Module Details

Module Code: BUSS H7002
Full Title: Development Education
Valid From:: Semester 1 - 2019/20 ( June 2019 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 5
Module Owner:: Bobby McCormack
Departments: Unknown
Module Description: Development education will equip students with an understanding of what development is, how it works and how we as individuals, organisations and communities can address issues and challenges at a local and global level.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Provide definitions of development which illustrate the contested nature of the field.
MLO2 Outline and evaluate different models of development
MLO3 Illustrate an understanding of the root causes of poverty and inequality.
MLO4 Design, organize and evaluate a development education process.
MLO5 Analyse the role of power in constructing development realities locally and globally.
MLO6 Identify and understand the Sustainable development goals (SDGS) framework.
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
 
Module Indicative Content
Theories and models of development
Modernisation, dependency theory, world systems, sustainable development and post development theories will all be examined.
Poverty
The causes and effects of poverty (Absolute and Relative) will be identified using a problem tree analysis.
Inequality
The causes and effects of inequality (Opportunity and outcome) will be identified using a problem tree analysis.
Development Education
What is Development Education? Where does it come from? Pillars of practice (Critical thinking / Problem solving / Systems thinking / active citizenship)
Power analysis
The role of power and how it contributes to shaping community and society will be perused.
The Sustainable Development Goal Framework
The UN Sustainable Development Goals will be explored in detail. Irelands record and implementation plan will be examined with recommendations for action suggested.
Module Assessment
Assessment Breakdown%
Course Work50.00%
Project50.00%
Module Special Regulation
 

Assessments

Full-time

Course Work
Assessment Type Essay % of Total Mark 50
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,2,3,5
Duration in minutes 0
Assessment Description
Students will complete an individual essay examining definitions, theories and models of development with a specific focus on the challenges presented by poverty and inequality.
Project
Assessment Type Group Project % of Total Mark 50
Marks Out Of 0 Pass Mark 40
Timing n/a Learning Outcome 4,6
Duration in minutes 0
Assessment Description
Students will work in groups to present an outline of a Development education process or programme that address the Sustainable Development Goals.
No Practical
No Final Examination

Part-time

Course Work
Assessment Type Essay % of Total Mark 50
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,2,3,5
Duration in minutes 0
Assessment Description
Students will complete an individual essay examining definitions, theories and models of development with a specific focus on the challenges presented by poverty and inequality.
Project
Assessment Type Group Project % of Total Mark 50
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 4,6
Duration in minutes 0
Assessment Description
Students will work in groups to present an outline of a Development education process or programme that address the Sustainable Development Goals.
No Practical
No Final Examination

DKIT reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full-time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description Every Week 3.00 3
Directed Reading Non Contact No Description Every Week 3.00 3
Independent Study Non Contact No Description Every Week 3.00 3
Total Weekly Learner Workload 9.00
Total Weekly Contact Hours 3.00
Workload: Part-time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description Every Week 3.00 3
Directed Reading Non Contact No Description Every Week 3.00 3
Independent Study Non Contact No Description Every Week 3.00 3
Total Weekly Learner Workload 9.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Richard Wilkinson and Kate Pickett. (2010), The Spirit Level, Penguin Press.
  • Katie Willis. (2011), Theories and practices of Development, 2nd. Taylor and Francis Ltd, London, [ISBN: 041559071].
  • Tony Daly, Ciara Regan, Colm Regan. (2016), 80-20: Development in an unequal world, 7th. 80-20, Bray.
Recommended Article/Paper Resources
  • Centre for Global Education. Policy and Practice: A development education review.
  • IOE Press. International journal of Development Education and global learning.
  • Irish Aid. (2017), Development Education Strategy 2017 - 2023.
Other Resources