1. Demonstrate knowledge and critical understanding of the well-established concepts and principles across a range of contrasting countries and contexts.

2. Apply the rationale for different international approaches to education and the historical, political, social, cultural values manifested in the nature of the provision offered.

3. Evaluate critically research-based evidence about the effects of different types of educational provision in different countries.

4. Initiate analysis of the relationship between educational philosophies, pedagogy, and practice.

Task 1.

Produce a case study of a researched country that identifies the historical, political, social and cultural values that underpin the educational provision provided. Within the case study you will need to provide a critical evaluation of how the underpinning values inform pedagogical practices in the chosen country (LO1, LO2 and LO3).

Task 2.

A group discussion that requires students to share their learning from the case study and engage in a critical discussion about differences in educational philosophies, pedagogies and practices. (LO4)

Formative assessment opportunities include:

Peer review of case study

Practice discussions for assessment 2

The purpose of this module is to gain understanding of international pedagogy and practice. Through examining the historical, political, social and cultural values that underpin pedagogical approaches and curricula in different countries students will be able to compare and contrast how approaches differ to the UK curriculum. The module will cover themes including a critical overview of non-UK approaches to pedagogy; the influence of play; a right to education; a critique of UK curriculum in primary; non formal approaches to learning and historic pedagogies. Informed with this new knowledge, students will be able to critically engage in debates about the impact of importing culturally specific approaches into a UK context.

Curriculum models will include:

Reggio Emilia

Steiner Education

Te Whariki

In this module you will gain understanding of international pedagogy and practice. Through informed research you will consider the philosophical and historical backgrounds that influence modern curricula. Areas of study will include a critical overview of non-UK approaches to pedagogy; the influence of play; a right to education; a critique of UK curriculum in primary; non formal approaches to learning and historic pedagogies.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you will bring practical experience and knowledge of specific contexts to share with others. This pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. You will be an active participant in your learning and engage with online learning, some face to face content, group activities and individual tasks set. You will be encouraged to be a critical thinker and apply your learning in an academic and professional context. Some sessions require prior reading and independent research to inform the sessions.

A digitally enabled approach will be used to support both virtual and face to face opportunities.

University workshops will draw upon your experience and help you to interpret that experience in the light of current thinking on teaching, learning, assessment and schooling in relation to literacy and numeracy. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your work.

The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that you have a supportive teaching and learning environment, providing a range of learning opportunities.

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies in your taught sessions. Work-based activities either as class based simulated tasks or in the workplace help students to establish connections between the workplace and issues raised by the programme.


Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions


Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and/or individual tutorials. This will support the development of theoretical understanding.


Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you to:

Work with others

develop interpersonal skills

demonstrate the capacity to plan, share goals, and work as a member of a team

communicate and present oral and written arguments

Schweisfurth, M. (2013) Learner-centred Education in International Perspective: Whose pedagogy for whose development? (Education, Poverty and International Development). Abingdon: Routledge.

Marshall, J. (2019) Introduction to Comparative and International Education. Second Edition. London: Sage Publications Ltd.

Niemann, D., Martens, K., Teltermann, J. (2017) PISA and its consequences: Shaping education policies through international comparisons. European Journal of Education Research, Development and Policy, 52, (2), pp. 175.183.

Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password.¿ If you have difficulty accessing these, please contact the¿University¿library.¿There is also an online reading list for each module on this course.¿ To access this, go to¿http://staffs.rebuslist.com/¿and then type in the module code in the search box.¿ Do not worry if this list seems excessively long.¿ You may wish to focus on texts which are most relevant to your education sector.¿ This module covers a wide range of¿texts¿and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read.¿ Remember that it is important to show you have considered views from a wide range of sources.¿ When referring to texts in your assignment, always¿use¿https://libguides.staffs.ac.uk/refzone¿for guidance.¿¿There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University,¿Refzone¿Harvard system is the only correct method to use.¿¿¿

Study skills:¿¿

For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at¿https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support.¿¿¿

VLE Resources¿¿

Your University VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists.¿ Your VLE offers opportunities to engage in group work and independent learning¿by the use of¿such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.¿¿