“Global education policies” (5 ECTS) provides a solid theoretical foundation that helps participants make sense of the multi-dimensional relationship between global governance and education policy, looking at how globalization has altered the way we think about and study education policy. More specifically, this study unit focuses on theories of globalization, global governance and education policy, and the analysis of specific global education policies and programmes.
“Actors in education and development” (5 ECTS) sets out to understand how international organisations work, how they are governed, and by whom, thus introducing students to key agencies and actors involved in education internationally, through a critical review of their policies and practices. This leads to a deeper understanding of how global education policy agendas are constituted, and by whom, and how they are transposed and reconceptualised in multiple contexts. The role of supra-national actors in a global governance scenario and education for development in the international aid regime are particularly important concerns in this study unit.
“Theories of social justice in education” (5 ECTS) puts social justice at the heart of educational policy making, thus departing from mainstream approaches that restrict their understanding of development to economic returns. Different conceptualisations of social justice are examined, focusing in particular on the most relevant debates concerning the intersections between social policies and inequalities in contemporary societies.
“Educational development, poverty and global inequalities” (5 ECTS) focus on the relationship between education, poverty and inequalities in the global context. The course explores current debates on globalization, poverty and inequality and the place and role education play within these debates. Students will get familiar with the main policies and programmes that focus on education as a means to fight poverty and/or inequalities.
Basic research methods” (10ECTS) introduces students to the fundamentals of educational research, building on their prior knowledge and experience in order to consider the ways in which a range of research strategies, drawing from a variety of traditions, can be deployed in educational studies generally, and in education for development more specifically. Both basic qualitative and quantitative methods are addressed in this course, as well as the epistemological implications related to research processes. Methods are therefore seen as inextricable from epistemological and ontological considerations.
The first semester, comprising core study units worth 30 ECTS in all, brings all GLOBED registered participants together at the Universitat Autònoma de Barcelona (UAB), where they will have the opportunity to constitute themselves as a group and to meet the consortium partners. The first semester also includes a zero-credit induction period, which ensures that students are familiar with the different aspects of the Masters, and have an opportunity to articulate specific needs and interests that can be integrated in the course programme.
The second semester starts with a compulsory online course of advanced research techniques, a course that will help students to identify key qualitative or quantitative methods that can be applied to their future master’s thesis. Thus,
Over and above the core study units, the GLOBED Joint Masters also offers a number of electives during the second semester of the course. These electives provide a deepening and contextualisation of the broad knowledge base offered during the first semester, and reflect the substantive interests and expertise of the consortium partner universities, together with their specialist knowledge of specific regions in the Global South. Students can thus choose those electives and those institutions that correspond to their academic and professional interests. The following electives (with the University of Glasgow (UG) and University of Bremen (UB) each offering study units worth 30 ECTS in all) have been planned for the first run of the Masters:
STUDY PATHWAY 1: International Comparative Education (UoG)
“Advanced research methods” (10 ECTS) provides students with the depth of understanding and comprehensive skill set needed to conduct educational enquiry and apply this to the development of their thesis proposal. The aims of the course are 1) to build on the knowledge base acquired from the course ‘Basic research methods”, 2) to develop the understanding required to select and apply diverse and appropriate methods of enquiry to the thesis proposal, 3) to equip students with the skills of data collection (primary and secondary), analysis, interpretation and presentation needed to apply and evaluate appropriate qualitative, quantitative and mixed methods of educational enquiry, 4) to provide experience in using analytical software packages for qualitative, quantitative and mixed methods of educational enquiry and 5) to support the development of strategies for project management and research design for the thesis proposal.
“Education and theories of international development” (10 ECTS) critically considers the range of theories and approaches regarding development, from classical traditions (such as the modernization and dependency theories) to contemporary alternative approaches focusing on sustainability and capabilities. The contrasting ways in which the aims and goals of education are defined in the different approaches to development are analysed in the light of historically generated insights.
“Researching international and comparative education” (10 ECTS), aims to introduce participants to key dimensions of comparison in international education and to apply them to specific fields such as Technical Vocational Education and Training (TVET), citizenship education of processes of policy borrowing. It outlines major theoretical underpinnings and assumptions behind cultural and political economy comparative frameworks in education. The course encourages students to apply these frameworks to international comparisons and judge the explanatory power of the different approaches as well as their normative implications. Quantitative and qualitative methods of comparison are presented to familiarise students with possible research strategies to develop their future theses.
STUDY PATHWAY 2: Global Social and Education Policies (UB)
“Advanced research methods” (10 ECTS) provides students with the depth of understanding and comprehensive skill set needed to conduct educational enquiry and apply this to the development of their thesis proposal. The aims of the course are 1) to build on the knowledge base acquired from the course ‘Basic research methods”, 2) to develop the understanding required to select and apply diverse and appropriate methods of enquiry to the thesis proposal, 3) to equip students with the skills of data collection (primary and secondary), analysis, interpretation and presentation needed to apply and evaluate appropriate qualitative, quantitative and mixed methods of educational enquiry, 4) to provide experience in using analytical software packages for qualitative, quantitative and mixed methods of educational enquiry and 5) to support
“Governance and education” (10 ECTS) introduce theories of Organizational Sociology, Organizational Psychology and theories on Governance, Education and Social Management. Fundamental concepts of the Administrative Sciences and Public Management will be discussed. Moreover, administrative and organizational routines in the field of social and education policy and their influence on European and international institutional arrangements on a state-level, but also with respect to institutions of the Civil Society and private organizations will be questioned. Students will gain knowledge of the respective theoretical approaches and will get a broad understanding of institutional arrangements and administrative procedures. They will be enabled to apply these theoretical approaches in order to identify and analyse concrete problems concerning organization and management in systems of social security and education policy.
“Inequality, education policy and justice” (10 ECTS) taking two of the courses developed in the first semester (‘Educational development, poverty and global inequalities’ and ‘Theories of social justice in education’) as a baseline, this course addresses key issues and policies in the field of social and education policies. The course will enable students to read and interpret challenging literature on the normative aspect of welfare state theory and education policy and to identify, analyse and plan education and social policies accordingly.
3rd AND 4th SEMESTER
In advance of the start of the second year, students will formally enrol in the UB for the third semester, and they will also be required in the fourth semester to enrol in all 4 full partner universities awarding the JMD, i.e. the Universities of Autònoma de Barcelona, Glasgow, Bremen and Cyprus.
During the third semester students are placed in internships (15 ECTS), where they have the opportunity to make stronger and more meaningful links between the theoretical literature they have been reading and the realities of education for development work in the field. They will be expected to keep reflective journals, which are constantly and regularly monitored by the consortium lecturers, who, together with regular staff in the internship placements, will provide academic and professional mentoring and support as needed.
The internships will also help students prepare for the fieldwork (10 ECTS) that they wish to carry out for their thesis, and in some cases may actually overlap, with the internship site also becoming the place for data collection. The internship and fieldwork experiences are each worth 15 ECTS, with students returning to the University they enrolled in at the beginning of the fourth semester, where they share and reflect on their experiences in the field.
“GLOBED Winter School” (5 ECTS—offered at the UCY). The course offers students the opportunity to reflect on the processes of negotiation/access to fieldwork and data collection, adjust their initial research design, and prepare for the data analysis phase of their thesis. Students will be encouraged to share their experiences in fieldwork and to elaborate on how the data collection process has shaped the nature and the quality of the evidence produced. Methodological literature will be made available to students as well as individual feedback from peers and experienced researchers.
The fourth and final semester is dedicated to the writing of the thesis, under the supervision of one or two consortia staff. Given the overall goals of the GLOBED Masters, which aspires to provide an academic and professional apprenticeship for those wanting to work in the field of education for development, students will be required to produce an academic article or policy report as an additional outcome of their thesis. The work done for both aspects of the fourth semester is credited with 30 ECTS, and here too students will be provided with a guidebook to ensure that expectations and standards in regard to academic, professional and ethical conduct are as transparent as possible.