FLKM4110 Introduksjon til internasjonal utvikling, utdanning og bærekraft Emneplan

Course I is intended to form a common platform for the other courses. The students get an overview of central theoretical perspectives within education and development. They are expected to develop their ability to relate these theories to selected topics This work both ensures a broad interdisciplinary perspective and supplements students’ previous education. Along with the other common courses, this forms the basis for specialisation in the area selected for in-depth studies and in the master’s thesis.

No prerequisite knowledge required.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has knowledge of and insight into the international education field

• has knowledge of and insight into different conceptualisations of and theories about development

• has knowledge of and insight into the contributions of education to development in general, and in the Global South in particular

Skills

The student

• is capable of competently explaining relevant topics in the field

• is capable of comparing research-based knowledge of the topic of the course

• is capable of writing according to academic standards

General competence

The student

• is capable of explaining and problematising relevant theory in the research fields of international education and development

• is capable of using the new knowledge in an independent manner

• is capable of communicating academic issues relating to education and Development

The academic content of this course includes some key concepts, and associated theoretical perspectives, centred on the relationship between education and development, generally, and in the Global South in particular. This includes consideration of key issues of development, of poverty, of inequality, and questions of power.  As comparative and international educational (CIE) research, this work will include and explicitly explore the Global-Local dialectic at work in the ‘education and development’ nexus. This includes understandings of how models of education and their curricular and pedagogical systems have historically and continue to be transferred between and within countries, and their relationship to global and local conceptualisations ‘development’.

Throughought the course, opportunities are created to consider these issues at multiple levels of scale (local, regional, national, global) and across time. Particular sectors of education, in particular contexts, linked to students’ particular interests and experiences, are in this way located in the Global-Local nexus.

This course module consists of lectures and seminars. Academic discussion is encouraged throughout the course module, and a range of activities are included to facilitate students’ engagement with the curriculum materials and central ideas of the course. Training in academic writing is an integrated part of the course. Please see the general programme description for further details. 

No coursework requirements.

The assessment consists of an individual home exam/academic paper over five days, of 3000 words (+/- 10 %). 

Resit/rescheduled exam The resit/rescheduled exam is organised in the same way as the ordinary exam.

Examination support material is permitted.

The grades pass/fail are used.

All submitted papers will be assessed by two internal examiners. In accordance with the Guidelines for Appointment and Use of Examiners at OsloMet, the mode of assessment will periodically be reviewed by an external programme supervisor.