EDF5624 · Educational leadership in international contexts

Overview

In this unit, you will engage in theoretical and practical explorations of issues associated with leadership in international contexts. You will explore and critique leadership challenges related to education in global, regional, national, and local environments. You will examine the role of government and non-governmental actors in relation to educational leadership in international contexts. Leadership responses to global policy shifts and discourses will be encouraged through the application of theory to real world challenges.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. describe and differentiate diverse perspectives on global educational policy and leadership
2. recognise and critically analyse the prevalent trends in global education policy and policy-making
3. apply knowledge and awareness of the local, national, international, and global actors and institutions engaged in educational policy-making
4. critically reflect on the role of global educational strategies designed for developing country contexts
5. demonstrate a nuanced understanding of the complex and multifaceted issues that influence educational policy-making and leadership across national and international dimensions such as gender, economics, politics, and culture
6. discuss, compare, and critique policy discourses related to trends in international education contexts and leadership

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.