units

EDF5666

Faculty of Education

print version

This unit entry is for students who completed this unit in 2016 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.

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Offered

Not offered in 2016

Synopsis

This unit focuses on the core understandings and complex relationships that exist between the role of education and learning and the cultural and socio-ecological development of communities. The unit emphasises the importance of community (urban/rural/local/global) resilience in changing times. Educational and development workers working for the resilience of cultures, their communities and their environments will require a wide range of specialised skills in response to emergent issues. In this unit, students examine different perspectives and languages of learning for sustainable development and critically appraise key local, national and international policy formulations, providers and expectations. The unit supports students to explore practices and approaches in order to assess the qualities and characteristics of educating for sustainable development and its contribution to sustainability.

Outcomes

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

  1. understand and evaluate the relationships between learning and socio-ecological community development
  2. review and critically evaluate the literature of development studies in education and education for sustainable development
  3. review perspectives on education for sustainability and the learning languages they adopt
  4. identify the key global, regional and national policy shapers and educational providers in the field: donor agencies (multi-lateral and bi-lateral), non-government agencies, civil society, private sector, government; and how these differ
  5. develop a case study of practices and approaches to education for sustainable development in a local, Indigenous, urban/rural, national or global context of relevance
  6. analyse the significance of the case study using the literature around education for sustainable development
  7. reflect on and articulate the qualities, characteristics and sociocultural sensitivities required of workers for sustainable development.

Assessment

Essay (4000 words, 50%)
Case study report (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

  • 12 contact hours and 24 hours equivalent of online activities over the semester or
  • 36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

  • independent study to meet the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Adult learning
Expert teaching practice
General education studies