Module XAC-2032:
Y Plentyn Byd-eang

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Mr Gwilym Sion ap Gruffudd

Overall aims and purpose

Bwriad y modiwl yw craffu ar faterion yn ymwneud â mynediad cyfartal at addysg mewn cyd-destun rhyngwladol. Mae’n herio rhai o’r rhagdybiaethau am addysg, gan edrych yn arbennig ar anghydraddoldeb o safbwynt addysgol, cymdeithasol a lles mewn gwledydd datblygedig a gwledydd sy'n datblygu. Mae’n canolbwyntio ar themâu amrywiaeth, cymhathiad, cydraddoldeb a chyfiawnder i blant a phobl ifanc. Mae’n craffu ar sut mae ymarferion economaidd a gwleidyddol yn effeithio ar gyfleoedd addysgol, a chanlyniadau cymdeithasol a dewisiadau bywyd. Mae’n archwilio swyddogaeth cyrff rhyngwladol, llywodraethau, sefydliadau anllywodraethol etc wrth hyrwyddo hawliau plant a phobl ifanc.

Course content

Y cefndir yw'r Confensiwn ar Hawliau’r Plentyn (1989) a Nodau Datblygu'r Mileniwm: Mae’r modiwl yn canolbwyntio ar gymharu a chyferbynnu darpariaeth addysgol i blant
a phobl ifanc mewn amrywiaeth o wledydd datblygedig ac sy'n datblygu.
Gosodir y pwyslais ar y canlynol: • y ffordd mae polisïau addysgol yn cydnabod neu'n anwybyddu anghenion plant
a hyrwyddo cynhwysiant neu allgau cymdeithasol. • y diffyg cyfle cyfartal a’r anghydraddoldebau addysgol mewn gwledydd
datblygedig a gwledydd sy’n datblygu: • heriau moesol, moesegol, economaidd, a gwleidyddol yr unfed ganrif ar hugain
o ran cam -­ drin ha wliau ac anghenion plant mewn amrywiol gyd -­ destunau, gan
gynnwys: plant fel ceiswyr lloches, ymfudwyr economaidd a ffoaduriaid;; plant
fel caethweision, llafur plant a llafur rhad;; plant yn filwyr ac yn amddifad
oherwydd rhyfel;; plant sydd wedi eu hecsbloet io’n rhywiol gan gynnwys ‘hogiau
merched’;; plant mewn gwrthdaro diwylliannol a chrefyddol a gweithredoedd
terfysgol;; plant ag AIDS a phlant yn byw mewn tlodi;; • swyddogaeth eiriolaeth ac ymyriad mudiadau rhyngwladol, megis y
Cenhedloedd Unedig, ILO, llywodra ethau cenedlaethol a chyrff anllywodraethol
i sicrhau newid cymdeithasol a chyfiawnder a thegwch i blant a phobl ifanc.

Assessment Criteria

threshold

Arddangos yn foddhaol y deilliannau dysgu

good

Gwybodaeth dda a dealltwriaeth sylweddol, tystiolaeth gadarn o sgiliau gwerthuso a dadansoddi cymwys, yn drefnus ac wedi ei strwythuro’n dda.

excellent

Gwybodaeth gynhwysfawr a dealltwriaeth ddatblygedig, cryn dystiolaeth o adfyfyrio beirniadol a gwerthuso eithriadol, strwythur a dadleuon ardderchog

Learning outcomes

    1. Deall a thrafod yn feirniadol y gwerthoedd y tu ôl i bolisïau addysgol gwledydd datblygedig ac sy’n datblygu;
    1. Arfarnu cryfderau a gwendidau polisïau ac ymarferion o’r fath yn eu cyd-destunau cymdeithasol, gwleidyddol, crefyddol, diwylliannol;
    1. Nodi a thrafod yn feirniadol anghyfiawnder a diffyg cydraddoldeb a chyfleoedd addysgol trwy’r byd;
    1. Deall effaith materion byd-eang cyfredol, mewn gwahanol wledydd, ar draws y byd datblygedig a’r byd sy’n datblygu ar anghenion a datblygiad cymdeithasol, amgylcheddol ac addysgol plant;
    1. Nodi a gwerthfawrogi’r ffactorau economaidd a gwleidyddol allweddol sy’n rhyngweithio mewn gwledydd sy’n diystyru hawliau plant;
    1. Gwerthuso gwaith gwahanol fudiadau rhyngwladol, llywodraethau cenedlaethol a chyrff anllywodraethol yn ymyrryd ac yn eiriol dros newid yng nghyd-destun hawliau ac addysg plant.

Assessment Methods

Type Name Description Weight
Traethawd Beirniadol 50
Clytwaith 50

Teaching and Learning Strategy

Hours
Lecture

33 cyswllt darlith yn cael ei gynnig bob yn wythnos ar y dull o ddarlith deuawr un wythnos a'r wythnos wedyn awr o seminar

33
Private study 167

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xac-2032.html

Reading list

Reading List

Check Bb for additional weekly reading sources for sessions and assignments

Key texts

Cox C. & Marks J, (2006) This Immoral Trade: Slavery in the 21st Century, Monarch

Penn, H (2005) Unequal Childhood: Young children’s lives in poor countries, Routledge

Other recommended texts:

Ahier, J., et al., (2000) Diversity and Change: Education, Policy and Selection, Routledge

Alexander, R., (2001) Culture and Pedagogy, Blackwell, 2000.

Bales, K (2009) Disposable People, California

Beah, I. (2007) A long way gone: Memoirs of a boy soldier, London: Fourth Estate

Brown, M., and Harrison, D. (1996) Changing Childhood Oxford UP.

Children & Society, (2008) Special Issue: Child Slavery Worldwide, Vol. 22, Issue 3

**Craig, G. (ed) (2010) Child Slavery Now – A Contemporary Reader, Bristol:

The Policy Press General Assembly of the United Nations (1989),

The Conventions of the Rights of the Child http://www.unicef/org/CVC. Mann, S, (2007),

Human Rights and Social Justice in a Global Perspective: An Introduction to International Social Work , OUP

Martaine E et al (2006) Improving Primary Education in Developing Countries, World Bank

**Montgomery, H. (ed) (2013) Local Childhoods, Global Issues, 2nd edition, Bristol:

The Policy Press Rosen, D. M. (2005) Armies of the Young: child soldiers in war and terrorism, Rutgers University Press UNICEF. (various)

State of the World's Children. Oxford UP. UN. (2000) Millennium Development Goals.

**Wells, K. (2009) Childhood in a Global Perspective, Cambridge: Polity Press Wessells, M. G. (2006) Child Soldiers: from violence to protection, Harvard University Press

Williams J H & Cummings, W K, (2005) Policy-making for Education Reform in Developing Countries: Contexts and Processes, Oxford

Journals (all accessible via the Library catalogue)

*Journal of International Development International Journal of Educational Development Childhood – A Journal of Global Child Research Children’s Geographies Children and Society Gender and Education Gender and Society

*New Internationalist: a magazine that you can subscribe to, but you can go online and follow their blogs and international reports & stories. An excellent resource for global issues from a non-Western perspective. www.newint.org

Key Organisations/Websites Human Rights Watch: www.hrw.org

International Labour Organisation (ILO): www.ilo.org

UNICEF: www.unicef.org

ECPAT (Campaigning against child trafficking and transnational child exploitation): www.ecpat.org.uk

UN Women (UN entity for gender equality and the empowerment of women): www.unwomen.org

Unicef Office of Research (‘Innocenti Centre’): www.unicef-irc.org

Save the Children International: www.savethechildren.net Minority Rights Group International: www.minorityrights.org

Courses including this module