Faculty of Humanities and Education (Postgraduate) - The University ...

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POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
CONTENT
• Definition of health, philosophy, and scope of HFLE in
relation to the aims of education
• Definitions of family, role of family in socialization and
transmission of culture, gender roles and expectations
in family and society, aspects of family law, e.g., rights of
children, property rights, maintenance and custody, etc.
• Effect of religion,tradition,ethnicity,SES,myths and taboos
on family lifestyle, lifestyle diseases like diabetes, cancer
and hypertension, definitions of values and morals, factors
affecting adolescent decision-making about ethical issues,
e.g., family, peer group, religion, social norms, etc.
• Identification and analysis of demographic trends and
their effects on families; social and ethical implications
of reproductive technologies, and such related issues
as fertility management, in-vitro fertilization, surrogate
motherhood, etc.,
• Goals of counselling, teacher as counsellor sources of help
for adolescents, counselling skills, e.g., listening, perception
checking, clarifying, etc.
• Family crises involving adolescents, the situations that give
rise to them, coping strategies, conflict resolution skills,
intervention steps, identification of support systems
• Self-awareness,reflection,and ethical appraisal of personal
value systems with respect to health and family life
• Self in relation to others, understanding intimacy
• teachingstrategiesforaffectiveoutcomes,useofalternative
Assessment strategies in HFLE
Delivery Mode
Case-study, role-play, lecture/discussion, and other interactive
strategies.
ASSESSMENT
A Foundation Areas essay of 3,000 words.
REFERENCES
Barrow, C. (1996). Family in the Caribbean: Themes and perspectives.
Kingston, Jamaica: Ian Randle.
Birch, D. A. (1994). Examining ethical issues in health education:
activities for professional preparation. Journal of Health
Education, 25(2), 121-123.
Brock, G. (1993). Ethical guidelines for the practice of family life
education. Family Relations, 42(2), 124-127.
Bruce, J., Lloyd, C.B., & Lennard, A. (1995). Families in Focus. New
perspectives on mothers, fathers and children. New York:
Population Council.
Dipchand, N. (1986). Family life education: From theory to practice.
Unpublished DipEd dissertation, The University of the
West Indies, St. Augustine.
Ford, D. (1990). The need for the implementation of the family life
education programme in secondary schools in Trinidad &
Tobago. Unpublished DipEd dissertation, The University
of the West Indies, St. Augustine.
Leonard, D., & Hood-Williams, J. (1988). Families. London:
Macmillan Education.
Robertson, E. (1987). Caribbean family life: A practical guide.
Cambridge: CUP.
Trinidad and Tobago. Ministry of Education. (1988). Primary
school syllabus: Social studies and family life education.
Port of Spain, Trinidad: Government Printery.
UNICEF. (1995). Strategy for strengthening health and family
life education in CARICOM member states. Bridgetown,
Barbados: UNICEF Caribbean Area Office.
UNICEF. (1997). Situation analysis of children and their families:
Trinidad & Tobago. Bridgetown, Barbados: UNICEF
Caribbean Area Office.
Zeidenstein, S., & Moore, K. (Eds.). (1996). Learning about sexuality:
A practical beginning. New York: Population Council.
COURSE DESCRIPTIONS
SEMESTER:
COURSE CODE: EDRS 5220
COURSE TITLE: PROJECT IN THE THEORY OF EDUCATION
NUMBER OF CREDITS: 5
COURSE DESCRIPTION: This course is intended to contribute
to the professional development of teachers by sensitizing
them to contemporary local, regional, or international issues
which impact directly or indirectly on their practice of
education. Students will be expected to apply concepts from
the Foundations and the Curriculum in scholarly explorations
of these issues. The course will be delivered in a variety of
presentation formats, such as student presentations, guest
lectures, film or video viewing, panel discussions, workshops, etc.
The selection of issues to be explored in any year will be based
on students’ identified interests and other issues in education
deemed to be current and relevant.
ASSESSMENT
A dissertation (5,000 words) – 100%
The dissertation will allow students to respond in ways that
are expressive of their unique understanding of the issues and
of their preferred modes of representation. The dissertation
should be reflective of wide reading and should include a
written analysis of the issue under study. Students will be
closely supervised by assigned tutors for the preparation of this
assignment.
SEMESTER:
COURSE CODE: EDAR 6030
COURSE TITLE: PROJECT IN VISUAL AND PERFORMING ARTS
NUMBER OF CREDITS: 5
COURSE DESCRIPTION: The project is intended to further the
development of artistic skills and experiences as fundamental
to the all-round effective functioning.
ASSESSMENT
The Project in Visual and Performing Arts Is composed of two
components:
• The Integrated Arts Project 70%
• The Arts Elective 30%