Bath Spa University has opted into the TEF and received a Silver award.
Taking a broad approach to education, this course explores the multifaceted role of education across all development goals. You'll explore the intersectionality of education - covering a complex array of interconnected and related challenges and issues, such as armed conflict, donor agendas, economic imperatives and teacher recruitment, training, and governance. You'll critically explore the assumptions behind and evidence of the role of education in development, and the challenges faced by educational innovators when attempting to break the cycle of poverty and inequality. Theoretical approaches are contrasted with the realpolitik, through annual field visits focused on a specific set of issues.
Year one We'll introduce you to the main development theories and approaches, and their history, and how these relate to the education sector. We'll explore the current donor and sector agendas, and how these reflect the different approaches. This will provide a good foundation and overview, enabling you to confidently move into your second year. Year one will also include a core module with an overseas placement. We may, for example, travel to Catalonia to look at development issues around minority groups in a European context, relating your field experience to module theory. Year two You'll continue to draw on your knowledge and understanding of the theoretical underpinnings of the field, applying them to some contemporary dilemmas, including the very topical and timely issue of peace and conflict. Understandings of different types of education, including youth programmes, adult learning, community capacity building, and activism and advocacy, will help you consider the multiple learning pathways that can meet the nuanced and diverse needs of different contexts. An overseas visit is also included in this year. We'll be going further afield, for example to Zambia, where we might explore the outcome of private agendas around school management in the copper belt, an area of increasing foreign investment and industrial activity. Year three In your final year, you'll have the opportunity to dive deep into a subject that interests you, by conducting a piece of independent research. Your dissertation will give you the chance to apply the knowledge and skills learned on the course as you seek to consolidate your thoughts and experiences, ready to confidently move into the phase of your learning/ career. The annual trip in year three will focus on research methodologies. You'll be able to explore educational responses to development issues through participation and observation. For example, you may visit an NGO (non-governmental organisation) in rural Nepal, to gain specific knowledge and experience of community education.
You’ll be assessed through coursework. There are no exams. Assessments will include essays, placement reports/ journals, and, of course, your third year dissertation. However, assessments may also involve short research-based reports, participation in activities with reflective journal, and presentations. These may be individual or group work. Topics such as governance, representation and indigenous knowledge will be engaged with through a range of methodologies, including social theory, critical discourse analysis and ethnographic/ case-study approaches. Through fieldwork (negotiating access, dealing with gatekeepers, participant observation, interviewing etc.) you'll develop collaboration, communication, and critical thinking skills.
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How to apply
If your application is completed by the following date, it’s guaranteed to be considered:
15 January*If you apply after this deadline, universities or colleges don’t have to consider your application if they’ve filled their spaces, so the sooner you apply, the better!
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|Campus name||Main Site|
Points of entry
The following entry points are available for this course:
- Year 1
|A level||CCC||A Level - grades CCC accepted in Geography, Sociology, History, Global Citizenship, or related subjects.|
|Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)||MMM||BTEC- Extended Diploma grades Merit, Merit, Merit (MMM) preferred in a related subject.|
|Access to HE Diploma||M: 30 credits|
|International Baccalaureate Diploma Programme||26 points||A minimum score of 26 points with evidence of an interest in Education.|
English language requirements
|IELTS (Academic)||6||IELTS 6.0 - for visa nationals, with a minimum score of IELTS 5.5 in each component.|
Fees and funding
|Northern Ireland||£9250||Year 1|