Study Guide

Objectives (course unit)

This course will dive into the world of educational policy, explore its development and execution from global strategies to classroom realities, and understand the pivotal role of social, political, and economic forces in shaping education. It will uncover the influence of international NGOs, political ideologies, and research organisations on policy formation, equipping the participant with the knowledge to navigate and impact the educational landscape.

After completing the course, the students will be able to

• appraise the various dynamic processes in which educational policies are developed, implemented, and evaluated
• evaluate the impact of various stakeholders on the formation and development of educational policy
• critically compare and contrast the design and implementation of educational policy in different contexts
• formulate and justify their own positions with regard to educational policy and practice in their own context

Content (course unit)

A historical reflection on the purpose of education and schooling.
Social, Political, Technological, Environmental, Legal and Economic impact of education and educational policy
The impact of stakeholders and the emergence of new drivers for reform
The politics of reform and disruption
The challenges of implementing education research into practice.
The challenges and changes facing education in the 21st century and the need for reform.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students identify key concepts, theories, and figures in educational policy, demonstrating foundational knowledge by classifying and defining pivotal terms and stakeholders. The students explain the basic principles behind the development and impact of educational policies, showing an understanding through summarizing and describing how these policies interact with social, political, and economic forces. The students take responsibility and commit to a group, give and receive feedback.

Assessment criteria, good (3-4) (course unit)

The students apply concepts and theories to analyse case studies or hypothetical scenarios in educational policy, showing practical understanding through organizing and constructing arguments or solutions. The students evaluate the effectiveness of different educational policies by breaking down their components, assessing their outcomes, and identifying strengths and weaknesses through comparison and contrast. The students take responsibility for their learning and contribute to the progress of others.

Assessment criteria, excellent (5) (course unit)

The students evaluate the impact of various educational policies on multiple levels using a comprehensive set of criteria, making informed judgments, and defending positions on their efficacy and alignment with educational goals. The students propose innovative and justified solutions or reforms to existing educational policies by creatively combining knowledge and insights, demonstrating a high level of critical thinking and originality. The students participate actively in collaborative learning by sharing expertise, searching for information, and collaboratively creating knowledge.

Location and time

fully online 8 January - 11 March 2024

Exam schedules

no exam, instead assessed assignments

Assessment methods and criteria

Self, peer, and teacher assessment
Assessment criteria for grades 1-5 are given in a rubric and available for students in Moodle

Assessment scale

0-5

Teaching methods

Independent study, collaborative knowledge building in small groups, online synchronic and asynchronic discussions, writing an analysis report

Learning materials

Jones, T. 2013.Understanding Education Policy. The Four Education Orientations Framework

Handbook of Education Policy
Postiglione, Gerard A., editor.; Johnstone, Christopher J., editor.; Teter, Wesley R., editor.; Edward Elgar Publishing, publisher.
2023

In addition, recent research articles shared in Moodle and students' information search.

Student workload

26,7 x 5 cr = 133h
Time allocated for reading approx 40h
assignments approx 35h
group discussions, peer feedback and reflection approx 30h
following media discussion 10h
navigation, guidance etc 18h

Content scheduling

Key concepts: What is Education Policy
Philosophical and ideological orientations to the purpose of education
Following media discussion
Investigating a chosen topic
Impact of global influences and stakeholders
Education reforms
Giving and receiving peer feedback
Synchronous and asynchronous online presentations and discussions

International connections

international cohort

Objectives (course unit)

This course will dive into the world of educational policy, explore its development and execution from global strategies to classroom realities, and understand the pivotal role of social, political, and economic forces in shaping education. It will uncover the influence of international NGOs, political ideologies, and research organisations on policy formation, equipping the participant with the knowledge to navigate and impact the educational landscape.

After completing the course, the students will be able to

• appraise the various dynamic processes in which educational policies are developed, implemented, and evaluated
• evaluate the impact of various stakeholders on the formation and development of educational policy
• critically compare and contrast the design and implementation of educational policy in different contexts
• formulate and justify their own positions with regard to educational policy and practice in their own context

Content (course unit)

A historical reflection on the purpose of education and schooling.
Social, Political, Technological, Environmental, Legal and Economic impact of education and educational policy
The impact of stakeholders and the emergence of new drivers for reform
The politics of reform and disruption
The challenges of implementing education research into practice.
The challenges and changes facing education in the 21st century and the need for reform.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students identify key concepts, theories, and figures in educational policy, demonstrating foundational knowledge by classifying and defining pivotal terms and stakeholders. The students explain the basic principles behind the development and impact of educational policies, showing an understanding through summarizing and describing how these policies interact with social, political, and economic forces. The students take responsibility and commit to a group, give and receive feedback.

Assessment criteria, good (3-4) (course unit)

The students apply concepts and theories to analyse case studies or hypothetical scenarios in educational policy, showing practical understanding through organizing and constructing arguments or solutions. The students evaluate the effectiveness of different educational policies by breaking down their components, assessing their outcomes, and identifying strengths and weaknesses through comparison and contrast. The students take responsibility for their learning and contribute to the progress of others.

Assessment criteria, excellent (5) (course unit)

The students evaluate the impact of various educational policies on multiple levels using a comprehensive set of criteria, making informed judgments, and defending positions on their efficacy and alignment with educational goals. The students propose innovative and justified solutions or reforms to existing educational policies by creatively combining knowledge and insights, demonstrating a high level of critical thinking and originality. The students participate actively in collaborative learning by sharing expertise, searching for information, and collaboratively creating knowledge.

Location and time

fully online 9 January - 10 March 2022

Exam schedules

no exam, instead assessed assignments

Assessment methods and criteria

Self, peer, and teacher assessment of written work
Assessment criteria for grades 1-5 given in a rubric and available for students in Moodle

Assessment scale

0-5

Teaching methods

Independent study, collaborative knowledge building in small groups, online synchronic and asynchronic discussions, writing an analysis report

Learning materials

Jones, T. 2013.Understanding Education Policy. The Four Education Orientaitons Framework
Fan, G., Popkewitz, T. S. (eds) 2020.Handbook of Education Policy Studies Values, Governance, Globalization, and Methodology, Volume 1

In addition, recent research articles shared in Moodle and students' own information search.

Student workload

26,7 x 5 cr = 133h
Time allocated for reading approx 40h
writing assignments approx 45h
group discussions, peer feedback and reflection approx 20h
following media discussion 10h
other tasks, guidance etc 18h

Content scheduling

Key concepts: What is Education Policy
Philosophical and ideological orientations to purpose of education
Following media discussion
Investigating a chosen topic
Impact of global influences and stakeholders
Education reforms
Giving and receiving peer feedback
Asynchronic online discussion

International connections

international cohort

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Limited understanding of required concepts and knowledge. Fails to identify the processes in which educational policies are developed, implemented and evaluated.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student discusses only one aspect/viewpoint in his/her analysis of the processes in which educational policies are developed, implemented and evaluated. The student evaluates the impact of various stakeholders on the formation and development of educational policy, as well as its implications but this remains disconnected. The student states his/her position vaguely or without justification, makes some connections to a larger local and global context, but the approach is descriptive and/or anecdotal. He/she does not include the discussion on causations and consequences. The student takes responsibility and commits to a group, gives and receives feedback.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

In the analysis the student discusses multiple aspects/viewpoints and makes some connections between them. He/she provides solid evaluation of the impact of various stakeholders on the formation and development of educational policy. The causations and consequences may remain partly unclear. The student discusses the implications from different perspectives, uses references to show understanding of different views in the field but also to support his/her own position. The student takes responsibility for his/her own learning, contributes to the progress of others and uses feedback systematically to improve own work and the work of others.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student shows thorough familiarization with the education policy, practices and processes. He/she evaluates the impact and implications on multiple levels and from various angles. The student formulates and justifies his/her position making multiple connections to a local and global context and with the support of relevant education policy related literature.The student shows advanced understanding of causations, consequences and interplay of different societal aspects relating to educational policy. He/she participates actively in collaborative learning by sharing expertise, searching for information and collaboratively creating knowledge.

Objectives (course unit)

This course will dive into the world of educational policy, explore its development and execution from global strategies to classroom realities, and understand the pivotal role of social, political, and economic forces in shaping education. It will uncover the influence of international NGOs, political ideologies, and research organisations on policy formation, equipping the participant with the knowledge to navigate and impact the educational landscape.

After completing the course, the students will be able to

• appraise the various dynamic processes in which educational policies are developed, implemented, and evaluated
• evaluate the impact of various stakeholders on the formation and development of educational policy
• critically compare and contrast the design and implementation of educational policy in different contexts
• formulate and justify their own positions with regard to educational policy and practice in their own context

Content (course unit)

A historical reflection on the purpose of education and schooling.
Social, Political, Technological, Environmental, Legal and Economic impact of education and educational policy
The impact of stakeholders and the emergence of new drivers for reform
The politics of reform and disruption
The challenges of implementing education research into practice.
The challenges and changes facing education in the 21st century and the need for reform.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students identify key concepts, theories, and figures in educational policy, demonstrating foundational knowledge by classifying and defining pivotal terms and stakeholders. The students explain the basic principles behind the development and impact of educational policies, showing an understanding through summarizing and describing how these policies interact with social, political, and economic forces. The students take responsibility and commit to a group, give and receive feedback.

Assessment criteria, good (3-4) (course unit)

The students apply concepts and theories to analyse case studies or hypothetical scenarios in educational policy, showing practical understanding through organizing and constructing arguments or solutions. The students evaluate the effectiveness of different educational policies by breaking down their components, assessing their outcomes, and identifying strengths and weaknesses through comparison and contrast. The students take responsibility for their learning and contribute to the progress of others.

Assessment criteria, excellent (5) (course unit)

The students evaluate the impact of various educational policies on multiple levels using a comprehensive set of criteria, making informed judgments, and defending positions on their efficacy and alignment with educational goals. The students propose innovative and justified solutions or reforms to existing educational policies by creatively combining knowledge and insights, demonstrating a high level of critical thinking and originality. The students participate actively in collaborative learning by sharing expertise, searching for information, and collaboratively creating knowledge.

Location and time

fully online 10 January - 11 March 2022

Exam schedules

no exam but an analysis paper to be assessed

Assessment methods and criteria

Self, peer, and teacher assessment of written work
Assessment criteria for grades 1-5 given in a rubric and available for students in Moodle

Assessment scale

0-5

Teaching methods

Independent study, collaborative knowledge building in small groups, online synchronic and asynchronic discussions, writing an analysis report

Learning materials

Bell, L& Stevenson, H. 2006:Education Policy - Process, Themes and Impact
Jones, T. 2013.Understanding Education Policy. The Four Education Orientaitons Framework
Fan, G., Popkewitz, T. S. (eds) 2020.Handbook of Education Policy Studies Values, Governance, Globalization, and Methodology, Volume 1

Student workload

26,7 x 5 cr = 133h
Time allocated for reading approx 40h
writing approx 45h
group discussions, peer feedback and reflection approx 20h
following media discussion 10h
other tasks, guidance etc 18h

Content scheduling

Key concepts: What is Policy: video
Following media discussion
Reading the set literature
Defining own topic
Reading on chosen topic
Historical review of own topic
Synchronic guided discussion
Writing the report in stages
Giving and receiving peer feedback
Asynchronic online discussion

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Limited understanding of required concepts and knowledge. Fails to identify the processes in which educational policies are developed, implemented and evaluated.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student discusses only one aspect/viewpoint in his/her analysis of the processes in which educational policies are developed, implemented and evaluated. The student evaluates the impact of various stakeholders on the formation and development of educational policy, as well as its implications but this remains disconnected. The student states his/her position vaguely or without justification, makes some connections to a larger local and global context, but the approach is descriptive and/or anecdotal. He/she does not include the discussion on causations and consequences. The student takes responsibility and commits to a group, gives and receives feedback.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

In the analysis the student discusses multiple aspects/viewpoints and makes some connections between them. He/she provides solid evaluation of the impact of various stakeholders on the formation and development of educational policy. The causations and consequences may remain partly unclear. The student discusses the implications from different perspectives, uses references to show understanding of different views in the field but also to support his/her own position. The student takes responsibility for his/her own learning, contributes to the progress of others and uses feedback systematically to improve own work and the work of others.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student shows thorough familiarization with the education policy, practices and processes. He/she evaluates the impact and implications on multiple levels and from various angles. The student formulates and justifies his/her position making multiple connections to a local and global context and with the support of relevant education policy related literature.The student shows advanced understanding of causations, consequences and interplay of different societal aspects relating to educational policy. He/she participates actively in collaborative learning by sharing expertise, searching for information and collaboratively creating knowledge.