate of development
  • explain the relationship between development and access to education

Extended response

Assessment Type 1: Essay
Indicative Time on Task 2: 30 hours
Due: Week [12] -28/5/21 at 11:55pm via Turnitin
Weighting: 50%


A scaffolded research-based task that enables students to study the factors affecting access to, and participation in education in a developing country (2500 words).


On successful completion you will be able to:
  • explain the nature of development and how it is measured
  • describe the factors that determine the rate of development
  • explain the relationship between development and access to education
  • demonstrate knowledge and understanding of selected global issues and how they impact on access to education
  • demonstrate knowledge and understanding of Global Education as a cross-curriculum perspective

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources


Required and recommended texts:

There is not a set text for this unit, there are a number of articles, chapters and video material for each module. See the 'unit schedule' section for details of readings.


Information about the unit iLearn site   

This unit has a full web presence through iLearn.   

Students will need regular access to a computer and the Internet to complete this unit.  

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. 

Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.  

Weekly lectures are available on the web through the Zoom link in iLearn and/or ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’. 

PowerPoint lecture slides are available in iLearn  and/or are available in the Active Learning Tool.  

Access and technical assistance  

Information for students about access to the online component of this unit is available at You will need to enter your student username and password. 

Please do NOT contact the Unit Convenor regarding iLearn technical help.  

No extensions will be given for any technical issues. Allow enough time for your submissions.  

Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at OneHelp is the online IT support service for both students and staff. 

This unit requires students to use several ICT and software skills: 

·         Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks.   

·         Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.  

·         Uploading of assessment tasks to iLearn. 


The unit comprises a one-hour lecture and two-hour tutorials (for internal students) and a virtual on campus day for external students. Those students studying as infrequent (external) are expected to engage with the weekly online modules, that include reading, video and lectures in readiness for the virtual on campus day.

In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. There will be a supporting website for the unit providing additional readings, links and materials. Lectures will also be available through the shared Zoom link and/or Echo in iLearn from the following website link:  

Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site.

Unit Schedule


Lecture Topic

Module Description and reading/s

Week 1


Introduction to Education in a Global Society

An overview of the Unit and its requirements.

*Self-directed pre-learning activities on iLearn site through video materials and prompting and reflective question guides


Geopolitical context and the notion of opportunity cost

An examination of the changing geopolitical context and how these impacts on the provision of education in developing countries.


Week 2


Global inequalities with a focus on access to education 

A look at global inequalities with a focus on the provision of education, educational outcomes, and the relationship between education and economic development.


No readingvideo materials and prompting and reflective question guides


Defining and measuring development  

An examination of the various ways development can be defined and measured. 


Week 3


Factors affecting a country’s developmental status  





A look at the range of factors that impact on the development level of nations and how this impact on access to education and educational outcomes.


Giambrone., A. (2014) The Global Dimension: Moving Beyond Good Intentions pp25-27) in Evans, M., Montemurro, D., Gambhir, M., Broad, K., Dei, G. J., Cummins, J., ... & Antolin, S. Inquiry into Practice: Learning and Teaching Global Matters in Local Classrooms.

*To access reading go to:




Week 4

21 August

Development and the child

An examination of the status of children in developing countries and how these impacts on their capacity to access education.



Abuiyada, R. (2018). Traditional Development Theories have failed to Address the Needs of the majority of People at Grassroots Levels with Reference to GAD. International Journal of Business and Social Science9(9), 115-119.

*To access reading go to:


Sapkota, M., & Tharu, M. (2016). Development as a ‘contested discourse’: An overview. Nepalese Journal of Development and Rural Studies13(1), 13-28.

*To access reading go to:




Week 5


Development: A Gendered Perspective

An examination of the status of women in developing countries and the impact that access to education has on the economic and social potential.



Dormekpor, E. (2015). Poverty and gender inequality in developing countries. Developing Country Studies5(10), 76-102.


*To access reading go to:




Week 6


Role of non-government organisations in the provision of education

An examination of the role played by non-government organizations and private sector in meeting the UN’s SDGs.



Sakue-Collins, Y. (2020). (Un) doing development: a postcolonial enquiry of the agenda and agency of NGOs in Africa. Third World Quarterly, 1-20.


Scheyvens, R., Banks, G., & Hughes, E. (2016). The private sector and the SDGs: The need to move beyond ‘business as usual’. Sustainable Development24(6), 371-382.


*To access reading go to:




MQ Recess

(5 April to 16 April)

8 April via Zoom

Virtual On-campus session – external students only

9.00am to 3.00pm

Zoom link:

Week 7

No Lectures/tutorials

(Professional Experience Block – April 19 to May 7)

Week 8

Week 9

Week 10


Globalisation and towards global governance




































A focus on the process of globalisation (economic and cultural integration) and its implications for education.



Irani, F. N. H. A., & Noruzi, M. R. (2011). Globalization and Challenges; what are the globalization's contemporary issues. International Journal of Humanities and Social Science1(6), 216-218.;_June_2011/24.pdf


Revisiting globalisation: The rise of the local-first approach, produced by KPMG


Key report: Global Governance and Global Rules for Development in the Post-2015 Era


A focus on ‘global governance’ – the role of international agreements and agencies in promoting education-related development objectives.




Global Education as cross-curriculum perspective: As members of a global community students are being encouraged to participate in the shaping of a better shared future for the world. In this lecture we focus on the ways in which Global Education is being integrated into the school curriculum (Years K-12).



Ferguson-Patrick, K., Reynolds, R., & Macqueen, S. (2018). Integrating curriculum: A case study of teaching global education. European Journal of Teacher Education41(2), 187-201.


Promoting global citizenship in the classroom: An examination of the strategies and resources used to promote global understanding in the classrooms.



Global Perspectives: A framework for global education in Australian Schools. Australian Government, 2008.




Week 11


Pandemic, disasters, and refugees

An examination of the causes, nature and extent of the global refugee crisis and its implications for human wellbeing.


UNHCR's The State of the World's Refugees provide detailed, in-depth analysis of the plight of the world's millions of displaced people. The authors examine the major crises and challenges faced by UNHCR for over fifty years.





Week 12


Education snapshot: East Timor

The difficult path to meaningful educational outcomes in the world’s newest country.



Earnest, J. (2003). Education reconstruction in a transitional society: The Case of East Timor. Report presented to the Research Unit for the Study of Societies in Change (RUSSIC), Curtin University of Technology, May 2003, Perth, Western Australia.


Y.Millo, J. Barnett (2004). Educational Development in East Timor. International Journal of Educational Development 24 pp. 721–737





Week 13


Overcoming Indigenous disadvantage: The Australian experience





A study of the disadvantage experienced by Indigenous Australians and the strategies being devised to promote more equitable outcomes.



Steering Committee for the Review of Government Service Provision (2020). Overcoming Indigenous Disadvantage: Key Indicators. Melbourne: Productivity Commission, Commonwealth of Australia. (see below)


Overview document: (week 13 reading)


Resource website:


Full report: (for your reference)


YouTube overview:






Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central ( Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies ( It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central ( and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct:


Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit or if you are a Global MBA student contact



Student Support

Macquarie University provides a range of support services for students. For details, visit

Learning Skills

Learning Skills ( provides academic writing resources and study strategies to help you improve your marks and take control of your study.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at

If you are a Global MBA student contact

IT Help

For help with University computer systems and technology, visit

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.


School of Education Procedures 

In addition, the following policies and procedures of the School of Education are applicable in this unit. 

Attendance for undergraduate units 

All Internal tutorials begin in Week 2 of Session.  

Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken. 

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change. 

Unit Expectations 

·         Students are expected to read weekly readings before completing tasks and attending tutorials 

·         Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials 

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor. 

Electronic Communication 

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via: 

·         Official MQ Student Email Address 

·         The Dialogue function on iLearn 

·         Other iLearn communication functions 

External Students 

1.    The (virtual) on-campus sessions on Thursday 8 April, 2021 (9:00am to 3:00pm) Zoom link provided in iLearn, are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration, may result in a Fail grade for the unit. Please see attendance requirements in this unit guide.   

2.    Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share. 

3.    Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis. 


Unit information based on version 2021.06 of the Handbook