- 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.
- 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:
International Education Systems and Policy
Unit code | EDUC24072 |
---|---|
Credit rating | 20 |
Unit level | Level 2 |
Teaching period(s) | Semester 2 |
Available as a free choice unit? | Yes |
Overview
International education systems and policies allows students to explore the varying education systems around the world and consider how globalisation has played a role in shaping those systems. In this unit we consider how historical influences have contributed to the education systems we can see and experience today and also how comparative international systems can shape educational policy and reforms.
Aims
This course unit aims to deepen students’ understandings of the various forms that education systems take around the world and how these are shaped by politics and evidence. It will introduce students to research themes of educational management, policy discourse, and the economic, social and cultural factors that have an influence on the formation and transformation of educational systems. The unit also aims to develop students’ understandings of a range of educational systems, which include: schooling, higher education, but also broader educational contexts such as vocational education, the workplace and community organisations.
Syllabus
The course will compare different education systems from around the world in relation to schooling and higher education. It will consider why education and skills have assumed such importance within national and international policy discourses, and what influence a range of social factors (such as the economy and labour market, plus divisions of gender, social class, religion, ethnicity) play in shaping the education and skills systems in different national contexts. In doing this it will examine a range of issues, such as: modes of educational management, the role of politics in the policy process, international comparisons and policy borrowing.
Teaching and learning methods
- Interactive teaching sessions which include both taught content (lectures) and seminar type discussions.
- Group work to prepare and present on case studies of education systems and/or comparisons.
- Blackboard discussion boards to collate and synthesise information regarding case studies/key readings.
Knowledge and understanding
- identify the influence of history, worldview and politics on national educational systems and educational policy.
- list the influences, principles and practices of various governmental and non-governmental agencies concerned with education management, planning, research and development.
- analyse the distinctive contribution of policy and ideology in the development of different education systems
Intellectual skills
- Use empirical evidence to analyse and evaluate claims regarding current structures and future reforms of education (e.g. higher education) in different national contexts.
- Use theoretical frameworks and concepts to unpack key problems relating to policy and practice and appreciate how different interpretations of the same issue can be made.
Practical skills
- utilise digital research skills to access and synthesise relevant evidence in order to write a case study a.
- evaluate the validity and trustworthiness of claims made using both quantitative and qualitative evidence.
- reflect on a range of careers relating to educational management, policy making and other forms of educational organisation (e.g. NGO).
Transferable skills and personal qualities
- work in a team to prepare collaborative analyses of key international challenges facing educational systems.
- Employ self regulatory techniques in approaching learning tasks and assessment.
- Reflect on career management strategies utilizing knowledge and understanding acquired on the course unit.
Assessment methods
Summative Assessment task | Word Length or Equivalent | Weighting within unit |
Presentation which reports a case study of an educational system & key challenges which arise in this context | 15 minutes | 25 |
Written assignment which unpacks the case indepth explaining why such challlenges arise, the strategies used to address such challenges and their affordances/limitations. | 4000 words | 75% |
Feedback methods
Online via Turnitin
Recommended reading
Arnove, R. F. (n.d.). World-Systems Analysis and Comparative Education in the Age of Globalization. In R. F. Arnove, International Handbook of Comparative Education (pp. 101–119). Springer Netherlands. https://doi.org/10.1007/978-1-4020-6403-6_8 Go to item
Arnove, R. F. (1980). Comparative education and world-systems analysis. Comparative Education Review, 24(1), 48–62. https://doi.org/10.1086/446090 Go to item
Astiz, M. F., & Akiba, M. (Eds.). (2016). The global and the local : diverse perspectives in comparative education . Sense Publishers. Go to item
Ball, S. J. (2021). The education debate (Fourth edition.). Policy Press. Go to item
Bell, L. (2006). Education policy (H. Stevenson, Ed.). Taylor & Francis Ltd. Go to item
Bray, Mark., Adamson, Bob., & Mason, Mark. (Eds.). (2007). Comparative Education Research : Approaches and Methods . Springer Netherlands. Go to item
Brehm, W. (2021). Cambodia for sale : everyday privatization in education and beyond (1st ed.). Routledge. Go to item
Bresler, L., Palmer, J., & Cooper, D. (2002). Fifty Modern Thinkers on Education: From Piaget to the Present Day (J. Palmer, D. Cooper, & L. Bresler, Eds.). Routledge. https://doi.org/10.4324/9780203464694 Go to item
Brooks, R. (2011). Student mobilities, migration and the internationalization of higher education [electronic resource] (J. L. Waters, Ed.). Palgrave Macmillan. Go to item
Brooks, R. (2017). Materialities and mobilities in education (J. L. Waters, Ed.). Routledge. Go to item
Brooks, R. (2018). Education and society : places, policies, processes . Red Globe Press.
Go to item
Brooks, R., & Waters, J. (n.d.). Student Mobilities, Migration and the Internationalization of Higher Education. Palgrave Macmillan UK. https://doi.org/10.1057/9780230305588 Go to item
Chitpin, S., & Portelli, J. P. (Eds.). (2019). Confronting educational policy in neoliberal times : international perspectives . Routledge. Go to item
Chitty, Clyde. (2004). Education policy in Britain . Palgrave Macmillan. Go to item
Chitty, Clyde. (2014). Education Policy in Britain (3rd ed.). Bloomsbury Publishing Plc. Go to item
Choudaha, R. (2017). Three waves of international student mobility (1999-2020). Studies in Higher Education (Dorchester-on-Thames), 42(5), 825–832. https://doi.org/10.1080/03075079.2017.1293872 Go to item
Compare. (n.d.). In Compare. Carfax International Publishers. Go to item
Cowen, Robert., & Kazamias, A. M. (Eds.). (2009). International Handbook of Comparative Education . Springer Netherlands. Go to item
Crehan, L. (2018). Cleverlands . Unbound. Go to item
Deardorff, D. K., Wit, H. de, Leask, B., & Charles, H. (Eds.). (2022). The handbook of international higher education (Second edition.). Stylus Publishing LLC. Go to item
Erratum: Comparative Education and World-Systems Analysis. (1980). Comparative Education Review, 24(2), 154–154. https://doi.org/10.1086/446112 Go to item
Hayden, Mary. (2006). Introduction to international education : international schools and their communities . Sage. Go to item
Hill, I. (2006a). Student types, school types and their combined influence on the development of intercultural understanding. Journal of Research in International Education, 5(1), 5–33. https://doi.org/10.1177/1475240906061857 Go to item
Hill, I. (2006b). Student types, school types and their combined influence on the development of intercultural understanding. Journal of Research in International Education, 5(1), 5–33. https://doi.org/10.1177/1475240906061857 Go to item
Hobson, D. P. (2014). Globalizing Minds : Rhetoric And Realities In International Schools (Iveta. Silova, Ed.). Information Age Publishing. Go to item
Lewis, S. (2020). PISA, policy and the OECD : respatialising global educational governance throu
Study hours
Scheduled activity hours | |
---|---|
Lectures | 24 |
Independent study hours | |
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Independent study | 176 |
Teaching staff
Staff member | Role |
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Heather Cockayne | Unit coordinator |
Additional notes
Activity | Hours Allocated |
12 taught sessions | 24 |
Presentation preparation | 6 |
Private study/assignment preparation | 100 |
Directed reading | 60 |
Individual/group tutorials | 10 |
Total hours | 200 |