Educational Policy and Practice (5cr)

Objectives (course unit)

This course will examine how educational policy is developed and implemented at the macro level and the relationship between the social, political and economic environments. It will also examine how these policies are enacted at the micro level within educational institutions and classrooms. It will also address the impact of international NGOs and measures on policy development as well as the impact of political ideologies. The relationship between educational research, think tanks and the shaping of educational policies will be examined.

After completing the course, the participants will be able to:

- appraise the various dynamic process 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.
The politics of reform and disruption.
The problems of implementing education research into practice.
The social, historical, political and economic impact of education and educational policy.
The challenges and changes facing education in the 21st century and the need for reform.
The impact of traditional stakeholders and the emergence of new drivers for reform.

Location and time

fully online 24 April -6 June

Exam schedules

-

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 tabula

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

Les Bell & Howard Stevenson (2006): Education Policy - Process, Themes and Impact
Tiffany Jones: Understanding Education Policy. The Four Education Orientaitons Framework
Bridges & Watts (2008) Educational Research and Policy: Epistemological Considerations. Journal of Philosophy of Education, Vol. 42, No. S1, 2008.
Self selected literature

Student workload

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

Content scheduling

Key concepts - video
What is Policy - reading
Following media discussion
Reading the set literature
Synchronic guided discussion
Writing the report in stages
Recieiving peer feedback
Asynchronic online discussion

Completion alternatives

-

Practical training and working life cooperation

-

International connections

international study group

Further information

-

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)

1 (Pass)
The appraisal is shallow, or discusses only one aspect/viewpoint regarding the processes in which educational policies are developed, implemented and evaluated. The appraisal is simplistic and/or unclear.
2 (Satisfactory)
The appraisal includes multiple aspects/viewpoints; however, these are not connected. The appraisal is accurate but superficial.
1
Evaluation remains on a superficial level. Discussion around the impact of stakeholders and implications of the policy are anecdotal or single examples.
2
Satisfactory evaluation is provided. Some examples of impact and implications are described but they remain unconnected, or the discussion does not extend beyond the most obvious interpretations.
1
The writer states his/her position vaguely or without justification. Connections to course material/experiences of others/other MEL units/bigger picture remain few and/or shallow.
2
The writer justifies his/her position and makes some connections to a larger local and global context, but the writing is descriptive and/or anecdotal and does not include discussion on causations or consequences.

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

3 (Good) 4 (Very good)
The appraisal includes multiple aspects/viewpoints and makes some connections between them. It is easy to read and discusses the processes accurately. The appraisal is clear, well written and shows familiarization with the processes. It includes multiple aspects/viewpoints and makes solid connections between them.
3
Sound evaluation is provided. Impact and implications are described and some connections are made. The discussion is informative but does not provide new perspectives to the topic.
4
Very good evaluation is provided. Multiple points are connected and the impact and implications are discussed from different perspectives.
3
The writer formulates and justifies their position making multiple connections to a local and global context and/or other units of MEL. However, at points these may remain on a superficial level, or the causations and consequences are partly unclear or superficially discussed.
4
The writer formulates and justifies their position making multiple connections to a local and global context and/or other units of MEL. The connections are solid and include discussion on causations and consequences.

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

5 (Outstanding)
The appraisal shows thorough familiarization with the processes. The appraisal is very rich, connects aspects and viewpoints in novel ways and extends the discussion beyond the expected.
The impact and implications are analyzed and interpreted on multiple levels in a way that advances knowledge about the topic. Demonstrates depth and width of thinking and ability to connect multiple points to make meaning and discuss impact and implications from various angles.
The writer formulates and justifies their position making multiple connections to a local and global context and/or other units of MEL in novel ways, showing advanced understanding of causations, consequences and interplay of different societal aspects relating to educational policy.