The programme primarily aims to provide in-depth knowledge in one or more subdomains of educational studies (basic educational topics, instructional science, educational policy and adult education), but also offers advanced knowledge of educational processes, policy, innovation and research.
Through individualised assignments and research seminars, theexperienced teaching staff will provide you with an overview of basic theories and recent developments in the field of educational studies. In your master’s thesis you get the opportunity to work with KULeuven professors on their research.
Beyond fine-tuning your theoretical insights, you will come to grips with macro-, meso- and micro-processes, as well as methodological skills. Your research-based master's thesis will help you to both develop your aptitude for scholarship in the field and to contribute to it at the same time.
The main objective of the program is to encourage a profound knowledge and a deep understanding based on scientific educational research for those people who have already obtained a professional or academic degree and strive for a career in the field of education. The program offers a thorough understanding of educational models and insights in methodology, pedagogy and education to define educational issues and create learning environments to support and optimize the educational development of people (from early years to adulthood).
The Master of Science of Educational Studies embodies a scientific-professional and critical-reflective attitude and has attention for contemporary and societal developments and for the growing complexity in educational processes. The master is systematically and profoundly trained, is competent in translating research results to educational practices and is trained to approach educational issues in the practice of the classroom and the school in a scientific way and to give a justification for his/her approach. .
The master demonstrates concern and an engagement towards the education of young children and adults and a loving care and attention for the learning abilities of each person.
Master of Science in Educational Studies graduates go on to pursue careers as educational advisors, coordinators or managers in schools or in other educational settings. They are also qualified to play a role in the design and implementation of educational policies, in labour organisations and organisations concerned with vocational and professional education, as well as in community education and lifelong learning.
Successful graduates are also equipped to participate in research projects in Belgium and abroad and may go on to undertake a PhD before embarking on an international career.
Get the skills and knowledge you need to help people with social or learning difficulties in a range of educational settings.
You'll have the opportunity to develop and practise your skills under the expert guidance of world-class researchers and practitioners.
Explore a wide range of theoretical viewpoints and their practical applications in educational, community and workplace settings. The programme has a bicultural focus and is tailored to meet the needs of New Zealand communities. However your studies will also prepare you to work in multicultural communities and overseas.
The Faculty of Education offers a research-based Master's programme and the practice-based Postgraduate Diploma that leads to registration as an educational psychologist. You need to complete the Master's before applying to study the limited-entry Diploma programme. The programme includes supervised practice as an intern psychologist and allows you to become a Registered Psychologist with the New Zealand Psychologists Board.
The Faculty of Education has a strong focus on research that enhances theoretical and evidence-based educational psychology policy and practice. You'll benefit from collaboration across education and psychology disciplines, and with the education sector.
Find out more about research in the Faculty of Education
You'll study 10 compulsory courses over two or more years. In Part 1, the first year, you'll examine research methods and evidence-based practice, and take courses covering cultural issues in educational psychology, what motivates people to learn, and how to assess those with education difficulties.
In Part 2, you'll explore mental health in young people and how to promote positive behaviours, and study counselling and applied behaviour analysis. You'll also complete a practical research project.
You need to complete this qualification to apply for entry into the Postgraduate Diploma in Educational Psychology Practice (PGDipEPP).
Study to become an educational psychologist. During this one-year programme you'll complete 1,500 hours of supervised practice. You will be placed in an education setting, usually with the Ministry of Education, where you'll gain 1,200 hours of experience. The remaining 300 hours will be spent one day a week with a community service provider such as an early childhood centre, youth support organisation or other social service.
The Ministry of Education determines where the national internship placements will be depending on supervisor availability and local need, so you may need to be prepared move to another location for your internship.
You'll also take four compulsory courses on campus, covering assessment and intervention, the role of the educational psychologist, and professional practice in both education and community settings.
When you've completed the PGDipEPP, you'll be able to register as a general scope psychologist or as an educational psychologist.
The MEd Psych takes two years of full-time study. If you are studying part time, you must complete the MEdPsych within four years.
The PGDipEPP takes place from January to December including a two week mid-year break. While it is normally carried out full-time over the year, it is possible to complete the course of study part-time over two years, but you'll need to discuss this with the programme director before you apply.
If you are studying full-time you can expect a workload of 40–45 hours a week for much of the year. Part-time students doing two courses per trimester will need to do around 20–23 hours of work a week. Make sure you take this into account if you are working.
Postgraduate study at Victoria will help you build valuable relationships and networks with peers, university staff and future colleagues.
You'll have opportunities to attend events, workshops, social functions and seminars such as the Student Learning Postgraduate Research skills sessions.
The Postgraduate Students' Association can also give you information and provides a voice for you on campus.
An educational psychologist might focus on doing research or creating and implementing programmes that can help young people learn more effectively. You could work in a school or for the Ministry of Education, or you may plan to run your own practice providing services to both the public and private sector.
MEdPsyc graduates might go on to PhD study, or work in educational agencies that need specialised educational psychology knowledge and skills.
Explore educational psychology at CareersNZ
The Special Educational Needs (SEN) programme investigates issues involved in the education and development of children and young people with learning difficulties, disabilities and disadvantages. Our programme is founded upon a commitment to forms of education which enable the participation, learning and development of all.
Students studying on the programme engage with aspects of theory, policy and practice relevant to international and local contexts. With its international profile, this programme brings together teachers and other professionals working directly with children and young people with learning difficulties, disabilities or disadvantages, as well as policy-makers and managers in areas of SEN and Inclusive Education.
On the MA Special Educational Needs, students choose between two distinct pathways, Inclusive Perspectives or Psychological Perspectives, which reflect different theoretical traditions and approaches to practice, provision and policy within the field of special educational needs, disability and inclusion. Both pathways are relevant to mainstream and special education contexts.
The Inclusive Perspectives pathway emphasises the application of inclusive and person-centred values and critical educational analysis. Concepts and theories such as person-centred education; participation and ‘voice’; the social model of disability and difference; and human rights and equalities are used to consider educational practice, provision, policy and systems relating to pupils experiencing difficulties in educational settings.
The Psychological Perspectives pathway emphasises the use and application of psychological theories. Concepts and theories of cognition, educational testing, and social and emotional development are central in developing psychologically informed understandings of children and young people experiencing difficulties in educational settings.
Students greatly benefit from engaging with the insights, experiences and perspectives of other course members, from a diverse range of contexts and backgrounds. The combination of their own experiences, insights gained from others on the course and the theoretical resources offered by learning within the modules, enables students to deepen their understanding of, and to be able to challenge, the barriers that hinder the learning, development and participation of children and young people with learning difficulties, disabilities or disadvantages.
The teaching provided on modules is informed by active research and scholarship in the field of Inclusive Education and SEN practice and policy. All lecturers leading modules on the programme have high level specialist qualifications, teaching and leadership experience in the field of Education, SEN and Inclusive Education.
All students complete a common module which takes a broad view of key perspectives and issues in SEN, it also introduces the psychological and inclusive perspectives. From here, students undertake specialist modules within the programme, depending on their chosen pathway.
Inclusive Perspectives Pathway content: Students critically explore the issues involved in children’s behaviour using sociological approaches. You will reflect on your own and society's beliefs about ‘good’ and ‘bad’ behaviour, which often relate to medical and psychological foundations of schools’ policies and practices. The social pedagogical approach is also explored as a basis for inclusive teaching and learning. A critical analysis of instrumentalist/functionalist approaches to teaching is developed with a view to enhancing holistic development and the participation of pupils as a means of addressing barriers to the inclusivity of the classroom.
Psychological Perspectives Pathway content: On this route students engage with the idea that socially and emotionally well-adjusted students perform better at school, whilst social and emotional aspects of learning have become marginalised in a highly competitive education system. The use of psychometric testing is covered, with an exploration of its appropriate uses (students can gain a Certificate of Competency in Educational Testing, accredited by the British Psychological Society, from successfully undertaking this module).
Optional modules are available to students on both pathways which focus on Dyslexia as a Specific Learning Difficulty and on Autism in Education. Students also have an option, instead of taking a taught optional module, to take a (non-taught) Independent Study module to learn about a specific issue relevant to their pathway and interests, which is not taught about in the programme.
The final module is an independent research-based enquiry (either a Dissertation or Practice-Based Research Project), which is founded upon the pathway perspective chosen, but is also subject to the student’s choice of topic.
Required modules for both routes
The Programme supports and enables:
This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. This course will enable you to meet the learning outcomes as prescribed by the government.
You about skills and approaches to leadership; and to develop and evaluate inclusive cultures, systems and approaches to education. These new skills help you to make a difference in your school and to the wellbeing, participation and achievement of children and young people who have special educational needs and disabilities.
You reflect on, analyse and respond to current issues of practice through professional learning in the workplace and you are supported by experienced local special educational needs and disability (SEND) professionals as well as a mentor in your own school.
You have access to current SEND practitioners and experts in the field who share up-to-date practice. Your university tutors specialise in SEND and have complementary experience across age phases and special and mainstream schools. Their expertise supports your understanding of inclusive principles and practice, using research and theory to support your reflections, enquiries and study skills.
You complete a number of assessments that are focused on the development of effective practice in your school. Assessments consist of two practice-based portfolios
Portfolio 1 – SENCO as manager
This consists of
Portfolio 2 – SENCO as leader
This consists of
For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.
12 months part-time
You attend up to ten teaching/tutorial/study days which are spread over the course duration.
This module enables special educational needs coordinators (SENCOs) to engage critically with their management role evaluating, reporting on and developing policy, systems and provision in the context of national legislation and guidance, current knowledge on effective practice and wider equality and human rights agendas.
This module enables special educational needs coordinators (SENCOs) to engage critically with their leadership role in the context of the principles of inclusion, person centred planning and working in partnership with colleagues, children and young people and their families.
Modules cover • inclusive principles and values • social and medical modules of disability • the role of the SENCO in analysing organisational needs and managing change • the national policy context for SEN and disability including the SEN Code of Practice • equality and data protection requirements • formulating and reviewing policy • accessing and interpreting school data - tracking progression and participation • provision mapping • designing, evaluating and reporting on systems and provision • lesson study and action research methods • rights and duties under equality legislation • person centred planning and partnership working • the local context for the implementation of Child Assessment Framework (CAF), school support and Education Health Care Plans (EHCPs) • leadership • role of the SENCO in leading professional learning • holistic assessment • researching and evaluatiing current knowledge and debates regarding high incidence special educational needs and disabilities • theories of learning and development • identifying needs and barriers to learning and participation • systematic evaluation in professional contexts
Portfolio 1 – evaluation and review of policy, and analysis of additional provision for children and young people with SEN.
Portfolio 2 – evaluation of partnership with stakeholders, and planning for strategic professional learning.
This course enhances your skills as a special educational needs co-ordinator so you can continue to improve the school experience for children with SENs or disability and to support the developing practice of other professionals working in your school or setting. It also develops your leadership skills, enabling you to explore whole issues and development. It is also suitable if you want to work in an advisory or support role in the area of SEND.
Academic credits gained by successfully completing this course can be used towards a masters degree.