- UCAS course code
- X300
- UCAS institution code
- M20
Bachelor of Science (BSc)
BSc Education
Become a leading educational researcher in any education related career you choose; innovating and evolving the field globally.
Duration: 3 years
Year of entry: 2025
UCAS course code: X300 / Institution code: M20
- Key features:
Industrial experience
Scholarships available
Field trips
- Typical A-level offer: ABB
- Typical contextual A-level offer: BBC
- Refugee/care-experienced offer: BBC
- Typical International Baccalaureate offer: 34 points overall with 6,5,5 at HL
Fees and funding
Fees
Tuition fees for home students commencing their studies in September 2025 will be £9,535 per annum (subject to Parliamentary approval). Tuition fees for international students will be £29,000 per annum. For general information please see the undergraduate finance pages.
Policy on additional costs
All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).
Scholarships/sponsorships
We are committed to attracting and supporting the very best students from all backgrounds to study this course.
You could be eligible for cash bursaries of up to £2,500 to support your studies.
Find out about our funding opportunities
Course unit details:
Key Issues in Education
| Unit code | EDUC11100 |
|---|---|
| Credit rating | 20 |
| Unit level | Level 1 |
| Teaching period(s) | Full year |
| Available as a free choice unit? | No |
Overview
The course unit will cover analyses and commentary on the key debates within contemporary educational theory and practice of education, and relate this to real-world issues. Several concepts in educational research emerge, including:
• The hidden curriculum
• Internationalisation
• School choice
• Academic transitions
• Educational leadership
• Gender, sexuality and education
• Mental health and education
• Education and development
The course unit offers a foundation for the more in-depth and specialist content offered elsewhere on the BSc Education programme.
Aims
This unit aims to:
- Introduce students to a range of critical educational debates drawn from both national and international contexts.
- Explore, with students, dominant and non-hegemonic discourses on education from a range of perspectives
- Examine and apply insights from global scholarship to contemporary educational issues.
- Critically evaluate how concepts of education and schooling are positioned within wider social, economic and political policies and institutional practices within society.
Learning outcomes
Upon successful completion of the unit, students should be able to: |
Teaching and learning methods
Weekly teaching and learning sessions will involve a combination of lectures, seminars, group discussions, and academic writing. Students will be expected to engage with journal articles, book chapters, blogs posts , videos and documentaries in relation to the themes and issues. In most weeks, after each lecture, students will undertake some writing, in form of mini essays in Blackboard.
Knowledge and understanding
- Engage critically with a range of scholarly materials related to educational theory and practice.
- Independently source and critique literature related to educational theory and practice.
- Explain and justify their own interpretations of selected key discourses to contemporary debates education.
- Develop and present coherent and detailed arguments in a variety of oral and written formats for specific purposes
Intellectual skills
- Apply conceptual tools in describing and commenting on educational theory and practice.
- Demonstrate critical evaluation skills through analysis and application of educational concepts and theories to local and national contexts.
- Demonstrate sensitivity to the values, viewpoints, and interests of others
Practical skills
- Search subject-specific electronic and other resources effectively to identify appropriate and relevant primary and secondary information.
- Analyse and interpret research and conceptual papers relating to educational issues.
- Apply and communicate, orally and textually, information in literature to support argument in response to individual and group tasks.
- Critically reflect on own learning.
Transferable skills and personal qualities
- Work effectively with others in a group and meet obligations to group members, as well as tutors.
- Demonstrate cross-cultural sensitivity and effective interpersonal communication skills
- Develop and make use of virtual learning environments and information technology-related skills to search databases and other internet resources for literature
- Acquire and develop the capacity to produce documents using word processing and presentation programmes.
Assessment methods
1 x 2000 word group report (50%)
1 x 3000 word article review (50%)
Feedback methods
Feedback via Blackboard
Recommended reading
This is an indicative list of some recommended literature related to topics covered in the Key Issues in Education course. Further advice and guidance for specific reading is provided via BlackBoard. To access the links, you should be signed into My Manchester (see ‘Reading Lists Online’ in Blackboard for extended version).
The Hidden Curriculum
Apple, M.W. (2019). Ideology and curriculum. Fourth edition. New York: Routledge.
Gillborn, D. (1992). Citizenship, ‘race’ and the hidden curriculum. International Studies in Sociology of Education, 2(1), pp.57-73. Available online https://doi.org/10.1080/0962021920020104
hooks, bell. (1994). Teaching to transgress : Education as the practice of freedom. New York: Routledge.
Jackson, P. W. (1990). Life in classrooms. New York: Teachers College Press. https://www.librarysearch.manchester.ac.uk/permalink/44MAN_INST/11u30da/alma9919514401631
International Education
Knight, Jane. (2004). “Internationalization Remodelled: Definition, Approaches, and Rationales.” Journal of Studies in International Education, 8(1), pp. 5–31.
Mok, K.H. and Marginson, S. (2021). Massification, diversification and internationalisation of higher education in China: Critical reflections of developments in the last two decades. International Journal of Educational Development, 84, pp.102405.
Stein, S. (2016). Rethinking the Ethics of Internationalization: Five Challenges for Higher Education. Interactions, 12(2).
Scheduled activity hours Practical classes & workshops 26 Tutorials 34
| Independent study hours | |
|---|---|
| Independent study | 140 |
Teaching staff
| Staff member | Role |
|---|---|
| Loretta Anthony-Okeke | Unit coordinator |
Additional notes