This module considers different theories on development and the link between education and development, it will clarify what is meant by ‘development’. Development is a complex social science concept. The term is often used freely by economists, sociologists and political scientists and means different things to each. Even within one group, for example the economists, there is disagreement.
To some, development means economic growth, to others development means a fair distribution of economic and social assets. ‘Development’ also tends to be used interchangeably with terms such as ‘modernisation’, ‘progress’, ‘industrialisation’ or ‘westernisation’. This poses problems; for example, equating development with westernisation suggests that the development process consists of imitating or catching up with the western world.
By implication this rules out the possibility that a nation may pursue a development path that reflects its own philosophy, capacity and lifestyle, which may differ radically from those of western societies.
The term is also used frequently in relation to countries, and as a means of grouping countries. This can be misleading because, even within the richest nations, there are poor sub-populations whose living conditions are as bad as those in the developing countries. In other words, there can be underdeveloped or developing populations within developed nations. Let us examine some of the country groupings used.
Following independence countries have taken the opportunity to reconsider the way in which schools and colleges are organised and the learning that takes place in them. As a result, they have adopted many changes and engaged in much experimentation. In more recent years’ politicians and other members of the community as well as research bodies and international agencies have expressed concern about the basis on which decisions for change and innovation have been made.
A considerable literature on educational development has emerged and the analyses that have been carried out by a range of bodies have contributed greatly to this specialised field of study. Huge sums of money are now invested in education and educational change and more mechanisms have evolved to assist governments in making informed choices in an attempt to secure the best return on the resources committed. This field of study makes an important contribution to overall educational and national development across the world.
The Course Routes and Course Modules available for the study of Education at AUOL are shown here:
|BA||BY DIRECTED COURSEWORK STUDY|
|ME.D (MASTER OF EDUCATION)||BY DIRECTED COURSEWORK STUDY|
|PhD||BY RESEARCH & DISSERTATION|
|ED.D (DOCTOR OF EDUCATION)||BY RESEARCH & DISSERTATION/DIRECTED COURSEWORK STUDY|
|Module Code||Module Title|
|ED03-002||HISTORY OF EDUCATION|
|ED03-003||PSYCHOLOGY OF EDUCATION|
|ED03-004||EDUCATION IN DEVELOPING COUNTRIES|
|ED03-005||ECONOMICS OF EDUCATION|
|ED03-007||LEARNING & TEACHING OF ENGLISH|
|ED03-008||CURRICULUM STUDIES, CONTEXT DESIGN AND DEVELOPMENT|
|ED03-009||CURRICULUM STUDIES & THE PRIMARY SCHOOL|
|ED03-010||CURRICULUM STUDIES & THE SECONDARY SCHOOL|
|ED03-011||EDUCATION, GENDER & RACE|
|ED03-012||PHILOSOPHY OF EDUCATION|