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Education Studies and Global Sustainable Development BASc (XL38)

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Explore our Education Studies and Global Sustainable Development degree at Warwick

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GSD (Single Honours and Joint Courses)

88.6% Overall satisfaction for Global Sustainable Development students at Warwick (The National Student Survey 2021)

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XL38

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Bachelor of Arts and Sciences (BASc)

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3 years full-time or 4 years full-time with intercalated year

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26 September 2022

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Global Sustainable Development

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University of Warwick

3a

Education is essential in enabling a more sustainable future. It is a fundamental tool in the promotion and achievement of the United Nations Sustainable Development Goals, and Goal 4 specifically sets targets for Quality Education. This degree will allow you to examine the relationship between education and sustainable development and the associated challenges facing the education sector both in the UK and overseas. It represents a flagship contribution to UNESCO’s international Education for Sustainable Development (ESD) agenda.

3b

Are you passionate about examining the relationship between education, sustainable development, and the challenges facing the education sector? Are you enthused by finding new ways to promote learning about sustainability issues?

This course seeks to prepare you to become a Global Citizen with a conscience, equipped with knowledge and understanding of the key issues of sustainable development from across a broad range of disciplines.

Using a problem-based and solutions-focused approach, you will work with peers from other Global Sustainable Development (GSD) courses to explore complex issues, their implications and limitations and their inter-connectivity.

We will encourage you to think critically and creatively about contemporary problems of global significance. You will explore ethically and morally complex areas in the search for positive interventions with a beneficial impact. Embracing new opinions from your peers across the world, we will challenge you to become an active participant in your own learning.

You can enhance your skills and studies through optional work placements, study abroad, and certificates.

3c

Teaching on this course is equally split between the GSD Department and the Education Studies Department.

In the first year, you will study core GSD modules designed to provide a critical understanding of the 'three pillars of sustainable development':

You will also study the core Global Sustainable Development Project module, giving you the chance to see how the principles of GSD apply to a real case affecting a local community.

For the Education Studies half of the workload, you will study four core modules:

These modules will develop your understanding of contemporary educational policy at global and local levels. They will cover a range of educational contexts from early years to higher education and lifelong learning.

In the second year, in GSD you will have the opportunity to engage with a key issue in sustainability, studying one optional core module from the following:

You will also choose optional modules with a GSD focus from within GSD or from other departments across the University.

For the Education Studies half of the workload, you will choose two modules from the following optional core modules:

These modules will develop in depth your understanding of the role of education within society, both nationally and internationally. You will explore the place of education policy in shaping the aims of education around the world, and how learners ‘fit’ into national structures and goals.

You will also study optional module(s) offered by any department in the University which has an Education Studies focus.

You may choose to study abroad for part of your second year at Monash University. In Term One at Warwick you will study an optional core GSD module, an optional module with a GSD focus, and optional module(s) offered by any department in the University which has an Education Studies focus. The remaining study will consist of pre-approved modules at Monash University.

In the final year, you will take the core GSD Dissertation module. You will also study optional modules with a GSD focus from within or outside of the School for Cross-faculty Studies. For the Education Studies half of the workload, you will choose optional modules offered by any department in the University which has an Education Studies focus.

3d

In the GSD Department you will be taught by a range of academics from different disciplines. They will communicate their expertise on a specific issue and describe their methodology for addressing it. We expect you to bring together these various approaches and to develop your own informed stance on each issue.

Throughout the course you will:

Attend lectures and take part in seminars, workshops and tutorials.
Work with other students in teams on topical problems that pose significant sustainable development questions.
Undertake fieldwork, archival research and engage in peer discussion to propose alternative solutions.
Review the work of other students.

Discover how you will learn in GSD modules

In the Education Studies Department, teaching sessions tend to be in smaller, seminar-type groups rather than large lecture theatres. They use a wide variety of teaching and learning methods ranging from traditional lectures to practical workshops where you will collaborate with other students.

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For your Education Studies modules, teaching sessions are interactive, engaging and often physical.

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First-year core GSD modules have between 20 and 25 hours of contact time. Each module consists of lectures, workshops and, for the 'Global Sustainable Development Project' module, group supervision sessions. Second-year optional core GSD modules have up to 45 and 50 contact hours. The final-year core GSD dissertation module currently involves eight lectures and eight supervision sessions across three terms.

Optional modules in the GSD Department are available with between 25 and 50 hours for scheduled contact time, depending on the module. Some modules have lectures, workshops, film screenings and research supervision, whereas others only have lectures and workshops. Some modules may also include field trips.

Module offerings in other departments may involve more or less formal teaching time per week than the GSD modules.

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Centre for Education Studies

For your Education Studies modules, you'll be assessed in varied and engaging methods, including presentations, Moodle tasks, written reports and assignments and collaborative responses to highlighted issues.

In the first year, the core Education Studies modules are currently 100% assessed by coursework. In the second year, you will select two modules from a choice of three optional core Education Studies modules. All three are currently assessed by coursework.

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Placements and work experience

We encourage you to undertake a work placement as part of your degree.

You will have the opportunity to take part in short and long work placements. These support you in developing your employability skills and prepare you for future employment.

Apply theory to practice
Explore a future career path
Learn about the professional environment
Learn from industry professionals

Year-long work placement

You can complete a four-year degree and your work placement will take place in your third year. The work placement can take place inside or outside the UK.

Short work placement

As part of the Certificate of Professional Communication, you will undertake a four-week work placement during the summer.

Integrated work placement module

In the second year on the Education Studies and GSD degree you can choose to take the optional core integrated work placement module.

Supporting you

We will also support you in sourcing your own work placements outside of the options above.

4a

A level typical offer

AAB. You will also need grade B or grade 6 in English and Mathematics at GCSE.

We make differential offers to students in a number of circumstances at ABB, plus grade B or grade 6 in English and Mathematics at GCSE.

A level contextual offer

General GCSE requirements

Unless specified differently above, you will also need a minimum of GCSE grade 4 or C (or an equivalent qualification) in English Language and either Mathematics or a Science subject. Find out more about our entry requirements and the qualifications we accept. We advise that you also check the English Language requirements for your course which may specify a higher GCSE English requirement. Please find the information about this below.

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IB typical offer

36 points to include English and Mathematics.

IB contextual offer

We welcome applications from candidates who meet the contextual eligibility criteria and whose predicted grades are close to, or slightly below, the contextual offer level. The typical contextual offer is 34. If you do not have a grade B in GCSE Mathematics, you will need a grade 5 in Higher Level Mathematics or 6 in Standard Level Mathematics. See if you're eligible.

General GCSE requirements

4c

We welcome applications from students taking BTECs alongside one or two A levels. You will also need grade B or grade 6 in English and Mathematics at GCSE.

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Year One

Economic Principles of Global Sustainable Development

This module aims to introduce you to various economic concepts and perspectives related to global sustainable development. In particular, you will consider the relationship between economics and policy, and you will become familiar with the way in which economists address real-world dilemmas.

Environmental Principles of Global Sustainable Development

This module allows you to investigate a range of perspectives on Sustainable Development from the perspective of interdisciplinary and transdisciplinary Environmental Studies. It aims to equip you with the capacity to engage in academically-grounded and critical discussion of the world’s most pressing environmental issues, as well as associated policy responses at a range of geographical scales. Furthermore, it aims to establish skills for the creation and the persuasive presentation of environmental policy to key decision makers specifically through the creation of a Policy Briefing paper and a Policy Pitch.

Social Principles of Global Sustainable Development

This module addresses the social and political principles of GSD. Its teaching methods range from Stimulus to Simulation in order to allow students to engage with theoretically complex concepts through practical activities. It is taught in a combination of lectures and seminars and involves group activities as well as online collaboration.

Global Sustainable Development Project

This module requires students to engage actively in understanding the real-life application of the theories they studied in their first year modules. The problem we investigate is sustainable transport: this is obviously a broad area of study, and one that has a wealth of qualitative and quantitative data to be examined / critiqued. The module aims to provide students with opportunities to examine the Economic, Environmental and Social arguments that have been advanced in relation to the case.

Theories of Learning

This module introduces you to various theories of how human beings learn. The module covers leading child development theorists' perspectives on learning in the early years (such as Jean Piaget and Lev Vygotsky) as well as examining the work of theorists who explore learning from the perspective of older children, young people and adults. By the end of the module you'll have acquired the tools for evaluating the strengths and weaknesses of contrasting learning theories. This module also aims to give you an insight into the relationship between social values, culture and theories of learning.

Social Contexts of Childhood and Education

This module investigates the relationships between childhood, education and society. Throughout the module, we explore a number of arenas through which children are nurtured, protected and socialised, including family, peer group and the virtual world of mass media and digital technology. These contexts are viewed as important educational sites in their own right, as well as providing crucial supportive networks for schools and children's schooling. The module focuses on the way that these social contexts have changed as well as concentrate on the expanding roles that children themselves play in their own socialisation, schooling and identity formation. We also critically analyse the impact of class, poverty, gender and ethnicity on education and childhood.

International Education

This module will explore models, concepts and themes relating to education at a global level. There are two overarching trends which structure the sessions. First, processes of globalisation provide a theoretical frame within which students will examine themes and trends that cut across geographical and national boundaries. Among other things, globalisation and children’s rights to education, the Millennium Development Goals, the investment in early years education, and the marketisation of schooling and higher education are discussed. Second, the module will focus on the way that education is promoted within different international contexts, thereby exploring how factors such as ideology, culture and economics impact on education. There will be more of a case study approach here with students focusing on country specific education systems, such as Scandinavia, America or Italy. In each case the focus may be on the schooling system, the provision of early years education or the shifting role of higher education.

Education Today

This module interrogates contemporary trends within education and the social values they reflect. The module will approach the topic of education through many contrasting perspectives. You'll critically appraise the social, cultural and political factors that affect students, teaching professionals, parents and other key stakeholders, as they negotiate and participate in the contemporary education 'offer' provided at a local, national and international level. Key practical approaches and philosophical perspectives will be introduced and debated, as you consider how factors such as inclusion, equality, diversity, community, religion, attainment, quality, excellence, economic growth and political instability interact within contemporary education systems.

Year Two

Choose one of the following:

Health and Sustainable Development

Viable and equitable solutions in health and sustainable development require interdisciplinary and critical thinking. The first part of the module will introduce you to fundamental concepts of global health governance and health systems, and acquaint you with key global health priorities like drug resistance and mental health from the perspective of GSD. The second part of the module will focus on issues that relate to policies and behavioural change, and are also applicable beyond health, for example in areas like education or technology transfer. Alongside the module content, you’ll have the opportunity to develop your analytical skills to make independent, critical, and constructive contributions to Health and Sustainable Development.

Security, Sovereignty and Sustainability in the Global Food System

The UN Sustainable Development Goals (SDGs), agreed in 2015, commit the international community to a set of 17 goals to end poverty, protect the planet, and ensure prosperity. Of these, Goal 2 specifically aims to end hunger, end all forms of malnutrition, and ensure sustainable food production systems by 2030.

The pressing need for such initiatives is stark: we inhabit a world where at least 800 million people are chronically undernourished. The world population is projected to increase to a staggering 10 billion people by 2050, yet who will be responsible for ensuring all these mouths are fed? And can we ever produce and consume food for so many people without causing an unsustainable impact on our environment?

Food security, sustainability and sovereignty are thus crucial issues confronting the world today, and it is these issues which this module seeks to introduce and evaluate. The module is taught in collaboration with active researchers from across various disciplines at Warwick, especially those involved in the University’s Global Research Priority on Food.

Inequalities and Sustainable Development: Inclusion and Dignity for All

This module focuses on how inequalities shape our societies, economies, environments and politics. Starting with the question ‘does inequality matter?’, you'll critically reflect on the UN's decision to integrate inequalities into the Sustainable Development Agenda. You’ll then explore six different dimensions of inequalities (work, politics, environmental justice, societal discrimination, automation and globalisation, opportunities and empowerment) and gain an understanding of the complexities of these problems. Finally, you’ll appreciate the challenges faced by today’s policy makers who aim to address issues of inequalities while taking into consideration all three pillars of sustainable development.

A choice of two modules from the following:

Globalisation and Education

This module will explore models, concepts and themes relating to the globalisation of education. In particular, there are two general trends outlined and critically examined with reference to globalisation.

The first overarching theme is the idea of globalisation as a process of global standardisation. The module will pick up on a number of debates and issues relating to how attempts have been made to homogenise education globally, or at least move towards more universal provision at a number of different levels. This will involve analyses of the political and economic dimensions of globalisation as it affects education including the involvement of supra-national organisations, NGOs, and nation states.

The second dominant theme is the emphasis on global diversity. Attempts at globalising education come up against political and cultural obstacles. The second half of the module will focus more on trends and cases of education and schooling that highlight the diversity of provision, and practices within education. The sessions will refer to global and national policy contexts where relevant, as well as pick up on novel attempts to provide education and schooling in contexts of political and economic adversity.

Policies and Politics of the English Education System

This module will introduce you to the core areas of policy contention, innovation and development in the English educational system. Starting with the historical context, you’ll discover how the major reviews of education in the 20th and 21st centuries have shaped educational policy and practice. You’ll also explore:

• formal educational assessment

• how policy affects educational inequality

• how social and cultural changes within English society have affected the education system and curriculum

• different approaches to teacher training

• trends in the marketisation of education in England

Professional Identity and Skills: Work-Based Placement

This module gives you the opportunity to hone your professional skills and career aspirations through an education-based, work-based placement. In taught sessions you’ll explore the professional characteristics of organisations who work with children, young people and their families in an educational capacity. This will include investigating the staffing and leadership structures of example organisations, their policies, their modes of work, professional roles and conduct. In addition, the role of reflective practice in professional development will be examined from both theoretical and practical angles. You’ll be given support with organising your placement, which can be in a location of your choice (however, approval must be gained from the module leader who must see a clear connection between the work of your chosen organisation and the concept of ‘education’) or may be based with one of the Centre for Education Studies' (CES) key partners. CES placement partners consist of organisations that deliver both formal and informal education in a variety of contexts (i.e. schools, hospitals, charities, children’s centres, sports organisations, youth theatres, community organisations).

Final Year

GSD Dissertation/Long Project

In this final-year module you’ll bring together all of your learning and experiences on the course – the theoretical concepts and principles and your practical know-how – in order to address a specific sustainable development problem of your own choosing. This will be a problem that concerns you most and which you’d like to tackle.

You’ll be supported by an academic supervisor to devise a suitable project and to undertake research to explore the issue, taking a transdisciplinary approach to your investigation in order to produce an original research output. This may be a concept paper, a practical project, a film production, a long essay, an advocacy campaign etc. – use your creativity!

You’ll design a strategy for disseminating your findings (for example at a conference presentation, via online publication or an article in a journal or at a public meeting that you’ve arranged). This provides you with an opportunity to get your voice heard in a forum where it matters and could have lasting impact.

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Optional modules can vary from year to year. Example optional modules include:

GSD modules

Please see here for a https://warwick.ac.uk/fac/arts/schoolforcross-facultystudies/gsd/currentstudents/modules/

Education Studies

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