Education for lnternational Development
Estudios Globales / Global Studies
1. Subject Information
(Date last modified: 18-05-26 13:36)
Professor Information
- Professor
- María José Hernández Serrano
- Group/s
- Único
- Centre
- Fac. Ciencias de la Educación
- Office
- 271
- Office hours
- -
- Web address
- https://dptotehe.usal.es/hernandez-serrano-maria-jose/
- E-mail
- mjhs@usal.es
- Phone
- 3688
2. Association of the subject matter within the study plan
3. Prerequisites
Besides fluent English level, no specific prior knowledge is required. However, students are expected to have an interest in education, international development, and human rights. Previous knowledge of education/pedagogy or psychology, sociology, political sciences, or philosophy will be useful but not compulsory
4. Learning objectives
By the end of the course, students will be able to:
- To understand the relationship between education, human development and contemporary global changes.
- To analyse education as a human right, a public good and a driver of social transformation.
- To examine the influence of educational theories and pedagogical traditions on institutions, methodologies and school cultures worldwide.
- To critically analyse global educational inequalities across different social, cultural and regional contexts.
- To identify the role of international organisations, governments, NGOs and civil society actors in educational development.
- To analyse educational development initiatives from an ethical, inclusive, evidence-informed and future-oriented perspective
5. Contents
Theory.
- Understanding and using educational theories for international development.
- Schooling, society and cultures of education.
- Education, development and global inequalities.
- Beyond schools: lifelong learning, adult education, vocational education and higher education.
- International organizations, global partnerships and education agenda.
Futures of education: emerging challenges and educational transformation.
6. Competences acquired
Basic / General.
Specific.
Transversal.
7. Teaching methods
The course will combine lectures, seminars, case-study analysis, guided reading, group discussions, debates, project-based learning and student presentations.
Teaching will be based on active participation and critical engagement with academic texts, international reports, policy documents, data platforms, global education campaigns and real-world cases.
Students will work individually and in groups to analyze educational challenges and propose context-sensitive responses.
Attendance may be verified through the mechanisms established by the teaching staff and will be required for the proper development of seminars, debates, group work and continuous assessment activities.
8. Anticipated distribution of the use of the different teaching methods
9. Resources
Reference books.
Aubrey, K. & Riley, A. (2023). Understanding and using challenging educational theories. Sage.
Bates, B. (2019). Learing theories simplified. Sage.
Beetham, H. & Sharpe, R. (2020). Rethinking pedagogy for a digital age. Routledge.
Birsch, D. (2023). Introduction to ethical theories. A procedural approach. Waveland.
Carr, D. (2003). Making sense of education. Routlege.
Cozolino, L. (2013). The social neuroscience of education. Norton.
Facer, K. (20119. Learning Futures. Routledge.
Jarvis, P. (2009). Learning to be a person in Society. Routledge.
Jensen, E. & McConchie, L. (2020). Brain-based learning. Corwin.
Palmer, J. A. (2001). Fifty modern thinkers on Education. Routledge.
Rogers, C. & Thomas, M.S.C. (2023). Educational neuroscience. Routledge
Other bibliographic references, electronic or other types of resources.
UNESCO Global Education Monitoring Report; UNESCO Institute for Statistics; UNICEF education reports; World Bank education resources; OECD Education at a Glance; United Nations Sustainable Development Goals platform; European Commission international partnerships and education resources; INEE Minimum Standards for Education; Global Partnership for Education reports
10. Assessment
Assessment criteria.
Students will be assessed according to:
- understanding of the main concepts and debates related to education and international development;
- ability to analyse educational theories, institutions, school cultures and global education challenges;
- capacity to critically examine international education policies, reports, data and development agendas;
- ability to connect education with human development, sustainability and global inequalities;
And according to:
- clarity, coherence and accuracy in written and oral communication in English;
- active participation in seminars, debates and practical activities;
- ability to analyse educational development initiatives from an ethical, inclusive and evidence-informed perspective.
Evaluation systems.
Continuous assessment (50% of the total evaluation) is linked to participation and regular work during the semester and cannot be repeated or replaced in the Second Call.
- Active participation in seminars, debates and practical activities: 15%
- Short reflective activities, reading tasks and case-study exercises: 15%
- Group work and oral presentation: 20%
The final assessment activity will assess the student’s individual achievement of the course objectives. It may consist of an individual written assignment, critical essay, case analysis, final project report or written examination, according to the lecturer’s instructions at the beginning of the course.
- Final individual assessment activity: 50%
Assessment recommendations.
Students are advised to attend sessions regularly, complete the readings before seminars, participate actively in discussions and progressively develop the individual and group activities required during the semester. Special attention should be paid to the use of reliable sources, conceptual precision, ethical awareness, critical argumentation and clear communication in English.
Recomendaciones para la recuperación.
In the Second Call, students may only recover the final assessment activity, which represents 50% of the final mark. The mark corresponding to continuous assessment will remain the same as in the First Call, since continuous assessment is not recoverable.
Recovery may include a revised individual assignment, a new critical essay, a case analysis, a final project report or a written examination, depending on the nature of the final assessment activity established by the lecturer. The non-realisation or non-achievement of the continuous assessment components may limit the maximum final mark according to their assigned percentage
11. Weekly teaching organization
