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Masters Degrees (Leadership In Education)

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

About the course

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

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

Aims

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

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

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

Course Content

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

The Primary programme prepares you to work with pupils aged 5-11. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

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

The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

2. Education Studies II
This module aims to develop understanding of the learning, teaching and assessment of the National Curriculum for Key Stage 1 & 2, in the Core (English, Mathematics and Science) and Foundation subjects (Computing, Physical Education, History, Geography, Religious Education, Art and Music).
The primary focus will be on developing approaches to maximise the impact you can make on pupil progress (TS2). This module focuses on special educational needs and disabilities (SEND) and ways to meet the differentiated needs of a range of pupils in relation to theoretical perspectives and real-life classroom applications and strategies are addressed.

3. Education Studies III (Curriculum Enhancement)
The following range of Curriculum Enhancements are usually offered: Bilingualism, Culture & Identities (BCI), Mathematics, Mathematical Thinking, Physical Education, Talk, Science, Computing
This unique module aims to develop curriculum expertise in the chosen area, whereby student teachers can:
research and develop innovative skills and projects within the context of their curriculum enhancement study and school setting;
apply the skills and principles of highly effective planning, teaching and assessment principles of National Curriculum focus areas, using a broad range of learning, teaching and assessment resources and approaches;
explore and develop skills in ‘specialised’ cross-curricula approaches.

School Experience

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

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

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools and Pupil Referral Units (PRUs). This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

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

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

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Teaching

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

Assessment

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

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

Part 1 of the Teachers’ Standards require you to:
Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities (Teachers’ Standards, DfE, 2013)

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

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

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

Special Features

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

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

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

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

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

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

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

We have an award winning Professional Development Centre.

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

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

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

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

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

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Our Higher Education MA has been built with practising university teacher in mind. It encourages you to construct your own developmental pathway through a choice of optional modules, allowing you to graduate a more confident university teacher with the skills and knowledge to shape professional practice. Read more
Our Higher Education MA has been built with practising university teacher in mind. It encourages you to construct your own developmental pathway through a choice of optional modules, allowing you to graduate a more confident university teacher with the skills and knowledge to shape professional practice.

PROGRAMME OVERVIEW

Through online delivery of content, our Higher Education MA offers you the flexibility to create a programme that suits your professional development needs in the field of university teaching, and is offered on a part-time basis over five years.

The programme allows you to construct your own developmental pathway through a choice of optional modules. You will do this by engaging with the explicit pedagogic framework that underpins the programme, emphasising the connections between concepts, theory and practice, teaching and research, disciplinary methods, and teachers and students.

On the programme you will analyse issues relating to your everyday teaching practice, share practice and explore solutions with your fellow participants and tutors.

PROGRAMME STRUCTURE

This programme is studied over three academic years and is part-time via distance learning. It consists of eight taught modules and a dissertation.

On successful completion of the PGDip in Higher Education and a review of a portfolio of work via an accreditation panel, participants may apply to become a Senior Fellow of the Higher Education Academy (subject to accreditation). The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Teaching in Your Own Discipline
-Researching in Higher Education
-Research Dissertation
-Signature Concepts in Higher Education
-Evaluating Educational Research
-Assessment and Feedback
-From Student Voice to Co-Enquiry
-Peer Observation of Teaching
-Moving into Academic Leadership
-Designing Technology Enhanced Learning
-Exploring Technology Enhanced Learning
-Veterinary Clinical Teaching
-Technical and Professional Skills Teaching in Veterinary Education

EDUCATIONAL AIMS OF THE PROGRAMME

-Contribute to the development of participants' theoretically informed understandings, and teach in ways that support epistemological access for a diverse student body
-Respect participants' disciplinary backgrounds, and encourage participants to interrogate the nature of their own disciplines and relate this to ideas presented in the programme
-Promote reflective practice, requiring critical engagement based on evidence and theory with the roles and practices of higher education teaching, rather than having as its goal the teaching of a set of generic skills and techniques
-Disrupt participants' existing beliefs about teaching and learning

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes. The overarching programme learning outcomes are to:
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature

Knowledge and understanding
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education

Intellectual / cognitive skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature

Professional practical skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature

Key / transferable skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature
-Further details of the programme’s pedagogic framework is available by contacting the programme team. The programme is aligned to the requirements of the UK Professional Standards Framework at D3 which relates to Senior Fellowship of the Higher Education Academy.

Initial enquires should be directed to Dr Dawn Morley -

STUDENT EXPERIENCE

As part of induction to the programme, you will have a discussion with a personal tutor to help you make the appropriate choices for your professional learning journey based on your previous teaching and learning experience in the higher education context and your developmental aspirations.

A personal tutor will work with you to develop a personalised plan to ensure you get the most from the programme by developing your professional knowledge and skills.

REGISTRATION

As we recognised that you will be working within your own higher education institutions while you study, the programme is offered as part-time registration. It is anticipated that the Diploma would be completed within two years of registration and the Dissertation would normally be completed within an additional year.

You will be registered initially for the MA in Higher Education (180 credits). However, you can choose to step-off at Postgraduate Certificate (60 credits) or the Postgraduate Diploma (120 credits) Level.

You can decide to study for a general MA in Higher Education or a MA in Higher Education with a specialist pathway. Specialist pathways are only available for the MA in Higher Education (not at the award of Diploma).

If you decide, a pathway is right for you, you will need to take 60 credits from the specialist modules and conduct research within the Research Dissertation module on an area relating to the pathway. The following are the three specialist pathways available:
-Academic Leadership
-Technology Enhanced Learning
-Veterinary Education

If you decide to take the Academic Leadership pathway, you will be awarded for example, 'MA in Higher Education (Academic Leadership)'.

Postgraduate Certificate
The postgraduate certificate is built around the compulsory module of 'Teaching in Your Own Discipline'. You will choose three optional modules that help builds your own professional pathway and suits your needs.

Postgraduate Diploma
For the Postgraduate Diploma, based on your personal/professional development plan, you will choose three further modules that fulfil your personal and professional aims and which strengthens your activities, knowledge and professional values in your career.

You will also do the compulsory module of 'Researching in Higher Education', which aims to help you to start thinking about how to investigate and explore issues that intrigues and challenges you in the Higher Education landscape.

MA
For the MA in Higher Education, you will have to conduct a piece of independent research as part of the compulsory Research Dissertation module.

This allows you to investigate an issue that you have personally selected that will contribute to your growing understanding of your professional practice.

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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The Leadership in Education programme is designed to critically engage with current thinking and ideas about leadership relevant to all levels of an organisation, and in relation to all roles. Read more
The Leadership in Education programme is designed to critically engage with current thinking and ideas about leadership relevant to all levels of an organisation, and in relation to all roles. There are opportunities to develop specific skills of coaching, mentoring and communication. The relationship between policy, research and practice will be explored and students will engage with approaches to evaluation in the workplace.

The programme is designed to be responsive to the specific cultural, historic and practical context of individual organisations, and of individual participants.

The programme will run as a UEL based programme which will be taught in the evenings following a traditional pattern of delivery. In addition, the programme can be run in schools, or for consortia of schools and other professional education organisations when there is a viable cohort.

The programme can be personalised or have bespoke elements for viable cohorts when delivered in schools or to consortia. Personalisation is through the selection of content, readings, case studies and policies specific to the school context. Bespokeness will come from selecting option modules from other relevant Masters programmes.

Learning, teaching and assessment are tightly aligned with content, learning outcomes and school context. The programme pedagogy is creative in its use of a wide range of strategies, activities and approaches to interaction, with a focus upon dialogic learning and teaching. Assessment tasks and options can be negotiated to reflect the needs, concerns and desired outcomes of schools or cohorts, where there is a viable group.

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The MA in Christian Leadership in Education is a two year, part-time programme, providing a professional qualification for those involved in the second-level educational sector. Read more
The MA in Christian Leadership in Education is a two year, part-time programme, providing a professional qualification for those involved in the second-level educational sector. It is designed to support school principals, prospective principals, members of boards of management, members of school trusts or those involved in the educational enterprise in any way, who wish to provide themselves with the necessary theological, leadership and management skills to lead faith based schools. The programme offers an integrated approach to the various subject areas, which include the following: New Testament, Christology; Developing Emotional and Relational Competence; Group Dynamics; Psychology of Leadership; Leading Curriculum and Learning; Education Legislation and Governance; A Christian Vision of Humanity for Contemporary Culture; Sacraments and Liturgy; Foundational Topics in Christian Spirituality and Ethos; Leading a Catholic School in Contemporary Ireland.

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This programme meets the needs of teachers and related professionals who aspire to, or hold, management posts in educational establishments. Read more

Why this course?

This programme meets the needs of teachers and related professionals who aspire to, or hold, management posts in educational establishments.

It’s suitable as preparation for those interested in the National Qualification for Headteachers. The course outcomes can be aligned with the nationally published Framework for Educational Leaders at four levels:
- project leadership
- team leadership
- school leadership
- strategic leadership

The programme offers you the opportunity for self-development by:
- building on existing knowledge and skills
- expanding on the range of leadership and management skills, techniques and competences
- extending understanding of leadership management issues
- enhancing confidence in dealing with management situations

The Management & Leadership in Education Course is part of the MEd programme.

Study mode and duration:
- MEd: 24-30 months part-time
- PgDip: 24 months part-time
- PgCert: 12 months part-time

See the website https://www.strath.ac.uk/courses/postgraduatetaught/managementleadershipineducation/

You’ll study

You'll take a number of core and optional taught modules.

The MEd also requires successful completion of a dissertation in the field of leadership and management in education. MEd students are supported by an individual tutor.

Elements of the programme may be achieved through the completion of appropriate independent study modules.

The course is delivered by a quality team of people who've experienced leadership at a senior level within Scottish local authorities and combine this with current research theory.

Advanced standing

It’s possible to enter the programme with advanced standing through the Accreditation of Prior Formal Learning (APFL). If you hold equivalent and relevant qualifications or have successfully completed modules from an equivalent and relevant programme within the last five years then it may be possible for you to claim exemption from any part of the programme except for the compulsory core elements.

Advanced standing can also be claimed through the Accreditation of Prior Experiential Learning (APEL). If you can demonstrate equivalent and relevant learning gained from previous recent work experience then it may be possible for you to claim exemption from any part of the programme except the compulsory core elements.

Pre-Masters Preparation Course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at the University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form, or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Learning & teaching

The course is delivered through lectures and teaching seminars. This programme provides structured support through study, work-based projects and development tasks.
Most modules are offered both within and outside normal working hours to suit individual circumstances.

Assessment

The course is assessed through written assignments. These require critical analysis and evaluation and an appropriate balance demonstrating an understanding of principles and evidence of relevant knowledge.

Careers

This programme meets the needs of teachers and related professionals who aspire to, or hold, management posts in educational establishments.
Many students on this course progress to study the Scottish Qualification for Headship and become Head Teachers.

Where are they now?

88.9% of our PgCert graduates are in work or further study.*

Job titles include:
- Deputy Head Teacher
- Head Teacher
- Primary Teacher
- Principal Teacher
- Secondary Teacher

Employers include:
- Local authorities

*Based on the results of the National Destinations of Leavers from Higher Education Survey (2010/11 and 2011/12).

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/

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This programme will give you an unparalleled opportunity to study international education and globalisation, as they intersect, at master’s level. Read more
This programme will give you an unparalleled opportunity to study international education and globalisation, as they intersect, at master’s level.

International education and globalisation are challenging and contested concepts; in this programme you will analyse the meaning, scope and dimensions of international education and globalisation (as they intersect). You will also consider relevant educational purposes, methods and approaches in international education.

Importantly, you will engage in the critical analysis of the assumptions and evidence that underpin change and reform to policy and practice in international education.

The programme will provide cutting edge knowledge, skills and understandings at the intersection between the two fields of study so that you can make a significant future contribution to international education. For example, you will explore the implications of a shifting global educational landscape such as how to prepare learners for an increasingly connected and mobile global society.

You will be equipped to:

- critically analyse and apply research in the fields of international education and globalisation (as they intersect)
- undertake small scale research yourself.

Your prior educational experience will be valued as a source of evidence. You will be encouraged to analyse, share and build on these experiences as a basis for collective learning. As such we welcome students with a diversity of experience and interests, including those with:

- professional experience in formal or informal education, charities, non-governmental organisations or governmental organisations
- aspirations to pursue a career or research in international education and globalisation
- aspirations for promotion in international and global education contexts.

Programme features

- unique amongst master’s programmes in education, with a focus on the interrelationships between international education and globalisation

- a distinctive focus on bridge building between practice and theory throughout all elements of the programme

- an excellent way to develop your research skills or progress to doctoral level study

- prepares you to make a significant future contribution to practice and policy in international education

- will help you to fast track your career; the international education sector increasingly requires master’s level qualifications for promoted posts (completing this in 12 months is an efficient way to progress your career)

- you will have access to cutting edge research and international experts in the fields of international education and globalisation.

You can find out more about this programme by viewing a recording of a webinar (https://vimeo.com/155981301).

Visit the website http://www.bath.ac.uk/study/pg/programmes/ma-inter-edu-global/

Programme structure

This is a 90 credit programme, that follows a semester-based structure (one 12 credit core unit is provided across the two semesters, while two other 12 credit units are delivered per semester).

- Core Units
You must study all four units in addition to the Dissertation.

- Research Methods in International Education and Globalisation (12 credits) (Taught across Semester one and two)
- Education in an International and Global Context (12 credits) (Semester one)
- Education, Globalisation and Change for International Education and Globalisation (12 credits) (Semester one)
- Learning and Culture (12 credits) (Semester two)
- Dissertation: International Education and Globalisation (30 credits) (March-September)

Optional units:
You must select one of the following units (your choice will depend on your interests in either; leading educational innovation, or, education and development in low and middle income countries).

- Education and International Development (12 credits) (Semester two)
- Leading Educational Innovation in International Education and Globalisation (12 credits) (Semester two)

View Programme & Unit Catalogue (http://www.bath.ac.uk/catalogues/2015-2016/ed/THED-AFM44.html) for further information.

Learning and teaching

This programme is research-led but is also informed by professional perspectives in international education. Throughout the programme your prior (international) education experience will be valued as a source of evidence.

Learning and teaching takes place through lectures, workshops and seminars blended with on line learning opportunities and group/ individual study. You will become increasingly independent as the year progresses and as you work towards your Dissertation with the support of an expert supervisor.

Methods of assessment

A variety of formative assessment methods will be used throughout the programme to review your progress and support your further learning. You will have opportunities to demonstrate your knowledge, understanding and skills using a range of assessment methods.

The Dissertation unit is assessed by a 15,000 word research report.

Assessment of other units will include:

- formal academic style writing tasks (5,000 words in total)
- tasks in which you communicate your learning via different media (such as webpages and podcasts) and in different styles depending on audience (disseminating to researchers, policymakers and practitioners for examples).

Careers

This programme will enable you to make a significant future contribution in the fields of international education and globalisation; we are committed to ensuring that you acquire a range of subject-specific and generic skills (including employability skills).

Our graduates will go on to work in a wide variety of education-related careers, such as:

- teaching or lecturing in international education contexts (such as international colleges and schools, English medium schools, schools in low and middle income countries)
- teacher education posts worldwide
- leadership roles in international education or globalisation
- administration in international education or globalisation
- research in universities or other organisations (government, business, voluntary and international)
- educational policy makers or analysts (at local, national, international levels)
- education roles in charities and NGOs.

About the department

The Department of Education is a thriving academic community focused on furthering our understanding of policy, culture, pedagogy and diversity within a global educational context. We hold a strong national and international reputation for our research.

We have an excellent network with a wide range of educational institutions including, schools, colleges, universities, local authorities and government departments, within the UK and also internationally.

Find out more about the department here - http://www.bath.ac.uk/education/

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/taught-programmes/how-to-apply/

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The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings. Read more
The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings.
Educators are provided with the opportunity to further their qualifications through professional development. This coursework program aligns with the requirements and specifications of the Australian Quality Framework (AQF) and provides three major areas of expertise relevant to professional educators. The Master of Education does not lead to teacher registration.
The flexible 18 month Master of Education coursework program entails four core subjects, including an enquiry-based project, and provides the opportunity to specialise in up to two majors.

Leadership and Management Major

The Leadership and Management major is relevant to aspiring, expectant and existing leaders wanting to raise their effectiveness and improve their performance in leadership and management. This major is relevant to professionals working in schools, universities (as well as Government), community and corporate organisations.
Interested parties include: specialist generalists, lead teachers, head teachers, subject masters and coordinators, administrators, support teachers, educational consultants and supervisors, human resource management team members, and system supervisors.
If you undertake our Leadership and Management major you will:
*Acquire knowledge of concepts, theories and models which underpin current successful educational leadership and management practices in schools and school systems
*Critically analyse issues and literature concerning school improvement, effectiveness, review and evaluation
*Develop strategies to analyse and refl ect upon human relations issues in contemporary work environments
*Integrate interpersonal skills to develop a clearer understanding of relevant issues
*Employ critical analysis of key work issues in the new economy such as global integration, workplace diversity, and the impact of technology
*Explore and appreciate the impact of these issues on their own individual career management strategies.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 2– Schedule II of the JCU Admissions Policy.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

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This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career. Read more
This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career.

The MA in Education: Pedagogy and Professional Practice in Physical Education is aimed at Physical Education teachers and Sports Professionals at any stage of their careers. It can be of great benefit to those in senior and middle leadership roles (and those aspiring to leadership positions) in the early years, primary, secondary and post-sixteen sectors, and in other educational establishments.

The programme will offer you the opportunity to be at the forefront of leading professional practice and enable you to make a positive difference to the quality of learning and teaching within your educational setting.

Integral to this Master's programme is the opportunity to undertake a small-scale research enquiry into an aspect of practice as part of an intellectually challenging learning experience that relates theory to practice leading to the development of knowledge and skills relevant to practice and supporting career progression.

Why St Mary's?

Building on its long tradition of excellence in both teacher education and physical and sport education, St Mary's provides a flexible approach to this professional Master's degree.

This programme offers three distinct pathways: Pedagogy, Coaching and Sociology of Sport. These pathways meet the needs of a diverse range of Physical Education teachers and Sport professionals.

The MA in Education: Pedagogy and Professional Practice in Physical Education is offered part-time or full-time as a taught programme at St Mary’s University or a blended programme, designed to meet the needs of practitioners in Physical Education and Sport.

Staff involved in the programme all have considerable experience and expertise in their field of expertise. They are research active and involved in consultancy and in service training in the fields of physical education and sport, the leadership of innovative practice.

Course Content

This programme consists of five modules, with a choice of specialist modules allowing students to focus on an area of interest.

Core Modules
› Physical Education and Sport Leadership: Philosophy, Sociology and Psychology of Pedagogy
› Research Methods for Professional Practice in Physical Education and Sport
› Academic Paper and Conference Presentation

Optional Module One
› Pedagogy: Educational Context and Issues within Teaching and Learning
› Coaching and Mentoring; Pedagogy through Physical Education and Sport
› Sociology of Physical Education and Sport: Policy and Politics in Physical Education and Sport

Optional Module Two
› Pedagogy and Learning in Physical Education and Sport: Theory through Reflective research
› Coaching and Mentoring: Early Years to Adolescence, Physical Activity and Human Behaviour
› Sociology: Social Theory in Physical Education and Sport

Please note: All information is correct at the time of publication. However, course content is regularly updated and this may result in some changes, which will be communicated to students before their programme begins.

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*PLEASE NOTE. this course is subject to approval.*. This course enhances your knowledge, skills and understanding in specialist areas of education. Read more
*PLEASE NOTE: this course is subject to approval.*

This course enhances your knowledge, skills and understanding in specialist areas of education. It enables you to develop your critical engagement in specific areas of interest, such as Leadership, Special Educational Needs, Early Years and issues related to classroom studies.

The MA Education will allow you to gain further knowledge and understanding in areas of working with children and adults in a wide variety of local authority or social care settings as well as in nurseries, schools and colleges.

For those already in work, the part-time route will support promotion to leadership and management roles. Our names awards will enable students to progress to doctoral study in specific specialist areas.

Studying on this course will able you to apply your own area of interest or practice to specific areas of study and to develop in the direction which interests you. You will learn through a variety of ways including workshops, seminars, online learning and through tutorial support.

For those not working in educational settings, e.g. full-time home and international students, you will be given the opportunity to attend placements to support your learning. International students will be provided with additional supports in the first term of study with additional group sessional and tutorials.

For part-time students this blended learning course will allow you to study around your work commitments with a combination of face-to-face sessions as well as online support and activities.

On the MA Education courses you will be taught by experts in the fields of Education, Special Educational Needs, Diversity and Social Justice and Early Years. You will be supervised by staff who are publishing in current journals and have written books in these areas. Additionally you will meet staff who have had previous employment in Educational and Social Care settings and are able to relate theory to a practice context.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/education-leadership2#entry

Course detail

The MA in Education (Leadership) is part-time and aimed at developing your knowledge of leading change within organisations which have education as a key focus. This could include Schools, Early Years settings, FE colleges, local government, prisons, military and private training organisations.

The course provides a dedicated route to an MA in Education (Leadership) for those in management positions (or on a management career path). The course aims to develop both analytical and practical skills and will equip you to critically analyse current practices and processes as well as develop your ownapproaches to effective change.

The course is underpinned by staff research and capitalises on the expertise in education, leadership, management and our Institute for Educational Research (IRED). Over 50% of IRED publications have been rated as world-leading or internationally excellent (Research Excellence Framework (REF) 2014).

Modules

• Dissertation In Education (Leadership) (EDC118-6) Compulsory
• Research Methods In The Workplace (EDC129-6) Compulsory

Assessment

Each unit in this course has its own assessment. Wherever possible, the specific focus of assignments is negotiated individually, in order to ensure that the assignment meets the personal and professional needs of the student. The course provides you with a carefully planned and coherent sequence of learning opportunities that facilitate your development through formative and summative assessments.

At this level the expectations, in terms of the quality of work produced, are high and you will need to take active control of your learning. At Masters level the expectation is that you are an autonomous and confident learner, that you will undertake assessments that are challenging and require mature argument developed from sustained research, and that you will demonstrate fluent and cogent presentation. You are encouraged in your assessments to draw upon an extensive range of sources to demonstrate a deep theoretical understanding and the ability to apply that to current issues and contexts.

The assessments test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently, in a range of contexts. You are required to demonstrate an appropriate level of research, of independent argument, and to reference in an appropriate and accurate manner.

Through the assessments designed for individual units, you will practise and reinforce skills in researching, evaluating and synthesising materials with a critical eye; quantitative and qualitative data collection and handling, together with skills associated with conventional academic tasks. Unit assessment is based on specified learning outcomes and threshold standards.

The unit information forms state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback offers detailed comment to the student on the assessment piece.

The taught stage of the course (stage 1) requires you to pass 120 credits before progressing to stage 2, the 60 credit dissertation. An alternative to this is if you already have a PG Certificate (60 credits) e.g. PGCE you would be able to complete your qualification with a further 2 x 30 credit units and our Applied Research Methods and Project for stage 2 of your study.

Careers

We aim to integrate examples from practice, up to date case studies and projects focussed on particular developments throughout the course. For existing professionals, a Masters level qualification will enhance your chances for promotion and for employment in other contexts. Masters study supports promotion to senior positions in the field of education, with this qualification acting as an important indicator of your ability and understanding of the roles and responsibilities of a senior leader in educational settings.

The course is designed to help you engage with study and critique key issues in education as well as to be able to identify and justify recommendations for further action. As a masters graduate, therefore, you will have the confidence, knowledge and critical skills to prepare and present a strong application to senior posts in the field of education.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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The Management of Special Education in Developing Countries is a full-time programme is for teachers, administrators and non-governmental organisation (NGO) staff who are working in special education in developing countries and who wish to develop their management or leadership expertise. Read more
The Management of Special Education in Developing Countries is a full-time programme is for teachers, administrators and non-governmental organisation (NGO) staff who are working in special education in developing countries and who wish to develop their management or leadership expertise. Although most students are not from the EU, this course is also suitable for UK/EU students. The programme combines modules in Special Education with modules in International Studies in Education, using theory and practice from both in order to enable participants to improve management practice in the national context in which they work. A research dissertation also enables participants to put together management and special education in a uniquely relevant way for them.

This International Studies in Education programme has been taught at the School of Education for 50 years, and the School has one of the largest SEN departments in the UK. In consultation with tutors, you will choose modules totalling 100 credits from those available in the International Studies in Education and Special Education programmes, with a minimum of two modules from either field. You will also need to take the Practioner Inquiry in Education (PIE) module. A research dissertation will enable you to put together management and special education in a way which is uniquely relevant way for you.

About the School of Education

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

Funding and Scholarships

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

Open Days

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

Virtual Open Days

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

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Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs. Read more
Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs. As an occupational therapist you will work with clients to improve function and enable them to fulfil the demands of their daily lives with greater satisfaction. You will work with people of all ages from all walks of life, in hospital, in the community, in their place of employment or in their home, and have the opportunity to work in a very wide variety of professional practice areas.

The fundamental aim of the MSc Occupational Therapy (pre-registration) programme is to enable you to graduate with a master’s degree in occupational therapy and be eligible to apply for registration as an occupational therapist with the Health and Care Professions Council (HCPC) in the UK. The Degree does not provide eligibility to practice in any other country although the degree is WFOT recognised.

HCPC approved and COT/WFOT accredited

See the website http://www.brookes.ac.uk/courses/postgraduate/occupational-therapy-pre-registration/

Why choose this course?

- Graduates from this programme will be fit for purpose, practice, and award in the UK. We enable you to develop a profound understanding of the potential for occupational therapy to promote the health and wellbeing of the population. Skills acquired will be evidenced based, innovative and give you the capacity to make a significant contribution to the profession, specifically contribute to excellence in client care and the professional knowledge base. On successful completion of the degree and 1000 hours of clinical practice education you will be eligible to apply for registration with the Health and Care Professions Council as a registered Occupational Therapist in the UK.

- Many of our graduates go on to further educational development at PhD/DPhil and professional doctorate level. We are mindful of the anticipated transformation of practice over the next 20 years as well as the changes to demographics and the political innovation resulting in the widening participation agenda. We therefore aim to attract graduate students, who are academically able, demonstrate appropriate values of self-determination, motivation and critical awareness of learning needs and show potential for leading leadership, innovation and research.

- Based in Oxford, the environment for learning is rich with diversity, culture, specialist health and social care resources, academic resources as well as close commuting links to London.

- Our programme is staffed by occupational therapists expert in diverse clinical specialities, and supported by occupational therapy practice educators from all areas of mainstream and specialist practice. Our lecturers are experienced in their specialist practice areas and have reputations for excellence with established links with colleagues, organisations and institutions at national and international level.

- This course benefits from shared and inter-professional education opportunities, in addition to profession specific ones, to develop the professional qualities and attributes for current and future health and social care practice.

- Our ongoing investment in a new technology infrastructure is enabling the teaching team to exploit successful technology-enriched learning throughout the programme. We have a large and dedicated building in Oxford (Marston Road) equipped with state-of-the-art classroom and clinical skills and communication suites and resources. We run a weekly Hand Therapy clinic and a monthly Community Occupational Therapy Assessment Clinic for the public. Students are invited to observe other qualified OT's working in these clinics.

- We have a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, inter-professional education and collaborative practice.

- Established in 1938, we are the oldest School of Occupational Therapy in England, and have one of the best occupational therapy library collections in the country.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

Teaching and learning

MSc in Occupational Therapy is taught alongside the well-established and highly-regarded BSc (Hons) Occupational Therapy.

Pre-registration Masters students will be taught alongside the undergraduate students in all occupational therapy specific modules. These will be identified with different module numbers and names to those of the undergraduate programme. This dual level teaching in classroom will provide you with the opportunity to learn the core skills and specific attributes of occupational therapy alongside the BSc (Hons) Occupational Therapy students.

However, the pre-registration Masters students are provided with an enhanced level 7 learning experience with module specific tutorials to explore a more critical and evidence based approach to the subject matter and thus develop professional competence in academic, research and digital literacy, critical thinking and personal self-awareness.

Our approach will require you to actively engage in these Masters level tutorials and become self-directed, innovative, creative and critical learners. Teaching will assist you to construct knowledge through the analysis, synthesis and conceptualisation of your learning experiences, thus developing a lifelong approach to learning. This supports employability in a marketplace that demands adaptability, continuous development and leadership.

You will have the opportunity for face-to-face and virtual learning activities. Our inter-professional module is taken alongside other health and social care pre-registration master's level students, enabling you to prepare for the interdisciplinary work you will encounter in the health and social care environment.

Working at master’s level, you will focus on developing your knowledge in occupational therapy, which is evidence-based and strongly underpinned by research.

This master's degree will:
- Enable you to be a reflective, proactive, innovative and adaptable occupational therapy practitioner, with the ability to critique research and evaluate the effectiveness of evidence in a wide variety of practice settings.

- Develop a critical understanding of the theory of occupation and teach you to challenge existing models and approaches used in occupational therapy from an informed perspective.

- Provide opportunities to develop your ability to work both independently and as part of a team in the context of social, technological, administrative and policy changes.

How this course helps you develop

This course is mapped against the University's postgraduate attributes so that all occupational therapy graduates are equipped with the skills of academic literacy, digital and information literacy, global citizenship, research literacy, critical self awareness and personal literacy. These attributes are in addition to the NHS core values of respect and dignity, commitment to quality of care, compassion, and aspiring to improve the lives of others where everyone counts and we work together for patients.

Careers

The majority of graduates from the occupational therapy degrees work as qualified and registered occupational therapists, but there are increasing opportunities to work in non-specified professional roles in mental health and community settings. There are also increasing numbers of employment roles that are not explicitly described or advertised as an ‘occupational therapist’ but match the skills specification of an occupational therapist. This is due to the changing nature of health and social care practice and the new and emerging roles and opportunities for occupational therapy.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

The Centre for Rehabilitation within the Department of Sport and Health Sciences has strong leadership in the director, Professor Helen Dawes. The Centre brings together research, education and care. It is underpinned by a strong, well-published research group, the Movement Science Group, along with clinical expertise, rehabilitation, knowledge and care of adults and children with neurological conditions. Within the Centre, staff, students and alumni across the Faculty of Health and Life Sciences are engaged in a number of research projects.

Examples of ongoing research projects within the faculty:
- Driving rehabilitation - cognitive mechanisms of driving and performance implications for clinical populations

- Fatigue management – Central and peripheral fatigue and mechanisms in clinical populations

- Dual task control in Stroke - influence on community mobility

- Efficacy of Intensive motor learning programmes – Themed (Magic) camps for children with hemiplegia

- Arts in Health Research – collaboration with Breathe Arts Health Research with research opportunities across many arts related activities

- Virtual Reality (VR) technologies – development and implementation of VR technologies in rehabilitation

- Early identification of motor and sensory processing impairments in children

- Sensory processing disorders and impact on function and behaviour in children with autism

- Measurement and monitoring of rehabilitation participation- Traumatic Brain Injury (TBI), Systematic Review of Vocational Rehabilitation for people with TBI

- Therapy for hand writing in people with Parkinson’s disease (PD)

- Monitoring movement in people with neurological conditions – mechanisms and impact e.g. head drop in Parkinson Disorder

- Physical activity impact on sleep, behaviour cognition, health and wellbeing in children with neurodisability

- Falls in people with learning disabilities – an understanding of the impact of anxiety

- A Functional Electrical Stimulation Plantar flexion System for Bone Health Maintenance in Spinal Cord Injury Patients

- Professional development Perspectives of Occupational Therapists working in the NHS and concepts of Occupational Balance, Cultural perspectives and attitude change in professional identity acquisition.

Research areas and clusters

Our staff are involved in research both independently and collaboratively.

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The Education MA at Brunel University London is designed for those with a broad interest in education and enables students to undertake a high-level, critical evaluation of educational theory and practice. Read more

About the course

The Education MA at Brunel University London is designed for those with a broad interest in education and enables students to undertake a high-level, critical evaluation of educational theory and practice.

The course develops the skills and confidence needed to enhance professional practice in learning organisations.

Attendance (full-time) is required 2 evenings per week.
Attendance (part-time) is required 1 evening per week.
Classes run from 5.00 to 8.00pm.

This course is available as the MA in Education or the MA in Education with a specialism in:
Leadership and Management
Science, Maths, Technology (STEM) Education
Social Justice, Equity and Inclusion

The University reserves the right not to run a specialism where the numbers are insufficient to make it viable in a particular year.

Aims

You will learn to identify problems and questions in areas of interest and to design study plans or research strategies to deal with them.

You will undertake a high-level, critical evaluation of educational theory and practice.

You will develop the skills and confidence to enhance professional practice in learning organisations.

You will undertake a critical and informed evaluation of relevant research.

Course Content

The programme has a flexible structure which meets individual student needs and includes: core modules covering the central issues of educational study and research: Assessment, Learning and Teaching, and Professional Education. The option modules provide breadth of study and the dissertation module allows you to undertake a substantial, critically-informed, independent research assignment in a particular area of educational study.

Candidates who are successful on the MA programme, particularly in their dissertation, may apply for entry to higher degrees, including the taught Doctorate of Education or the research-based PhD.

The organising principles which underpin the programme provide links between the MA modules and our research strengths. These research strengths are in the areas of:

Professional Education
Enhancing Teaching and Learning
Inclusive Education

The MA consists of both compulsory and optional modules, a typical selection can be found below. Modules can vary from year to year, but these offer a good idea of what we teach.

Compulsory Modules

Students must complete a dissertation in a named specialism to qualify for an award bearing a specialist title in that area:

Dissertation

All students must complete these two modules, unless an exemption has been approved:

Issues and Perspectives in Education
Disciplines of Education

Students to do the two modules specialist modules related to their area of chosen specialisation:

Social Justice, Equity and Inclusion
Social and Educational Diversity: the Nature and Implications of Social and Individual Differences in Education
Catering for Social and Individual Differences in Education: Policy and Practice
STEM Education
Issues in STEM Education
Towards Effectiveness in STEM Education
Leadership and Management
Coaching for Educational Leadership
Educational Leadership: Theories and Perspectives

Optional Modules

Social and Educational Diversity: the Nature and Implications of Social and Individual Differences in Education
Towards Effectiveness in STEM Education
Catering for Social and Individual Differences in Education: Policy and Practice
Coaching for Educational Leadership
Educational Leadership: Theories and Perspectives

Special Features

A distinctive feature of studying Education at Brunel University London is that the process of learning is informed by cutting edge staff research. The MA in Education has been praised in particular by external assessors for the ways in which staff use their research in their teaching, making research integral to students’ experience.

You will be taught by enthusiastic tutors who combine broad-ranging expertise with the skills and knowledge needed to develop students’ academic and professional potential.

Students are encouraged to enhance their career opportunities and to develop their capacity for employment in complex professional environments that require sound judgement, personal responsibility and initiative.

There is a possible exemption from two of the MA modules prior to the dissertation for teachers with a PGCert qualification with 60 M-level credits.

International students will have the opportunity to tailor their studies to their own national context.

Assessment

Taught modules are assessed by an assignment which is submitted at the end of the term. You will complete a 5,000-word assignment (or equivalent) for each 30-credit module. Your final dissertation should be 15,000 words in length.

Students who terminate their studies after successfully completing 60 credits may be eligible for the award of a Postgraduate Certificate depending on grades achieved.

Students who terminate their studies after successfully completing 120 credits may be eligible for the award of a Postgraduate Diploma depending on grades achieved.

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The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings. Read more
The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings.
Educators are provided with the opportunity to further their qualifications through professional development. This coursework program aligns with the requirements and specifications of the Australian Quality Framework (AQF) and provides three major areas of expertise relevant to professional educators. The Master of Education does not lead to teacher registration.
The flexible 18 month Master of Education coursework program entails four core subjects, including an enquiry-based project, and provides the opportunity to specialise in up to two majors.

Global Contexts Major

The Global Contexts major has been designed for professionals who are seeking to develop a strategic approach to global practices and strategies. It has been developed in response to the steady growth in globalisation and changing international employment relationships.
Studying this major will expand and upgrade your expertise in globalisation and transnational education. Interested parties include: international and national school employees, managerial and non-managerial global careerists, international human resource management staff, professional managers, self-initiated expatriates, cross cultural team members, foreign hires (third country nationals, and mobility managers).
If you undertake our Global Contexts major you will:
*Examine the phenomenon of ‘development’ in Asia- Pacific contexts through an anthropological lens
*Acquire the ability to assess the social and cultural impacts of globalisation and transnationalism, natural resource development and the introduction of new technologies
*Understand the international, national, and relevant state frameworks, statements, policies, curriculum initiatives and resources as regards education for sustainability
*Evaluate educational curriculum and teaching practices in relevant professional settings.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 2– Schedule II of the JCU Admissions Policy.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

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The MA in Education part time is an innovative and flexible course that caters to the needs of professionals working in the field of education. Read more
The MA in Education part time is an innovative and flexible course that caters to the needs of professionals working in the field of education. There are various pathways through it and it can therefore be closely tailored to your own professional development. The MA is built on a modular basis enabling you to build it around your personal and professional life.

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

There are various pathways through this MA. However the final module taken by all students is a research thesis, via which you will have the opportunity to research and write about an area of practice, relevant to you, in great depth.

Distinctive approaches to learning and teaching

The course is taught through a series of seminars and workshops with additional small group and individual tutorials being provided for all students. All teaching takes place in small groups which enables students to engage in discussion and debate. In addition to the main programme, students will have opportunities to attend research seminars, day courses and other activities. All modules are taught by members of the university’s academic staff, all of whom are active as researchers and involved in publication and continuing professional development. Each module is co-ordinated by a module leader who has extensive experience and expertise in the area of the module content. The course also makes use of visiting lecturers from other academic institutions from within the UK and further afield.

Course content

The part time master’s programme is designed for professionals who want to extend their knowledge, skills and understanding of learning, teaching, leadership, assessment and other educational issues.

It typically takes three years to gain a master’s degree via this route. However, teachers who have studied with the University of Northampton before may well already be several steps along the journey towards gaining an MA in Education.

Whichever modules you choose you will engage in detailed analysis and evaluation of established and innovative theoretical perspectives and practice-based approaches to education. During your time at the University you will have an opportunity to study various aspects of education and engage with a wide range of teachers and researchers. Additionally modules will be available in teaching primary English and in leadership and management.

Within the overall framework of the Masters in Education, we also offer specialist pathways in Early Years and Mathematics.

As there are several routes through the MA Education part time, please feel free to contact James Underwood (Subject Leader Teachers’ CPD) directly on who can advise you on the best route for you.

Course modules (16/17)

-Young Children’s Rights and Participation
-Autism in the Early Years
-International Perspectives on Education
-School and Classroom Cultures
-Educational Leaderships
-Perspectives on BESD
-International Developments in Inclusive Practice
-Understanding Autistic Spectrum: Theoretical Perspectives
-Contemporary and international Issues in Early Years
-Supporting Parents and Developing Community
-Organisational based Project
-Research Methods
-Speech, Language and Communication needs
-Understanding Dyslexia: Identification, Curriculum and Teaching
-Principles and Practice in Action Research
-Key Concepts in Inclusion and Diversity
Investigating Individual Professional Practice 1 and 2
-Principles and Practice in Coaching and Mentoring
-Advanced Practice in Early Childhood Education
-Designing for the 21st Century Learning
-Research Thesis
-Dissertation
-Leading for Change
-Developing and Supporting Others

Methods of Learning

The course is taught through a series of seminars and workshops with additional small group and individual tutorials being provided for all students. All teaching takes place in small groups which enables students to engage in discussion and debate. In addition to the main programme, students will have opportunities to attend research seminars, day courses and other activities hosted by the Faculty of Education and Humanities.

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

Schedule

Part-time. Completion of the part-time MA usually takes three years. However, if master’s level (level 7 credits) have been attained on other courses including the PGCE, NPQH, or programmes run by the University of Northampton then it is possible to complete this MA in a shorter time.

Assessments

Depending on the route chosen, the course assessment involves essays, portfolios, presentations and small scale research projects. Your MA will always conclude with the production of a thesis or dissertation in which you will investigate, in depth, an aspect of your own practice.

Facilities and Special Features

-Modules relevant to those working in children’s and young people’s services.
-Recognised Postgraduate Professional Development for teachers.
-Modules for a range of professional and personal interests leading to named pathway awards in the future, including an MA in SEN & Inclusion.
-Modules can be taken ‘stand alone’ for professional development.
-Modules can build into three successive postgraduate awards from Certificate to Diploma and Masters.
-Modules relevant to those working in early years or children’s services.
-Modules designed to connect with different practitioners workplace context.
-A highly experienced and supportive tutor team all of whom are active researchers.
-Modules in Special Needs and Inclusion delivered by practitioners with a national reputation in the field.

Careers

Usually part-time students are already professionals in the field of education. However, this programme can open up opportunities for further development and promotion.

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