Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Co-Convenor and tutor
Dr Jennifer Barr
Contact via email/iLearn dialogue
by appointment arrange via email
Unit Co-Convenor and tutor
Dr Nina Burridge
Contact via email/iLearn dialogue
by appointment arrange via email
Course content developer
Associate Professor Iain Hay
Jada Bennett
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
130cp at 1000 level or above
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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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.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
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 the correct file has been uploaded, that their submission has been successful, and that it has been submitted by the due date and time.
Assignment extensions and late penalties
● In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see: https://students.mq.edu.au/study/my-study-program/special-consideration
● 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 https://ask.mq.edu.au/ . 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 - 10/100 marks of credit (10% of the total assessment weighting) will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted seven days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessment - e.g., quizzes, online tests. A zero result for the assignment will be recorded after the late submission period has ended if no task has been received.
● 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.
Note:
· 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: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade |
Descriptor |
HD (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. |
D (Distinction) |
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. |
Cr (Credit) |
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. |
P (Pass). |
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 |
F (Fail) |
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 https://ask.mq.edu.au 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
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 ask.mq.edu.au.
Name | Weighting | Hurdle | Due |
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Article precis | 50% | No | 10/4/22 at 11:55pm via Turnitin |
Extended response | 50% | No | 5/6/22 at 11:55pm via Turnitin |
Assessment Type 1: Essay
Indicative Time on Task 2: 30 hours
Due: 10/4/22 at 11:55pm via Turnitin
Weighting: 50%
Students write a précis on a selected article (2500 words).
Assessment Type 1: Essay
Indicative Time on Task 2: 30 hours
Due: 5/6/22 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).
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Required and recommended texts:
There is not a set text for this unit, there are a range 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.
Please note: Pre-recorded lectures are used in this unit and these will be available via iLearn. 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 https://ilearn.mq.edu.au/login/index.php. 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 help.mq.edu.au. OneHelp is the online IT support service for both students and staff.
This unit requires students to use several ICT and software skills:
Structure:
The unit comprises of weekly online pre-recorded lectures, an on campus day for infrequent study mode (external students) and a two-hour weekly tutorials for frequent study mode (internal students). 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 Echo/ Zoom/PowerPoint narration recordings in iLearn from the following website link: http://ilearn.mq.edu.au All students are expected to to engage with the content modules on the unit iLearn site to support thier knowledge development.
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 unit iLearn site.
Note: no lectures or tutorials will be conducted over the professional experience block period (weeks 8, 9 & 10). Lectures and tutorials will recommence in week 11, 12 & 13.
Date |
Lecture & Module Topic |
Module Description and reading/s |
Week 1 (21/2/22) |
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 |
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An examination of the changing geopolitical context and how these impacts on the provision of education in developing countries. |
Week 2 (28/2/22)
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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. * Video materials and prompting and reflective question guides |
Week 3 (7/3/22) |
Global inequalities with a focus on access to education
Defining and measuring development
Factors affecting a country’s developmental status
Understanding the Global Goals for Sustainable Development |
A look at global inequalities with a focus on the provision of education, educational outcomes, and the relationship between education and economic development.
An examination of the various ways development can be defined and measured.
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. Readings: 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: https://tspace.library.utoronto.ca/bitstream/1807/76999/1/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf |
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Link to UNESCO – World Inequality Database on Education |
Week 4 (14/3/21) |
Development and the child |
An examination of the status of children in developing countries and how these impacts on their capacity to access education. Readings: 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 Science, 9(9), 115-119. *To access reading go to: https://ijbssnet.com/journals/Vol_9_No_9_September_2018/12.pdf Sapkota, M., & Tharu, M. (2016). Development as a ‘contested discourse’: An overview. Nepalese Journal of Development and Rural Studies, 13(1), 13-28. *To access reading go to: https://www.researchgate.net/profile/Mahendra-Sapkota-2/publication/323226674_Development_as_a_%27Contested_Discourse%27_An_Overview/links/5a870c17aca272017e5aadaa/Development-as-a-Contested-Discourse-An-Overview.pdf |
Week 5 (21/3/22) |
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. Reading: Dormekpor, E. (2015). Poverty and gender inequality in developing countries. Developing Country Studies, 5(10), 76-102. *To access reading go to: |
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Human Rights Watch website |
Week 6 (28/3/22) |
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. Readings: 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 Development, 24(6), 371-382. *To access reading go to: https://onlinelibrary.wiley.com/doi/full/10.1002/sd.1623 https://www.tandfonline.com/doi/epub/10.1080/01436597.2020.1791698?needAccess=true |
Week 7 (4/4/22) |
Globalisation and towards global governance Global Education as cross-curriculum perspective
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A focus on the process of globalisation (economic and cultural integration) and its implications for education. Readings: 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 Science, 1(6), 216-218. http://www.ijhssnet.com/journals/Vol._1_No._6;_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. Reading: https://globalchallenges.org/global-governance/ 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). Reading: Ferguson-Patrick, K., Reynolds, R., & Macqueen, S. (2018). Integrating curriculum: A case study of teaching global education. European Journal of Teacher Education, 41(2), 187-201. https://www.tandfonline.com/doi/pdf/10.1080/02619768.2018.1426565?needAccess=true Promoting global citizenship in the classroom: An examination of the strategies and resources used to promote global understanding in the classrooms. Reading: Global Perspectives: A framework for global education in Australian Schools. Australian Government, 2008. https://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf |
*Week 7 |
8 April *On-campus session – external students only |
10:00am to 4:00pm In 12 Second Way Room 315 |
MQ Recess (11 April to 22 April) |
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*Note: Weeks 8, 9 & 10 no lectures or tutorials due to Professional Experience Block Placement |
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Week 11 (16/5/22)
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Pandemic, disasters, and refugees
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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. https://www.unrefugees.org.au/?utm_medium=cpc&utm_source=google&utm_campaign=AU_PS_EN_general_UNHCR_Generic&utm_tag=&utm_content=&utm_email=&utm_package=&code=OAWGRE0021
Alice Albright, CEO of the Global Partnership for Education reflects on the continuing impacts of COVID-19 on education systems and the lives of people all over the world and how this is deepening inequalities and worsening the global education crisis by keeping millions of children and young people of school. See link below: https://www.globalpartnership.org/news/alice-albrights-end-year-message-2021 |
Week 12 (23/5/22) |
Education snapshots:
Case Study 1: Timor-Leste (previously known as: East Timor) |
The difficult path to meaningful educational outcomes in the world’s newest countries.
Readings: 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. http://www.waier.org.au/forums/2003/earnest.html
Y.Millo, J. Barnett (2004). Educational Development in East Timor. International Journal of Educational Development 24 pp. 721–737 https://www.sciencedirect.com/science/article/pii/S0738059304000562 |
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Case Study 2: Republic of South Sudan |
Key website: Timor-Leste country brief (DFAT) https://www.dfat.gov.au/geo/timor-leste/timor-leste-country-brief More than 2.8 million children, or over 70 per cent, are out of school in South Sudan, putting at risk their futures and the future of the country. Some of the out-of-school children are living in pastoral communities, moving with their cattle and are not able to attend regular classes. The largest group of out-of-school children in South Sudan are girls. Poverty, child marriage and cultural and religious views all hinder girls' education.
Readings engage with the following sources: https://www.unicef.org/southsudan/what-we-do/education https://www.britannica.com/place/South-Sudan/Government-and-society |
Week 13 (30/5/22) |
Overcoming Indigenous disadvantage: The Australian experience
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A study of the disadvantage experienced by Indigenous Australians and the strategies being devised to promote more equitable outcomes. Reading: 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: Resource website: https://www.pc.gov.au/research/ongoing/overcoming-indigenous-disadvantage/2020 Full report: (for your reference) https://apo.org.au/sites/default/files/resource-files/2020-12/apo-nid309865.pdf YouTube overview: |
Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). 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 (https://students.mq.edu.au/support/study/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 (https://policies.mq.edu.au) and use the search tool.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-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 ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.
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 1 of Session, this unit employs a flipped learning approach in week 1 with self-directed learning with the introductory module on iLearn.
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
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:
External Students
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.
The Library provides online and face to face support to help you find and use relevant information resources.
Macquarie University offers a range of Student Support Services including:
Got a question? Ask us via AskMQ, or contact Service Connect.
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
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.
Return to face-to-face teaching in 2022, previous offering was delivered online due to COVID19 restrictions
The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling. In this unit, you will learn using the 5Rs framework in the following important ways, through the assessment items you will be:
Unit information based on version 2022.02 of the Handbook