Concepts of culture, cultural diversity and inter-cultural communications. Education and culture in the context of globalisation. The homogenisation and heterogenisation debate. Case studies of cultural diversity and inter-cultural education in the domains of policy, management, curriculum teaching and learning. Special study of cultural diversity and intercultural education in a selected international education context. Opportunity to draw upon personal experience to show understanding of the issues covered.

Focussed investigation of major topics in international education, at multiple levels. Developments in key international approaches and issues; contrasting interpretations and contemporary developments in education at the global scale and internationally.

Concepts of global integration and culture. Economic political and cultural dimensions of globalisation. Major interpretive approaches to globalisation. Major world trends in education assessed in light of globalisation. Globalisation of labour markets; marked forces in education; cross-cultural and trans-national trends in education provision; knowledge as a global construct; global organisations and agenda in education; emerging global and regional structures in education, students, educational professionals and knowledge workers in a globalising world. Investigation and report on a special study.

Leadership purpose, qualities and practices are important to the development of a successful educational organisation. This course is intended to familiarize participants with research-informed principles, trends and issues of leadership in education from international perspectives. It will provide opportunities for individuals to reflect upon, analyse and critique their own leadership, relative to their own experiences, and the leadership of others within their own local and national contexts. The course will combine theoretical and empirical knowledge to illuminate, contextualise, and critically assess associations between contemporary policies, social trends, and organisational practices.

Investigation and analysis of: basic indicators of global poverty: key theories of poverty and international development and their implications for equity, social policy and education; 'Western' paradigms and their effects in 'non-Western' contexts; globalisation and alternatives to 'Westernisation'; education as a form of foreign aid and international development co-operation in multilateral, bilateral and non-government programs; multi-scalar and multi-sectoral approaches to poverty alleviation strategies.

Investigation and analysis of key trends in education change and reform in major Western countries including: shifting priorities in education policies; increasing emphasis on educational outcomes, testing and international comparisons of learning achievement; significance of shifts fostering lifelong learning and human capital formation; trends in educational accountability; changes in the role of the state and implications for the financing of education; privatisation and decentralisation of education. Impact of major demographic, economic and labour market developments on education policies; impact on youth policy and transition from school to work, and their educational implications. Opportunity to draw upon personal experience working in the field of international testing, or related areas of policy formation and

The unit focuses on investigation and analysis of modes of research in international education, and related issues in cross-cultural research. Students review and analyse various modes of research. Issues of data quality and range, the role of international organisations in providing data and shaping debates, and issues of power that should be negotiated in cross-cultural setting are examined. Having surveyed different methods, such as forms of scientism, ethnomethodology and post-colonialism, and had opportunities to consider their relative strengths and weaknesses, students examine implications of using different methods in a comparative study of two different methodological frameworks.

This unit is seen as the foundation unit in research methods and it provides an overview of the research process, with a focus on developing skills for critical evaluation of research reports and the design of research projects. Research strategies, sampling and design issues and various methods of data collection and analysis are examined. Students explore both quantitative and qualitative research approaches. The assessment in this unit is developed around students' own research interests and by the end of the unit students will have developed their own research proposal document.

In Australia, one of the standards within the domain of Professional Knowledge describes what teachers must know and be able to do to 'assess, provide feedback, and report on student learning' at the 4 career levels. This unit provides a basic introduction to what teachers need to know and do to meet the assessment requirements of the assessment standards for the Proficiency Career Level.

The pressures and incentives that are driving the need for data literacy for school teachers come from many directions: (a) the move to a standards referenced system, (b) the integration of international, national and statewide high stakes testing programs, and (c) the requirement in the Australian Professional Standards for Teachers that directly address data literacy. In this unit data literacy is broadly defined as the ability to understand and use data effectively to inform teaching and learning decisions.

Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action research or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.

Special Project is a semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action research or critique of research All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award. This unit is only available to students enrolled in a course which requires them to complete Special Project 1 and Special Project 2.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methodology unit of study prior to undertaking the Dissertation, which will support the proposal development.