units

EDF5806

Faculty of Education

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelPostgraduate
FacultyFaculty of Education
OfferedBerwick First semester (extended) 2014 (Day)
Clayton First semester 2014 (Day)
Coordinator(s)Dr Rosalyn Black (Berwick); Dr Elizabeth Tudball (Clayton)

Synopsis

This unit develops an understanding of education policy and its various discourses in global, national, local and institutional contexts. Students explore the inter-relationships of policy discourses with educational practices in schools, the community, educational systems, professional associations, and globally coordinated projects. The unit explores international testing of literacy/numeracy, the international rights of children, and published policies of global entities (OECD, UNESCO), as well as Australia's national, state and local policies and practices, such as professional standards, curriculum, assessment, diversity, social inclusivity, information and communication technology (ICT) and Indigenous peoples.

Outcomes

Upon successful completion of this unit students should be able to:

  1. examine a range of education policy issues and dilemmas for educators in contemporary local, national and global contexts
  2. demonstrate an understanding of the pedagogical implications for educators within a range of education policies
  3. articulate an understanding of the multi-faceted and complex nature of educational policy and discourses at global, national, local and institutional levels
  4. apply their understanding of the inter-relationships between educational policy and practice in a range of educational settings
  5. evaluate and critique their own practice as educators in relation to policy imperatives and professional obligations, including the particular needs of students in their care
  6. reflect critically on themselves and their relationship to current educational policy debates.

Assessment

School investigation and reflection (3200 words, 40%)
Research project (4800 words, 60%)

Chief examiner(s)

Workload requirements

Minimum total expected workload equals 24 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 3 contact hours per week

(b.) Additional requirements

  • independent study to make up the required minimum hours per week