Lahore University of Management Sciences
EDU 356-Education Policy and Practice for Development
Spring 2025
Instructor Shahrman Khattak
Room No.
Office Hours By Appointment
Email
[email protected]Telephone
Secretary/TA
TA Office Hours
Course URL (if any)
Support Services LUMS offers a range of academic and other services to support students. These are mentioned below, and you are
encouraged to use these in addition to in-class assistance from course staff. For a complete list of campus support services
available for you click here (https://advising.lums.edu.pk/#supportservices)
Course Basics
Credit Hours 3
Lecture(s) Nbr of Lec(s) Per Week 1 Duration 150 mins
Recitation/Lab (per week) Nbr of Lec(s) Per Week Duration
Tutorial (per week) Nbr of Lec(s) Per Week Duration
Course Distribution
Core
Elective X
Open for Student Category
Close for Student Category
COURSE DESCRIPTION
The course introduces the students to a range of current issues in educational policy and practice and examines these through conceptual and
theoretical lenses in the field of education and international development. It critically examines and assesses policy making processes and policies
for educational development in a wide range of developmental contexts taking into account varying social, economic and cultural contexts. The
first half of the course introduces theories, concepts and practices in education policy and planning – and considers these from
national and global perspectives with examples and case studies. The second half takes a more thematic approach, considering issues
and debates and current challenges for educational policy and practice in diverse settings.
COURSE PREREQUISITE(S)
• NONE
COURSE OBJECTIVES
By the end of this course, students will be expected to demonstrate:
• knowledge of key education policies, theories and processes in educational development
• ability to analyse relationships between policy discourses and practices at different levels of education systems
• ability to assess the values which underpin educational practices and relationships between different educational actors (e.g. policy
makers, teachers, learners) at different levels of education systems, and their influences on both policy and practice
• engage with current debates and challenges in educational policy, demonstrating the ability to discuss these issues thoughtfully and
constructively
• analyze how social, economic, and cultural contexts influence educational policy-making processes and outcomes
Lahore University of Management Sciences
Learning Outcomes
• To critically examine and assess various educational policies, policy making processes and their effectiveness policies in diverse
development contexts.
• Identify and evaluate the challenges faced in educational policy-making processes, considering multiple stakeholders' perspectives.
• To be able to examine current issues in educational policy and practice through conceptual and theoretical lenses in the field of
education and international development.
• Conduct independent research on current trends and debates in educational policy, synthesizing findings to inform practice.
• Engage in reflective practice regarding personal beliefs and biases related to educational policy issues.
• Effectively communicate complex ideas related to educational policy both orally and in written formats.
Grading Breakup and Policy
Assignment(s):
15% TBD
15% TBD
15% Gallery Walk
Attendance & Class Participation: 20% (LMS Discussion Board contribution– Reading Responses – Meaningful Interaction in Class)
Final Term Paper (Policy Brief): 35% (15% Class Presentation – 20% Written Submission)
*NOTE: This is an evolving document – Please note that the course readings, assignments and focus might
change slightly during the course of the semester.
CLASS EXPECTATIONS **
Class discussions will be based on assigned readings. It is expected that all students participate, prepare for and contribute to classes on a regular
basis. It is expected that students draw on their own experiences, when appropriate, to enhance class discussions, along with completing regularly
assigned tasks. It is also expected that students will help to promote an environment that is both collegial and cooperative, as well as appreciative,
respectful and supportive of all/any differences.
Examination Detail
Yes/No: NO
Combine Separate:
Midterm
Duration:
Exam
Preferred Date:
Exam Specifications:
Yes/No: NO
Combine Separate:
Final Exam
Duration:
Exam Specifications:
Campus supports & Key university policies
Campus Supports
Lahore University of Management Sciences
Students are strongly encouraged to meet course instructors and TA’s during office hours for assistance in course-content, understand the course’s
expectations from enrolled students, etc. Beyond the course, students are also encouraged to use a variety of other resources. (Instructors are also
encouraged to refer students to these resources when needed.) These resources include Counseling and Psychological Services/CAPS (for mental
health), LUMS Medical Center/LMC (for physical health), Office of Accessibility & Inclusion/ OAI (for long-term disabilities), advising staff dedicated
to supporting and guiding students in each school, online resources (https://advising.lums.edu.pk/advising-resources), etc. To view all support
services, their specific role as well as contact information click here (https://advising.lums.edu.pk/#supportservices).
Academic Honesty/Plagiarism
LUMS has zero tolerance for academic dishonesty. Students are responsible for upholding academic integrity. If unsure, refer to the student
handbook and consult with instructors/teaching assistants. To check for plagiarism before essay submission, use [email protected]. Consult
the following resources: 1) Academic and Intellectual Integrity (http://surl.li/gpvwb), and 2) Understanding and Avoiding Plagiarism
(http://surl.li/gpvwo).
LUMS Academic Accommodations/ Petitions policy
Long-term medical conditions are accommodated through the Office of Accessibility & Inclusion (OAI). Short-term emergencies that impact studies
are either handled by the course instructor or Student Support Services (SSS). For more information, please see Missed Instrument or ‘Petition’
FAQs for students and faculty (https://rb.gy/8sj1h )
LUMS Sexual Harassment Policy
LUMS and this class are a harassment-free zone. No behavior that makes someone uncomfortable or negatively impacts the class or individual's
potential will be tolerated.
To report sexual harassment experienced or observed in class, please contact me. For further support or to file a complaint, contact OAI at
[email protected] or [email protected]. You may choose to file an informal or formal complaint to put an end to the offending behavior.
You can also call their Anti-Harassment helpline at 042-35608877 for advice or concerns. For more information: Harassment, Bullying & Other
Interpersonal Misconduct: Presentation (http://surl.li/gpvwt )
ASSESSMENT DETAILS Objective
Write a policy brief on an issue of your choice – The topic should directly stem from the
content covered in class. Draw on our readings in class, as well as other work you may
have read. Application of knowledge.
The first part of this assignment is to write a proposal for your final paper. This short (1-2
pages) proposal will outline your policy brief concept.
Policy Brief
Point form notes are permitted for this part of the assignment. (Proposal will be
& discussed in class using a Gallery Walk, in which you engage others in discussing your
plans for your final paper using a poster.)
Gallery
Walk The final submission should be 5-7 pages long, double spaced, using APA style.
Group Task The paper will be evaluated on the following criteria: clarity of writing, organization of
the paper, the extent to which it is analytical, reflective, and critical, and the strength of
the support offered by other authors for the views.
Submission Deadlines: TBD
Topic to be discussed and finalized with the instructor before you start working on it.
Lahore University of Management Sciences
COURSE OVERVIEW
Week/ Recommended
Lecture/ Topics Readings
Module
Education and Development - *Rizvi, F, and B. Lindgard (2010) Globalising Education Policy Routledge. London
Policy texts, contexts, and processes (chapter 1: Conceptions of Education Policy pp.1-21).
*Unterhalter, E. (2014) Walking backwards into the future: a comparative
perspective on education and a post-2015 framework. Compare
Vol. 44. Issue 6, pp. 852-873
1. Psacharopolous, G. (2006) ‘World Bank Policy on Education: A Personal Account.
International Journal of Educational Development, Vol. 26. pp
329-338.
Smith, W.C. (2016) The Global Testing Culture: shaping education policy,
perceptions and practice. London: Symposium books.
Tikly, L. (2003) Governmentality and the study of education policy in South Africa.
Journal of Education Policy, 18(2) pp. 161-174.
Access and Equity: Public and Private Finance *Balsera, M., Dorsi, D., Termes, A., Bonal, X., Verger, A., and Diaz, J. (2016).
in international perspectives ‘Private Actors and the Right to Education’. Compare. 46
(6). 976-1000. This is a Compare Forum with several short papers.
*Macpherson, I. Robertson, S. and Walford, G. (2014). Education Privatisation
and Social Justice. Case Studies from Africa, South Asia and
South East Asia. Symposium Books, Oxford.
Chapman, D, Barcikowski , E., Sowah, M., Gyamera, E. ,Woode, J. (2002) ‘Do
communities know best? Testing a premise of educational
decentralization: community members’ perceptions’. International Journal of
Educational Development 22. 181–189
2.
*Colclough, C. (1996) 'Education and the market: which parts of the neo liberal
solution are correct?', World Development, Vol 24 No 4: 589-610 [on-line]
Rose, P. (2005) ‘Privatisation and decentralisation of schooling in Malawi: default
or design?’, Compare: A Journal of Comparative and International Education,
35:2, 153-165.
Tooley J. (2013) ‘Challenging educational injustice: 'Grassroots' privatisation in
South Asia and sub-Saharan Africa’. Oxford Review of Education. Vol 39(4), 446-
463.
Woodhead, M., Frost, M. and James, Z. (2013) ‘Does growth in private schooling
contribute to Education for All? Evidence from a longitudinal, two cohort study in
Andhra Pradesh, India’ International Journal of Educational Development 33
(2013) 65–73
Globalising education policy: Policy *Steiner-Khamsi, Gita & Waldow, Florian, eds. (2012). Policy Borrowing and
borrowing and policy convergence in Lending. World Yearbook of Education 2012. London and New York: Routledge.
3. education See CHAPTER 1 by Steiner-Khamsi.
*Kamens, D. H., & McNeely, C. L. (2010). Globalization and the Growth of
International Educational Testing and National Assessment. Comparative
Lahore University of Management Sciences
Education Review, 54(1), 5–25.
Steiner-Khamsi, G. (2006) The economics of policy borrowing and lending: a study
of late adopters. Oxford Review of Education. 32 (5).
Tikly. L. (2004) \ Pp.109-126
Activity
4.
Education Systems, Governance and *Pritchett, L. (2015). Creating education systems coherent for learning outcomes:
accountability Making the transition from schooling to learning. Research on Improving Systems
of Education (RISE) Working Paper, Preliminary draft.
*Ahmad, J., Devarajan, S., Khemani, S., & Shah, S. (2005). Decentralization and
service delivery. The World Bank.
Levy, B. Politics and Governance. Chap 1
5. Barbara Bruns, Deon Filmer and Harry A. Patrinos (2011). Making Schools Work –
New Evidence on Accountability Reforms. Washington D.C.: The World Bank.
Chapter 1.
Esther Duflo, Pascaline Dupas, and Michael Kremer (2014). “School Governance,
Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from
Kenyan Primary Schools”. In: Journal of Public Economics
Ritva Reinikka and Jakob Svensson (2011). “The Power of Information in Public
Services: Evidence from Education in Uganda”. In: Journal of Public Economics
95.7-8, pp. 956–966
Language(s) in Education *Johnson, D. C. (2009) Language Policy. Palgrave Macmillan. London. Chapter 1
pp. 3-24 ‘What is language policy?’
*Ramanathan, V. (2008) Rethinking language planning and policy from the
ground up: refashioning institutional realities and human lives. Current Issues in
Language Planning Vol. 6:2. Pp.89-101.
6. Johnson, D. and T. Ricento 2013 Conceptual and theoretical perspectives in
language planning and policy: situating the ethnography of language
policy. International Journal of the Sociology of Language. 219:7-21.
Ricento, T. (ed) (2006) An Introduction to Language Policy: theory and method.
Blackwell Publishing, Oxford.
M. Martin-Jones (ed.) (2012) The Routledge Handbook of Multilingualism.
Routledge: London.
The ‘quality imperative’ - debates and *Tikly, L. 2011 Towards a framework for researching the quality of education in
perspectives on educational quality low income countries. Comparative Education Vol. 47, No 1 pp.1-24.
Chisholm, L. and R. Leyendecker, R. (2008) Curriculum reform in post-1990s Sub-
7. Saharan Africa. International Journal of Educational Development Vol. 28 pp.195-
205.
*Tikly, L. and A. Barrett (2011) ‘Social justice capabilities and the quality of
education in low income countries, International Journal of Educational
Development Vol. 31 No. 1 pp.3-14.
Lahore University of Management Sciences
See also other articles in these special journal issues on education quality:
• International Journal of Educational Development Vol. 31 No. 1, 2011
• Comparative Education Vol. 47, No 1, 2011
Rizvi, F. and Lindgard, B. (2009) Globalising Education Policy. Routledge: London.
Chapter 5: Curriculum, Pedagogy and Evaluation.
Nikel, J. and Lowe, J. (2010) 'Talking of fabric: a multi-dimensional model of
quality in education', Compare: A Journal of Comparative and International
Education, June Vol. 40(5) 589-605.
Activity
8.
Pedagogy and learning *Schweisfurth, M. 2011 Learner centred education in developing country
contexts: from solution to problem? International Journal of Educational
Development vol. 31 (5) pp.425-432.
*Barrett, A. et al (2007) ‘Initiatives to improve the quality of teaching and
learning: a review of the recent literature, Background paper for the EFA Global
Monitoring Report 2008.
Barrett, A. (2007) Beyond the polarization of pedagogy: models of classroom
practice in Tanzanian primary schools. Comparative Education 43 (2), pp.274-294.
9. *Glewwe, P. W., Hanushek, E. A., Humpage, S. D., & Ravina, R. (2011). School
resources and educational outcomes in developing countries: A review of the
literature from 1990 to 2010 (No. w17554). National Bureau of Economic
Research.
Ginsburg, M. (2010) Improving educational quality through active-learning
pedagogies: a comparison of five case studies. Educational
Research 1(3), pp.62-74.
Hardman, F. 2015. Making pedagogical practices visible in discussions of
educational quality. Background Paper for Education for All Global Monitoring
Report 2015
Intercultural Education *Hickling-Hudson, A.; J. Matthews and A Woods (2004) ‘Education,
Postcolonialism and Disruptions’. In Hickling-Hudson, Matthews and
Woods (eds) Disrupting Preconceptions: Postcolonialism and Education. Post
Pressed: Flaxton. Pp. 1-16.
*Gorski, P. (2008) Good Intentions are not enough: a decolonizing intercultural
education. Intercultural Education, Vol 19(6) pp.515-525
10.
Gorski, P. 2006 Complicity with conservatism: the de-politicizing of multicultural
and intercultural education. Intercultural Education Vol. 17 (2) pp. 163-177.
Aikman, S. (2012) Interrogating discourses of intercultural education: from
indigenous Amazon community to global policy forum. Compare Vol.
42, 2, pp.235-259. Coulby, D. Intercultural education: theory and practice,
Intercultural Education Vol. 17 (3) pp.245-257
Activity: Gallery Walk – Policy Brief Proposal
11.
Lahore University of Management Sciences
*Leach, F. (2003). Learning to be violent: the role of the school in developing
Education, schooling and violence adolescent gendered behaviour.
Leach, F. and C. Mitchell, (eds.) (2006) Combating Gender Violence in and around
Schools.
*Harber, C. (2004) Schooling as Violence: How Schools Harm Pupils and Societies,
Routledge: London.
*Leach, F., M. Dunne and F. Salvi (2014). School-related Gender-based Violence:
A Global Review of Current Issues and Approaches in Policy, Programming and
12. Implementation Responses to School-Related Gender-Based Violence for the
Education Sector. Paris, UNESCO
Harber, C. (2014). Education and International Development: theory, practice and
issues. Oxford: Symposium Books
Benbenishty, R., & Astor, R. A. (2005). School violence in context: Culture,
neighborhood, family, school, and gender. New York, NY, US: Oxford University
Press.
Unterhalter, E. (2007) Gender, Schooling and Social Justice. London. Faber and
Faber. Journal of School Violence, Taylor & Francis
*Barakat, S., Connolly, D., Hardman, F., & Sundaram, V. (2013). The role of basic
Education in emergencies and conflict-affected education in post-conflict recovery. Comparative Education, 49(2), 124-142
settings
*Theories and conceptual frameworks in education, confict and peacebuilding
T Pherali - Education and Conflict Review, 2019
13.
Education: Cultural reproduction, revolution and peacebuilding in conflict-
affected societies. T Pherali - The Palgrave Handbook of Disciplinary and Regional
…, 2016
Burde, D. et al. “Education in emergencies: 'What works' revisited.” (2019).
14. Policy Brief Presentations
Textbook(s)/Supplementary Readings
Journals and books mentioned in the course outline.
Policy Paradox – The Art of Political Decision Making (2012) By Deborah Stone
