MA International Education (Curriculum and Pedagogy)

Year of entry: 2024

Course unit details:
International Development and Education

Course unit fact file
Unit code EDUC70891
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Semester 1
Available as a free choice unit? No


This course unit will introduce the following content areas:

  • The role of education in international development;
  • Economic development and education:
  • Education under resource constraints:
  • Teachers, Pedagogy, and Curriculum with respect to development;
  • The role of international aid and international organizations;
  • Theories of development and education


To develop students’ knowledge and understanding of theories and trends in international development and education in relation to low and middle income countries. To explore structures, policies, and practices underpinning these.

Teaching and learning methods

11 x 2 hour lectures/seminars supported by individual or group tutorials

Knowledge and understanding

  • Understand the key principles and meaning of educational policies in relation to development
  • Have an appreciation of key policy, legislation and international conventions relating to economic development and other aspects of societal development in education.
  • Appreciate the role of the United Nations, OECD and other international agencies in promoting education and international development;
  • Be familiar with the range and focus of literature in the field of international education policy, especially in relation to development.

Intellectual skills

  • Develop critical thinking skills in relation to the challenges of economic development and education
  • Reflect on teaching and learning in international contexts;
  • Critically examine theoretical perspectives on economic views of development and the role of education.

Practical skills

  • Contribute to debates about the development issues facing education systems globally
  • Examine educational practices in the light of emerging understandings of 'development' especially  in international contexts
  • Work collaboratively with colleagues to explore and analyse issues in education and international development
  • Write up reports that translate academic findings to various audiences

Transferable skills and personal qualities

  • Develop conceptual, analytical and presentation skills;
  • Make effective use of electronic and other sources of information;
  • Collaborate with others in group tasks.

Assessment methods

Method Weight
Written assignment (inc essay) 100%

Feedback methods

Feedback will be available on blackboard

Recommended reading


Some of these items are marked with an asterisk as they discussed more fully in lectures. (This does not necessarily denote additional importance.)

Lecture 1:

Pedagogy, Democracy, and Teacher Education in low and middle income countries

Davies, L. (2004) Education and conflict: complexity and chaos. London: RoutledgeFalmer.

Harber, C. (2004) Schooling as violence. How schools harm pupils and societies. London: Routledge.

Osler, A. (2015) The stories we tell: exploring narrative in education for justice and equality in multicultural contexts, Multicultural Education Review, 2015, 7 (1–2), pp 12–25.

Parkes, J. (2016) Gender-based violence, Prospects, 46, pp 93-107.

Paulson, J. (2011) Education, Conflict and Development. Oxford: Symposium Books

Smith, A. (2005) Education in the Twenty-First Century: Conflict, Reconstruction and Reconciliation. Compare 35 (4): 373–391.

United States Institute of Peace (2006) Unite or Divide? The Challenges of Teaching History in Societies Emerging from Violent Conflict. Special Report 163,

United Nations Educational, Scientific and Cultural Organisation (2010) EFA global monitoring report: The hidden crisis: armed conflict and education. Paris: UNESCO/Oxford University Press.

Bush, K.D. & Salterelli, D. (eds) (2000) The two faces of education in ethnic conflict. Towards a peace building education for children. UNICEF Innocenti Research Centre

Lecture 2:

Education and Development: Concepts and Issues /  The role of education in international development

Aghion, P., Howitt, P., Howitt, P. W., Brant-Collett, M., & García-Peñalosa, C. (1998). Endogenous growth theory. MIT press.

Becker, G. S. (2002). The age of human capital (pp. 71-89).*

Becker, G. S. (1964). Human capital theory. Columbia, New York.

Benhabib, J., & Spiegel, M. M. (2005). Human capital and technology diffusion. Handbook of economic growth, 1, 935-966.

Brock, C., & Alexiadou, N. (2013). Education around the world: a comparative introduction. A&C Black.

Dixon, P., Humble, S., & Counihan, C. (Eds.). (2015). Handbook of international development and education. Edward Elgar Publishing.*

Hanushek, E. A., & Woessmann, L. (2008). The role of cognitive skills in economic development. Journal of economic literature, 46(3), 607-668.*

Harber, C. (2014, May). Education and international development: Theory, practice and issues. Symposium Books Ltd.

Heyneman, S., & Stern, J. (2015). Development and education. Handbook of international development and education, 20-46.*

Psacharopoulos, G., & Patrinos*, H. A. (2004). Returns to investment in education: a further update. Education economics, 12(2), 111-134.

Romer, P. M. (1990). Endogenous technological change. Journal of political Economy, 98(5, Part 2), S71-S102.

Sen, A. (1993). Capability and well-being, 73. The quality of life, 30 

Sen, A. (2017). Elements of a theory of human rights. In Justice and the Capabilities Approach (pp. 221-262). Routledge.*

Snowdon, B., & Vane, H. R. (2005). Modern macroeconomics: its origins, development and current state. Edward Elgar Publishing.

UN (undated), Sustainable Development Goals, available at:

UNESCO (2015) Education for All Global Monitoring Report. Paris: UNESCO

Lecture 3:

Economic devel

Study hours

Scheduled activity hours
Assessment written exam 32
Demonstration 40
Seminars 20
Tutorials 2
Independent study hours
Independent study 56

Teaching staff

Staff member Role
Miguel Antonio Lim Unit coordinator

Additional notes



Hours Allocated

Staff/Student Contact




Private Study


Directed Reading


Assignment Preparation


Total Hours



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