Masters Degrees (Med)

The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting.

Why study for Master of Education at Dundee?

The Master of Education programme is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The programme can be accessed entirely at a distance via the University virtual learning environment. There are both workplace based and non-workplace based routes through the programme.

The programme is the first in Scotland to be accredited by the International Baccalaureate Organisation and by successfully completing the programme participants can register for an IB advanced certificate in teaching and learning research affording the opportunity of pursuing a career in public, private or international schools across the world.

Professional Accreditation

The course is fully recognised and accredited by the General Teaching Council for Scotland (GTCS).

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

MEd 1800 hours of part-time study (6x 30M modules in total)
PGDiploma 1200 hours of part-time study (4x30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

Degree Combinations

Education (including IB Certificate) MEd
Education (Leading Learning and Teaching) MEd
Education (Inclusion and Learner Support) MEd
Education (Nursery/Early Education) MEd
Education (Pupil Care and Support) MEd
Education (Childhood Practice) MEd
Education (International Education) MEd
Education (Developing Mathematical Thinking) MEd
Education (Into Headship) MEd

Who should study this course?

Entry to the programme is open to teachers and professionals with experience of working in educational settings who have a degree or equivalent and relevant experience. Applicants do not have to be currently employed in an educational setting. There is option for a non-workplace based route through the MEd programme as some modules do not require students to be in a workplace-based setting.

What are the aims of the programme?

The programme is designed to develop the knowledge and understanding, skills, attributes and professional values necessary to enhance international professional practice and builds upon competences developed through experience.

The MEd is inquiry-based and provides flexible routes in:
- Leading Learning and Teaching
- Inclusion and Learning
- Nursery/Early Education
- Pupil Care and Support
- International Education
- Developing Mathematical Thinking
- Adult Literacies

How you will be taught

The start date for this course is either September or March each year.

The Programme can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's virtual learning environment. Study support is offered through our growing network of learning and study centres. Currently these are based at the University of Dundee but shortly will also be available through our collaboration with the Hellenic Association for Education in Athens, Greece.

Recognition for prior learning (RPL) is available for the MEd Programme. Claims for RPL must match to existing modules o the programme with equivalent content and be at the required SCQF level and SCOTCAT credits. Claims can be made, in exceptional circumstances, for up to 50% of the programme. If you have any questions about RPL

What you will study

Participants undertake two core and two optional modules, and either 1 x 60 credit, or 2 x 30 credit workplace projects at the final stage of the programme. There are modules available by distance learning or mixed mode delivery. The Master of Education is characterised by progression through Certificate, Diploma to Masters with exit points at each level.

These awards aim to build on professionals’ initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:
- On-line
- Study guides
- Telephone or video conference tutorials
- Face to face tutorials
- E-mail
- Written feedback (electronic)
- Virtual learning environments

Core modules
Reflecting upon Practice
Research Methods for Professional Inquiry
Optional Modules

International Education
Working Supportively with Learners
Working Towards Inclusion
Continuity of Children’s Development : Birth To Eight
Developing Mathematical Thinking
Innovation in the Curriculum
Leadership, Change and Organisational Development
Enquiry into Collaborative Teaching and Learning
Negotiated Study
Leadership and Management of Childhood Practice
Leading Effective Transitions
Leading Learning through Play
Meeting the Needs of Children with Autistic Spectrum Disorder / Complex Social Communication Needs
Employability

How you will be assessed

Individual modules have assessment tailored to aims and content of each module. Most module culminate with a written assignment based around content covered, or research completed, during the module.

Formative and summative assessments are designed to arise naturally from study and work. Major assessments focus directly on application in the workplace. Students are assessed on 4 x 30 credit modules plus a Workplace Based Project (60 credits).

Careers

A majority of students studying for Masters in Education at the University of Dundee are already in full time employment. In addition a number of students either already hold senior management positions or have moved into senior management positions during their time studying on the programme. By engaging with the MEd Programme students are able to influence their own Professional Learning journeys and take control of their own CPD.

As the Master of Education programme is for professionals with some teaching or educational experience the programme will not qualify you to teach in Scotland.

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

Degree Length of study
Distance learning (2 optional contact days per module)
MEd 1800 hours of part-time study ( 6 x 30M modules in total)
PGDiploma 1200 hours of part-time study (4 x 30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

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All part-time students must register for the PG Diploma in the first instance

MEd and PG Diploma in Surgical Education

The MEd and PG Diploma in Surgical Education programme aims to challenge your thinking and develop your practice as a surgical educator. The programme offers a sound theoretical background to the principles of surgical education, an introduction to educational research methods, and the opportunity for intellectual growth and development within a stimulating and supportive environment. Its face-to-face nature enables dynamic discussion amongst your peers and tutors and fosters a community atmosphere from which to collaborate and develop your educational interests.

Programme structure
The PG Diploma consists of Modules 1-7, is available in part-time study mode only, and is delivered over a ten-month period.

The MEd qualification consists of eight modules (Modules 1-8), completed in full or part-time study mode.

The programme comprises five core modules (Modules 1-5) each consisting of one week intensive contact teaching time with further private study required to complete module preparation, coursework and assessment.

The modules consist of:

Module 1 - Policy and context of surgical education (mid October)
Module 2 - Introduction to learning and teaching (late November)
Module 3 - Introduction to assessment and appraisal (mid January)
Module 4 - Introduction to simulation and technology enhanced learning (late February)
Module 5 - Theory and practice of learning, teaching and assessment (late March)

Modules 1-5 are assessed by extended writing. Module coursework can be done in a range of formats but is typically carried out in small groups, often during the module.

Module 6a/b - Surgical Education Specialty Stream and Design Project: Selected at the beginning of the course this module provides an opportunity for students to study an area of interest at greater depth. The module includes individual study, three days face-to-face teaching (mid May 2017), and assessment.

Module 7 - Reflection for Surgical Education Project: Spans the PG Diploma stage and draws on learning across the modules to produce a reflective portfolio on teaching and learning.

Those continuing on to the MEd, or doing the MEd in full-time study mode, will also complete:

Module 8a/b - Research methods (8a) and educational research project (8b): Comprises a taught educational research methods element (8a) and conducting an individually supervised research project, written up as a dissertation (8b).

Part-time MEd students complete Module 8 during year-two of the course (e.g. in November).

Entry requirements

Minimum academic requirement:
Normally a 2.1 UK honours degree in a science, engineering, computing, healthcare or education subject plus basic computing experience. We also accept international qualifications of an equivalent standard. For guidance see our Country Index.
Additional requirements
Normally three years’ relevant experience in a healthcare field and/or relevant teaching/education development and research experience are necessary to take full advantage of this challenging programme.

English language requirements
All candidates must demonstrate English language proficiency for admission to Imperial College. Standards of proficiency are available on the College website.

Is this programme for you?
This programme is designed to: produce graduates equipped to further careers in healthcare and surgery –related education;

Our graduates are positioned to take increasing educational responsibility in Universities, Trusts and professional bodies.

Career prospects
We anticipate that graduates of this programme will be well placed to advance their careers in a range of directions. Many are likely to be fairly senior in their ‘first’ profession; for this group the programmes will represent professionalisation for their existing role. Participants are likely to be seeking career advancement through possession of an appropriate degree at Masters level for careers in royal colleges, NHS trusts (or their national equivalents) and in universities, for example in academic departments of surgery.

Key benefits

The PG Dipoma and MEd programmes in Surgical Education aim to challenge your thinking about surgical education. They embrace surgical education’s interdisciplinary nature by engaging, not only clinical educators, but also scholars from the social sciences, humanities and craft professions to illuminate teaching and learning in surgery. The PG Dip programme develops new areas of teaching to reflect contemporary research and scholarship, and ensures that the themes of surgery and education are always linked.

The MEd component provides the opportunity to learn research skills and carry out a research project under supervision.



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General Information

The mission of the Adult Learning and Education graduate program at UBC is to contribute to the creation, elaboration, exchange and application of knowledge concerning the education and learning of adults wherever they occur. This includes the development of scholars and reflective practitioners who will shape society and its institutions in ways that promote lifelong education and learning for all.

Quick Facts

- Degree: Master of Education
- Specialization: Adult Learning and Education
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Registration options: Full or Part-time
- Faculty: Faculty of Education

The Adult Learning and Education (ALE) program is the oldest graduate adult education program in Canada with historical roots in traditions of social welfare, community development and extension education. ALE is concerned with the development of scholars and practitioners who will shape society in ways that promote lifelong learning for all. Our ALE program challenges students to understand the diverse contexts in which adult learning occurs and their role in these from a wide variety of theoretical, conceptual and philosophical perspectives.

MEd:

- Campus-based MEd program (30 credits)
- Online MEd in Adult Learning and Global Change: 30 credits

MEd Requirements

The MEd program is a professional degree for people who wish to enhance their knowledge and skills as practitioners in any adult education setting.
MEd students take three core courses, one research methods course and several electives which can include courses in other departments and faculties.
Students have the option of completing the program with 30 credits of coursework or completing 27 credits of course work plus a graduating paper/project focused on an issue or concern in their field of practice.

English Requirements

English Proficiency Test Score: Applicants whose degrees are from a university outside Canada in which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to being extended an offer of admission. Acceptable English language proficiency tests for applicants to graduate studies are:
- TOEFL (Test of English as a Foreign Language): Minimum score of 600 (paper version), 250 (computer version), 100 (iTB) is required for admission to all programs in Educational Studies. Visit TOEFL’s website
- IELTS (International English Language Testing Service): Minimum overall band score of 6.5 with no other component score less than 6.0.
- MELAB (Michigan English Language Assessment Battery): Minimum overall score of 81.

The applicants must have an official report of their score on one of these tests sent directly from the testing service to the Graduate Program Assistant, Department of Educational Studies at the address below by the application deadline. Score reports more than two years old will not be accepted.

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Why this course?

The MEd in Education Studies allows you to put together a personalised pathway of modules drawing from across the whole of the MEd Programme. Education Studies can be combined with other areas from within the wider MEd programme at the University of Strathclyde.

This course is ideal for those who want to build a broad-based study of education without specialising early in a single area.

The part time version of the MEd in Education Studies is very flexible and we welcome relevant Masters credits that you may have accumulated from earlier study of other courses or at other institutions.

The flexible nature of the course allows you to gain Masters accreditation for professional activities that you’re carrying out as part of your current professional role, such as curriculum development or school or workplace improvement.

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

You’ll study

This course is available to study full or part-time.

In the full-time route, you’ll study three core modules, including Critical Reading & Writing, in addition to some elective and optional modules. You’ll also undertake a two-part dissertation.

The part-time route is similar to that of the full-time, except you only study one core module – Critical Reading & Writing.

Research project

You’ll carry out a research project of your choice, which is divided into two parts.

In the first part, you’ll develop your understanding of appropriate research methods in education and consider the ethical requirements. In the second part, you’ll be allocated a supervisor in a one-to-one relationship who’ll support you to carry out and report your research project.

The earlier modules of the course will help you decide your area(s) of research.

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 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 taught through small group seminars. You’ll be given reading and other reflective activities to carry out in your own time, which will be drawn on in the seminars.
The full-time MEd in Education studies also includes a range of student and staff-led research seminars that you’ll participate in.

Assessment

The course is assessed through written coursework that draws on academic study and reflection on practical experiences in education.

Careers

The MEd in Education Studies is not a teaching qualification. However, Masters level study of education can enhance students’ academic and professional understanding of education in ways that can enhance practice and career opportunities in the broader field of education.

Former students have been in a range of education-related careers including:
- teaching in compulsory education
- teaching in post-compulsory education
- community education
- local authority education
- young people’s services

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

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The MEd Tesol at the University of Exeter is aimed at qualified teachers and others who work in TESOL at either primary, secondary or tertiary levels in different educational contexts around the world.

Whether you are a qualified teacher or new to the profession, we offer a route within our flexible MEd TESOL which is tailored to your needs. Built on 20 years' experience of English language teaching, our Masters programme offers two routes; one for teaching practitioners seeking to develop their professional skills and the other for those wanting to enter a career in language teaching.

The MEd TESOL has international recognition and is seen as an important professional qualification worldwide to enable TESOL teachers to enhance their career prospects. In particular, it is often seen as an important entry qualification for educators who want to work at University level. At Exeter, depending on the modules taken, completion of the MEd TESOL can help you to move into new areas within TESOL such as teacher education and training, English for special purposes, materials development and the teaching of English to young learners.

TESOL (Teaching English to Speakers of Other Languages) is a broad term, encompassing a number of other terms related to the various contexts in which English is taught around the world. These include:

- TEFL (Teaching English as a Foreign Language), which refers specifically to the teaching of English in countries where it is not an official language
- TESL (Teaching English as a Second Language), which refers to those contexts where English is acquired as a second language, in addition to a first language, as is the case where English is used as the language of government, for example, or education
- TEAL (Teaching English as an Additional Language).

Hands on experience

The programme offers you the opportunity to gain hands-on experience by undertaking visits to local language schools in Exeter.

You will also develop your understanding of theoretical issues in language teaching and the implications of these for classroom practice through insights shared by guest speakers.

Programme for all TESOL professionals

The programme will:

* develop and extend your understanding of key aspects of linguistics and learning theory and their influence on the teaching of English to speakers of other languages;

* enable you to make informed professional decisions regarding language teaching in the workplace and justify these to others;

* enable you to select, adapt and design materials and activities for language teaching appropriate to your own teaching context;

* enable you to investigate and research aspects of TESOL in ways that will support continuing development and practice as a foreign language teaching professional.

This Masters pathway gives you the opportunity to study another aspect of education by selecting up to 30 credits of optional modules from the other MA Education options.(http://www.exeter.ac.uk/postgraduate/taught/education/educationma/)

It is also possible to obtain a postgraduate diploma in TESOL (120 credits) or a postgraduate certificate (60 credits).

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As contemporary societies become more heterogeneous, and as inclusive education reforms gain currency across the world, educational systems are being challenged to address some fundamental questions about teaching - learning related to the accommodation of difference. Likewise, the educational special needs task is being radically re-conceptualised.

Meeting the diversity of learner needs within today’s classrooms and schools is one of the most challenging and important tasks facing education today. Drawing on research-based practice, the MEd in Inclusion and Special Needs Education addresses these challenges in a straightforward, supportive and practical way. The programme aims to develop forms of teaching that reach out to all learners within a class, as well as the establishment of school conditions that will encourage such developments.

Why Inclusion and Special Needs Education at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦ Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦We provide a professional development opportunity for: mainstream primary and secondary teachers from the newly qualified phase of professional development onwards; and, individuals whose professional or voluntary roles are strongly associated with life in regular classrooms and schools e.g. School Governors, Learning and Behaviour Mentors and Classroom Assistants;
◦We understand the many demands on students’ time, so the content is delivered in a mixture of face-to-face and online formats and you can study one or more of our modules as a short course;
◦If you don’t want or need to study for the research dissertation, flexible exit qualifications (PG Diploma, PG Certificiate) are available.


[Programme Structure]]
The MEd in Inclusion and Special Needs Education is awarded to students who have successfully completed 120 CATS points from taught modules and 60 CATS points from a Master's dissertation.

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or an Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

Short Courses

We've made it easy to study for a Masters module as a short course. If you would like to study for one of the modules in the MEd in Inclusion and Special Needs Education as a short course, please contact the Education Secretary (tel: 028 9097 5923/ 5032, [email protected]) for advice.

Core Modules

◦An Introduction to Research Methods: Children, Young People and Education (compulsory, online)
◦Reimagining Special Needs Education: Inclusive Pedagogy (compulsory)
◦Special Needs Education and Issues of Equity (compulsory)
◦The Intellectual Foundations of Special Education (compulsory)
Optional modules may be chosen from the School's Educational Studies (MEd) degree.

Assessment

There are no written examinations. Modules are assessed through written assignments, project reports, or online multiple choice tests and online discussion list contributions.

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The MEd Professional Development is an advanced and flexible course. It meets the professional development needs of experienced educationalists, in particular the need to be able to engage in informed, sustained and integrated change-focused action based on sound theoretical principles and appropriate and evaluated practices.

You have the option to choose from a range of named awards within the MEd Professional Development scheme depending on your choice of modules and the subject you research during your dissertation. These named awards are: MA Educational Management, MA Inclusive Education, MA E-Learning for Educationalists, MA Technical and Vocational Education and MEd Technical and Vocational Education.

If you are interested in one of the named awards you should apply in the first instance for the MEd Professional Development.

All advanced courses in education at the University of Bolton focus on clear principles: learners and learning, professional practice in education and training, and quality and excellence in professional development.

What you will learn

This course enables rigorous academic investigation into education, with the objective of supporting your professional development in the field. At its heart is how, as an educational professional, you put advanced theories into practice. You will learn how to explore educational research and make informed comment on the applicability, relevance and usefulness of theories, concepts, models, methodologies and techniques applied to practice.

You will acquire a range of advanced skills and abilities necessary for you to pursue the demands of your chosen programme successfully and apply your skills and learning in the workplace.

As a practitioner and a reader you will develop advanced skills in the handling of educational research. You will learn how to apply the knowledge, skills and abilities you gain in your own professional context; enabling you to address areas of concern and any development needs in an informed and justifiable manner.

You will learn to evaluate, review and reflect upon your assignment/project work, and identify those areas requiring further development via action planning and target setting as part of the process of personal development planning (PDP).

For more information please visit http://www.bolton.ac.uk/postgrad

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This MEd Tertiary and Higher Education is designed to support the professional development of individuals working in education and training at either tertiary or higher education level. The intention is to strengthen and enhance participants' understanding of educational issues whilst raising their professional profiles.

You will be encouraged to discuss and analyse information from a wide range of theoretical perspectives and apply them to your own professional practice. You will have the opportunity to focus your studies on an area of professional educational interest whilst developing research skills and an understanding of ethical principles in higher education.

The course can help you to make changes in your professional practice that can have a positive impact on you and on your learners.

For those working in higher education, on successful completion of the PgCert, you will be eligible to apply to become a Fellow of the
Higher Education Academy (HEA). The course also offers specialist modules for those working in a clinical practice and who teach; for example, nursing or dental students. Students who choose this option can exit with a PgCert Clinical Pedagogy or continue on to the full MEd Tertiary and Higher Education.

It is recommended that you attend the face-to-face induction offered at the beginning of the course.

Special Features

• Loans for tuition fees are available from the Students Award Agency for Scotland (SAAS) for eligible Scotland domiciled and EU students, and loans for living costs for eligible Scottish students.
• The course is available to study part time, online through the university’s virtual learning environment (VLE), enabling you to fit your study around your personal and professional commitment
• Reflective learning is at the heart of this course allowing you to use your learning to enhance your professional practice
• You can choose to study individual modules for continuing professional development (CPD), or work towards the Post Graduate Certificate, Post Graduate Diploma, or full Masters degree

Modules

PgCert (Tertiary and Higher Education)

Core modules are:
Teaching and Learning in Tertiary and Higher Education
Theory & Practice of E-Learning

You will also choose one option module which may include:
Research Methods and Techniques
Qualitative Inquiry
Qualitative Research and Data Analysis

PgCert (Clinical Pedagogy)

Core modules are:
teaching and learning in tertiary and higher education
teaching and learning in the clinical environment
assessment in the clinical environment.

Note: These modules are not available to international students.

PgDip

The core module is:
mixed methods and action research.

You will also choose two option modules which may include:
qualitative inquiry
research methods and techniques
developing potential through placement
preparing for masters level study
research supervision
applying psychology to learning

MEd

To achieve the award of MEd Tertiary and Higher Education you must complete a research dissertation.

Locations

This course is available online with support from Lews Castle College UHI, Stornoway, Isle of Lewis, HS2 0XR

Study Options

You will study through supported online learning using the university's virtual learning Environment (VLE)
Part Time Self Study

Funding

From 2017, eligible Scotland domiciled students studying full time can access loans up to 10,000 from the Student Awards Agency for Scotland (SAAS).This comprises a tuition fee loan up to £5,500 and a non-income assessed living cost loan of £4,500. EU students studying full time can apply for a tuition fee loan up to £5500.

Part-time students undertaking any taught postgraduate course over two years up to Masters level who meet the residency eligibility can apply for a for a tuition fee loan up to £2,750 per year.

See Scholarships tab below for full details

Top reasons to study at UHI

1. Do something different: our reputation is built on our innovative approach to learning and our distinctive research and curriculum which often reflects the unique environment and culture of our region and closely links to vocational skills required by a range of sectors.
2. Choice of campuses – we have campuses across the Highlands and Islands of Scotland. Each campus is different from rich cultural life of the islands; the spectacular coasts and mountains; to the bright lights of our city locations.
3. Small class sizes mean that you have a more personal experience of university and receive all the support you need from our expert staff
4. The affordable option - if you already live in the Highlands and Islands of Scotland you don't have to leave home and incur huge debts to go to university; we're right here on your doorstep

How to apply

If you want to apply for this postgraduate programme click on the ‘visit website’ button below which will take you to the relevant course page on our website, from there select the Apply tab to complete our online application.
If you still have any questions please get in touch with our information line by email using the links below or call on 0845 272 3600.

International Students

If you would like to study in a country of outstanding natural beauty, friendly communities, and cities buzzing with social life and activities, the Highlands and Islands of Scotland should be your first choice. We have campuses across the region each one with its own special characteristics from the rich cultural life of the islands to the bright city lights of Perth and Inverness. Some courses are available in one location only, for others you will have a choice; we also have courses that can be studied online from your own home country. .http://www.uhi.ac.uk/en/studying-at-uhi/international

English Language Requirements

Our programmes are taught and examined in English. To make the most of your studies, you must be able to communicate fluently and accurately in spoken and written English and provide certified proof of your competence before starting your course. Please note that English language tests need to have been taken no more than two years prior to the start date of the course. The standard English Language criteria to study at the University of the Highlands and Islands are detailed on our English language requirements page http://www.uhi.ac.uk/en/studying-at-uhi/international/how-to-apply-to-uhi/english-language-requirements

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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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Why this course?

Our multi-professional programme in autism is the first of its type in Scotland. The course is available on a full-time, part-time and distance learning basis and is open to:
- teachers
- medical and healthcare staff
- educational psychologists
- speech and language therapists
- residential, community care or social work staff
- voluntary sector personnel

The course aims to promote effective practice and develop empathy and understanding of the needs of individuals with autism and their families and carers.

Applications from parents, family members and individuals on the spectrum are welcome.

Study mode and duration:
- Full-time MEd: 12 months
- Part-time PgCert: 12 months, PgDip: 24 months (PgCert, plus further 12 months)
- MEd: additional 12-18 months

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

You’ll study

On the Certificate programme you’ll study three compulsory modules.
At the Diploma stage you’ll take one further compulsory module, along with two options modules. These two option modules are offered based on those selected for that academic year.
If you’re interested in continuing to Masters level, you’ll undertake the compulsory Research Methods module followed by an individually supervised research project.

Research projects

MEd research projects can be undertaken within your place of employment, nationally or internationally. You’ll be supported in your projects through University links within a range of organisations, such as Autism Initiatives and Scottish Autism.

The National Centre for Autism Studies

The centre has been responsible for a number of key policy and research outputs aimed at improving autism practice throughout Scotland. You’ll have access to these projects which include:
- A National Training Framework for Autistic Spectrum Disorders, Dunlop, A-W & MacKay, T. A. W. N. (2004)
- The Autism Toolbox: An Autism Resource for Scottish Schools, Dunlop, A-W., Tait, C., Leask, A.; Glashan, L., Robinson, A. & Marwick, H. (2009)
- Policy into Practice: Accreditation Project Report. A Collaborative Autism Education & Training Project Supporting the Development of ASD Accreditation Standards for Trainers and Developing personal accreditation routes for ASD training participants, Dunlop, A-W., Tait, C. & Robinson, A. (2009)

Guest lecturers

We work with leading autism professionals to provide expert input throughout the modules.
Visiting lecturers include Professor Tommy MacKay who is a practising Educational Psychologist. In addition, Dr Mike McCreadie has a visiting role in the Pg Diploma module. He’s Consultant Clinical Director of Studio III and Lead ATLASS Trainer and his area of specialism is stress management in Autism.

If English is not your first language, you'll need an IELTS score of 6.5 with no area less than 6.0

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 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. 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 available on a full-time, part-time and distance learning basis.
Campus-based modules are taught one evening each week during term time.
Online learning involves attendance at an induction day after which learning is web-based.

Assessment

The nature of assessment is in accordance with the learning outcomes for each specific module. This typically takes the form of a 4,000-word essay or equivalent submission.

Careers

As a graduate, you’ll be able to take an educated understanding of autism into your profession. This course exists to provide professional development to teachers, carers and professionals working with or aiming to work with individuals affected by autism.

Where are they now?

Here’s some roles our graduates are working in:

Job titles include:*
- Deputy Head Teacher
- Family Support Worker
- Primary School Teacher
- Secondary School Teacher
- Specialist Support Leader
- Unit Manager

Employers include:
- Local authorities
- Autism Initiatives
- Riverside Childcare
- South Lanarkshire Council

*Based on the results of the national Destinations of Leavers from Higher Education Survey.

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

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The Master of Education (MEd): Specialist Route is a course-based degree program that provides students with a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice in one specialization area. The Master of Education degree program has been designed to ensure that the courses and sequence provides a demanding, coherent, robust, credible and high-level academic experience that educates students as leaders of professional practice in the field of educational research.

This route is a two-year program consisting of 12 half-courses (36 credits) within a specialization area. Students complete eight courses in the specialized area of study and four research courses that focus on research methods, program evaluation, participatory and action oriented research in a collaboratory of practice, and reading and writing research pertaining to the specialization.

Students in our masters programs are engaged in immersive experiences that require them to:
-Critically and analytically read research literature
-Evaluate research literature
-Review and critically analyze the literature to enable them to make practice and policy decisions
-Carry out the scholarship of teaching and learning in schools, on campus and other organizations
-Evaluate and apply research to complex learning problems and problems of practice
-Investigate, understand and resolve problems of practice through undertaking their own action oriented research
-Conceptualize and conduct disciplined inquiry and field-focused research
-Write and report on research using a range of academic writing genres.

Our MEd programs are innovative, current, and practitioner-oriented programs designed to create scholars of the profession. Graduate Programs in Education has conceptualized and designed the MEd as a direct pathway into the professional Education Doctorate (EdD).

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Plot the academic course that meets your professional needs by choosing from three options built into the MEd in Business/Workforce Development.

Select from a business specialization with a possible path toward teaching certification, a workforce specialization focusing on training and technology, and an administrative specialization targeting curriculum development and supervision of vocational programs.

Designed to meet the needs of a wide variety of individuals, this program includes a common core of 18 credits, plus 12 credits of courses in your specialization that meet your professional needs and interest.

BUSINESS SPECIALIZATION

The Business specialization is of interest to individuals desiring to enhance their knowledge of pedagogy, study current business issues and trends, and expand the use of technology in the learning environment. In addition, an opportunity is available for an individual to complete the requirements for initial Pennsylvania K-12 teaching certification in Business, Computer, and Information Technology (business education). This opportunity requires the completion of additional course work beyond the 30 credits required for the MEd.

WORKFORCE SPECIALIZATION

The Workforce specialization is of interest to individuals desiring to broaden their understanding of business, to enhance their knowledge of industry training, and to update their understanding of new technologies used in the workforce.

ADMINISTRATIVE SPECIALIZATION

The Administrative specialization provides an option for candidates interested in curriculum development and supervision of vocational programs. An enhancement of this specialization is the opportunity to complete the requirements for Pennsylvania Department of Education certification as a supervisor of vocational education. This opportunity requires the completion of additional coursework beyond the 30 credits required for the MEd.

Courses can be taken on either a full- or part-time basis, with classes offered during the evening; a full schedule of course offerings is available in the summer. Needs of each student are addressed through individual attention, flexible scheduling, and opportunities for original research.

Upon admission to the School of Graduate Studies and Research, the student is assigned an advisor to assist in tailoring the program to meet individual goals. This flexibility is a key feature of the program.

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With small class sizes, your professors get to know you—an advantage when it’s time to ask for a letter of reference. You’ll also gain more from class discussions in a small-classroom setting.

If your goal is to make the most out of your degree in special education, the MEd in Special Education and Special Education certificate is perfect for you. In addition to learning how to create curricula to meet individual needs of students with disabilities, IUP enables you to pursue your Special Education certificate at the same time. This leads to Commonwealth of Pennsylvania certification in Special Education-all while you earn your MEd in Exceptional Persons.

In addition to offering this track in a flexible, hybrid format, both in-class and online, IUP also offers two other tracks: the MEd in Special Education, or the Special Education Certification Only track.

AS A STUDENT YOU WILL

-Learn from a mix of classes and teaching field experiences designated by Pennsylvania Department of Education requirements.
-Choose between a thesis and non-thesis option.
-Select your electives working in conjunction with your advisor.
-Complete a comprehensive examination as your terminal experience in the course.

If you currently hold teaching certification and are seeking additional certification in special education, you will develop a program of study based upon your past coursework. You will be required to demonstrate competency in teaching methods, child development, and any other area of deficiency noted by the graduate program faculty.

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The aims of this course are: to develop critical skills in the evaluation and analysis of current research, theory and practice in psychology and education; foster an ethos of independent and co-operative learning and research; and to provide eligibility for the Graduate Basis for Chartered Status from the British Psychological Society. Graduate Basis for Chartered Status is the first step towards becoming a Chartered Psychologist.

The course is intended to bring graduates from other disciplines up to the academic standard of an honours degree in psychology. It demonstrates how the core areas of psychology (developmental, social, cognitive, psychobiology, individual differences, research methods) can be applied in educational settings. It is therefore an excellent starting point for individuals wishing to pursue a career in educational psychology. However, it should be noted that the MEd does not qualify you to practice as an educational psychologist. Individuals wishing to practice as an educational psychologist also need to complete the Doctorate in Educational and Child Psychology.

Course content includes:
-Psychology of Human Development
-Neurobiology
-Cognition
-Research Issues in Psychology & Education
-Social Psychology of Education
-Current Issues in Special Educational Needs
-Applied Prevention in Education

Teaching and learning

We take a varied approach throughout the course. In terms of teaching and learning, the course units are delivered through lectures, tutorials, group-work, practicals and simulations, case-based approaches, and enquiry-based learning. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. Many students are experienced teachers and we appreciate the wealth of knowledge and practical experience you bring with you on the course. During research-based learning sessions we encourage you to use all sources of information, including each other. You will receive comprehensive training in the use of electronic databases, library resources, and statistics and qualitative analysis packages. Many other key skills will be developed during the course.

Coursework and assessment

The form of the assessment varies from unit to unit. Written assessment for a course unit usually totals 3,000 words, and may be in the form of an essay, critical review, research report or research proposal. All assessments will be followed by both formative and summative feedback. The dissertation is the report of an empirical research project investigating an aspect of psychology as applied to education in its broadest sense. It is 15,000 words long.

Career opportunities

As the MEd confers eligibility for the Graduate Basis for Chartered Status from the British Psychological Society, a career pathway for our graduates is professional training as a psychologist (e.g. Doctorate in Educational and Child Psychology) and we have a good conversion rate in this regard with recent MEd graduates accepted onto doctorate-level training in educational, clinical and counselling psychology. The knowledge and skills gained by psychology graduates means that they are highly regarded by employers (Higher Education Careers Services Unit, November 2010) for work in areas such as health and social care, marketing and PR, management and human resources, education, and the public sector. Many of our graduates use the skills they have acquired to gain promotion or develop their existing careers, whilst others take the opportunity to change profession, for example, moving into teaching, research or working as assistant psychologists and in related positions (e.g. child and adolescent mental health worker). A small number of students go on to study for a doctorate by research (PhD) in educational psychology (which in itself opens a career pathway to working as a researcher or lecturer in higher education). More information about careers may be found on the BPS website http://www.bps.org.uk/ .

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This part-time programme is designed for health professionals involved in teaching at all levels, the PGCert allows you to develop your knowledge of theory and practice in teaching and learning. The PGDip and MEd focus on your skills as a researcher in education.

PGCert (Year 1)

This course is for health professionals who are involved in education and training. It provides opportunities to explore the theory underpinning current practice and enables you to apply this to your own education and training context. It is structured round the UK Professional Standards Framework https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf and is accredited by the Higher Education Academy at least until 2016/17.

There are two parallel one year part-time Postgraduate Certificate (PGCert) courses that cover very similar materials in slightly different ways. The multi-professional course is for doctors, dentists, nurses and other health professionals; teaching on each module is led by a clinician and an educational expert. The other course is a partnership between the Health Professional Education and Research Unit (HPERU) and the Medical School with team teaching from both; it is specifically for Education Fellows involved in the education of undergraduates from the University of Birmingham.

There are 5 teaching days on each of the 3 modules below:

Teaching and Learning for Health Professionals
Assessment for Health Professionals
Developing and Sustaining a Curriculum for Health Professionals

PGDip (Year 2)

Successful completion of an additional three modules part-time over one year, leads to the award of a Postgraduate Diploma (PGDip) in Education for Health Professionals.Your research skills and theoretical understanding will develop through engaging with literature, then designing and undertaking a small project focused on an educational topic of your choice.

There are 5 days of teaching on each of the 2 modules below

Reviewing Education for Health Professionals – What’s out there?
Researching Education for Health Professionals
In addition, there is a third module which is research based

Project in Education for Health Professionals

MEd (Year 3)

The PGDip can be extended to a Masters (MEd) qualification by completing a 15,000 word dissertation based on an educational research project of your choice.

Dissertation

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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