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Masters Degrees (Education And Development)

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Do you work – or wish to work – on educational issues in aid agencies, multilateral agencies, NGOs, consultancy and research firms, government ministries and academia?. Read more
Do you work – or wish to work – on educational issues in aid agencies, multilateral agencies, NGOs, consultancy and research firms, government ministries and academia?

This MA has established its reputation over three decades and is highly regarded internationally. Our faculty enjoy a global reputation as leaders in their field and have contributed to education and development policies around the world. You’ll study with students from across the globe and benefit from our large network of alumni.

We expect to offer you five specialisms:
-Teachers: Policy and Practice
-Curriculum, Learning and Society
-Educational Policy and Planning
-Education, Conflict and Peacebuilding
-Critical Higher Education

We link theory with research, policy with practice and the local/national with the global. We critically engage with the educational challenges of low- and middle-income countries. Our teaching helps you to:
-Gain theoretical and practical knowledge relevant to international education and development
-Apply this knowledge creatively and independently to a specific set of circumstances
-Communicate and present ideas and arguments effectively

How will I study?

You take taught modules and produce assessed work (such as a literature review, briefing paper and two essays) related to each module.

You develop and present your dissertation proposal and then write a final dissertation on a topic of your choice.

Alongside our taught modules, we offer a programme of research seminars on relevant theoretical and practical issues. Speakers comprise colleagues from the Centre for International Education and the wider Department of Education, faculty from other departments at Sussex, and invited guests from around the world.

Scholarships

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals.

Chancellor's International Scholarship (2017)
-25 scholarships of a 50% tuition fee waiver
-Application deadline: 1 May 2017

HESPAL Scholarship (Higher Education Scholarships Scheme for the Palestinian Territories) (2017)
-Two full fee waivers in conjuction with maintenance support from the British Council
-Application deadline: 1 January 2017

PGCE First-Generation Scholars Award (2017)
-£600 maintenance award to PGCE students with a household income below £42,875

USA Friends Scholarships (2017)
-A scholarship of an amount equivalent to $10,000 for nationals or residents of the USA on a one year taught Masters degree course.
-Application deadline: 3 April 2017

Careers

Our graduates develop their expertise for work in government departments, development agencies, non-governmental organisations or independent education consultancy. Some go on to study at doctoral level.

Employers of our graduates include:
-The UK Department for International Development
-The Japan International Cooperation Agency (JICA)
-USAID
-The British Council
-UNESCO
-UNICEF
-The World Bank
-Asian Development Bank
-Oxford Policy Management
-Universities
-Government ministries

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This degree explores ways that education can contribute to the development process, both theoretically and empirically, from a variety of perspectives – including human rights, social and human development, and human capital. Read more
This degree explores ways that education can contribute to the development process, both theoretically and empirically, from a variety of perspectives – including human rights, social and human development, and human capital.

The course enables students to understand current debates, and their implications for national and international education strategies. In doing so it locates educational debates within a wider development perspective.

Topics in the core modules include current challenges of education and development, including linguistic and cultural diversity, the education of nomads and other migratory groups, and responses to conflict, HIV/Aids and child-labour. The programme also examines international and national policies and practices, with the aim of providing students with the capacity to contribute to appropriate policy design for educational development.

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The Education, Gender and International Development MA will develop a student's understanding of the gender dimensions of research, analysis, policy and practice in relation to education in low- and middle-income countries. Read more

The Education, Gender and International Development MA will develop a student's understanding of the gender dimensions of research, analysis, policy and practice in relation to education in low- and middle-income countries. It will encourage them to consider how developing countries connect with more affluent and powerful regions of the world.

About this degree

The programme provides students with the opportunity to follow a course of study unique in the UK, looking at a range of current issues and debates, including discussions about girls’ access to and achievements in school; femininities, masculinities and gender relations within education; the ways in which the state and society shapes the politics of gender and education; and approaches to social justice and education.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), and either two optional modules (60 credits) and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

Core modules

  • Education and International Development: Concepts, Theories and Issues
  • Gender, Education and Development

Optional modules

Students select either two or three optional modules from a range across UCL Institute of Education (IOE) Master's-level offering, including:

  • Education and Development in Asia
  • Education and Muslim Communities
  • Education, Conflict and Fragility
  • Gender, Sexuality and Education
  • Learners, Learning and Teaching in the Context of Education for All
  • Planning for Education and Development
  • Promoting Health and Wellbeing: Planning, Practice and Participation

Dissertation/report

All students undertake an independent research project which culminates in either a 20,000-word dissertation (60 credits) or 10,000-word report (30 credits), focusing on gender and education in a low- or middle-income context in some form.

Teaching and learning

Teaching is delivered by lectures or other structured inputs by staff; participant-led presentations and discussions based on selected readings or a clearly specified project; tutor-led seminars; workshops; problem/issue-based paired and small-group work; occasional debates and occasional invited speakers; reflections on film and video inputs. Assessment is via various forms of coursework including discursive essays, critical analysis of empirical research, reviews of literature, and the dissertation or report.

Fieldwork

Students may undertake fieldwork in relation to their research for their dissertation or report, but it is not a requirement. If undertaken, fieldwork must be self-funded.

Further information on modules and degree structure is available on the department website: Education, Gender and International Development MA

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as specialist professionals in NGOs and international development organisations, while others have jobs as teachers and education managers. Graduates can also be found working as government officials, civil servants and university lecturers worldwide.

Recent career destinations for this degree

  • Senior Regional Programme Officer (Rural Development), Aga Khan Foundation
  • Gender and Communications Officer, Concern Worldwide
  • Reports Officer, World Food Programme (WFP)
  • Operations Analyst, Business Monitor International
  • Research and Evaluation Officer, Coffey International Development and studying MA Education, Gender and International Development, Institute of Education, University of London (IOE)

Employability

It is intended that students who have participated fully in the programme will be able to:

  • reflect critically on debates concerning education, gender and international development
  • understand the ways in which knowledge forms, and is formed by, education politics, policy, practice and research in national settings in low- and middle-income countries, and in transnational organisations
  • consider the implications of theory, research and analyses developed through class discussions for their own future practice and professional development
  • use oral and written communication skills in order to make arguments, examine evidence and creatively advance this area of inquiry
  • understand processes entailed in research and conduct a small research study.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Department of Education, Practice and Society at UCL Institute of Education is the well-established home of an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education and international development.

The department has extensive experience and expertise in education planning, health and gender in Africa, Asia and Latin America; 'policy sociology'; education, equality and human rights; issues of gender, 'race', sexuality, disability and social class. Policy seminars and a vibrant student/alumni group provide excellent networking opportunities.

Linking research, policy and practice, students benefit from an extraordinarily powerful learning community.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Education, Practice & Society

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The MA offers students the opportunity to extend and deepen their understanding of concepts, theories and issues related to international development, education and sustainable ways of promoting health, wellbeing and social justice. Read more

The MA offers students the opportunity to extend and deepen their understanding of concepts, theories and issues related to international development, education and sustainable ways of promoting health, wellbeing and social justice.

About this degree

Students will:

  • build on their existing knowledge to develop new understandings of key concepts and issues in education, health promotion and international development
  • appraise and evaluate current policy and practice through evidence-informed analysis
  • draw connections between distinct academic disciplines with regard to the promotion of wellbeing and social justice
  • investigate and propose sustainable ways of working and
  • through conducting a small-scale research study, apply what they have learned to create personally and professionally relevant new knowledge of the field.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

Core modules

  • Education and International Development: Concepts, Theories and Issues
  • Promoting Health and Wellbeing: Planning, Practice and Participation

Optional modules

A range of optional modules from across UCL Institute of Education (IOE) Master's-level offering are available, including:

  • Education, Conflict and Fragility
  • Education and Development in Asia
  • Education and Muslim Communities
  • Planning for Education and Development
  • Gender, Education and Development
  • Gender, Sexuality and Education
  • Learners, Learning and Teaching in the Context of Education for All
  • Children's Rights in Practice
  • Theories of Childhood and Society
  • Understanding Education Research
  • Understanding Research

We are keen to encourage students to select modules from across the Institute of Education - including those related to education technology, effective learning, social policy, art education (although please note that some modules attached to programmes with external accreditation are not available). Please discuss your optional module choices with your personal tutor so that you can build a modular programme relevant to your professional development in the field

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of up to 20,000 words or a report of 10,000 words

Teaching and learning

The programme is taught through a combination of lectures, participatory and interactive groupwork, online learning and individual tutorials. Assessment is through coursework, taking the form of 5,000 word assignments or equivalent, such as a 3,500-word project proposal + 1,500 word conceptual framework. The small-scale research study is assessed by way of a 20,000-word dissertation or 10,000-word report

Fieldwork

Fieldwork is not a compulsory part of the programme. However, students are encouraged to draw from their professional or voluntary experience as well as the ideas encountered during the programme to write critically and cogently for different audiences. The small-scale research study usually takes the form of a combination of desk-based research (a literature review) and fieldwork.

Placement

Placements are not routinely part of the programme. But good links have been established between the programme and UCL’s Volunteering Services Unit (http://uclu.org/services/volunteering-at-uclu). Some students have also taken part in the UCL ChangeMakers programme (https://www.ucl.ac.uk/changemakers). Taking part in these programmes can provide those studying in London with valuable international development-related experience. That said, both on-campus and distance learning students are encouraged to bring their own interests and concerns into their programme, helping to make it personally relevant and professionally significant.

Further information on modules and degree structure is available on the department website: Education, Health Promotion and International Development MA

Careers

Graduates of this Master's degree have been engaged:

  • as policy-makers and advisers in government ministries and departments
  • as policy advocates and programme managers in international NGOs and development agencies
  • as social research consultants
  • as teachers and lecturers in schools, colleges and universities
  • as international development consultants
  • in doctoral study (either on PhD or EdD programmes).

Employability

Graduates of this Master's degree have used the academic and professional expertise gained through the programme to:

  • set up and manage an NGO or consultancy
  • prepare successful project and research proposals
  • develop new reporting procedures adopted throughout their organisation
  • gain employment as consultants
  • take on new roles and responsibilities within an organisation
  • transfer their expertise into international development
  • engage policymakers, practitioners and members of the public through research-informed practice.

Why study this degree at UCL?

This unique Master's programme provides students with opportunities to explore and examine the links between three academic and professional fields - education, health promotion and international development. It encourages a consideration of the ways that these fields are both distinctive, yet inter-related, and how evidence-informed practice might best contribute to working across professional boundaries, enhancing wellbeing and advocating for social justice

Students learn alongside tutors who hold a breadth and depth of expertise in education, health promotion, social research and international development and who have professional experience in national and international contexts. Tutors are active in research on areas related to physical and emotional health and wellbeing, international development, refugees, young people, gender and sexuality, teaching and pedagogy and curriculum development.

The Department of Education, Practice and Society at UCL IOE is home to the Centre for Education and International Development (CEID), which comprises a team of internationally recognised experts in international development and education and which has nurtured world leaders in educational practice and research for over 85 years. 

The department has extensive experience and expertise in education-related research and practice in Africa, Asia and Latin America. Themes addressed include equality and human rights; gender, migration, race, health and wellbeing, sexuality, disability, social class, conflict and peacebuilding.

Linking research, policy and practice, the result is an extraordinarily powerful learning community.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Education, Practice & Society

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)



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The Educational Planning, Economics and International Development MA will provide students with the relevant knowledge, understanding and skills to work in educational planning, policy, management and administration in the context of international development. Read more

The Educational Planning, Economics and International Development MA will provide students with the relevant knowledge, understanding and skills to work in educational planning, policy, management and administration in the context of international development. The programme focuses on issues affecting low and middle income contexts.

About this degree

This programme provides students with an opportunity to identify the interconnections between society and the economy, and the implications for educational planning, whilst applying economic principles to educational planning issues. It will also provide the opportunity to critique the ways in which economic analysis and evidence are applied to education policy issues, giving students an understanding of the strengths and weaknesses of various approaches to educational planning in low and middle income contexts.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), one optional module (30 credits) and a dissertation (60 credits), or two optional modules (60 credits) and a report (30 credits).

Core modules

  • Economic Perspectives on Education Policy (EPEP)
  • Education and International Development: Concepts, Theories and Issues (CTI)
  • Planning for Education and Development (PED)

Optional modules

Modules are chosen from a wide range across the UCL IOE Master's-level offering and include:

  • A range of statistical analysis modules
  • Education and Development in Asia
  • Education, Conflict and Fragility
  • Educational Testing
  • Impact Evaluation Methods

Dissertation/report

All students undertake an independent research project which culminates in either a report of 10,000 words or a dissertation of 20,000 words.

Teaching and learning

This programme is delivered by lectures, participant-led presentations, discussions based on selected readings, inputs by guest speakers, group work and debates. Some modules are available through online learning and may be studied remotely. Assessment is through coursework assignments and the dissertation/report.

Further information on modules and degree structure is available on the department website: Educational Planning, Economics and International Development MA

Careers

Graduates are currently working in a variety of roles in aid agencies, UN institutions, government departments, international NGOs, research centres and think tanks. Some graduates go on to work in social entrepreneurship or in development consultancy, while others proceed to doctoral study, some winning competitive scholarships and being published in international journals. 

A number of students are mid-career professionals (including teachers, ministry staff and NGO professionals), for whom the programme forms part of their wider professional development, providing access to more senior roles or to a change of career direction.

Employability

The degree provides an excellent platform from which to pursue and develop a career which draws on the analytic skills and techniques required for educational planning and economic analysis in the context of international development. The programme encourages critical reflection on the application of economic theory and planning tools to 'planning problems' including those relating to project design and evaluation, which have wide application in development practice, research and consultancy. In employment terms, students benefit from the international reputation of the institution and staff at UCL as well as the diverse international perspectives of fellow students and the central location in one of the world's most dynamic and connected cities.

Why study this degree at UCL?

UCL Institute of Education has an outstanding and well-established reputation in the field of education and international development. This specialist programme focused on the application of economic theory and principles to issues of educational planning within the broader area of education and development is unique.

Students benefit from teaching by staff with international reputations in research in education and development within an institution which is a global leader in policy-oriented research in the field.

The programme offers opportunities to interact and network with fellow students currently or formerly employed across the education and development sectors; with internationally renowned researchers and with guest speakers including practitioners and policy-makers. A study tour to major institutions involved in the field of educational planning (UNESCO, IIEP, OECD) is offered annually (not included in the course fee). 

UCL is located in central London, close to key UK government institutions, think tanks, NGOs, donor organisations and other key actors in the field of international development.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Education, Practice & Society

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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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 . 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.

Download information on all the postgraduate study programmes in the School of Education (PDF)

Course details

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.

Please note that like most Masters programmes, this programme does not confer qualified teacher status.

Ask our current students and alumni a question

These are experienced postgraduates who have previously studied, or are currently studying, at the University of Birmingham, and they will offer help and advice from a student perspective.

You may also be interested in our Management of Special Education in Developing Countries programme

Learning and teaching

Module sessions run in weekly three-hour blocks. In a typical three-hour session, there will be a mixture of tutor presentation, group discussions and exercises, and independent research. We aim for a stimulating variety, and to take advantage of the international nature of the group, we encourage student-to-student learning to develop a comparative and international perspective. There are also opportunities for one-to-one tutorials with lecturers.

Assessment for the modules is typically comprised of one 4,000 word written assignment. For some modules, this will take the form of a traditional essay based mainly on an analysis of relevant literature. Innovative assessment approaches used in some modules include producing a written curriculum, reflections on school visits, or diaries. In the first term, there will be an early opportunity to submit a short piece of written work; the tutor will provide constructive feedback but a grade will not be assigned or counted. The dissertation is for 15,000 words in length, and usually includes some empirical research as well as literature review.

By the end of the programme, students will: 

  • combine the study of education internationally with development studies
  • explore the interconnectedness of theories, issues and practices in education and development
  • carry out empirical research on a question that concerns both education and development
  • develop knowledge and skills that will help them to take up or build on careers in education (eg schools, colleges, higher education) and governmental, non-governmental and international organisations concerned with education in developing countries (eg aid agencies, charities, UNESCO) 

Employability

The employment prospects from the International Studies in Education programmes are as diverse as the students on the course. These courses are not qualifications for a particular role, but the knowledge and skills you gain will enable you to pursue a range of career paths in education. For example, graduates from this programme have gone on to work in the education sector in the following kinds of jobs in different countries:

  • education management at school level 
  • work in Ministries and other national and regional authorities 
  • work in non-governmental organisations promoting education 
  • work in UN agencies 
  • educational research 
  • publishing 
  • teaching in national or international schools 
  • jobs in further or higher education institutions 
  • establishing private schools 
  • education consultancy

International Studies in Education can help you to start your career; advance your career in new directions or to new levels; or it can simply help you to do and to appreciate your current job with an enlightened international perspective.



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The Education and International Development MA will introduce students to the concepts of development and educational development, and help them assess the role of education and learning in the development process by examining theory and research. Read more

The Education and International Development MA will introduce students to the concepts of development and educational development, and help them assess the role of education and learning in the development process by examining theory and research. It will examine contemporary policy issues regarding education in low- and middle-income countries.

About this degree

This programme provides students with the opportunity to develop a critical understanding of key aspects of theory, policy and practice in relation to education and international development, and skills and knowledge in research methods and analysis. Students benefit from being taught by renowned researchers of education and international development and international guest speakers. Students will also meet and study alongside a diverse student group: our alumni are from more than 80 countries.

There will be opportunities for students to be introduced to a number of key international development organisations involved in education and learn more about the nature of their work, as well as to find out about professional development opportunities. In previous years, students have organised career development events and benefited from volunteering opportunities via the Students' Union UCL Volunteering Service.

Students undertake modules to the value of 180 credits.

The programme consists of one core module (30 credits) and either three optional modules (90 credits) and a dissertation (60 credits) or four optional modules (120 credits) and a report (30 credits).

Core modules

  • Education and International Development: Concepts, Theories and Issues

Optional modules

Three optional modules (90 Credits) or, if a report is presented, four optional modules (120 Credits) can be chosen. At least two of the modules must be chosen from within the EID Cluster below:

  • Gender, Education and Development
  • Education, Conflict and Fragility
  • Planning for Education and Development
  • Learners, Learning and Teaching in the Context of Education for All
  • Promoting Health and Wellbeing: Planning, Practice and Participation
  • Education and Muslim Communities
  • Gender, Sexuality and Education
  • African Studies and Education

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 on the MA EID is intended to provide learners with a critical perspective on a range of different frameworks through which they can understand their experiences and practice. A range of teaching and learning methods are used including lectures, participant-led presentations, group work, workshops, online activities. Assessment is via various forms of coursework including discursive essays, critical analysis of empirical research, reviews of literature, and the dissertation or report.

Fieldwork

Students may undertake fieldwork in relation to their research for their dissertation or report, but it is not a requirement. If undertaken, fieldwork must be self-funded.

Further information on modules and degree structure is available on the department website: Education and International Development MA

Careers

Graduates of this programme are currently working across a broad range of areas. For example, one is an education adviser for the UK Department for International Development, while another is an education programme manager for an international NGO.

Why study this degree at UCL?

UCL Education, Practice and Society at the IOE is the well-established home of an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education and international development. It houses the Centre for Education and International Development (CEID), which comprises a team of internationally recognised experts in international development, education, and international educational policy, and which has nurtured world leaders in educational practice and research for over 85 years. 

The department has extensive experience and expertise in education planning and policy; health; education in Africa, Asia and Latin America; education, equality and human rights; issues of gender, migration, race, sexuality, disability, and social class; and education in conflict and emergencies.

Linking research, policy and practice, the result is an extraordinarily powerful learning community.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Education, Practice & Society

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The MSc in Human Resource Development (International Development) enables you to critically understand the role of human resource development (HRD) in enhancing performance within your own institutions and societies. Read more
The MSc in Human Resource Development (International Development) enables you to critically understand the role of human resource development (HRD) in enhancing performance within your own institutions and societies. Emphasis is placed on how HRD can support economic and social advancement by improving public services, and in building capabilities within individuals, organisations and communities to effectively cope with social change. The programme aims to develop students' critical appreciation of globalisation processes, policy initiatives and development management plans to support skills development, competitiveness and human capabilities, including development issues associated with eradicating gender inequalities, fostering human well being and maintaining sustainable livelihoods.

The course aims to develop your professional understanding of HRD strategies and development tools to support skill and knowledge acquisition, and build organization and community capabilities. A focus on developing human knowledge and skills enables you to appreciate how education supports skills development. Students also acquire knowledge of the role of International Organizations (through governments and MNCs) such as the World Bank and the UN in supporting education and development initiatives. There is a strong emphasis on acquiring cross cultural leadership knowledge, relevant for many social change and development projects in the public sector, or in the private sector, MNCs, NGOs or international organizations like the World Bank The objectives are that, by the end of the programme, participants will have:
-Knowledge and understanding of the linkage between international development, education and HRD practices and policies

-Knowledge of how approaches to national human resource development affect organisation and societal performance in developing and transitional economies

-Knowledge and understanding of comparative education policy and governance frameworks, for capacity building, the political economy of skills formation and how national HRD training systems affect organization, industrial and societal development, including gender national planning

-Knowledge of globalisation and cross-cultural factors affecting the application of HRD theories and methods in developing, transitional and newly industrialised countries

-An understanding of HRD and development policies in diverse geographic regions and how they enhance human capabilities and support poverty reduction, empowerment, help eradicate gender inequality and advance human well being especially within transitional and developing country contexts

-A critical understanding of cutting edge international HRD policies including talent management, knowledge management, private sector management and entrepreneurship, corporate social responsibility (CSR), social justice and ethics, social capital, and strategies for managing inequality including gender and other differences

-Knowledge of leadership for development (lead4dev) and different HRD strategies for the building of leadership skills in the workplace/society, especially those from disadvantaged/marginalized groups including the poor and women

-An understanding of how to analyse and design HRD strategies at societal and organisational level, including gender national planning and empowerment

The programme is designed for individuals of any professional background in international organisations, public administration, transnational organisations and private sector companies who are involved in the HRD, leadership and capacity planning aspects of organisations in developing and transitional countries. These may include managers/leaders of HRD/training/learning, HRD and education in government administration; direct trainers, staff of training centres, staff involved in human development planning in governments; HRD and Leadership consultants involved in change projects, change consultants involved in community development; NGO managers and line managers concerned with the development of their staff.

Aims

You will gain:
-Knowledge and understanding of the linkage between international development and HRD practices and policies
-Knowledge of globalisation and cross-cultural actors affecting the application of HRD and education theories and methods in developing, transitional and newly industrialised countries
-Knowledge of education and HRD interventions and their role in building leadership skills and capacity
-Knowledge of how approaches to national human resource development (NHRD) affect organisation and societal performance in developing and transitional economies
-Knowledge of how new approaches to HRD strategies including private sector management and development, social capital, knowledge management, gender planning affect the context for competence and performance enhancement in organisations and societies
-Understanding of how to analyse and design HRD strategies at societal and organisational level
-Understanding of your own learning and leadership skills and how they may be improved

Special features

The course usually includes a field visit to a UK or overseas destination, enabling you to visit public sector organisations, companies and agencies to learn about HRD systems and practices. The cost of the visit is included in the course fee.

Career opportunities

Graduates acquire a range of skills and knowledge valuable in the global economy and relevant for a variety of professional careers in international development. Recent graduates have gained positions including: HRD consultants/managers/directors in Ministries of HRD or Ministries of Education and as NGO Leaders (Middle East, Thailand, Indonesia, Latin America); Knowledge Management Consultants (Middle East, Canada); university HRD and training directors (Middle East, Africa); leadership and capacity development advisors in the public sector (Africa, Asia), education and HRD leadership consultants (Pakistan, Middle East). Some go on to work for the UN or World Bank, for example, gender and HRD specialist, or capacity building advisers (Kazakhstan, India, USA, China) and development project leaders (Nigeria). Some students progress to PhD study and a career in academia.

The course is unique as it demonstrates understanding of institutional HRD practices within the context of globalisation, social change and economic development so graduates acquire relevant development, HRD, leadership and education knowledge for directing culture and social change.

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This stimulating programme takes a broad view of education, covering themes such as. curriculum, pedagogy, assessment, the relationship between education and society, and the importance of education research. Read more

This stimulating programme takes a broad view of education, covering themes such as: curriculum, pedagogy, assessment, the relationship between education and society, and the importance of education research. It is ideal for those working in teaching, education management or policy, who wish to increase their understanding of current education issues and enhance their career.

About this degree

This programme is designed for participants across the world, and explores the global forces that influence education, encouraging students to relate their learning to their contexts. Optional modules from specialist fields are available and students can customise their studies to their interests. Students have excellent levels of support, including access to a personal tutor for the duration of the programme and an online learning environment which has discussion areas and links to online resources and library support.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits).

Core modules

  • What is Education?
  • Understanding Research

Optional modules

Students choose from over 25 modules - a selection of modules is listed below.

  • Critical Perspectives on Teaching and Learning
  • Curriculum, Policy and Practice
  • Sociology of Education
  • Philosophy of Education: Values, Aims and Society
  • Assessment: Issues and Practice
  • Education and Development in Asia
  • Gender, Sexuality and Education
  • Education, Ethics and Imagination in a Globalising World
  • International Perspectives on Education Reform: Curriculum and Assessment
  • Design and Use of Technologies for Education
  • Assessment for Learning
  • Contemporary Issues and Debates in Primary Education
  • Rights and Education
  • Teaching Controversial Issues
  • Educational Traditions and Systems in Europe
  • Shakespeare in Education
  • Contemporary Issues in English Education
  • Digital Technologies for Mathematical Learning
  • Understanding Mathematics Education
  • Philosophy of Education: Knowledge, Mind and Understanding

Dissertation/report

All students submit a written dissertation.

Teaching and learning

Modules are available as distance learning, face-to-face or mixed-mode. (Please note, some modules are only available in one mode.) The programme is flexible, so you can take one or two modules a year, or maybe more, and spread your studies out as you see fit.

Further information on modules and degree structure is available on the department website: Education MA

Careers

Graduates from the Education MA have gone on to be successful in a variety of fields related to education. Graduates who are already in teaching positions have reported that they have been promoted, often to senior leadership positions. Other graduates have gone on to find new jobs in their related fields, which has included education at all phases (from early years through to higher education), and policy and research contexts. Many of our graduates work in international contexts, and some are working on plans to open their own schools, or are working with NGOs on education and development projects. Some have also gone on to undertake further research on PhD programmes.

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education (IOE) is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education.

The department provides an impressive range of cutting-edge MA and CPD programmes, variously presented in face-to-face, distance learning or mixed-mode formats. In addition we offer a first-class PhD programme and staff are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.

The department's student population is very diverse: students on initial teacher education programmes, practising teachers, and a rich and diverse range of international students.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Curriculum, Pedagogy & Assessment

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The new African Studies degrees at UCL draw on world-leading research and expertise from across the university, and offer a unique opportunity to choose one of four distinct pathways. Read more

The new African Studies degrees at UCL draw on world-leading research and expertise from across the university, and offer a unique opportunity to choose one of four distinct pathways. In the African Studies with Education MA students will come to understand some of the challenges surrounding education in contemporary Africa - including poverty, inequality, gender, education and employment, education and technology; vernacular education and the diaspora.

About this degree

The degree pathways share a common core, comprising modules on the continent’s political and economic past and present. In addition, the Education pathway explores aspects of education and learning, through a bespoke 'African Studies and Education' core module and a range of advanced optional modules drawn from the UCL Institute of Education and other UCL departments. 

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (45 credits), three optional modules (45 credits), and a dissertation (90 credits).

Core modules

  • Africa: Dialogues of Past and Present
  • Debating Africa's Future
  • African Studies and Education

Optional modules

Students choose three from a range of optional modules including but not limited to the following:

  • Education and International Development: Concepts, Theories and Issues
  • Planning for Education and Development
  • Education, Conflict and Fragility
  • Learners, Learning and Teaching in the Context of Education for All
  • Education in Muslim Communities
  • Gender, Education and Development
  • Promoting Health and Wellbeing: Planning, Practice and Participation
  • Cultural Heritage, Globalisation and Development
  • Cultural Memory and Identity
  • Research Methods in African Studies
  • Performance, Visual Media and Popular Culture in Africa
  • Archaeology and Education

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of 15,000 words. This dissertation must focus on a research question related to educational issues in or about Africa.

Teaching and learning

The programme is delivered through a combination of lectures and seminars and guided independent research. Assessment is through essays, portfolio, research proposal and examination.

Further information on modules and degree structure is available on the department website: African Studies with Education MA

Careers

Graduates will be well placed to take up diverse positions within education-related organisations, national and international policy-making bodies, non-governmental development organisations, or within national ministries and the public sector. 

Employability

Students will develop skills in a wide range of areas related to education in Africa, including theoretical and practical concepts concerning the challenges of researching and delivering education in Africa. Graduates will be well placed to go on to jobs in the enducation, NGO or policy sphere. Students will also have the option to choose a research methods module which will introduce them to transferable skills, including research ethics, participatory research skills, data analysis and GIS, archival work, ethnographic field techniques and presentation skills.

Why study this degree at UCL?

UCL offers a unique teaching and learning environment in which to study education as it relates to the continent of Africa. More than 35 permanent members of UCL academic staff focus their research primarily on Africa and their field activities span the continent. This expertise is combined with that of the world-leading UCL Institute of Education to provide unparalleled insight into education policy and practice.

African Studies marks the first time existing expertise on Africa at UCL has been combined to offer an interdisciplinary degree. The new African Studies and Education pathway has been co-developed with the UCL Institute of Education and draws on the university's core strengths in teaching and reseach on education in Africa.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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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.

About this degree

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.

Students undertake modules to the value of 180 credits

The programme consists of three core modules (90 credits), two optional modules (30 credits), and a research project (60 credits)

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 the report is opted for an additional optional module is required. 

Further information on modules and degree structure is available on the department website: Comparative Education MA

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.

Recent career destinations for this degree

  • Secondary School Teacher (English), Vehbi Koc Foundation
  • MPhil/PhD in 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

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

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.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Education, Practice & Society

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Development Education and Global Learning MA introduces students to a range of perspectives and approaches to development education, global learning and global citizenship. Read more

The Development Education and Global Learning MA introduces students to a range of perspectives and approaches to development education, global learning and global citizenship. The programme offers a collaborative online learning environment through which students develop their own knowledge and skills, as well as interact with, and learn alongside, peers from around the world.

About this degree

This programme provides students with a grounding in the current research and practice of development education, global learning and global citizenship. It also provides opportunity for participants to reflect critically on their own engagement and interest in these areas and how they link to broader educational debates, such as those related to education quality, aid and development, sustainable development, poverty and global inequality.

Students undertake modules to the value of 180 credits.

The programme consists of either two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits) or two core modules (60 credits), three optional modules (90 credits) and a report (30 credits).

Core modules

  • Development Education in the Era of Globalisation
  • Principles and Practices of Development Education

Optional modules

  • North-South Educational Partnerships
  • Options may also be selected from any other MA programme at UCL Institute of Education as long as they contribute to a coherent programme of study.
  • Understanding Research

Dissertation/report

Students submit either a dissertation of 17,000 words and a 2,000-word research proposal, or a report of 8,000 words and a 1,500-word research proposal.

Teaching and learning

All core modules within this programme are delivered online; students may choose to take optional modules either online or face-to-face. Modules are structured around independent engagement with literature, online discussions and group activities, and coursework assignments. Assessment is by written coursework.

Further information on modules and degree structure is available on the department website: Development Education and Global Learning MA

Careers

Graduates of this programme are currently working across a broad range of areas in countries around the world. Many are working as teachers and senior leaders in schools (in the UK and internationally), while others have found jobs as development education officers in NGOs. Graduates can also be found working as further and higher education lecturers. Their work includes a wide range of projects and initiatives both within formal education (e.g. in curriculum development, school awards, international partnerships) and in non-formal education (e.g. education campaigns and advocacy work).

Employability

Graduates who complete this programme will have developed knowledge and skills in how to apply learning about global and international development issues to educational environments.

This knowledge and skills are increasingly seen as important by employers within education in order to enable learners to respond to the challenges of living and working in a global society

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education. The department hosts top-rated initial teacher education programmes, innovative MA degrees and a wide range of continuing professional development opportunities.

The Development Education Research Centre (DERC), which runs this programme, was established in 2006 with funding from the Department of International Development (DFID) to act as the hub for knowledge generation, new thinking and quality output on development education and related areas.

In addition to this programme, DERC conducts research and consultancy across primary, secondary, higher and non-formal education and supports a number of doctoral students. Students on the MA benefit from access to the most recent research and thinking in these areas, as well as opportunities to interact with an international network of educators and researchers.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Curriculum, Pedagogy & Assessment

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

The aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they are doing. The outcome, physical literacy, is as essential as literacy and numeracy to ensure the holistic educational development of young people in our society.

The PGCE Secondary Physical Education course at Brunel University London has a long standing national reputation for high quality teacher education in our subject area. The course is very popular, drawing on outstanding expertise and experience in this field from both academic and school staff. Many of our alumni have gone on to become school leaders, not only within Physical Education, but also as members of senior management teams in school at an early stage in their career because of the high standards and expectations we have for our student teachers. We retain very close links with our community of Physical Education alumni and many of them go on to be mentors for our student teachers, are involved in selection and recruitment of the next generation of PE teachers from Brunel or contribute to aspects of teaching on the programme where they have specific expertise.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list.

The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.
We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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MSc Research Methods provides grounding in social science research methods, developing you as a well-rounded researcher. Read more

MSc Research Methods provides grounding in social science research methods, developing you as a well-rounded researcher.

You will graduate from the course able to access the full range of research in relation to your chosen specialism of international development (pathways in education, human geography, and planning and environmental management are also available), with the necessary practical skills to design, conduct and develop research studies.

The course complies with the research training requirements for ESRC scholarships for a PhD scholarship (commonly termed +3). It is also suitable as the master's year as part of an ESRC scholarship award that covers both the master's and PhD (commonly termed a 1+3 award). The course is therefore ideal if you want to apply for an ESRC scholarship or School of Environment, Education and Development (SEED) scholarship, as 70% of the ESRC Core Training can be demonstrated prior to commencing a PhD.

A distinctive aspect of the course is that the strong focus on developing your research skills is combined with the opportunity to study one of the four pathway fields of education, human geography, international development, and planning and environmental management.

We believe that developing deeper and new understandings of your chosen field requires a thorough understanding of research methodology. Conversely, developing a deeper understanding of research methods is inextricably linked to the context in which research is conducted.

You will therefore study four mandatory research methods units and four units taken from the international development pathway - which will be a mix of mandatory and elective units.

You will study and learn alongside peers from the three other related fields - fields that share strong traditions of interdisciplinary and mixed methods approaches. The course will therefore allow you to develop interdisciplinary connections within SEED, and draw upon the significant expertise from our departments in Education, Geography, Global Development, and Planning and Environmental Management.

In addition, you will attend some of the introductory PhD research training lectures, which will be supported by seminars and tutorials. This will provide you with a taste of life as a PhD student.

Aims

  • Prepare you to evaluate, use and carry out research in a critical and self-critical manner.
  • Promote understanding of the philosophical underpinnings of different research approaches and of an applied social researcher.
  • Develop analytical skills appropriate to study at postgraduate level to enrich the academic community.
  • Enable you to develop a thorough understanding of the contextual and substantive issues in international development, and how this relates to knowledge production within international development.
  • Support the acquisition of cognitive, practical and transferable skills that are appropriate for postgraduate study and relevant to applied social research and practice in the UK and overseas.
  • Develop the knowledge, understanding and skills necessary for employment as a researcher or as a practitioner researcher in international development, or for progression to postgraduate research (PhD).

Coursework and assessment

You will conduct a small scale piece of empirical research of relevance within your pathway field and use this as the basis for your dissertation. The emphasis of the dissertation will be on the use of methodology in the context of:

  • tracing the application of certain methods to the investigation of particular issues
  • discussing how that methodology functioned in practice
  • research reflexivity.

You will be expected to report on the findings of the study, although the scale of the work will necessitate modest aims and outcomes, given that you will require space to provide in-depth methodological critique and potentially also methods development as an outcome of their study.

It will also be possible you to choose to undertake a literature-based dissertation, in which case there will be an expectation that a formal review methodology will be used to conduct the review.

The form the dissertation ultimately takes will reflect the particular study conducted, and its structure will be negotiated and agreed your supervisor. All dissertations undertaken will be required to contribute to meeting the ESRC's research training criteria.

Scholarships and bursaries

MSc Research Methods complies with the research training requirements for ESRC scholarships for a PhD scholarship (commonly termed +3). It is also suitable as the master's year as part of an ESRC scholarship award that covers both the master's and PhD (commonly termed a 1+3 award).

It is ideal if you want to apply for an ESRC scholarship or School of Environment, Education and Development (SEED) scholarship, as 70% of the ESRC Core Training can be demonstrated prior to commencing a PhD.

It will also be of interest to people who are considering a career in research in one of the pathway fields.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 

Career opportunities

MSc Research Methods with International Development is ideal if you are considering PhD study and/or a career in research in international development.



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This programme examines political, economic, and socio-cultural transformations in the Global South and interrogates the dynamics, challenges and opportunities confronting its societies – with a focus on education in development. Read more

This programme examines political, economic, and socio-cultural transformations in the Global South and interrogates the dynamics, challenges and opportunities confronting its societies – with a focus on education in development.

You’ll learn about the experiences and viewpoints of people and nations of the Global South regarding development issues, as well as the inter-relationships between global, national and local actors in contested strategies for development.

You’ll also review strategies, programmes and policies in development, including organisations and donors promoting development, and assess the progress made by different development actors towards key international development goals.

In addition, you’ll explore controversies at the centre of contemporary development challenges and analyse both the theories and realities of development, to understand the different approaches, practices and discourses involved.

Research insight

MA Global Development has a close working relationship with the Global Development and Justice research group that aims to examine central debates within the field of global development from an interdisciplinary perspective.

The Global Development and Justice research group is also actively involved, amongst others, in the Centre for Global Development, a university-wide network that promotes cross-disciplinary approaches to the field, as well as the Leeds Centre for African Studies.

Course content

Core modules examine key issues surrounding global development, such as markets, inequality, democratisation, gender, health, education, human rights, conflict, violence and crime. You’ll also learn about various aspects of development practice, like the theoretical and analytical principles of Project Cycle Management. Additionally, you’ll hone your research and writing skills and then showcase them in your compulsory dissertation – an independent piece of research on a topic of your choice.

These modules will equip you to analyse, understand and discuss the major changes, problems and opportunities facing societies and people in the Global South. You’ll study some of the broader social, political, and economic causes of the problems, and the achievements and setbacks that people have experienced in their efforts to tackle them at the global, national and local levels and improve their societies and lives. You’ll learn to analyse, understand, and discuss development in the Global South in the 2010s in all its dynamism, complexity and significance.

The wide-ranging list of optional modules means that you can explore a diverse range of related subjects of interest to you, including natural resources struggles, global health, gender and globalisation, education, international political economy or issues related to Africa and China.

If you are a part-time student, you can choose how to spread your studies across two years. However, we recommend that you at least take your compulsory modules in your first year, and you have to take the compulsory dissertation module in your second year.

Course structure

Compulsory modules

  • Education in Development 30 credits
  • Global Inequalities and Development 30 credits
  • POLIS MA Dissertation 60 credits

Optional modules

  • The Global Politics of Health: Power and Inequity 30 credits
  • Africa in the Contemporary World 30 credits
  • Conflict, Complex Emergencies and Global Governance 30 credits
  • Gender, Globalisation and Development 30 credits
  • Political Economy of Resources and Development 30 credits
  • The Politics of the Israel-Palestine Conflict 30 credits
  • Global Justice 30 credits
  • Development Management Techniques 15 credits
  • Research Methodology for Development 15 credits
  • International Political Economy 30 credits
  • The Rise of China 30 credits

For more information on typical modules, read Global Development and Education MA Full Time in the course catalogue

For more information on typical modules, read Global Development and Education MA Part Time in the course catalogue

Learning and teaching

Modules are conducted through a mix of lectures, seminars and workshops. Tutors also provide you with individual advice on written work and you should begin to develop expertise in improving your work through face to face discussion with your tutors, formative assessment and through detailed feedback. You’ll be expected to carry out a good deal of independent, detailed and considered study.

All part-time students attend exactly the same classes as full-time students which usually take place between 9am and 5pm; there are no evening classes.

Assessment

Each module is assessed separately, through assessments that range from long essays to projects and assignments, offering you the opportunity to work in your particular field of interest within each topic area. You will also carry out a dissertation into a research area of your choice.

Career opportunities

This programme is aimed at students who would like to pursue either a professional career or further research in international development and related fields, and generally have a desire to put their education into practice in the Global South.

You’ll gain a wide range of professional skills on top of your subject knowledge. You’ll have an understanding of project design and management in a development context, as well as being able to analyse quantitative and qualitative data. You’ll be able to construct clear arguments, critically assess different options for action, analyse policy documents, write research reports and give presentations. You’ll also be trained to make decisions in complex and unpredictable situations.

Our programme equips you for various career paths. Compatible careers include working in international development agencies, international organisations, governments, politics, NGOs, research organisations, policy making, companies, media, and academia.

Graduates have gone on to work in, for instance, non-governmental organisations in the UK or overseas, research and consultancy firms, international organisations (such as the UN), the Civil Service, the media, or have continued with further study (e.g. PhD research).

We encourage you to seek practical work experience in the international development field, and advise you on how to go about it.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.



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