Economics and Planning of Education
Code: 103528 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500261 Education Studies | OB | 3 | 2 |
Contact
- Name:
- Rafael Merino Pareja
- Email:
- Rafael.Merino@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Rafael Merino Pareja
Prerequisites
It is recommended to have passed the subjects Education and Educational Contexts -1rst year-, and sociopolitical Bases of Education -2n year-
Objectives and Contextualisation
The course aims to develop future professionals basic competences to understand, analyze and manage the economic aspects and planning of educational processes; these competences will enable effective action in the different fields of education from an economic perspective and planning .
Thus, the objectives of the course are that students acquire the basic competences of analysis and management of economics and planning educational and training processes and capabilities to assess their individual and social consequences.
Competences
- Analyse and understand the theoretical, historical, cultural, political, environmental and legal references and situations involved in education and training proposals.
- Develop critical thinking and reasoning and know how to communicate effectively both in your own tongues and in other languages.
- Develop strategies for autonomous learning.
- Evaluate policies, institutions and educational systems.
- Identify educational approaches and problems, inquire about them: obtain, record, process and interpret relevant information to issue supported judgments that enhance education and training.
Learning Outcomes
- Deliver proposed activities on time and in the right way.
- Evaluate education systems from a political, economic and international perspective.
- Incorporating into their analyses the planning, economic and international references linked to specific problems and proposals about the educational system.
- Knowing how to express one’s ideas and knowledge orally and in writing with sufficient theoretical and argumentative foundation.
- Organising the work in a structured way in terms of the demands.
- Planning the educational system using existing data and including them in relation to the context.
Content
1. Theoretical basis of economy and planning in education.
Theories on the economic functions of education.
Theories and models of educational planning. Educational indicators.
Education today: trends in planning and economics of education.
2. Education planning and economic performance.
Education and economic growth.
Education and social development.
Effects of planning in education.
3. Supply, demand and education planning.
Determinants of educational supply and demand.
Models and tools for planning educational services.
Strategic planning in education.
Inspection and planning in the education system.
4. Labour market, education and planning.
Relations between the labor market and education.
Education, planning and employment policies.
The professional integration of young people and university graduates.
5. Economic management of schools and planning strategies.
Costs and returns to education.
Budgeting.
Educational planning and economic management of schools.
6. Funding of education.
Educational investment.
Equity and education.
Public sector involvement in education.
Financing models of compulsory and post-compulsory education.
Financial aid programs to study.
Methodology
The center in the teaching-learning process is the student; the methodology is planned from this view:
-Presentation of the main contents by the lecturer. It is done with the whole group class and allows the presentation of the main content through an open participation of students. The active participation of students will be encouraged, as a way of sharing the learnings that are being achieved
-Spaces of work in small groups (25 students) , supervised by teachers. The activities will be a way to practice the contents worked in the large group. The activities will be document analysis, data interpretation and reporting, case resolution and economic tools
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lessons | 30 | 1.2 | 2, 3, 1, 4 |
| Seminar | 15 | 0.6 | 2, 3, 1, 5, 6, 4 |
| Type: Supervised | |||
| Tutorials | 30 | 1.2 | 3, 1, 6 |
| Type: Autonomous | |||
| Autonomous work | 75 | 3 | 2, 3, 1, 6, 4 |
Assessment
The evaluation of the course will take place throughout the academic year through the activities shown below.
Theory test of Units 1 to 6, 30% (date: 10/6/20; data of second chance examination: 1/7/20)
Group works to be developed along the academic year, in relation to one topic to chose among a list provided by the teachers, 50%
Individual assignament based on readings, 20%
Class attendance is mandatory: the student must attend a minimum of 80% of classes, otherwise the student will not be assessed.
If the student has a correct follow-up of the subject and he/she fails the theory test, a second chance test could be done at the end of the semester.
The final score will be made with the average of the three assessment activities, according with the weigth of each activity. Each activity must have a minimum score of 5. The student will have feedbak of the assessment activities in a reasonable deadline, 15 working days for the theory test and 20 working days for groupal assignament. The individual assignament will have a qualitative feedback after the oral presentacion in the classroom, and the grade will be given after finishing all the presentations.
Plagiarism is not permitted; will be a fail.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Assignment in group | 30% | 0 | 0 | 2, 1, 5, 6, 4 |
| Individual assignment | 20% | 0 | 0 | 2, 3, 6, 4 |
| Test | 50% | 0 | 0 | 2, 3, 4 |
Bibliography
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Belfield, C. R., & Levin, H. M. (Eds.). (2007). The Price We Pay: Economic and Social Consequences of Inadequate Education. Washington DC: Brookings Institution Press.
Bonal, X. (2013) (dir.) Municipis contra la segregació escolar. Sis experiències de política educativa local. Barcelona: Fundació Jaume Bofill. Col·lecció Polítiques 78.
Bonal, X- Essomba, M.A.- Ferrer, F. (2004) Política educativa i igualtat d’oportunitats. Ed. Mediterrànea, Barcelona
Brown P.; Lauder H. (2007 /1997) “Educación, globalización y desarrollo económico” En Bonal et al (ed ) Globalización y educación. Textos fundamentales. Ed. Miño y Dávila. Buenos Aires.
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Ruesga, B., da Silva, J. y Monsueto, S. (2014). “Estudiantes universitarios, experiencia laboral y desempeño académico en España”. Revista de Educación, 365, 67-95
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Salas, M. (2008) Economia de la Educación. Pearson. Madrid.
San Segundo, Mª J. (2001) Economía de la educación Síntesis, Madrid .
Ventura, J. (1998) Perspectivas Económicas de la Educación. Ediciones Universidad De Barcelona, Barcelona
Enllaços web:
http://cedefop.europa.eu//
http://www.siteal.iipe-oei.org
http://www.mec.es
http://www.mtas.es
http://www.gencat.cat/ensenyament