EDUC 766 : Education and International Development

Education and Social Work

2024 Semester Two (1245) (15 POINTS)

Course Prescription

Examines the role of education within the process of economic, political, social and cultural change within the 'developing' world, with a particular focus on the small island states of the Pacific. Theories, concepts and models of 'development' and how these influence educational policy and practice are explored.

Course Overview

Education has been considered a key factor for national development in countries around the world. Colonialism, and later the post-WWII rise of state-led (but externally funded) national development placed education at the core of projects around national identify formation, modernisation of societies/economies, and the integration of 'third world' countries into the global economy. A vast array of research literature linking educational ideas, structures and processes with social, cultural and economic change has been produced in the decades since. This course examines the nature and role of education within the ‘developing’ world, with a particular focus on the region of which New Zealand is part, Oceania. The theoretical content of the course is derived largely from concepts and models of ‘development’ and globalisation and how these influence educational policy and practice. A key question that guides this course is whether and how education, and more specifically formal schooling, can both contribute to, and work against goals of inclusive, prosperous and just societies globally.   

The course will pay particular attention to the:
  1. Reasons behind the growing importance given to education within international accords and development agendas
  2. Impacts of globalisation on national education systems and policies
  3. The politics of global educational agenda setting and the aid dynamics that follow suit
A key focus of the course this year is to explore how against the current global context, marked by record numbers of children who have been forced out of school due to displacement, disease, and disasters, education may have an even more critical important role in ensuring in less than a decade, the global community has met the global commitments signalled under the Sustainable Development Goals. As part of this we'll give specific attention to the post-colonial and post-development turn, the increasing tensions between globalism and nationalism, the impacts of securitisation agendas in the post-9/11 era, and the calls which are growing for societies to free themselves of histories of racism and bigotry. In all of this we'll critically explore what form of education might best serve the new world order we find ourselves in, and whether the institution of schooling as has existed in the developed (or 'Global North') world for nearly 200 years, is desirable, replicable or relevant on a global scale. 

An important note to students: This course runs concurrently to EDUC 705 (a 30 pt equivalent).  Two key differences between this course and EDUC 705 is a reduced workload in terms of assignments, and no requirement for you to be part of the synchronous discussions which students in EDUC 705 are expected to engage in as part of the course.   Students from EDUC 766 are more than welcome to join some of the EDUC 705 online sessions but this is not an expectation or requirement of the course.   

Course Requirements

Restriction: EDUC 705

Capabilities Developed in this Course

Capability 1: People and Place
Capability 2: Sustainability
Capability 3: Knowledge and Practice
Capability 4: Critical Thinking
Capability 5: Solution Seeking
Capability 6: Communication
Capability 7: Collaboration
Capability 8: Ethics and Professionalism
Graduate Profile: Master of Arts

Learning Outcomes

By the end of this course, students will be able to:
  1. Identify contestations and debates regarding the role of education towards social, economic and political development for countries in the Global South (Capability 1, 2, 3 and 4)
  2. Evaluate the “Global Education Agenda”—informed in large part by the Sustainable Development goals—and assess its strengths and limitations, as well as the influences it has had on national and international educational policymaking (Capability 1, 3, 4 and 5)
  3. Analyse processes of globalisation and localisation and their implications for education policies and practices internationally and/or in a particular context (Capability 3, 4, 5 and 6)
  4. Discern identify, and critically evaluate and assess key arguments from academic texts in written form (Capability 3, 4 and 6)
  5. Communicate, consult and collaborate to effectively manage time and resources towards completion of a real-world task (Capability 5, 6, 7 and 8)
  6. Describe, analyse and consider the social, cultural, environmental and economic consequences of national and international issues in its relation to education and development (Capability 1, 2 and 5)


Assessment Type Percentage Classification
Annotated bibliography 25% Individual Coursework
Group Presentation 25% Group & Individual Coursework
Final Essay 50% Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4 5 6
Annotated bibliography
Group Presentation
Final Essay

To pass this course you need to submit all assessments and achieve at least 50% for the course overall

Workload Expectations

This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

The course is structured as a series of six 2-week online modules. Each 2-week modules is set up for you to engage with the assigned course readings, and to view the pre-recorded short videos at your own pace. It is expected that reviewing these materials will take approximately 10 hours of your time in total.   

Additionally, it is expected that you will spend an additional 10 hrs within each 2-week module (on average) to work on assignment preparation.

Delivery Mode


Most of engagement in EDUC 766 takes place asynchronously (not live).  You engage with the course material at your own pace.  The only times you will need to engage with the course in real-time is the group presentation session, scheduled for 1.5 hrs in Week 11 of the course (specific date and time to be confirmed).  Where possible, study material will be available at course commencement, but additional material will be released progressively throughout the course. This course runs to the University semester timetable and all the associated completion dates and deadlines will apply.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

All course readings and resources will be made available through the Course Reading list on Canvas and available digitally. All lecture material will also be made available through Canvas for students to review independently online.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Student feedback from past iterations of the course indicate that some students appreciate having increasing opportunities to engage with peers and the course instructor.  As a result, students from EDUC 766 will be invited to participate in online discussions/forums required as part of EDUC 705, should they choose, but it will not be a requirement of the course.   Additionally, the group presentation mixes students from EDUC 766 and EDUC 705 together, to work collaboratively on a shared task.  This will likely require you to speak/meet with your peers online and/or in-person several times between Weeks 4 and 11 of the term.  

Other Information

It is important to contact the course director early should you have issues with internet connectivity or access to IT at home or elsewhere to complete the required coursework. Support is available from the University for students to effectively engage online.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course students may be asked to submit coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.