Module finder

This module is designed to support PGT and PGR students with their studies, for example our IPhD, MSc (Online) and Army programmes. IPhD students will work with their supervisory team to use this module as part of their studies. Personal Academic Tutors and Programme Leads will identify those students on other programmes who may need to follow a Flex module in order to complete their studies. The content and assignment details will depend on the individual student and may draw on materials from other programmes at the appropriate level within the school. If a student follows more than one Flex module then each module needs to be different in content and focus, as agreed with the supervisory team or tutor. This module is 20 CATs and the assignment will be 4000 words(or equivalent).

This module is designed to support PGT and PGR students with their studies, for example our IPhD, MSc (Online) and Army programmes. IPhD students will work with their supervisory team to use this module as part of their studies. Personal Academic Tutors and Programme Leads will identify those students on other programmes who may need to follow a Flex module in order to complete their studies. The content and assignment details will depend on the individual student and may draw on materials from other programmes at the appropriate level within the school. If a student follows more than one Flex module then each module needs to be different in content and focus, as agreed with the supervisory team or tutor. This module is 40 CATs and the assignment will be 8000 words (or equivalent).

This module is designed to support PGT and PGR students with their studies, for example our IPhD, MSc (Online) and Army programmes. IPhD students will work with their supervisory team to use this module as part of their studies. Personal Academic Tutors and Programme Leads will identify those students on other programmes who may need to follow a Flex module in order to complete their studies. The content and assignment details will depend on the individual student and may draw on materials from other programmes at the appropriate level within the school. If a student follows more than one Flex module then each module needs to be different in content and focus, as agreed with the supervisory team or tutor. This module is 40 CATs and the assignment will be 8000 words (or equivalent).

This module is designed to introduce students to Masters level study and to support them with their individual needs at the beginning of their studies. Its endpoint is an assignment with a maximum length of 3,000 words (or equivalent) on a topic of the student's choice, negotiated with the tutor, but thematically related to the topics of the subsequent modules. Through it, students are expected to begin to locate and select relevant literature and develop their skills in constructing a written argument within an appropriately academic genre.

This module is about exploring English education and the changes that lead it to exist in its current form. In studying this module, you will develop your skills in identifying and discussing the impact of the different changes in English education. Within the module, you will explore policy reforms and curriculum changes, historical context, pedagogical shifts, innovative teaching practices and more.

This module is about exploring English education and the changes that lead it to exist in its current form. In studying this module, you will develop your skills in identifying and discussing the impact of the different changes in English education. Within the module, you will explore policy reforms and curriculum changes, historical context, pedagogical shifts, innovative teaching practices and more.

Hardly any country is not undergoing or has not undergone education reforms at various levels today. In that case, how is school-based management implemented similarly or differently in the Philippines and that in Columbia? What are the best ways to support teachers in China or Kenya, apart from trying to hold them accountable through discipline and control? Though without simple, clear-cut answers, these are a few sample questions that we will examine together at different stages of the module. This is an optional module for Year 2 and Year 3 undergraduate students of the Department of Politics and International Relations. It is designed to be a learning journey that invites students to critically reflect and debate on the issues and challenges surrounding governance reforms of basic education. By exposing students to education policy and practices around the world and especially in developing countries, this module intends to prepare students into a learned consumer of the vast amount of empirical evidence on education policy interventions. Students are also required or encouraged to practice throughout the term a wide range of skills such as presentation, writing, research and public speaking essential for a successful career in the policy world.

The module is structured into three distinctive components. We will first examine why and how basic education matters from the perspective of economic growth, technological change as well as other aspects of socio-economic development. Attention will then be paid to how different parts of the world have strived to achieve what kind of good education outcomes. We will zoom into several common policy instruments adopted worldwide regarding their theoretical justifications, actual performance and the (mis-)match between the two. As this reviewing exercise highlights the importance of governance and accountability, how to strengthen these aspects will also be explored with an explicit awareness of different local contexts in the last part.

No prerequisites are required for the module. It would nevertheless be a plus if students have some basic knowledge in political economy of development, policy studies and/or research methods.

Hardly any country is not undergoing or has not undergone education reforms at various levels today. In that case, how is school-based management implemented similarly or differently in the Philippines and that in Columbia? What are the best ways to support teachers in China or Kenya, apart from trying to hold them accountable through discipline and control? Though without simple, clear-cut answers, these are a few sample questions that we will examine together at different stages of the module. This is an optional module for Year 2 and Year 3 undergraduate students of the Department of Politics and International Relations. It is designed to be a learning journey that invites students to critically reflect and debate on the issues and challenges surrounding governance reforms of basic education. By exposing students to education policy and practices around the world and especially in developing countries, this module intends to prepare students into a learned consumer of the vast amount of empirical evidence on education policy interventions. Students are also required or encouraged to practice throughout the term a wide range of skills such as presentation, writing, research and public speaking essential for a successful career in the policy world.

The module is structured into three distinctive components. We will first examine why and how basic education matters from the perspective of economic growth, technological change as well as other aspects of socio-economic development. Attention will then be paid to how different parts of the world have strived to achieve what kind of good education outcomes. We will zoom into several common policy instruments adopted worldwide regarding their theoretical justifications, actual performance and the (mis-)match between the two. As this reviewing exercise highlights the importance of governance and accountability, how to strengthen these aspects will also be explored with an explicit awareness of different local contexts in the last part.

No prerequisites are required for the module. It would nevertheless be a plus if students have some basic knowledge in political economy of development, policy studies and/or research methods.

Hardly any country is not undergoing or has not undergone education reforms at various levels today. In that case, how is school-based management implemented similarly or differently in the Philippines and that in Columbia? What are the best ways to support teachers in China or Kenya, apart from trying to hold them accountable through discipline and control? Though without simple, clear-cut answers, these are a few sample questions that we will examine together at different stages of the module. This is an optional module for Year 2 and Year 3 undergraduate students of the Department of Politics and International Relations. It is designed to be a learning journey that invites students to critically reflect and debate on the issues and challenges surrounding governance reforms of basic education. By exposing students to education policy and practices around the world and especially in developing countries, this module intends to prepare students into a learned consumer of the vast amount of empirical evidence on education policy interventions. Students are also required or encouraged to practice throughout the term a wide range of skills such as presentation, writing, research and public speaking essential for a successful career in the policy world.

The module is structured into three distinctive components. We will first examine why and how basic education matters from the perspective of economic growth, technological change as well as other aspects of socio-economic development. Attention will then be paid to how different parts of the world have strived to achieve what kind of good education outcomes. We will zoom into several common policy instruments adopted worldwide regarding their theoretical justifications, actual performance and the (mis-)match between the two. As this reviewing exercise highlights the importance of governance and accountability, how to strengthen these aspects will also be explored with an explicit awareness of different local contexts in the last part.

No prerequisites are required for the module. It would nevertheless be a plus if students have some basic knowledge in political economy of development, policy studies and/or research methods.

Hardly any country is not undergoing or has not undergone education reforms at various levels today. In that case, how is school-based management implemented similarly or differently in the Philippines and that in Columbia? What are the best ways to support teachers in China or Kenya, apart from trying to hold them accountable through discipline and control? Though without simple, clear-cut answers, these are a few sample questions that we will examine together at different stages of the module. This is an optional module for Year 2 and Year 3 undergraduate students of the Department of Politics and International Relations. It is designed to be a learning journey that invites students to critically reflect and debate on the issues and challenges surrounding governance reforms of basic education. By exposing students to education policy and practices around the world and especially in developing countries, this module intends to prepare students into a learned consumer of the vast amount of empirical evidence on education policy interventions. Students are also required or encouraged to practice throughout the term a wide range of skills such as presentation, writing, research and public speaking essential for a successful career in the policy world.

The module is structured into three distinctive components. We will first examine why and how basic education matters from the perspective of economic growth, technological change as well as other aspects of socio-economic development. Attention will then be paid to how different parts of the world have strived to achieve what kind of good education outcomes. We will zoom into several common policy instruments adopted worldwide regarding their theoretical justifications, actual performance and the (mis-)match between the two. As this reviewing exercise highlights the importance of governance and accountability, how to strengthen these aspects will also be explored with an explicit awareness of different local contexts in the last part.

No prerequisites are required for the module. It would nevertheless be a plus if students have some basic knowledge in political economy of development, policy studies and/or research methods.