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Not offered 2013, re-offered 2014.
|Unit chair:||J Campbell|
|Note: For students who are not currently teaching in an international school, the assignments should be approached either from the perspective of an international school with which they are familiar or what it would take for a school with which they are familiar to become an ‘international’ school.|
Schools, unlike other commercial and industrial businesses, have learning as their central focus. This unit concentrates attention on the ways in which systematic educational processes, both internal and external, can be managed in ways that enhance the processes of teaching and learning in the context of international schools. The variety of International Schools is examined in terms of the educational needs of students in particular communities and the match or mismatch between educational needs and system provisions are considered. The various forms of support and legitimation of curriculum and assessment processes offered by various governmental, non-governmental, independent and transnational agencies is also considered as are the brokering arrangements between such schools and other educational institutions.
Assignment 1 50% (3000 words)
A case study of either a) educational systems that support teaching and learning or b) the human and physical resources that support the educational objectives of a school, with particular attention to the implications of its claim to be ‘international’.
Assignment 2 50% (3000 words)
A case study of either a) the relationship between the school and its ‘international’ community or b) the relationship between the school and the networks of support to which it is affiliated internationally.
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