Students

EDUC3830 – Education in a Global Society

2023 – Session 1, In person-scheduled-infrequent, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Fay Hadley
fay.hadley@mq.edu.au
Susan Caldis
susan.caldis@mq.edu.au
Credit points Credit points
10
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 https://www.mq.edu.au/study/calendar-of-dates

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

  • Students should be aware of and apply the University policy on academic honesty - see: https://policies.mq.edu.au/document/view.php?id=3 
  • Unless a Special Consideration - see: https://students.mq.edu.au/study/assessment-exams/special-consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of‚ 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 23.55. A 1-hour grace period is provided to students who experience a technical issue.
  • This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.
  • Please format assessments using 12-point font and 1.5 spacing.
  • All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments.
  • Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error.
  • Word limits are strictly applied. Work above the word limit will not be marked.
  • All assessments are marked using a rubric.
  • Marking of all assessments is moderated by the Unit Convenor.
  • Applications for extensions must be made via AskMQ - https://ask.mq.edu.au/.
  • It is not the responsibility of unit staff to contact students who have failed to submit assessments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

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. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. 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.

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 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 course progression.

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.

Assessment Tasks

Name Weighting Hurdle Due
Article precis 50% No 16/4/23 at 23:55 via Turnitin
Extended response 50% No 4/6/23 at 23:55 via Turnitin

Article precis

Assessment Type 1: Essay
Indicative Time on Task 2: 30 hours
Due: 16/4/23 at 23:55 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: 4/6/23 at 23:55 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 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. Assistance is available from IT Helpdesk Ph: 9850 4357 or 1800 67 4357 Email: help.mq.edu.au. On Campus: Ground floor at 18 Wally’s Walk.

Structure:

The unit structure can be found in the university timetable https://timetables.mq.edu.au/2023/ 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 iLearn site for the unit providing additional readings, links and materials. The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site.

Please note: On campus day for those students enrolled as 'infrequent' mode:

*Week 7   

6/4/23 *On-campus session – Infrequent students only

10:00am to 4:00pm

In 29WW  Room 123 (Academy learning space)

Unit Schedule

Date

Lecture & Module Topic

Module Description and reading/s      

Week 1

(20/2/23)

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

 

 

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

Week 2

(27/2/23)

 

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

(6/3/23)

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

 

 

Link to UNESCO – World Inequality Database on Education

Week 4

(13/3/23)

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

(20/3/23)

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:

https://core.ac.uk/download/pdf/234682395.pdf

Human Rights Watch website

    

Week 6

(27/3/23)

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

https://youtu.be/C1H3wpBIzSk

Week 7

(3/4/23)

 

 

Globalisation and towards global governance

Global Education as cross-curriculum perspective

 

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

6/4/23 *On-campus day – Infrequent students only

10:00am to 4:00pm

In 29WW  Room 123 (Academy learning space)

MQ Recess

(10/4/23 to 21/4/23)

*Note: Weeks 8, 9 & 10 no lectures or tutorials due to Professional Experience Block Placement

Week 11

 (15/5/23)

 

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.

http://www.unhcr.org

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

(22/5/23)

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

 

 

 

 

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://youtu.be/N14_XNH8Mqs

https://www.britannica.com/place/South-Sudan/Government-and-society

Week 13

(29/5/23)

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.

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:  

https://www.pc.gov.au/research/ongoing/overcoming-indigenous-disadvantage/2020/report-documents/oid-2020-overview.pdf

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:

https://youtu.be/zXx1HGz5Qaw

Policies and Procedures

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.

Student Code of Conduct

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

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

Academic Integrity

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 See the university timetable for information about when classes begin in this unit. https://timetables.mq.edu.au/2023/

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. Make up tasks may be given if attendance is missed to ensure all content is covered to meet accreditation requirements. 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.

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

Infrequent Attendance Students:

Please note: On campus day for those students enrolled as 'infrequent' mode:

*Week 7   

6/4/23 *On-campus session – Infrequent students only

10:00am to 4:00pm

In 29WW  Room 123 (Academy learning space)

Information about the dates if the on-campus sessions can be found in the university timetable. https://timetables.mq.edu.au/2023/

  • The on-campus sessions 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.
  • 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.
  • 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.
  • Further specific details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

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. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

IT Help

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.

Changes from Previous Offering

Incorporation of 'Voices from the Field' pod cast series to support student learning across a range of education development projects and linking this to unit content. 

Macquarie School of Education - 5 Rs Framework

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:

  • Resilience
  • Reflexive - by reflecting on class content, readings and podcasts in the development of your assignments for this unit.
  • Responsive 
  • Ready to learn
  • Research engaged - by engaging in research activities throughout this unit to develop a greater understanding of the key topics surrounding global and comparative education. You will develop skills to investigate the delivery of schooling and education services in different countries. Acdemic texts, journals and video material will be used as to develop your knowledge in becoming a global educator or adminstrator.

Unit information based on version 2023.01R of the Handbook