Module: Education Policy

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Education Policy
Module Code	PR9010 (ITS) / EDU1132 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	Anne Looney
Module Teachers	-
NFQ level	99	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

This module focuses on the implementation and enactment of educational policy, introducing students to the theoretical, conceptual underpinnings and application of a range of educational policy frameworks together with their applicability across a variety of educational situations, contexts, and settings. The module provides an in-depth understanding of the practical and ethical dimensions of educational policy formation, implementation, and enactment as it relates to social, economic transformation and educational change. The module also explores the hindering and facilitating F(A)ctors of educational policy with reference to the various levels of implementation and enactment that exist. The module also critiques the policy tools available together with considerations to the design, indicators of impact and dissemination of educational policy reports and findings.

Learning Outcomes

1. Describe the conceptual, theoretical underpinnings and applicability of a range of educational policy frameworks across a variety of national and transnational contexts and settings
2. Describe the practical and ethical dimensions of educational policy as it relates to social, economic transformation and educational change
3. Analyse policy trends and alignments in educational policy across the continuum of education
4. Analyse the hindering and facilitating F(A)ctors that influence educational policy implementation and enactment
5. Select and apply appropriate policy Framework to analyse and discuss theories, concepts and critiques of educational policy
6. Articulate the key issues to be addressed in the dissemination of educational policy reports and findings.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	20	active engagement in class and group-based discussion and critique of course content
Laboratory	20	Sessions using NVivo (or equivalent)
Online activity	40	Participation in synchronous and/or asynchronous online classes. Discussion and/or critical review of relevant research recommended by the tutor(s).
Independent Study	120	Reading and critical review of literature relevant to the module
Assignment Completion	50	Research paper, oral presentation, and defence of analysis to peer group
Lecture	20	Active engagement in class and group-based discussion and critique of course content.
Online activity	60	Participation in synchronous and/or asynchronous online classes. Discussion and/or critical review of relevant research recommended by the tutor(s).
Independent Study	120	Reading and critical review of literature relevant to the module.
Assignment Completion	50	Action Plan, Oral presentation and defence of action plan
Total Workload: 500

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content and Learning Activities
Identify theories and concepts, in the formation of educational policy. Identify the practical and ethical dimensions of educational policy as it relates to social, economic transformation and educational change. Critique, and evaluate the applicability of a range of frameworks to analyse educational policies across a variety of national, transnational educational contexts and settings. Explore the hindering and facilitating F(A)ctors relating to educational policy implementation and enactment. Explore the key dimensions for the development and implementation of a Policy implementation plan.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Presentation	Oral Presentation and defence of action plan	20%	n/a
Assignment	Identify a national or transnational policy relevant to education. Using a justified policy analysis framework critically analyse the policy by exploring: the conceptual, theoretical, and empirical underpinnings for its development; the hindering and facilitating (F)actors for its implementation and enactment; indicators of impact at the various macro, meso and micro levels of enactment. Based on the analysis devise an action plan to for the enactment of the policy.	80%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Brown, C., & Malin, J. R. (Eds.): 2022, The Emerald Handbook of Evidence-Informed Practice in Education: Learning from International Contexts., Emerald Group Publishing.,
Chitpin, S., & Portelli, J. P.: 2019, Confronting educational policy in neoliberal times., Routledge,
Henry, M., Lingard, B., Rizvi, F., & Taylor, S: 2013, Educational policy and the politics of change, Routledge,
Hood, C.: 1983, The tools of governments, Macmillan,
Kogan, M.: 2018, Educational policymaking: A study of interest groups and parliament., Routledge,
Kyriakides, L., Creemers, B., & Charalambous, E.: 2018, Equity and Quality Dimensions in Educational Effectiveness. Dordrecht: Springer International Publishing. doi: 10.1007/978-3-319-72066-1,
Mundy, K., Green, A., Lingard, B., & Verger, A. (Eds.).: 2016, Handbook of global education policy, John Wiley & Sons.,
Phillips, D., & Ochs, K. (Eds.).: 2004, Educational policy borrowing: Historical perspectives., Symposium Books Ltd.,
Rizvi, F., & Lingard, B.: 2009, Globalizing Education Policy, Routledge,
UNESCO: 2020, A primer for engaging education stakeholders in policy reviews, UNESCO,
Verger, A., Altinyelken, H. K., & Novelli, M. (Eds.).: 2018, Global education policy and international development: New agendas, issues and policies., Bloomsbury Publishing,

Other Resources

49691, 0, Asynchronous online content,