•   Educational Policy and Practice 3E00EJ00-3003 10.01.2022-11.03.2022  5 cr  (21YEL) +-
    Learning outcomes of the course unit
    This course will examine how educational policy is developed and implemented at the macro level and the relationship between the social, political and economic environments. It will also examine how these policies are enacted at the micro level within educational institutions and classrooms. It will also address the impact of international NGOs and measures on policy development as well as the impact of political ideologies. The relationship between educational research, think tanks and the shaping of educational policies will be examined.

    After completing the course, the participants will be able to:

    - appraise the various dynamic process in which educational policies are developed, implemented, and evaluated
    - evaluate the impact of various stakeholders on the formation and development of educational policy
    - critically compare and contrast the design and implementation of educational policy in different contexts
    - formulate and justify their own positions with regard to educational policy and practice in their own context
    Course contents
    A historical reflection on the purpose of education and schooling.
    The politics of reform and disruption.
    The problems of implementing education research into practice.
    The social, historical, political and economic impact of education and educational policy.
    The challenges and changes facing education in the 21st century and the need for reform.
    The impact of traditional stakeholders and the emergence of new drivers for reform.
    Assessment criteria
    Satisfactory

    The student discusses only one aspect/viewpoint in his/her analysis of the processes in which educational policies are developed, implemented and evaluated. The student evaluates the impact of various stakeholders on the formation and development of educational policy, as well as its implications but this remains disconnected. The student states his/her position vaguely or without justification, makes some connections to a larger local and global context, but the approach is descriptive and/or anecdotal. He/she does not include the discussion on causations and consequences. The student takes responsibility and commits to a group, gives and receives feedback.

    Good

    In the analysis the student discusses multiple aspects/viewpoints and makes some connections between them. He/she provides solid evaluation of the impact of various stakeholders on the formation and development of educational policy.  The causations and consequences may remain partly unclear. The student discusses the implications from different perspectives, uses references to show understanding of different views in the field but also to support his/her own position. The student takes responsibility for his/her own learning, contributes to the progress of others and uses feedback systematically to improve own work and the work of others.

    Excellent

    The student shows thorough familiarization with the education policy, practices and processes. He/she evaluates the impact and implications on multiple levels and from various angles. The student formulates and justifies his/her position making multiple connections to a local and global context and with the support of relevant education policy related literature.The student shows advanced understanding of causations, consequences and interplay of different societal aspects relating to educational policy. He/she participates actively in collaborative learning by sharing expertise, searching for information and collaboratively creating knowledge.

    Name of lecturer(s)

    Sisko Mällinen

    Recommended or required reading

    Bell, L& Stevenson, H. 2006:Education Policy - Process, Themes and Impact
    Jones, T. 2013.Understanding Education Policy. The Four Education Orientaitons Framework
    Fan, G., Popkewitz, T. S. (eds) 2020.Handbook of Education Policy Studies Values, Governance, Globalization, and Methodology, Volume 1

    Planned learning activities and teaching methods

    Independent study, collaborative knowledge building in small groups, online synchronic and asynchronic discussions, writing an analysis report

    Assessment methods and criteria

    Self, peer, and teacher assessment of written work
    Assessment criteria for grades 1-5 given in a rubric and available for students in Moodle

    Language of instruction

    English

    Timing

    10.01.2022 - 11.03.2022

    Registration

    24.11.2021 - 12.03.2022

    Credits

    5 cr

    Group(s)

    21YEL

    Teacher(s)

    Sisko Mällinen

    Unit, in charge

    MD in Educational Leadership

    Degree programme(s)

    Master's Degree Programme in Educational Leadership

    Office

    TAMK Main Campus

    Virtual proportion

    5 cr

    Evaluation scale

    0-5

    Exam schedule

    no exam but an analysis paper to be assessed

    Students use of time and load

    26,7 x 5 cr = 133h
    Time allocated for reading approx 40h
    writing approx 45h
    group discussions, peer feedback and reflection approx 20h
    following media discussion 10h
    other tasks, guidance etc 18h

    Content periodicity

    Key concepts: What is Policy: video
    Following media discussion
    Reading the set literature
    Defining own topic
    Reading on chosen topic
    Historical review of own topic
    Synchronic guided discussion
    Writing the report in stages
    Giving and receiving peer feedback
    Asynchronic online discussion

    Assessment criteria
    Not approved

    Limited understanding of required concepts and knowledge. Fails to identify the processes in which educational policies are developed, implemented and evaluated.

    Satisfactory

    The student discusses only one aspect/viewpoint in his/her analysis of the processes in which educational policies are developed, implemented and evaluated. The student evaluates the impact of various stakeholders on the formation and development of educational policy, as well as its implications but this remains disconnected. The student states his/her position vaguely or without justification, makes some connections to a larger local and global context, but the approach is descriptive and/or anecdotal. He/she does not include the discussion on causations and consequences. The student takes responsibility and commits to a group, gives and receives feedback.

    Good

    In the analysis the student discusses multiple aspects/viewpoints and makes some connections between them. He/she provides solid evaluation of the impact of various stakeholders on the formation and development of educational policy. The causations and consequences may remain partly unclear. The student discusses the implications from different perspectives, uses references to show understanding of different views in the field but also to support his/her own position. The student takes responsibility for his/her own learning, contributes to the progress of others and uses feedback systematically to improve own work and the work of others.

    Excellent

    The student shows thorough familiarization with the education policy, practices and processes. He/she evaluates the impact and implications on multiple levels and from various angles. The student formulates and justifies his/her position making multiple connections to a local and global context and with the support of relevant education policy related literature.The student shows advanced understanding of causations, consequences and interplay of different societal aspects relating to educational policy. He/she participates actively in collaborative learning by sharing expertise, searching for information and collaboratively creating knowledge.