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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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

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

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

Programme Aims

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

Programme Content

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

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

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

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

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

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

Careers

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

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

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The Social Justice and Education MA will help students to identify, examine and understand key sociological and philosophical perspectives on social justice, including issues of race, class, gender and sexuality and education. Read more
The Social Justice and Education MA will help students to identify, examine and understand key sociological and philosophical perspectives on social justice, including issues of race, class, gender and sexuality and education. Participants will explore the personal and political dimensions of social justice concerns and develop their professional, practical and research skills in this area.

Degree information

This programme provides students with the opportunity to address, in a unique way, the complex links between social justice and education, focusing on key current policy and political debates about the role of education. They will also be able to develop, extend and reflect on their own professional interests, concerns and practice and how to address pressing issues of social justice in their everyday profesional and personal lives. Through their engagmeent with cutting edge research in this area they will learn tools for fighting for social justice and transformation in the educational areas relevant for them.

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 a report (30 credits) and a third optional module (30 credits).

Core modules
-Sociology of Education
-Understanding Education Research

Optional modules
-Gender, Sexuality and Education
-Rights and Education
-Understanding Educational Policy
-Sociology of 'Race' and Education
-Theoretical Foundations of Educational Ideas
-Gender, Education and Development
-Values, Aims and Society
-Students can also choose from a wide range of Master's-level optional modules across the UCL Institute of Education offering.

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

Teaching and learning
The programme is delivered through a mixed mode, including face-to-face evening sessions and interactive online learning in a combination of teaching and learning styles. Sometimes a conventional lecture-based approach is taken, with the aim of providing an overview of the field. Lectures are usually followed by open discussion or group work. At other times a seminar format is adopted involving, for example, group discussion of set reading, a video or an introductory presentation. Assessment is through coursework essay assignments, plus submission of a report or dissertation.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are leaders, managers, teachers and practitioners in the compulsory education sector across international contexts. Many are working as professionals in NGO organisations specialising in social justice across many countries such as Chille, Japan, Canada and the UK. Graduates can also be found working as civil servants and goverment officials. In addition, many find places in the higher education sector including across a range of professional roles, as researchers, and as university lecturers worldwide.

Employability
Students develop the capacity to:
-Reflect critically on debates concerning education and social justice across diverse contexts.
-Understand the ways in which knowledge forms, and is formed by, education politics, policy, practice and research .
-Consider the implications of theory, research and analyses about social justice in education and how it can impact their own future practice and professional development.
-Use oral and written communication skills in order to make arguments, examine evidence and creatively advance social justice and education.
-Understand processes entailed in social science and philosophical research and conduct their own unique research in the area of social justice and education.

Why study this degree at UCL?

The Department of Education, Practice and Society at UCL Institute of Education (IOE) is home to an interdisciplinary grouping bringing together high-quality teaching and research in the sociology, philosophy and history of education, international development, post-compulsory and vocational education and higher education.

The Social Justice and Education MA is taught by world-leading sociologists and philosophers within the department who have expertise in theory, research methods, policy analysis and impacting social change. They are experts in issues such as equality and human rights, gender, 'race', sexuality, youth, disability and social class. Those teaching are active researchers and will introduce the latest research and developments in their fields.

This programme explores sociological and philosophical perspectives on social justice and equalities and also explores processes of social transformation and change. Key issues debated include understanding and responding to social and educational disparities in international contexts. The programme equips students with essential theoretical and methodological research skills for critically engaging with social justice issues including understanding power relations from various perspectives. The MA attracts a diversity of both home and international students thus providing excellent educational and professional networking opportunities.

Students gain invaluable opportunities to study with leading scholars and a cohort of internationally diverse students across the IOE MA cluster in sociology, social justice and policy studies in education.

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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.

Degree information

This programme provides students with the opportunity to develop professional skills for working in international education, and skills and knowledge in research methods. Students benefit from being taught by renowned researchers of international education and international guest speakers. Students will also meet a diverse student group: our alumni are from more than 80 countries.

Students on the programme can apply for a place on an optional study visit to Paris (not included in the course fee). The Paris Study Tour introduces students to the work of key international organisations in education and development. In the past, the trip has included visits to UNESCO, the Organisation for Economic Co-operation and Development (OECD) and the International Institute for Educational Planning (IIEP).

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
-Development Education in the Era of Globalisation
-Principles and Practices of Development Education
-North-South Educational Partnerships

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.

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.

Top career destinations for this degree:
-Teacher (Maths), UWC South East Asia
-Project Support Officer, Fairtrade Foundation
-Programme Development and Funding Officer, CAFOD
-Primary School Deputy Head Teacher, Success Academy Charter Schools
-Research Consultant, British Council and studying MA Education and International Development, Institute of Education, University of London (IOE)

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.

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, 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.

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The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Read more
The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.

Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.

The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).

Why come to York?

The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.

As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.

Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.

The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.

Programme Aims

The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:
-To enhance knowledge and understanding in science education
-To develop educational research capabilities and skills in the fields of education and science education
-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice

Programme Content

Term 1
-Science, Education and Society (20 credits)
-Research methods in education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:
-Bilingualism
-Citizenship education
-Cross-linguistic influences in second language acquisition
-Discourse Analysis
-Education and social justice
-Evaluating ESOL classroom practice
-Intercultural communication in education
-Learning and teaching second/foreign language reading
-Motivation in education
-Teaching and assessing speaking skills
-Teaching and assessing writing skills
-Teaching and learning in schools
-Teaching World English
-Topics in second language acquisition

Term 2
-Recent research and innovation in science education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:
-Approaches to English teaching
-Contemporary issues in teaching
-Cross-cultural perspectives on language and discourse
-Developmental Psycholinguistics
-Learning and teaching grammar in a second language
-Pragmatics: language, meaning and communication
-Psychology of language and language learning
-Qualitative and quantitative data analysis
-Teaching and learning citizenship and global education
-Teaching English for academic purposes
-The practice of English language teaching
-Testing and assessment in English language teaching

Term 3
Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.

The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.

Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.

Assessment

Students will complete:
-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)
-An exam in Research Methods in Education
-An assessed presentation + dissertation outline + ethics audit
-A dissertation of 12,000 words in length

Careers

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

Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.

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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.

Degree information

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 50 modules from across the IOE, representing an extensive range of specialisms, interests and modes of delivery. For examples of the optional modules on offer, see below.
-Assessment: Issues and Practice
-Critical Perspectives on Teaching and Learning
-Curriculum, Policy and Practice
-Early Childhood Education
-Education and Development in Asia
-Education and Technology: Key Issues and Debates
-Education and International Developments: Concepts, Theories and Issues
-Educational Traditions and Systems in Europe
-Gender, Education and Development
-Leading and Managing Change and Improvement
-Learning and Teaching with Technologies
-Materials Development for Language Teaching
-Philosophy of Education: Knowledge, Mind and Understanding
-Philosophy of Religion
-Planning for Education and Development
-Principles and Practice of Development Education
-Religion and School Life
-Second Language Acquisition
-Sociology of Education
-Technology and Education: Beyond the Classroom

Dissertation/report
All students submit a written dissertation.

Teaching and learning
Modules are available as distance learning, face-to-face and mixed-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.

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.

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The Sociology of Education MA will guide students through the latest theories, concepts and research in the sociology of education, exploring the wider political, social and cultural contexts of policy and practice in education. Read more
The Sociology of Education MA will guide students through the latest theories, concepts and research in the sociology of education, exploring the wider political, social and cultural contexts of policy and practice in education. It will encourage them to use sociological research to reflect on their current and future roles in education and provide them with a grounding for evaluating education practice.

Degree information

Students will develop critical theoretical, methodological and analytical skills in educational research in the sociology of education field and learn to apply them in their own professional context.

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 report (30 credits) plus one further optional module (30 credits).

Core modules
-Sociology of Education
-Understanding Education Research

Optional modules
-Gender, Education and Development
-Gender, Sexuality and Education
-Rights and Education
-Sociology of 'Race' and Education
-Theoretical Foundations of Educational Ideas
-Understanding Education Policy
-Values, Aims and Society

Students can also choose from a wide range of Master's-level optional modules across the UCL Institute of Education offering.

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

Teaching and learning
The programme is delivered through mixed mode, including face-to-face Saturday and evening sessions and interactive online learning. Sometimes a conventional lecture-based approach is taken, with the aim of providing an overview of the field. Lectures are usually followed by open discussion or group work. At other times a seminar format is adopted involving, for example, group discussion of set reading, a video or an introductory presentation.

Assessment is through coursework essay assignments, plus submission or a report or dissertation.

Careers

Graduates of this programme are currently working as lecturers and teachers, local authority officers, government department officers, members of education think tanks, or as research students (MPhil/PhD, EdD).

Employability
Students develop a capacity to critically engage with an conduct educational research on issues relating to sociology and education.

Why study this degree at UCL?

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

The Sociology of Education MA is a cutting-edge programme taught by world-leading sociologists within the department who have expertise in research methods, policy analysis, equality and human rights: issues of gender, 'race', sexuality, youth, disability and social class.

Students gain invaluable networking opportunities with leading scholars and a cohort of internationally diverse students across the IOE's MA cluster in sociology, social justice and policy studies in education.

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Take advantage of one of our 100 Master’s Scholarships to study Gender and Culture at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Gender and Culture at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

The MA in Gender and Culture offers an innovative interdisciplinary and multidisciplinary approach to the study of Gender and Culture.

Key Features of MA in Gender and Culture

This is an interdisciplinary MA scheme in Gender and Culture taught by Gender specialists across the Arts and Humanities – in the subject areas of Development Studies, Political and Cultural Studies, English Literature, Egyptology, European Languages, History, Media Studies, and Political and Cultural Studies.

If you are interested in gender and gender relations in politics, literature, culture, and history, like engaging in discussion and intellectual argument, and are excited about the idea of working within and across different subject areas, this MA in Gender and Culture is ideal for you.

The MA Gender and Culture examines the production, reproduction and transformation of gender in culture and society.

The Gender and Culture degree is supported by the research activity of GENCAS, the Centre for Research into Gender in Culture and Society in the College of Arts and Humanities. The College of Arts and Humanities has a Graduate Centre. The Graduate Centre fosters and supports individual and collaborative research activity of international excellence and offers a vibrant and supportive environment for students pursuing postgraduate research and taught masters study. The Centre provides postgraduate training to enhance academic and professional development and facilitates participation in seminar programmes, workshops and international conferences.

The full-time Gender and Culture course comprises three modules taken in each academic semester (a total of six modules) and then a dissertation over the summer. In part one, students study three compulsory modules and three optional modules. In part two, students are required to write the dissertation component which draws on issues and themes developed throughout the year.

Part-time study is available for the Gender and Culture programme.

Gender and Culture Programme Aims

To develop independent thinking and writing. You devise your own essay projects in consultation with a gender specialist - this combines the benefits of expert guidance with the rewards of shaping an intellectual project for yourself. To sharpen and develop your skills and take them to a new level by providing the chance for original thinking and intellectual freedom in writing the ‘dissertation’ element, where you complete your own research project.

Modules

Modules on the Gender and Culture programme include:

• Women and Politics
• Civil Society and International Development
• Critical Security Studies
• Rights-Based Approaches to Development
• War, Technology and Culture
• Approaches to IR
• Violence, Conflict & Development
• Governance, Globalization and Neoliberal Political Economy
• Human Rights and Humanitarian Intervention
• The Policy Making Process
• State of Africa
• Politics in Contemporary Britain
• War in Space
• Politics and Public Policy in the New Wales
• Postcolonialism, Orientalism and Eurocentrism
• War, Identity and Society
• Approaches to Political Theory
• International Security in the Asia Pacific
• Gender Trouble: the Medieval Anchorite, and Issues of Wombs and Tombs
• Women Writers of the 1940’s
• Women Writing India
• ‘The Great Pretender’: Masculinity in Contemporary Women’s Fiction
• ‘The Unsex’d Females’: Women Writers and the French Revolution
• British Women’s Fiction 1918-1939
• Contemporary Women’s Writing
• Angela Carter
• Gender in Contemporary European Culture
• Literature in Social Context
• Women and Gender in Ancient Egypt
• Nature’s Stepchildren: European Medicine and Sexual Dissidents, 1869-1939
• The making of Modern Sexualities, 1650-1800

Who should Apply?

Students interested in Gender and Culture from a Classics and Ancient History, English, European Languages, History, Media Studies, and Political and Cultural Studies or related background. Professionals interested in the challenge of digital studying Gender and Culture. Students interested in preparation for postgraduate research, MPhil or PhD, or who wish to develop skills and knowledge related to gender and culture.

Career Prospects

Career expectations are excellent for Gender and Culture graduates. Our graduates are employed in diverse and dynamic vocations such as education, business, law and finance, marketing, sales and advertising; commercial, industrial and public sectors; media and PR; creative and professional writing; social and welfare professions; heritage and tourism; government and politics; foreign affairs and diplomatic corps; humanitarian organisations and some go on to study a PhD.

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Take advantage of one of our 100 Master’s Scholarships to study Gender and Culture at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Gender and Culture at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

Key Features of MA in Gender and Culture

This is an interdisciplinary MA scheme in Gender and Culture taught by Gender specialists across the Arts and Humanities – in the subject areas of Development Studies, Political and Cultural Studies, English Literature, Egyptology, European Languages, History, Media Studies, and Political and Cultural Studies.

If you are interested in gender and gender relations in politics, literature, culture, and history, like engaging in discussion and intellectual argument, and are excited about the idea of working within and across different subject areas, this MA in Gender and Culture is ideal for you.

The MA Gender and Culture examines the production, reproduction and transformation of gender in culture and society.

The Gender and Culture degree is supported by the research activity of GENCAS, the Centre for Research into Gender in Culture and Society in the College of Arts and Humanities. The College of Arts and Humanities has a Graduate Centre. The Graduate Centre fosters and supports individual and collaborative research activity of international excellence and offers a vibrant and supportive environment for students pursuing postgraduate research and taught masters study. The Centre provides postgraduate training to enhance academic and professional development and facilitates participation in seminar programmes, workshops and international conferences.

The full-time Gender and Culture course comprises three modules taken in each academic semester (a total of six modules) and then a dissertation over the summer. In part one, students study three compulsory modules and three optional modules. In part two, students are required to write the dissertation component which draws on issues and themes developed throughout the year.

Part-time study is available for the Gender and Culture programme.

The Extended MA (EMA) in Gender and Culture is a 240-credit postgraduate qualification that is equivalent to 120 ECTS (European Credit Transfer System) and is thus a recognised Masters qualification throughout the European Union. The EMA is a standard UK MA plus an additional 60 credits (30 ECTS) and this additional coursework is undertaken in one semester at a partner institution overseas. The EMA is therefore not only an EU recognised postgraduate qualification it also adds a study abroad experience thus enhancing the qualification’s employability credentials.

The partner institution for EMA Gender and Culture is the University of Regensburg. Founded in 1962, Regensburg is a renowned international centre of teaching and research. Although it has over 21,000 thousand students, the university offers a broad range of disciplines of study, as well as having excellent infrastructure and a favourable staff-student ratio. Regensburg is also active in research, with six special research areas supported by the German Research Society and a strong presence in German- and EU-funded research initiatives. The university has a significant international presence, offering exchange links with more than 200 European institutions and 45 overseas universities. Students will have access to the complete range of services and facilities offered at the university, along with inclusion in the many academic and social activities that take place. Located right in the heart of the old town of Regensburg, a UNESCO World Heritage Site, the university is situated in the centre of a culturally and socially rich area with over 2000 years of history.

Gender and Culture Programme Aims

To develop independent thinking and writing. You devise your own essay projects in consultation with a gender specialist - this combines the benefits of expert guidance with the rewards of shaping an intellectual project for yourself. To sharpen and develop your skills and take them to a new level by providing the chance for original thinking and intellectual freedom in writing the ‘dissertation’ element, where you complete your own research project.

Modules

Modules on the Gender and Culture programme include:

• Women and Politics
• Civil Society and International Development
• Critical Security Studies
• Rights-Based Approaches to Development
• War, Technology and Culture
• Approaches to IR
• Violence, Conflict & Development
• Governance, Globalization and Neoliberal Political Economy
• Human Rights and Humanitarian Intervention
• The Policy Making Process
• State of Africa
• Politics in Contemporary Britain
• War in Space
• Politics and Public Policy in the New Wales
• Postcolonialism, Orientalism and Eurocentrism
• War, Identity and Society
• Approaches to Political Theory
• International Security in the Asia Pacific
• Gender Trouble: the Medieval Anchorite, and Issues of Wombs and Tombs
• Women Writers of the 1940’s
• Women Writing India
• ‘The Great Pretender’: Masculinity in Contemporary Women’s Fiction
• ‘The Unsex’d Females’: Women Writers and the French Revolution
• British Women’s Fiction 1918-1939
• Contemporary Women’s Writing
• Angela Carter
• Gender in Contemporary European Culture
• Literature in Social Context
• Women and Gender in Ancient Egypt
• Nature’s Stepchildren: European Medicine and Sexual Dissidents, 1869-1939
• The making of Modern Sexualities, 1650-1800

Who should Apply?

Students interested in Gender and Culture from a Classics and Ancient History, English, European Languages, History, Media Studies, and Political and Cultural Studies or related background. Professionals interested in the challenge of digital studying Gender and Culture. Students interested in preparation for postgraduate research, MPhil or PhD, or who wish to develop skills and knowledge related to gender and culture.

Career Prospects

Career expectations are excellent for Gender and Culture graduates. Our graduates are employed in diverse and dynamic vocations such as education, business, law and finance, marketing, sales and advertising; commercial, industrial and public sectors; media and PR; creative and professional writing; social and welfare professions; heritage and tourism; government and politics; foreign affairs and diplomatic corps; humanitarian organisations and some go on to study a PhD.

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We offer research supervision relating to education and welcome enquiries about possible research topics, both theoretical and empirical. Read more
We offer research supervision relating to education and welcome enquiries about possible research topics, both theoretical and empirical. Many of our research students are also practising professionals carrying out research related to their work- http://www.gold.ac.uk/pg/mphil-phd-education/

The The Department of Educational Studies has over 50 research students from the United Kingdom, Europe and many other countries overseas.

We are particularly interested to hear from those who would like to work within areas such as:

action research in education
art in education
bilingualism in education
children and popular culture
comparative education and international work
comprehensive education
creativity
curriculum policy and practice
development of literacy
digital technologies and education
drama in education
early childhood education and cultural diversity
early literacy and bilingualism
English in education
equity and social justice
family learning in multilingual contexts
gender studies
history of education
identities, cultures and the curriculum
non-formal education
out-of-school learning
policy and its contestation
race and education
science in education
sexuality and education
social class and education
spatial aspects of education
teaching of reading
visual cultures and education

Research students in Education typically use a range of qualitative methods including ethnographic approaches, observation, narrative methods, discourse analysis, video analysis, and life histories.

The MPhil programme offers the opportunity for the student to continue their research to a PhD.

Contact the department

If you have specific questions about the degree, contact Martha Giles.

Programme aims

To help you:

Identify appropriate issues of educational significance for your enquiry
Select appropriate methods and methodologies by which to investigate these
Appreciate the epistemological and technical assumptions that underpin this choice
Design and execute a well-founded enquiry
Analyse and interpret findings with accuracy, rigour and originality
Identify the practical and professional implications of educational enquiry

Structure

We ensure that you are supported by highly qualified supervisors with whom you work to a mutually agreed timetable and maintain regular tutorial contact throughout your research. An induction and research training programme is provided and you are normally expected to follow this. There is an annual appraisal of your progress, and every effort is made to ensure good communication between yourself, your supervisor and other relevant members of staff.

Students have additional support from the Goldsmiths Graduate School, where there is a lively programme of interdisciplinary seminars, as well as core research training to support your studies. The Graduate School also has its own virtual research community, running in parallel to the physical School and providing online seminars and research training programmes.

All MPhil students and academic staff are invited to research seminars run by the Department’s three Research Centres: the Centre for Language, Culture and Learning (CLCL), the Centre for the Arts and Learning and the Centre for Identities and Social Justice. In addition to academics from inside and outside the University, research students also have an opportunity to contribute to seminars on work in progress.

Facilities

In addition to the facilities available in the Graduate School the Department has good facilities for research students including a study room with networked computers, scanner and printers.

Assessment

Thesis and viva voce.

Department

Education at Goldsmiths is ranked 8th in the UK for the quality of our research**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We see education as a window through which to view the world, and as something with the power to define who we are and how we live.

That’s why our research delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

How to apply

Before you start at Goldsmiths, the actual topic of your research has to be agreed with your proposed supervisor, who will be a member of staff active in your general field of research. The choice of topic may be influenced by the current research in the department or the requirements of an external funding body.

If you wish to study on a part-time basis, you should also indicate how many hours a week you intend to devote to research, whether this will be at evenings or weekends, and for how many hours each day.

Research proposals

Along with your application and academic reference, you should also upload a research proposal at the point of application.

This should be in the form of a statement of the proposed area of research and should include:

delineation of the research topic
why it has been chosen
an initial hypothesis (if applicable)
a brief list of major secondary sources

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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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 three 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 three 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.

Degree information

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/report (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 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.

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.

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 research and research ethics, thematic debate, environmental data analysis and GIS, archival work, ethnographic field techniques and presentation.

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 unparralleled 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-developped with the UCL Institute of Education and draws on the University's core stregths in teaching and reseach on education in Africa.

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The Policy Studies in Education MA will introduce students to ways of critically analysing education policy within a broad social, economic and political context, considering contemporary developments in education policy in institutional, local, national and global contexts. Read more
The Policy Studies in Education MA will introduce students to ways of critically analysing education policy within a broad social, economic and political context, considering contemporary developments in education policy in institutional, local, national and global contexts. It will enable them to explore existing policy issues and practices, and apply the insights provided to their own experiences.

Degree information

Students have the opportunity to engage with a broad range of perspectives and develop a comprehensive theoretical understanding of education policy. Students will study major and topical themes within social science (such as globalisation, markets and managerialism) with a particular emphasis on their effects on and relevance to education.

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 a report (30 credits) and a third optional module (30 credits).

Core modules
-Sociology of Education
-Understanding Education Policy

Optional modules
-Economic Perspectives of Education Policy
-Gender, Education and Development
-Gender, Sexuality and Education
-Rights and Education
-Sociology of 'Race' and Education
-Theoretical Foundations of Educational Ideas
-Understanding Education Research

Students can also choose from a wide range of Master's-level optional modules across the IOE offering.

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 delivery includes face-to-face Saturday or evening sessions and interactive online learning. It is assessed by coursework assignments of up to 5,000 words and a 20,000-word dissertation or 10,000-word report.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as teachers, while others have jobs as educational policymakers. Graduates can also be found studying for PhDs.

Top career destinations for this degree:
-Associate Director of Professional Development, Institute of Education
-Secondary School Teacher (Head of Citizenship), Unspecified High School

Why study this degree at UCL?

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

The MA is taught primarily by sociologists within the department who have expertise in policy analysis, gender, 'race', sexuality, youth, and social class. Those teaching you are active researchers and will introduce you to the latest research and developments in their fields. Linking research, policy and practice, the result is an extraordinarily powerful learning community.

The MA attracts both home and international students, with a range of backgrounds and experiences thus providing excellent educational and networking opportunities.

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The Department of Education offers a one-year (12 month) taught full time MA Social Justice and Education. Social justice is a vitally important goal for every member of society. Read more
The Department of Education offers a one-year (12 month) taught full time MA Social Justice and Education.

Social justice is a vitally important goal for every member of society. Educational policy makers, researchers and teachers recognize that social justice is at the very heart of all their work in education. In this programme students will understand the fundamental, philosophical meanings of social justice in education and be able to discuss and debate relevant issues. Achievement and attainment are of course crucially important: we will explore issues about who gets what in schools and other educational contexts. We will investigate the pedagogical and professional issues about social justice – what sorts of practices are fair? All of these matters will be related to research – we will consider what we already know and we will identify what research still needs to be done.

This programme will be attractive to all those who have an interest in a fair and decent society and who wish to explore what that means in relation to education. We will explore national and international contexts. Those who are interested in diversity, inclusion, equality and other matters will be attracted to this programme. The programme will be of interest to those who see themselves as current or future teachers, researchers or policy makers.

Programme Aims

The MA programme aims to:
-Understand philosophical perspectives about the nature of education and social justice (exploring the purposes of education in relation to such theoretical perspectives as human capital theory, liberation theory etc.)
-Analyse overarching conceptual considerations to do with social justice in educational contexts (e.g. achieved by exploring educational issues through the lens of inclusion, equality, diversity)
-Evaluate the contributions made to debates about social justice in education by empirical researchers
-Understand issues about achievement and attainment in a variety of contexts (reflections of who gets what from education)
-Critique the issues associated with the pedagogical approaches proposed by advocates of social justice and education
-Develop academic study and research skills appropriate to the field
-Communicate effectively at masters level

Programme Content

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

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

Term 2
-Teaching and Learning Citizenship & Global Education (20 credits), or Higher Education in the 21st Century (20 credits) or Gender, Sexuality and Education (20 credits)

One option module (20 credits) from the full list of modules available to all taught MA students. Modules that may be of particular interest to MA SJE students are likely to include:
-Contemporary Issues in Teaching
-Cross-cultural Perspectives on Language and Discourse
-Qualitative and Quantitative Data Analysis

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

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

Careers

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

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

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The 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.

Degree information

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.
-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 IOE - including those related to education technology, effective learning, social policy, art education. 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.

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.

Students on this MA benefit from involvement in a number of key academic networks including:
-Being part of a cluster of four international development MA programmes, so learning with student peers from across the world.
-An annual study visit to Paris (not included in the programme fee) and usually including visits to UNESCO, the International Institute for Educational Planning (IIEP) and OECD.
-Membership of the London International Development Centre.

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Gender, Society and Representation is an inter-faculty programme drawing on the unusual breadth of disciplines for which UCL is renowned, including development studies, law, anthropology, literary scholarship, geography and queer studies. Read more
Gender, Society and Representation is an inter-faculty programme drawing on the unusual breadth of disciplines for which UCL is renowned, including development studies, law, anthropology, literary scholarship, geography and queer studies. UCL offers students an opportunity to develop their own interests within this broad intellectual landscape.

Degree information

Students gain the advanced skills, methods, concepts and theories required for the study of gender in an interdisciplinary context at graduate level. Optional modules offer students a genuine opportunity to develop their own interests in a wide range of disciplines, and the dissertation provides opportunities for independent research.

Students undertake modules to the value of 180 credits.

The programme offers two pathways: Taught and Research. The taught pathway consists of three core modules (60 credits), optional modules (60 credits), and a dissertation (60 credits). The research pathway consists of three core modules (60 credits), optional modules (30 credits) and a dissertation (90 credits). A Postgraduate Diploma, three core modules (60 credts), two to four optional modules (60 credits), full-time one year, part-time two years, is offered.

Core modules
-Gender, Society and Representation
-Gender, Politics and Feminism
-Research and Writing Skills

Optional modules - options may include the following:
-Apocalypse Literature
-Equality, Justice and Difference
-Feminism and Philosophy
-Gender, Race and Sexuality: New Readings in Francophone Literature and Visual Culture
-Gendering the Study of Politics: Theory and Practice
-Gender in Policy and Planning
-Gender and Sexuality in Education
-Gender, Sexuality and Cultural Politics
-The Global Politics of Gender and Sexuality
-Hollywood Genres
-The Human and Non-Human in Medieval Art
-Public and Private Modernities
-Readings in 20th Century Chinese Culture: Family, Childhood, Gender
-Reproduction, Sex and Sexuality
-Sex and the Body in Early Modern Europe
-Sexuality and Society in Russia and Eastern Europe
-Theories of Childhood and Society
-Tracing the Body: Technologies of Representation in 18th and 19th Century France
-Women in the Jewish Tradition
-Elective modules from the School of Oriental and African Studies

Dissertation/report
Students undertake an independent research project which culminates in a dissertation of 12,000 words (taught pathway) or 18,000 words (research pathway).

Teaching and learning
Teaching sessions are interactive, with a limited amount of lecturing and an emphasis on student participation and critical discussion. Assessment is through a variety of methods, including essays, coursework, written papers, oral examination and the dissertation.

Careers

Engaging with gender and sexuality concerns is now an integral aspect of research and planning activities in a wide range of fields. The need to address different forms of discrimination has created a demand in both public and private sectors for highly qualified graduates with a broad theoretical background in gender and sexuality studies, a familiarity with the intersectional nature of inequality, and a commitment to social change. Our graduates have gone on to careers as researchers, administrators and communications officers for charities, cultural institutions, NGOs and the private sector, and in academic research in related disciplines.

Top career destinations for this degree:
-Acting Co-ordinator, British & Irish Agencies Afghanistan Group
-LLM Law, Birkbeck College
-Research Centre Assistant, Overseas Development Institute
-Support Services Administrator, Multiple Sclerosis Society
-Events / Programmes Co-Ordinator, International Women's Initiative

Employability
Students graduating from this Master's programme will possess a broad understanding of gender issues in social practice and discourse. They will have demonstrated intellectual flexibility in engaging successfully with a diverse and challenging range of subject areas and disciplinary approaches to gender. They will be able to develop and sustain a convincing argument on a variety of complex subjects, supporting their conclusions with appropriate evidence, clearly expressed. They will have experience in researching a topic from scratch, learning to identify and choose between different routes into exploring that topic and producing a coherent account of their research and findings.

Why study this degree at UCL?

Gender and sexuality studies have expanded rapidly in recent decades, to emerge as dynamic interdisciplinary field of study.

As a multi-faculty institution located in the heart of cosmopolitan London and covering an exceptionally wide range of disciplines, UCL offers an ideal environment for gender studies, enabling students to tailor their degrees according to their specific interests and providing a wealth of opportunities for interdisciplinary work.

Staff contributing to MA level and research work in gender studies are drawn from different faculties including Arts & Humanities, Social & Historical Sciences, Laws, and Life Sciences.

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