National Taiwan Normal University Course Outline
Spring , 2024

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I.Course information
Serial No. 1338 Course Level Master
Course Code IWM0086 Chinese Course Name 國際教育與發展研究
Course Name International Education and Development
Department Graduate Institute of International Human Resource Development
Two/one semester 1 Req. / Sel. Sel.
Credits 3.0 Lecturing hours Lecture hours: 3
Prerequisite Course ◎1. This is a cross-level course and is available for junior and senior undergraduate students, master's students and PhD students. 2. If the listed course is a doctroal level course, it is only available for master's students and PhD students.
Course Description
Day & Class Period/Location Tue. 2-4 Main Art Museum 602
Curriculum Goals Corresponding to the Departmental Core Goal
1. Learning fundamental issues regarding development and education Master:
 1-2 Knowledge of Human Resource Theories and Practical Applications
2. Understanding economic, political, cultural and social forces in relation to education in varying contexts Master:
 1-1 Sensibility to Globalized Human Resource Issues
 2-2 Ability to Conduct Effective Cross-cultural Communication
 3-1 Passion for Developing Human Resource Profession
3. Exploring major educational issues in Global Community Master:
 1-1 Sensibility to Globalized Human Resource Issues
 3-1 Passion for Developing Human Resource Profession
4. Through exploring and discussing these issues and phenomena, students are expected to develop analytic, synthetic, evaluative and critical ability Master:
 1-2 Knowledge of Human Resource Theories and Practical Applications
 2-1 Professional Skills of Recruitment, Selection, Training, Staffing, Retention, and Organizational Development
 3-1 Passion for Developing Human Resource Profession

II. General Syllabus
Instructor(s) Lee, Pai-Po/ 李浡


This curriculum is aim to instruct the students to recognize the concept of International Education and Development. Apart from providing overviews of global education and the international development, trace the trends of education policy; this curriculum also provides new empirical evidence on the international organizations and Education for all, higher education, inequality in education as well as Technical and Vocational Education and Training (TVET) and so on. This evidence challenges key elements of the existing conventional wisdom, leading to more balanced policy conclusions. Fresh insights into the use of the various modalities, which are in a complex process of education reform also offered. Taking stock and reflecting on how education should be designed in the future to promote economic development (with a focus on growth, poverty reduction and social justice) are core themes. Lastly, while much of what is said refers to a variety of developing countries in different regions of the world (Africa, Asia and Pacific and Latin America), particularly attention is paid to the development challenges of Africa.



  1. Education for Sustainable Development 2020: A roadmap ESD for 2030
  2. Education Policy Outlook 2019: Working Together to Help Students Achieve Their Potential
  3. Education at a Glance 2021: Financial and Resources Invested in Education
  4. Education at a Glance 2021: The Output of Educational Institutions and the Impact of Learning
  5. Global Higher Education Development in OECD Countries
  6. TVET and Development: A Human Capability and Social Justice Approach
  7. Adult Learning and Education (ALE)
  8. Teacher Training for Education Development
  9. Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries
  10.  Education in The Digital Age: Healthy And Happy Children
  11.  Global Talent Management: Necessity, Challenges, and the Roles of HRD
  12.  A Summary of the Covid-19 Pandemic: Shocks to Education and Policy Responses
  13.  Low-Performance Students: Dilemma and Measures
  14.  Children in Conflict Area and Education in Emergencies
  15.  Teaching Excellence through Professional Learning and Policy Reform: Lesson from around the World
  16.  Invest in Education Early, Smartly and for All
  17.  Access to Education, Participation and Progression
  18.  Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All
  19.  An Assessment of Global Competence: in the 2018 PISA Assessment
  20. PISA 2018 Results: What School Life Means for Students’ Lives
  21.  Global Education Monitoring Report Gender Review 2020: Meeting Our Commitments to Gender Equality in Education
  22.  Trends Shaping Education 2019


Instructional Approach
Methods Notes
Formal lecture 自編講義共計22章,除教師以ppt講述,並邀請同學共同講述述各章節內容
Group discussion 各章節講述結束前,由教師及負責講述之章次設定問題並進行分組討論
Problem-based learning 就時下國際與國內所面臨之問題進行討論,以尋求解決之方案
Media, audio, visual materials 以 youtube 或video 融入教學課程
Grading assessment
Methods Percentage Notes
Midterm Exam 30 % 依教師指定之期中考題目如期完成報告及ppt
Final exam 30 % 依教師指定之期末考題目如期完成報告及ppt
Class discussion involvement 20 % 分組討論能提出可行的論點,所屬組別作出貢獻
Attendances 10 % 每周出席及參與討論討論
Presentation 10 % 能妥善準備所需報告內容餅接受詢問
Required and Recommended Texts/Readings with References

OECD (2021). Education at a Glance 2020: OECD Indicators, OECD Publishing, Paris.

UNESCO (2021). Global Education Monitoring Report Gender Review 2020: Meeting our commitments to gender equality in education, UNESCO Publishing, Paris. and

Verger, A., Novelli, M. & Altinyelken, H. K. (2012). Global Education Policy and International Development: New Agendas, Issues and Policies. London and New York: Bloomsbury Academic.

Jacob, J. & Hawkins, J. (2011). Policy Debates in Comparative, International, and Development Education. New York: Palgrave

Chabbott, C. (2003). Constructing Education for Development: International Organizations and Education for All. New York: Routledge Falmer.



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