“Globalization and Educational Change” GEC 692New Code: (21) Aims—Analysis of educational poodles arising from global

ADVISOR: Come in and take a seat.
STUDENT: Thank you.
ADVISOR: Now, you’ve made an appointment to see me with regard to one of the papers you want to enroll in next semester.
STUDENT: Yes, that’s right. It’s the "globalization and Educational Change" paper, GEC 692.
ADVISOR: Ah, well, I know the one you mean but all the code numbers are going to change next semester so, though the course name will stay the same, the code will be ED 995. Now you have to worry about that.
STUDENT: But the content will be the same, right?
ADVISOR: Oh, yes, to a large extent. The objectives are still to provide you with the skills and knowledge for analyzing the challenges that globalization poses for education.
STUDENT: Yes, that’s what I’m really interested in—the future of education—not where we are now, but where we’re heading.
ADVISOR: Well, you’ll most likely enjoy the course because it’ll give you the opportunity not just to explore... but also to document...the advancement of new educational developments.
STUDENT: And, there’ll be quite a lot of analysis involved?
ADVISOR: Yes, obviously, but once you’ve examined how education has been affected by cultural values and socio-economic structures, you’ll go on to debate the pros and cons of the restructuring of public education in view of rapid globalization.
STUDENT: I see but, when you say ’ public education’, do you mean worldwide?
ADVISOR: No, no. That would be far too large an undertaking for just one paper. You’d probably choose to work with the education system within your own state or country.
STUDENT: Sounds interesting. But isn’t it a bit restrictive?
ADVISOR: Not at all. From there you’d move on to explore the impact of internationalization on curriculum diversity in both developing and developed countries. Have you had a chance to look at the assessment criteria yet?
STUDENT: Actually, I have, and it makes me a bit nervous just thinking about it.
ADVISOR: Why’s that?
STUDENT: Well, I see that the first assignment starts with an illustrated power point presentation to the rest of the class. I’ve never done one before.
ADVISOR: No need to worry. You can get help with that. Anyway, this presentation isn’t graded--it’s what we call a formative assessment—the feedback you get will help you to finalize the written review.
STUDENT: That’s a review of those academic articles in the first part of the reading list, right?
ADVISOR: Yes. But you only have to choose five of them. That first assignment is worth 30%.
STUDENT: And the second assignment?
ADVISOR: There are two parts to that also and both are graded. Twenty marks will go towards your participation in a seminar and then there’s a 5,000-word essay which will be graded out of 50.
STUDENT: Thanks.