Écoles, masters et doctorats / Schools, Masters and Doctorates / Enseignements / Teachings
ten assignment ; an individual ﬁnal policy brief (30%) ; and active participation and involvement in each session (10%). Workload : Students are expected to prepare individually and as a group for each session (3-4 hours). In addition to completing all assigned reading, students will also research and analyse different education issues and arguments from the point of a view of a speciﬁc stakeholder in preparation for in-class exercises. This might include the preparation of literature reviews, background notes, argumentative notes, and/or policy recommendations. Students will also be expected to actively participate in all sessions. Pedagogical Method : Sessions will require students to actively participate in-class exercises, such as role play and debates. Working in small groups of 4-5 people, students will present and discuss education issues, while representing different stakeholders. Each session is organized so as to raise key education issues related to the case study and to allow students to explore different education policy dimensions from the school level to the international context. Course Description : Successful education systems around the world aim to achieve both quality and equity. In rural communities, this can be particularly difﬁcult due to multiple factors, such as higher levels of poverty, increased rates of illiteracy, and limited access to both human and material resources when compared to urban areas. The Escuela Nueva project was introduced in the 1970s to try to address the educational challenges faced by rural schools and to raise the quality and equity across Colombia's education system. This case study will analyze the effects of Escuela Nueva as a local project and explore its expansion into national policy and an international model for education reform. The case study will also encourage students to think critically about the process of social innovation as a key policy tool for change in education policy, the issues that arise when scaling up an education project and the impact such projects and policy can have on stakeholders and education reform in general. Students will be invited to explore whether such education policy can be implemented in other contexts and if so how. Required reading : Colbert, V. (2009), “Improving Education Quality and Access in Colom-
bia through innovation and participation : The Escuela Nueva Model”, Journal of Education for International Development, 3 :3, January 30, 2009 ; Colbert, V. Chiappe, C. and Arboleda, J. (1993). 'The New School Program : More and Better Primary Education for Children in Rural Areas in Colombia' in Levin, H.M. & Lockheed, M.E (1991), Effective schools in developing countries. Population and Human Resources Department. Education and Employment Division background paper series ; no. 91/38. Washington, D.C. : The World Bank. http ://documents.worldbank.org/ curated/en/175561468739314304/Effectiveschools-in-developing-countries ; McEwan, P. J. (1998). Efectividad del programa Escuela Nueva en Colombia. International Journal of Educational Development, Vol. 18, No. 6, pp. 435–452, Bogotá : Federación de Cafeteros ; Psacharopoulos, G. Rojas, C and Velez, E. (1993). “Achievement Evaluation of Colombia's Escuela Nueva : Is Multigrade the Answer ?”, Comparative Education Review, 37(3) : 263-276 ; Castro, C., A. Verdisco (2002), Making Education Work : Latin American Ideas and Asian Results, Inter-American Development Bank, Washington, DC.
INNOVATION AND DISRUPTIVE BUSINESS MODELS
Semester : Spring Number of hours : 24 Language of tuition : English
Opened to the exchange program
Teachers : Rahaf HARFOUSH (Digital Foresight Strategist & Author, Red Thread Inc.). Prerequisite : None. Pedagogical Format : Elective Course validation : In class assignments 30%, case studies 30%, participation 10%, ﬁnal project 30%. Workload : 12 sessions of 2h each (24h). 4 credits. Pedagogical Method : An interactive learning fo