Critical Policy Analysis in Education PG (9092.3)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn completion of this unit, students will be able to;
1. Identify a range of policy perspectives and sociocultural and economic influences on policy;
2. Develop critical perspectives on policy analysis that draw on the education policy studies literature;
3. Apply these perspectives to the analysis of policy change in local, systemic, sectoral, national and global contexts;
4. Critically analyse an education policy in terms of context and process, research evidence base and implications for professional practice; and
5. Lead professional activities that address the contemporary challenges of policy reform in education.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
In this unit you will use the skills of policy analysis to understand mulitple perspectives on policy issues and debates in educational settings. As an education professional, you should have the knowledge and skills to participate in local and international policy debates and investigations.
- Restrictions: This unit is not open to students who have passed 7692 Educational Policy and Planning PG
Equivalent units7692 Educational Policy and Planning PG.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Dr Bernard Brown|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr Bernard Brown|
Tait, Gordon (2018). Making sense of mass education. Port Melbourne, VIC Cambridge University Press
3rdEdition, Editions 1 and 2 may also be used
All other readings and materials are listed on the unit Canvas site.
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant Canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Assessment items must be submitted in word document format.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass this unit
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
The unit includes 12 x 2 hour weekly workshops (24 hours total). These workshops include collaborative analytical tasks for which you must prepare. As such you should plan to spend at least 5 hours a week of private study before class (60 hours total). In additon you should work on your assignments throughout the semester. This will average at around 5-6 hours per week (66 hours total).
Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Students should be aware that Assignment 1 requires work on collaborative tasks during workshops.
Required IT skills
Use of Canvas
Work placement, internships or practicums
Assessment work must be submitted as word files and should use the APA system for citation.
This unit involves research-led education. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.