Course Overview
This paper attempts to understand the developmental discourse and the sectoral paradigms of education in international context. The central arguments will discuss the trajectories of Development studies from education in South Asia. This will be on policy, planning management and administration aspects of Education.
Learning Goals
The course objective is to (1) understand the contemporary development issues in the region; and (2) to discuss the educational trajectories and discourses;
Theoretical Readings
- The Human Capital Approach (T W Schultz & Gary S Becker)
- The Basic Needs Approach (Paul Streeten)
- The Entitlements Approach (Amartya Sen)
- The Human Development School (Mahbub-ul-Haq & Amartya Sen)
- The Capability Approach (Amartya Sen & Martha Nussbaum)
Research & Analyses
- Critical readings of mainstream research
- Policy implications
General Information on Readings, Requirements and Evaluation
- The mode of instruction will be only in English (with special examples from India & Sri Lanka);
- The list of references and materials for each topic will be provided to the students through email;
- The evaluation will be based on the combination of students’ (i) level of participation in the classroom; (ii) Group work; (iii) Oral presentations; (iv) Readings & (v) Assignments.
- As the structure of the syllabus is tentative, it may include few related topics for the discussion (like Privatization; decentralization in education and development).
Nayar, Reema and et al (2012), More and Better Jobs in South Asia, The World Bank, Washington, D.C.
Riboud, Michelle, Yevgeniya Savchenko & Hong Tan (2007), The Knowledge Economy and Education and Training in South Asia, Human Development Unit South Asia Region, The World Bank.
The Mahbub ul Haq Human Development Centre (2004), Human Development in South Asia 2003: The Employment Challenge, Oxford University Press, Karachi
The Mahbub ul Haq Human Development Centre (2006), Human Development in South Asia 2006: Poverty in South Asia: Challenges and Responses, Oxford University Press, Karachi
Frequency | Weekday | Time | Format / Place | Period | |
---|---|---|---|---|---|
weekly | Mi | 14-16 | S4-104 | 08.10.2012-01.02.2013
not on: 12/26/12 / 1/2/13 |
III |
Module | Course | Requirements | |
---|---|---|---|
25-MEW16 Human Development in Educational Science | E2: International research in the fields of education | Study requirement
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Student information |
The binding module descriptions contain further information, including specifications on the "types of assignments" students need to complete. In cases where a module description mentions more than one kind of assignment, the respective member of the teaching staff will decide which task(s) they assign the students.
Degree programme/academic programme | Validity | Variant | Subdivision | Status | Semester | LP | |
---|---|---|---|---|---|---|---|
Erziehungswissenschaft / Master | (Enrollment until SoSe 2011) | ME 21.2 | 4 | aktive Teilnahme | |||
Pädagogik / Erziehungswissenschaft / Diplom | (Enrollment until SoSe 2008) | H.1.2; H.2.5; H.2.6; H.3.1 | scheinfähig |