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Masters Degrees (Comparative Education)

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The Comparative Education MA will enhance students' awareness of education systems, traditions and issues in a number of countries, helping them to understand the relationships between education and other social phenomena by introducing the concepts and skills students need for systematic comparison. Read more
The Comparative Education MA will enhance students' awareness of education systems, traditions and issues in a number of countries, helping them to understand the relationships between education and other social phenomena by introducing the concepts and skills students need for systematic comparison.

Degree information

This programme will help students to gain a rigorous multidisciplinary grounding in the comparative analysis of education and society, deepening their understanding of contemporary issues in education in many parts of the world.

Core modules
-Comparative Education: Theories and Methods
-Education and Development in Asia
-Education Traditions and Systems in Europe

Optional modules
-Doing and Using Educational Leadership and Management Research
-Education and international Development: Concepts, Theories and Issues
-Education and Muslim Communities
-Learners, Learning and Teaching in the Context of Education for All
-Minorities, Migrants and Refugees in National Education Systems
-Planning for Education and Development
-Policy, Research and Pedagogy in Adult Literacy

Dissertation/report
All students undertake an independent research project which culminates in a 20,000-word dissertation or 10,000-word report.

Teaching and learning
This programme is delivered via face-to-face evening sessions. Attendance may vary depending on your choice of optional modules. It is assessed by coursework assignments of 5,000 words, and a 20,000-word dissertation or 10,000-word report. If opted for the report an additional module is required.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as local and central government advisers, while others have jobs as charity managers. Graduates can also be found working as researchers and lecturers.

Top career destinations for this degree:
-Secondary School Teacher (English), Vehbi Koc Foundation
-MPhil/PhD Comparative Education (Intergrated Route), Institute of Education, University of London (IOE)
-PhD / Integrated MPhil with Research Methods Education Policy, Institute of Education, University of London (IOE)
-Adult English Teacher, Unspecified Education Provider and studying MA Study of Applied Linguistics, Korea University

Why study this degree at UCL?

The Department of Education, Practice and Society is a multidisciplinary department at UCL Institute of Education bringing together a diverse community of researchers with expertise in the social sciences who have a common interest in exploring education in all its guises: formal, non-formal and informal.

The department has extensive expertise and experience in research, knowledge transfer and consultancy in the UK, Europe and Asia, working closely with transnational bodies, such as, the Organisation for Economic Co-operation and Development, government departments, as well as with regional organisations, employer organisations, national institutes, and international organisations.

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The Higher Education Program (HIED) at UBC focuses on the study of all facets of institutions of higher learning. The multifaceted, interdisciplinary Program draws on aspects of history, philosophy, sociology, economics, political science, psychology, sociology, law, and administrative studies. Read more
The Higher Education Program (HIED) at UBC focuses on the study of all facets of institutions of higher learning. The multifaceted, interdisciplinary Program draws on aspects of history, philosophy, sociology, economics, political science, psychology, sociology, law, and administrative studies. The Program addresses several core themes:

Core Themes

- The foundations of higher education
- The contexts in which institutions and systems of higher education operate
- International and comparative perspectives of higher education systems and policies
- International and comparative perspectives on access, admissions, and student mobility
- Current issues in higher education
- Transitions and access in education
- Perspectives on retention, attrition, and success in institutions of higher education
- Student success in higher education
- Interrogating higher education environments

Program Overview

The Higher Education graduate program at UBC focuses on the study of institutions of higher education and their members, activities, and policies. The program draws on such disciplines and fields as history, philosophy, sociology, economics, political science, psychology, law, and administrative studies.

The Higher Education graduate program offers a Master of Education (M.Ed.) in Higher Education. The Master of Arts (M.A.) in Educational Studies program also offers a concentration in higher education. Both M.Ed. and M.A. programs are also available as part-time studies.

Quick Facts

- Degree: Master of Education
- Specialization: Higher Education
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Faculty: Faculty of Education

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This programme is for people who are interested in taking an international and comparative perspective on educational issues. We offer two pathways on the International Studies in Education, the general International Studies in Education and the Education and Development specialist pathway. Read more
This programme is for people who are interested in taking an international and comparative perspective on educational issues. We offer two pathways on the International Studies in Education, the general International Studies in Education and the Education and Development specialist pathway. The specialist pathway shares the same core themes and outcomes, however it has a distinctive focus and different compulsory modules.

The International Studies in Education programme may be of interest to teachers, headteachers/principals, education administrators, and those working with non-governmental organisations and international agencies that play a role in formal and non-formal education. It will enable you to have a critical understanding of key debates surrounding education as an international issue and to make analytical comparisons between educational issues in different contexts, including your own.

This programme is designed for people who want to gain an international perspective on education. You will be studying with a wide range of people from different countries, with diverse career aspirations, and with varied levels of experience. What you will all have in common is an interest in education, and a desire to understand its functions in different parts of the world, and as a global phenomenon.

Programme Aims

You will have a critical understanding of key debates surrounding education as an international issue
You will make analytical comparisons between educational issues in different contexts, including your own
Global social justice is a theme of all strands of this programme.

Specialist pathway

The Education and Development pathway is in collaboration with the International Development Department in the School of Government and Society. It follows the same broad lines of the core programme, but has a different focus and different compulsory modules.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/pgfunding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/pgopendays

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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COURSE OVERVIEW. The programme is intended to provide a full-time route for participants wishing to study international education at postgraduate level. Read more
COURSE OVERVIEW
The programme is intended to provide a full-time route for participants wishing to study international education at postgraduate level. Modules are not specific to one phase of education, so they will be relevant to participants interested in school, college, university or training settings. Part-time attendance is possible, however modules will primarily run during the day. A teaching qualification is not necessary, nor is an intention to become a teacher. The programme will be appropriate for anyone with an interest in education and it could form the basis for a career in many education and training settings. The MA International Education will draw from the UK education system, but comparative aspects will be incorporated from a range international contexts.

Participants will have the opportunity to attend our evening programme for enrichment purposes should they wish.

KEY FACTS
This programme is intended to provide a postgraduate qualification for those with an interest in any education sector, including early years, primary, secondary, further education and higher education. It is also relevant to those interested in work-based training environments or those with a general interest in education and is open to those without a Bachelor’s degree, if they have the relevant professional experience.

The MA International Education at Birmingham City University offers exit awards during the programme, including a Postgraduate Certificate (60 Credits) and Postgraduate Diploma (120 Credits).

It is possible to use evidence from any previous study relevant to the subject to claim for Accreditation of Prior Experience and Learning (APEL). The APEL process involves mapping evidence against the learning outcomes for specific modules. Contact the Course Director in the first instance for advice.

ENTRY RQUIREMENTS
Applicants should have a degree or equivalent qualification, or professional experience that equates to degree level. All suitably-qualified candidates will normally be interviewed, though this can take place by phone if necessary. Selection will be based on ability to benefit from and contribute to the course of study. Exemption from some modules may be granted for appropriate prior learning.

We welcome applications from mature students and from members of communities traditionally under- represented in higher education.

COURSE STRUCTURE
The MA International Education includes four 30 credit modules and a 60 credit dissertation. Modules 1 and 2 will run consecutively from October to December (Stage 1). Modules 3 and 4 will run consecutively from January to March (Stage 2). The Dissertation module will be taught from April to June and the remaining time until September will be available for writing-up (Stage 3).

MODULES
Modules will be studied in sequence from October to June followed by a period for completion of the dissertation. A variety of teaching and learning methods will be used, but in common with our part-time programme extensive use of seminars is made in order for participants to share their learning and develop an understanding of different international contexts. Reading and writing tasks are set between the taught sessions and these are planned to enable participants to make progress towards completing the assignments. There will be some whole class and small group work together with one to one support and collaboration online using our virtual learning environment, Moodle.

We regard the development of transferrable skills as a very important aspect of work at Master’s level, indeed we are regularly praised by our external examiners for providing an excellent experience in this area. These transferrable skills include academic writing, presentation, critical reading, data analysis and evaluation, for example. We are also praised for the level of personal support provided by our staff, which often exceeds expectations.

Participants will be engaged in both theoretical and practical issues and be encouraged to incorporate original research into their work. Participants are also encouraged to identify and reflect on their own needs to achieve their academic goals.

ASSESSMENT
Assessment is by coursework only and participants need to demonstrate an ability to carry out in-depth critical analysis, effective research skills, critically evaluate research methodologies, have an enhanced knowledge and understanding of education and training in an international context and be able to critically evaluate their findings in relation to the academic literature.

EMPLOYABILITY
This course provides a foundation for a career in a wide range of education settings, both in the UK and overseas. It is also suitable for participants wishing to change career since it provides a comprehensive international view of teaching, learning and education systems. It does not provide a teaching qualification.

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The Higher and Professional Education MA will give students critical insight into the changing field of higher and professional education; reflecting on important debates in the field. Read more
The Higher and Professional Education MA will give students critical insight into the changing field of higher and professional education; reflecting on important debates in the field. It will develop their understanding of conceptual and analytical frameworks in professional practices and processes, increasing their knowledge, skills and confidence to operate effectively and creatively in diverse institutions.

Degree information

This programme provides students with the opportunity to study for an interdisciplinary, interprofessional qualification, examining higher and professional education policies and practices in relation to their own personal and professional experience.

Students undertake modules to the value of 180 credits. The programme consists of two core modules (60 credits), two optional modules (60 credits), a dissertation (60 credits), or a report (30 credits) plus a further module (30 credits).

Core modules
-Innovation and Change in Higher and Professional Education
-Higher Education: Comparative and International Perspectives

Optional modules
-Learning and Teaching for Adults
-Understanding Education Policy
-Vocational Learning: Policy and Practice
-Understanding Education Research
-Understanding Research

Dissertation/report
All students undertake an independent research project which culminates in a 20,000-word dissertation or 10,000-word report.

Teaching and learning
Teaching is delivered through interactive lectures, seminars, group discussions, case study analysis and the use of simulations. In many modules there are opportunities for all students to participate on a variety of ways, including giving short presentations or seminar papers or leading group discussions.

Assessment is through coursework assignments of up to 5,000 words and a 20,000-word dissertation or 10,000-word report.

Careers

Graduates of this programme are currently working across a broad range of areas, for example one is a university governance and quality assurance manager, while another is a government policy adviser for education. Others have jobs as academic standards and quality officer, careers and professional development consultant, learning, teaching and quality manager, and qualifications manager and students’ union officer.

Employability
The employability of students will be significantly enhanced by the development of complementary skills which will help them to efficiently connect theory, policy and practice in their day to day to jobs.
-To enable participants to understand and analyse policies and practices in higher and professional education
-To develop critical awareness of concepts, debates and issues in higher and professional education
-To be able to conduct a small-scale inquiry, and include this in a sustained exposition (dissertation or report)
-To develop frameworks and principles for action in professional settings

Why study this degree at UCL?

The Department of Education, Practice and Society is a multidisciplinary department at UCL Institute of Education bringing together a diverse community of researchers with expertise in the social sciences who have a common interest in exploring learning in all its guises (formal, non-formal and informal).

The department has extensive expertise and experience in research, knowledge transfer and consultancy in the UK, Europe and Asia, working closely with transnational bodies, such as, the Organisation for Economic Co-operation and Development, government departments (Department for Education, Department for Business, Innovation & Skills) as well as with regional organisations, employer organisations, national institutes, and international organisations.

UCL's Higher and Lifelong Education programmes provide high level academic and professional education for those working in management, human resource development, teaching, training and policy positions in any aspect of lifelong learning. They are taught by leading academics with extensive experience in research, policy and practice.

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This course is only available to Falmouth academic staff. The MA in Creative Education recognises that teaching is an inherently creative activity and draws on the current contexts within which design, media, art and performance education operate. Read more
This course is only available to Falmouth academic staff.

The MA in Creative Education recognises that teaching is an inherently creative activity and draws on the current contexts within which design, media, art and performance education operate. You'll be encouraged to reflect on the innovation and creativity of your subject area to inform your approaches to teaching and learning.

Acknowledging that the best teachers are also learners, you'll be taking a scholarly look at teaching and reflecting on the literature, practices and contexts of the creative curriculum. This course also addresses a need to develop informed professionalism to support the teaching and learning of an increasingly diverse student group.

Delivered in three distinct stages, this course aims to develop confident, professional teaching within a context of both creative and academic practices. The stages are:

- Postgraduate Certificate in Higher Education (PGCHE) creative contexts
- Postgraduate Diploma in Creative Education
- MA in Creative Education, research project

The Certificate stage (year 1) offers you a stand-alone qualification for teaching in higher education. The Diploma and Research stages (years 2 and 3) introduce pedagogic scholarship and educational research methods and provide opportunity for you to engage in a negotiated research project relevant to your own educational context and sector.

We anticipate that you'll achieve the Certificate stage within one year of study, the Diploma within two years and the Masters after three – though this may be negotiated within the maximum period of registration (six years).

Visit the website https://www.falmouth.ac.uk/creativeeducationma

Building professional experience

The MA in Creative Education allows you to reflect on your teaching practice and subject context, in order to explore this in relation to current thinking and research in learning and teaching. The course is founded on the dimensions of the UK Professional Standards Framework for teaching and supporting learning in higher education. It explores key areas of activity, core knowledge and professional values, and explores these within the context of the creative disciplines. The PGCHE offers a route to Fellowship of the Higher Education Academy. Participants have the opportunity to engage with technical and digital innovations relevant to their subject teaching, as well as inform their approaches to teaching through an understanding of creative pedagogy.

How the course is taught

The PGCHE offers a taught model with sessions delivered weekly plus a week-long summer school in July.

The Diploma offers a blend of taught and online components, including three two-day taught events supported by a range of online activities and discussion.

During the Masters research stage, you'll be supported by both a supervisor and regular research forum meetings.

The course is further supported through the online platform, The Learning Space, which hosts course information, readings and resources to support your scholarship.

Course outline

The course comprises three stages across three years, though each stage may be taken as a stand-alone unit (depending on application criteria).

- The PGCHE comprises three modules of 20 credits each. Assessed through a series of assignments, you'll build a teaching portfolio evidencing the areas of activity, core knowledge and professional values of the UK Professional Standards Framework for teaching and supporting learning.

- The Diploma comprises three 20-credit units intended to extend your professional engagement with the scholarship of teaching and learning.

- The Masters research stage offers the opportunity to engage in a year-long negotiated 60-credit supervised research project into an aspect of teaching and/or learning in creative disciplines.

Facilities

- Excellent library resources include a wide range of journals and current publications (on and offline)
- Career and further study support
- Access to teaching, IT and study facilities

Assessment

- Teaching portfolio comprising individual assignments, designed to provide a relevant and meaningful resource for future reference

- Scholarship and research assignments at Diploma stage

- Final MA research project and dissertation with the opportunity to publish

Careers

The PGCHE is accredited by the Higher Education Academy and graduates of the course will be able to apply for Fellowship of the HEA, indicated by the post-nominal FHEA. This is a nationally recognised indication of professional status. Potential careers and further study opportunities include:

- Doctoral study
- Subject specialist tutor
- Curriculum designer
- Educational researcher
- Senior fellowship of the Higher Education Academy

Interview and selection process

Interviews are arranged for all those applying to the course and are held with one or more members of the course team.

Masters research

The MA in Creative Education provides a continuing professional development opportunity for those in existing teaching and/or learning support roles. It is also a platform for participants to engage in action research and reflective practice. It is possible to take each stage of the MA in Creative Education as a separate entity, or to use each part to progress through the whole course and engage in a Masters-level education research project. Past research projects have included:

- Exploring failure as a pedagogic principle
- Models of assessment through online peer review
- A comparative study of open educational resources
- Students' understanding of visual plagiarism

Such research projects reflect the interests and subject contexts of the researchers and provide pilot projects that allow participants to investigate their subject area and apply appropriate research methodologies. Participants may also progress to further research, either through funded learning and teaching projects or through undertaking a professional doctorate in education.

Find out how to apply here - https://www.falmouth.ac.uk/apply

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This route is intended for applicants with a background in foreign language education. Applicants will typically have a good honours degree in a foreign language or applied linguistics. Read more
This route is intended for applicants with a background in foreign language education. Applicants will typically have a good honours degree in a foreign language or applied linguistics. Some prior professional involvement in an aspect of the field of L2 education is preferred (for instance, in teaching, assessment or teacher training). The route aims to combine in-depth critical understanding of the main currents of conceptual thinking in the literature on second language learning with practical training in aspects of L2 empirical research.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeesl

Course detail

The aims of the route are:

- To examine key theoretical perspectives which have influenced recent research in second language education and to relate these to the wider context of educational research.
- To analyse and develop effective methodologies in conducting empirical research in second language teaching and learning in schools and communities.
- To develop critical skills with respect to the literature on research in second language teaching and learning, focusing mainly on core readings which provide instructive examples of empirical research.
- To investigate the language education issues in an international and comparative perspective. All students will receive individual supervision in the planning and analysis of an L2-related empirical project of their choice which will form the centre piece of their thesis and which will draw on different strands of the theoretical and methodological components of the taught units.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Research in Second Language Education' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words.

Continuing

Students wishing to continue from the Master of Education to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (e.g.: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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The Policy and International Development pathway focuses on the relationship between education policy and practice and international development. Read more
The Policy and International Development pathway focuses on the relationship between education policy and practice and international development. It probes the influence of global policy agendas on education and the contribution that education makes to social justice, economic growth and sustainable development. In line with the sustainable development agenda, development is treated as an international issue and the pathway considers case studies from countries around the world as well as from within Bristol. It includes study of formal and informal education through diverse institutions and organisations, including schools, universities and community organisations.

The pathway takes a critical look at ideas about social development, such as human rights, the capability approach and peace building, and their implications for education policy and practice. There will be opportunities to explore how educational theories and practice travel between and are adapted to the specific contexts. You will analyse the role of key organisations involved in the global governance of education, including civil society, international non-governmental organisations, development agencies and commercial bodies.

The pathway develops skills for using international and comparative research, both in education and in analysing education policy. You will be supported to develop your own reasoned position and distinctive critical voice for commenting on education policy and education’s role within social development at international, national and local level. You will have access to first-class library and information services, allowing you to study the specific ideas, issues, initiatives and policies that you are interested in.

Programme structure

Core units
-Introduction to Educational Inquiry
-International Development, Comparative Research and Education
-Education, Peace and Sustainable Development
-Education Policy in a Global Context

Optional units
-Students studying this programme will be able to take optional units from across the school.

Dissertation
-You will also complete a 15,000-word dissertation.

Careers

We offer the academic and personal development opportunities to equip you for the intellectual, social and personal challenges that you will encounter during your career. Our overarching goal is to enable our graduates to display the following characteristics:
-Equipped to demonstrate impact, excellence and distinctiveness in their chosen field.
-Visionary, imaginative, innovative, reflective and creative.
-High ideals and values, including a strong sense of social justice.
-Highly employable throughout the world.
-Adaptable, with the potential to be a leader in work and in the community.

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This route is intended for applicants with a background in foreign language education. Applicants will typically have a good honours degree in a foreign language or applied linguistics. Read more
This route is intended for applicants with a background in foreign language education. Applicants will typically have a good honours degree in a foreign language or applied linguistics. Some prior professional involvement in an aspect of the field of L2 education is preferred (for instance, in teaching, assessment or teacher training). The route aims to combine in-depth critical understanding of the main currents of conceptual thinking in the literature on second language learning with practical training in aspects of L2 empirical research.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmpesl

Course detail

The aims of the route are:

- To examine key theoretical perspectives which have influenced recent research in second language education and to relate these to the wider context of educational research.
- To analyse and develop effective methodologies in conducting empirical research in second language teaching and learning in schools and communities.
- To develop critical skills with respect to the literature on research in second language teaching and learning, focusing mainly on core readings which provide instructive examples of empirical research.
- To investigate the language education issues in an international and comparative perspective. All students will receive individual supervision in the planning and analysis of an L2-related empirical project of their choice which will form the centre piece of their thesis and which will draw on different strands of the theoretical and methodological components of the taught units.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Research in Second Language' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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Ideal as an advanced study of the intellectual, ethical and cultural processes of education, this programme also gives you the chance to reflect on – and build on – your own professional development. Read more

Programme description

Ideal as an advanced study of the intellectual, ethical and cultural processes of education, this programme also gives you the chance to reflect on – and build on – your own professional development.

Through strategically designed core courses and a wide range of options, this programme allows you to focus your studies on particular areas of interest and relevance to your career aims.

With guidance from our staff (all leaders in the field) and in a lively and supportive student community, you will take part in social and philosophical reflection and debate, and critically analyse the themes that dominate today’s academic and policy communities.

You will take an in-depth approach to policy analysis, as well as exploring international and comparative perspectives on education and training.

Programme structure

You will learn through a combination of lectures, student-led seminars/ presentations and, where appropriate, practical skills training and project work.

You will complete two compulsory courses and three optional courses, as well as training in research methods.

On completion of these courses, you will also produce an independently researched dissertation.

Compulsory courses:

Education Policy and the Politics of Education
The sources of knowledge: Understanding and analysing research literature
Conceptualising research: Foundations, assumptions and praxis
Research Methods: Planning Research
Dissertation (MSc Education)

Optional courses may include:

Adult Education and Life Long Learning
Child and Adolescent Development
Developmental Disabilities: A Psychological Approach
International Perspectives on Education and Training
Learners, Learning and Teaching
Philosophical Foundations of Educational Theory, Policy and Practice
Ethics and Education: The Normative Dimensions of Education
Human Resource Development: theory and practice
Quantitative Data Analysis with SPSS
The Nature of Enquiry
Designing, Delivering and Evaluating Training
Qualitative Data Research
Comparative Analysis in Education
Children and Technology
The Curriculum: Context, Change and Development

Career opportunities

This broad programme can open up a similarly diverse range of career options. Past students have undertaken further study and doctoral research, while others have applied their knowledge and skills to a variety of education-related fields, from school teaching, educational policy and administration, to recruitment, charity-related educational research and political advisory roles.

You will graduate with a highly regarded degree and transferable skills in areas such as communication and project management, which can be applied to roles in any field.

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This is the course for graduates in all relevant disciplines who are looking for an introduction to the twin fields of comparative and international education. Read more
This is the course for graduates in all relevant disciplines who are looking for an introduction to the twin fields of comparative and international education. It is concerned with both the developing and the developed world, with a focus throughout on research of a comparative and international nature and its methods.

The programme leads to a post-experience degree in Comparative and International Studies in Education. The course consists of three papers: Theoretical, Methodological and Systemic Studies; Education in Developing Countries; and Foundations of Educational Research, and a research-based dissertation.

This is a popular course and early application is advised.

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The Department of Education offers a one-year (12 month) taught full time MA in Global and International Citizenship Education. Globalisation is perhaps the key driving force of modern education systems. Read more
The Department of Education offers a one-year (12 month) taught full time MA in Global and International Citizenship Education.

Globalisation is perhaps the key driving force of modern education systems. Schools (and other educational enterprises in universities, businesses and communities) are part of a global network. This programme explores important issues about what it means to be a citizen in a global world - what could and should be done by educators to respond to the needs of individuals and groups in nation states and the new global society. We discuss issues about rights and duties and communities in the UK, Europe and globally and explore learning, teaching and assessment methods in schools and beyond.

This programme will be attractive to all those who have an interest in social studies education. This includes political and ideological education, moral education and education for diversity. This is a broad field that includes global education, comparative education, international education, intercultural understanding and citizenship education. In particular, the programme explores how to help people understand society and develop the skills to take part in it. This includes investigations of European citizenship and global citizenship education and focusing on learning and teaching methods. The programme will be of interest to those who see themselves as current or future teachers, researchers or policy makers. Applications are welcomed from both home and international students. Examples of what our graduates have done include PhD research in Australia; becoming and academic in a university in Japan; being an international student advisor at a university in the USA; working in business and in higher education in China.

Programme Aims

The MA programme aims to:
-Provide advanced-level study of forms of education appropriate for global citizens
-Illuminate the nature of citizenship and global education through insights into comparative education
-Link citizenship and global education to wider issues in society (history, politics and culture) and education via rhetorical and other perspectives
-Develop personal, academic and professional language skills in English
-Develop basic research capabilities in the field of citizenship and global education

Programme Content

Term 1
In term 1 there are 2 compulsory modules:
-Citizenship Education (20 credits)
-Research Methods in Education (20 credits)

And one option module (20 credits) which may be chosen from the full list of modules available to all taught MA students. Modules that may be of particular interest to MAGICE students are likely to include:
-Education and Social Justice
-Intercultural Communication in Education
-Motivation in Education
-Teaching and Learning in Schools

Term 2
-Teaching and Learning Citizenship & Global Education (20 credits)

And one option module (20 credits) from the full list of modules available to all taught MA students. Modules that may be of particular interest to MAGICE students are likely to include:
-Contemporary Issues in Teaching
-Cross-cultural Perspectives on Language and Discourse
-Qualitative and Quantitative Data Analysis
-Gender, Sexuality and Education
-Higher Education in the 21st Century

Term 3
-Planning and Communicating Research (20 credits, classes spread over Terms 2 and 3)

The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September. Previous studies have included an examination of global education; universities as sites of global citizenship; studying the media.

Careers

Our graduates find employment in a wide range of sectors within education and higher education, but also in journalism, information management, human resources and other careers.

Others find employment opportunities in the civil service, NGOs and other international organisations.

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The programme is designed for teachers and other professionals working in the field of education as well as recent graduates. Read more
The programme is designed for teachers and other professionals working in the field of education as well as recent graduates.

The course provides participants with opportunities to enhance their practice by reflecting on their own personal and professional experiences and developing further skills, knowledge and understanding of aspects of specific interest. It can be taken both full and part time. The full-time course has a distinct international and comparative perspective, whilst the part-time option contains the same modules as the full-time course but with additional modules related to teacher-led research, mathematics and early years.

Distinctive approaches to learning and teaching

The course is taught through a series of lectures, seminars and workshops. All teaching takes place in small groups which enables you to engage in discussion and debate. In addition to the main programme, you will have opportunities to attend research seminars, day courses and other activities.

All modules are taught by members of the university’s academic staff. The course also makes use of visiting lecturers from other academic institutions from within the UK and further. The underpinning delivery principle of our teaching is that we seek to demonstrate the ongoing links between theory and practice: we offer all our course members the chance to engage in rich dialogue and critical reflection on work based issues, concerns and developments.

Additional Costs

There are no additional fees in connected with this programme other than the requirement to be a suitably equipped student with a pen and paper. There are computers and computer spaces available at the university and the university library contains all required texts.

Course content

The MA comprises of modules that can be studied one by one. A key element of many modules is the provision for ‘shared enquiry’, enabling participants to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.

Assessment procedures are flexible and sensitive to existing professional workloads, and are usually based on aspects of work currently ongoing in the participant’s own school or setting.

There is a full time pathway through this MA. This is particularly targeted at international students and has a strong international and comparative flavour, although UK students are very welcome to apply. It consists of four compulsory modules and a thesis.

The four modules that must be taken on the full-time pathway are:
-School and Classroom Cultures
-Educational Leadership
-International Perspectives on Education
-Research methods

In addition to this the University now has pathways within the course which reflect two specific areas of professional and theoretical interest:
-MA Education (Mathematics)
-MA Education (Early Years)

There is also an MA Education Special Educational Needs and Inclusion which is run on a full and part time basis.

There are also a range of modules which enable teachers to engage with reflective, teacher-led research.

Course modules (16/17)

-International Perspectives on Education
-Research Methods
-Educational Leaderships
-Investigating Individual Professional Practice (Part 2) Post Threshold
-School and Classroom Cultures
-Dissertation

Methods of Learning

The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means you will typically attend classes for 6 hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over 3 years will be expected to do one third of this. You should however be aware that this is not consistently spread across the year and that at some points they may be working considerably more hours in a week.There will also be the chance to attend additional optional sessions and presentations connected to the research undertaken at Faculty of Education and Humanities.

Assessments

There are no examinations. The course has a mixture of assessments involving essays, portfolios, presentations and small scale research projects. Participants will complete a final project/dissertation on a topic negotiated with a tutor for the MA Education.

Facilities and Special Features

-Modules relevant to those working in children’s and young people’s services.
-Recognised postgraduate professional development for teachers.
-Modules can be taken ‘stand alone’ for professional development.
-Modules can build into three successive postgraduate awards from Certificate to Diploma and Masters.
-Modules relevant to those working in early years or children’s services.
-Employment related course designed to fit with participants’ work.
-Modules designed to connect with practitioner work and context.
-Highly experienced and supportive tutor team.

Other admission requirements

Applicants who have recent professional experience of three years or more will be positively considered. In this case the applicant will be interviewed and must demonstrate suitability for the course by providing evidence of significant professional engagement in children’s services at graduate level or equivalent. The evidence will be in the form of a compendium or portfolio which sets out details of their specific responsibilities relating to their work with children and young people.

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The MA International Education programme is designed to give students a well-rounded and critical insight into the field of international education. Read more
The MA International Education programme is designed to give students a well-rounded and critical insight into the field of international education. It is designed for students who plan to contribute to advancing scholarship in International Education and aims to give students the conceptual awareness so that they can begin to shape their own academic futures. The programme will help students to gain a critical insight into research and theoretical knowledge of aspects of international, comparative and global education, which are important both internationally and in contemporary national contexts. It gives an opportunity for students to investigate and better understand their own contexts and those of interest to them in other countries.

For instance, the MA International Education allows international students to investigate and analyse education in England while critically analysing education systems in other countries. It provides a stimulating learning environment including the opportunity for students to learn about comparative educational context from their peers. It encourages students to consider what good practice, if any, may be applicable to their own context. This route is appropriate for overseas students who wish to practice in their own countries or UK based students who wish to develop their own understanding and practice in global education or build experience relevant to a career in education overseas. This may be in teaching, leadership and/or administrative roles. There remains strong demand for English-medium education, particularly in Asia, and this programme takes account of that.

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The Education. International Perspectives (Leadership and Management) MA aims to help you achieve a critically reflective but practical understanding of key current issues in educational leadership and management. Read more
The Education: International Perspectives (Leadership and Management) MA aims to help you achieve a critically reflective but practical understanding of key current issues in educational leadership and management.

Education professionals in all parts of the world need to develop their skills and understanding in leadership alongside their knowledge of learning and teaching.

Distinctive features of the course are:
-Its aim to foster a greater understanding of the comparative context of educational organisations around the world
-A practice-based approach
-A strong focus on the latest thinking and research on educational effectiveness and leadership

This course is for professionals concerned with educational leadership and management in all sectors of education, including:
-School leaders
-Administrators
-Consultants
-Local government officials

It is also suitable for those with an emerging interest in educational leaders, leadership theory and practice.

The course builds on a strong research base in two Research Centres in the School of Education, Communication and Language Sciences:
-The Centre for Learning and Teaching
-SOLE Central

It is also strongly supported by the North Leadership Centre and draws on the expertise of a number of highly regarded academics. These include:
-Professor Sugata Mitra
-Professor David Leat

The Education: International Perspectives (Leadership and Management) MA is one of a suite of courses. You may also be interested in:
-Education: International Perspectives (Teaching and Learning), MA
-Education: International Perspectives (Technology in Education), MA

The MAs are very flexible in nature and you will have the option to study modules across the three different courses.

Delivery

The majority of taught modules are offered in the first semester, including some sessions which are run in the early evening and on Saturdays. During the year there is a development to a greater element of self-study and semi-independent research and project work.

You complete the course with a research project focusing on a topic of interest to you.

There is an extended induction programme that provides you with support for advanced study, including assignment writing and information and communications and technology (ICT) training.

Placements

You will have the opportunity to carry out a placement as part of your taught modules. Your placement will be in an educational setting such as a local primary or secondary school. This is enjoyable and useful in contextualising your understanding of learning theory.

You also have the option of taking a longer placement outside the UK, adding to the international perspectives nature of the course.

Facilities

As a student in the School of Education, Communication and Language Sciences you will have access to facilities and a growing collection of online resources, including:
-A well-stocked Education Resource Centre
-Language Analysis Lab
-A phonetics lab
-An audio-video lab
-A recording studio

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