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86 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION COURSE LISTING MEd - Concentration in Youth Guidance Year 1 Semester 1 Course Code Course Title Credits EDFA 6207 Education and the Development of Social Competencies 4 EDRS 6208 Fundamentals of Educational Research I 4 EDPS 6209 Youth Development 4 Year 1 Semester 2 Course Code Course Title Credits EDRS 6210 Fundamentals of Educational Research II 4 EDGC 6211 Health and Family Life Education 4 EDSE 6213 Introduction to Special Education 4 EDGC 6214 Career Development 4 Year 2 Semester 1 Course Code Course Title Credits EDGC 6212 Diagnosis and Counselling First Steps 4 EDRS 6203 Graduate Research Seminars 4 EDRS 6900 Research Project 10 Year 2 Semester 2 Course Code Course Title Credits EDRS 6203 Graduate Research Seminars 4 EDRS 6900 Research Project 10 M.Ed. - Concentration in Curriculum The curriculum concentration is offered for educators and administrators at all levels of the system who must deal with curriculum issues in the Caribbean in a time of rapid and widespread curriculum change. The programme is aimed at providing students with opportunities to develop critical competences in curriculum theorising, planning, implementation and enactment. Students will also learn how curriculum theories have shaped Caribbean curricula. Issues to be considered relate to the status of curriculum theory, planning, and enactment from perspectives that are informed both by Caribbean experience and enquiry and also by the experience and expertise of the wider educational community. Students will be encouraged to use their diverse educational and other life experiences in responding to the demands of the programme. The programme consists of the following: • Three compulsory core courses for MEd programmes (as already outlined): Course Code Course Title EDFA 6207 Education and the Development of Social Competencies EDRS 6208 Fundamentals of Educational Research I EDRS 6210 Fundamentals of Educational Research II • Four compulsory courses in the area of Curriculum Course Code Course Title EDCU 6309 Curriculum Theory as Process EDCU 6310 Curriculum Policy and Planning EDCU 6311 Curriculum Implementation and Adaptation EDCU 6312 Curriculum Enactment and Communication • One elective course chosen by the student with the approval of the School of Education Course Code Course Title Credits EDRS 6900 A Research Project COURSE LISTING MEd - Concentration in Curriculum Year Semester Course Code Course Title Credits *EDRS 6203 Graduate Research Seminars 4 EDFA 6207 Education and the Development of Social Competencies 4 EDRS 6208 Fundamentals of Educational Research I 4 EDRS 6210 Fundamentals of Educational Research II 4 EDCU 6309 Curriculum Theory as Process 4 EDCU 6310 Curriculum Policy and Planning 4 EDCU 6311 Curriculum Implementation and Adaptation 4 EDCU 6312 Curriculum Enactment and Communication 4 EDRS 6900 Research Project 10 *EDRS 6203 - Compulsory 75% attendance and Pass/Fail
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION COURSE DESCRIPTIONS MEd - Concentration in Youth Guidance & MEd - Concentration in Curriculum YEAR: SEMESTER: COURSE CODE: EDFA 6207 COURSE TITLE: EDUCATION AND THE DEVELOPMENT OF SOCIAL COMPETENCIES NUMBER OF CREDITS: 4 COURSE DESCRIPTION: This course will employ a problembased approach to introduce participants to some of the critical dilemmas, conflicts, and prominent controversies arising from social development. It therefore takes into consideration the dilemmas that often arise in the nature of the relationship between education and the promotion of equity, the enhancement of productivity and competitiveness, the empowerment of agents and actors in the education system, and the development of sustainable models of socio-economic and political development. It seeks to help students to identify, characterize, and analyze some of these major dilemmas in contemporary social life as they would impact on educational issues. It would contribute to the development of theoretical insights that can guide actors and agencies in education towards the formulation of practical solutions. OBJECTIVES The student will be able to: 1. identify and examine some of the major dilemmas in contemporary social life that impact on educational practice; 2. apply key principles, concepts, and theories from the philosophy, sociology, and psychology of education to the analysis of these major dilemmas; 3. adduce and address the implications for education emanating from the analysis of these dilemmas. CONTENT • Philosophy: Cultural Diversity – Schooling and the issue of citizenship in a multicultural/plural society • rights and duties of citizens in a diverse society • democracy, problems of toleration and recognition • teaching, citizenship and the justification of schooling • Sociology: Culture, Postmodernism, and Education • globalisationandnativism:thechallengeforeducation (a new learning culture) • reducing prejudice in the postmodern world: the sociology of modern mass media, information and communication technologies • social construction and postmodernism • education and a culture of peace • Psychology: Education, Culture, and the Individual • frames of mind: the psychological bases of the traditional vs. the reformed curriculum • new departures in learning and instruction: implications for the design of effective instruction, e.g. ,constructivism • psychological perspectives on authentic and self assessment ASSESSMENT This course will be assessed through coursework (40%) and a final written examination (60%). REFERENCES (Philosophy) Crick, B. (2000). Essays on citizenship. London: Continuum. Delanty, G. (2000). Citizenship in a global age. Buckingham, UK: OUP. Fullinwider, R. (Ed.). (1996). Public education in a multicultural society. Cambridge, UK: CUP. Habermas, J. (1985). The philosophical discourse of modernity. Cambridge, UK: Polity. Krausz, M. (Ed.). (1989). Relativism. Notre Dame, IN: Notre Dame University Press. Rawls, J. (1993). Political liberalism. New York: Columbia University Press. Stapleton, J. (Ed.). (1995). Group rights. Bristol, UK: Thoemmes. Tamir, Y. (Ed.). (1995). Democratic education in a multicultural state. Oxford: Blackwell. Waldron, J. (Ed.). (1984). Theories of rights. Oxford: OUP. Waldron, J. (1993). Liberal rights. Cambridge, UK: CUP. (Sociology) Apple, M., & Beane, J. (Eds.). (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development. Barrow, C., & Reddock, R. (Eds.). (2001). Caribbean sociology: Introductory readings. Kingston, Jamaica: Ian Randle. Haq, M. ul (1999). Reflections on human development (expanded ed.). New York: OUP. Lewin, K. (1993). Education and development: The issues and the evidence. London: Overseas Development Administration Lyotard, J. (1992). Postmodernism explained. Minneapolis, MN: University of Minnesota Press. Taylor, S. (Ed.). (1999). Sociology: Issues and debates. London: Macmillan. Young, M. (1998). The curriculum of the future: From the ënew sociology of education’ to a critical theory of learning. London: Falmer. 87
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