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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. Read more
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. Read more
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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This programme explores how people learn new languages and how to teach the English Language most effectively. Read more

This programme explores how people learn new languages and how to teach the English Language most effectively.

Designed for TESOL professionals, you will consider how to analyse and describe the English language for pedagogic purposes, and examine different approaches and principles to teaching the skills of reading, writing, listening and speaking.

You can also choose to specialise in certain aspects of TESOL: for example, teacher education, materials development, curriculum reform, the teaching of grammar and vocabulary, the use of ICT, or language assessment.

MEd TESOL follows the same syllabus as the MA TESOL programme, but asks you to apply a more practical, rather than theoretical, orientation to your final critical study. You will focus upon a professional issue within language education and apply ideas from your reading and a small-scale research study to find solutions to genuine English Language teaching problems.

The Language Education team in the School of Education is nationally and internationally recognised for its range of teaching, research, knowledge transfer and consultancy work in TESOL, ELT, EFL, ESOL, EAL, Modern Foreign Languages, and Applied Linguistics.

We’re one of the largest Language Education teams in the UK. As education practitioners, we have a wide range of experience of teaching and teacher education work in many contexts in the UK and around the world.

As researchers, we have a broad range of expertise across the discipline with ongoing research projects in teacher development, language use in migrant communities, learning with digital technologies, and IELTS preparation courses.

Course content

MEd TESOL is a comprehensive programme that will allow you to develop both academically and professionally.

In semester one, you will deepen your understanding of teaching the English Language. You will focus on how people learn languages, how to describe and explain language to learners, and the approaches you can take to teaching reading, writing, speaking and listening skills.

In semester two, you will expand your knowledge of more specialist areas. You will choose from a range of optional modules to suit your own interests and professional contexts: for example, the development of TESOL materials, teaching young learners, or language learning assessment. Alternatively, you could choose modules from another area of the School’s provision: for example, you may want to study digital learning, international educational management or theories of childhood and youth.

In the final part of the year, you will use your newly-acquired knowledge and skills to carry out a small-scale piece of research. Your critical study can be related to your own interests within the field of education. As a condition of the MEd programme, your study needs to have a practical focus and respond to a real-life professional issue in TESOL education.

To support your work on the project, you will take a non-assessed research methods course. Help with your academic writing is available throughout the year.

Course structure

Compulsory modules

  • Dissertation 60 credits
  • Learning and Teaching in TESOL 30 credits
  • Investigating Language for TESOL 30 credits
  • Research Methods for TESOL (non-assessed module)

Optional modules

  • Directed Study in Education 1 30 credits
  • Technology Enhanced Language Learning 30 credits
  • The Practice of Supporting Language Teacher Learning 15 credits
  • Learning and Teaching Vocabulary 15 credits
  • Grammar, Learning and Teaching 15 credits
  • Teaching Academic English 15 credits
  • Corpus Linguistics in the Classroom 15 credits
  • Teacher Education for TESOL 15 credits
  • Assessing Language Learning 15 credits
  • Materials Development for TESOL 15 credits
  • Teaching Languages to Young Learners 30 credits

For more information on typical modules, read Teaching English to Speakers of Other Languages MEd Full Time in the course catalogue

For more information on typical modules, read Teaching English to Speakers of Other Languages MEd Part Time in the course catalogue

Learning and teaching

You will generally have around eight to ten hours of classes per week including seminars, tutorials and lectures. However, independent study is an important aspect of this programme, either alone or in a group, as it allows you to develop key research, analysis and communication skills and develop your own ideas.

Assessment

We assess most of our modules through written assignments; you will be able to choose from a range of assignment topics. To help you prepare, you’ll be able to submit a draft to your tutor for comment beforehand.

Career opportunities

Our students frequently find that new career opportunities open up for them, either in their home countries or in new international settings.

Some of our graduates have started work in teacher training, materials creation, or curriculum design. Others have started their own private language teaching business or moved from school to university teaching.

We also encourage students who do particularly well on the programme to consider doctoral level study with a view to an academic career. Students who return to their original classrooms often find they have fresh perspectives and their work becomes more rewarding and effective.

Careers support

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

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



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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. Read more

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 take this qualification?. The Master of Education Special Educational Needs & Disability (MEd SEND) is a programme of study designed and delivered by Real Training and quality assured by Middlesex University. Read more

Why take this qualification?

The Master of Education Special Educational Needs & Disability (MEd SEND) is a programme of study designed and delivered by Real Training and quality assured by Middlesex University. You will receive a Middlesex University award upon completion.

Book your place on our part-time programme and create a pathway that suits you. Modules are worth from 30 to 60 credits each. As this is a part-time programme you can take a maximum of 90 credits in one academic year. You need 180 (level 7) credits to obtain your MEd.

Contact us if you wish to transfer Masters-level (M-level) credits from another institution in line with our Accreditation of Prior Learning (APL) policy.

The MEd and the SEND Programme start in September, January and May.

How will you benefit?

Add real value to your educational setting

  • Bring expertise in setting and save money.
  • Develop practical skills, tutored by experienced professionals.
  • Access a wealth of practical resources, academic research and interactive materials to support you.
  • Develop your confidence to support the most vulnerable and complex children in your school effectively.

Develop real competence

  • Use efficient and effective online learning with embedded activities that relate to actual case studies.
  • Take part in self-paced study time of up to 25 hours based on HCPC proficiency standards.
  • Embrace a supportive online community with tutor-supported learning.

Enhance professional expertise

  • Demonstrate your competence.
  • Develop a confident working knowledge of the law in this area.
  • Work effectively alongside families and professionals to support young adults.
  • Make a firm contribution towards developments and initiatives.

Learn on the job

  • Harness your day-to-day professional experience and work with your tutor to develop your skills.
  • Theories, reflection and activities will help you to explore aspects of your own and others’ practice.

Engage with flexible e-learning

  • Study online and integrate your learning into your working day.
  • Work at a time and pace that suits you.
  • Take part in a flexible module that draws on a broad range of learning tasks and practical experience.
  • Work closely with your peers and dedicated tutors online.
  • Experience mentoring and work placements that really complement your learning.
  • Access our sophisticated online learning platform and utilise the latest technologies: video and multimedia content, case studies and problem-based scenarios, directed reading, structured learning logs, online discussion, online questionnaires, peer evaluation, student forum and webinars (with tutors and guest lecturers).

Take MEd modules in your own time and pace

  • Modules are either 30 or 60 credits.
  • We offer an unrivalled range of follow-on, practice-led SEND courses that count towards your MEd.
  • Get 180 credits and the MEd is yours.

Connect with your peers

  • Obtain exclusive access to Campus OnlineTM.
  • Interact with your peers using our advanced learning platform and our unique student forum.

We will ensure that you never feel lonely or unsupported in your studies.

Liaise with experienced tutors

  • Enjoy dedicated specialist support from a broad range of experienced tutors.
  • Work with a learning coach, professional tutor and received dedicated support from the tutor team — made up of experienced SENCOs/SEN consultants/educational psychologists (EPs).

Our SENCOs and EPs know the education sector inside out.

How will you be assessed?

You will need to produce:

  • Pre- and post-course self-assessment of skills, knowledge and confidence.
  • Continuous self-evaluation via questionnaires.
  • Written contributions to collaborative discussion.
  • Final tutor evaluation of competence, based on activity submissions.

Where indicated by your tutor, you may submit multimedia resources that you have produced within your applied practice as part of your final portfolio of evidence.

How are modules delivered?

  • You will develop your professional knowledge and understanding through practice — it’s the best way to learn.
  • Campus OnlineTM will support you with content that complements your learning every step of the way.
  • Study with some of the finest practitioners around and engage with outstanding content and practical activities that truly enhance your professional development


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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. Read more
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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MEd Psychology of Education brings graduates from other disciplines up to the academic standard of an honours degree in psychology, while exploring how the core areas of psychology can be applied in educational settings.  . Read more

MEd Psychology of Education brings graduates from other disciplines up to the academic standard of an honours degree in psychology, while exploring how the core areas of psychology can be applied in educational settings.  

It demonstrates how the core areas of psychology - developmental, social, cognitive, psychobiology, individual differences and 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.

You will: 

  • develop critical skills in the evaluation and analysis of current research, theory and practice in psychology and education
  • experience an ethos of independent and co-operative learning and research
  • gain eligibility for the Graduate Basis for Chartered Status from the British Psychological Society, the first step towards becoming a Chartered Psychologist.

You will study:

  • psychology of human development
  • neurobiology
  • cognition
  • research issues in psychology and education
  • social psychology of education
  • current issues in special educational needs
  • applied prevention in education

Please note that the MEd does not qualify you to practice as an educational psychologist. If you wish to practise as an educational psychologist, you will also need to complete the Doctorate in Educational and Child Psychology.

Teaching and learning

Timetabling

Teaching takes place on Mondays and Thursdays between 1.30-4pm and 5.30-8pm. Part-time students can choose to attend either both afternoons, both evenings or all of one day

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.

Disability support

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

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 suite of three year-long part-time programmes is for all health professionals involved in the education and training of undergraduates and postgraduates. Read more

This suite of three year-long part-time programmes is for all health professionals involved in the education and training of undergraduates and postgraduates. Each year is self-contained and a qualification is obtained after each year: Postgraduate Certificate in Education (PG Cert) in year one, Postgraduate Diploma (PG Dip) in year two; and, Masters (MEd) in year three.

Download information on the Education for Health Professionals programme (PDF)

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

Course details

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 2017/18. 

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

Learning and teaching

In the PG Certificate, you will experience numerous approaches including presentations, plenaries and small group discussions. Your active engagement is strongly encouraged e.g. teaching someone a practical skill and presenting a poster at the Birmingham Conference. As is usual at Masters level, considerable self-study time is required outside the teaching days. The first two modules of the Diploma are similar with active participation from students. The third Diploma module and Masters are based on self-study to undertake your own research. Tutorial support is largely one-to-one meetings and emails, although group seminars are also included in the programmes.

Employability

Students are usually already employed in the NHS or other Health organisations such as universities and the military. The PG Certificate is HEA accredited, so on successful completion of the course, students are able to apply for professional recognition as Fellows of the Higher Education Academy. Currently the HEA are charging for this widely recognised teaching qualification: see http://www.heacademy.ac.uk/professional-recognition. However, please note that the HEA is under review so that this might change. The Diploma and Masters are research-based so suitable for those who would like to develop an academic component to their work.



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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. Read more
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?. The MEd in Education Studies is suitable for students looking to pursue part-time study in this area. It is ideal for those seeking a qualification whilst working that will enhance professional practice. Read more

Why this course?

The MEd in Education Studies is suitable for students looking to pursue part-time study in this area. It is ideal for those seeking a qualification whilst working that will enhance professional practice.

The MEd in Education Studies allows you to tailor your studies from a range of elective specialist classes. This course is ideal for those who want to study part-time alongside working. The classes are delivered either face-to-face on campus during the evening or at weekends or through the Virtual Learning Platform.

The MEd in Education Studies provides a critical understanding of education. It is not a teaching qualification, yet, a 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.

The course enables you to develop skills to study at Masters level, develop a sophisticated and critical understanding of the concept of policy relating to education, extend your interest and understanding of learning and engage in a range of other, education-related areas.

You'll study

Our MEd programmes are part-time over three years. Students are expected to attain 60 credits per year resulting in 180 credits.

Year 1

Students undertake three classes each worth 20 credits. Normally this will be one class per semester. For on-campus classes, this will involve attending three hours per week, delivered either in the evening or on Saturday morning. In total each class should take 200 hours including self-study.

For Virtual Learning Environment classes, this will involve participating in weekly online seminars delivered via My Place. The seminars are scheduled in the evening to accommodate working professionals.

Students who decide to complete their studies after one year will graduate with a Postgraduate Certificate.

Year 2

Students undertake three classes each worth 20 credits. This will usually consist of two optional classes and a compulsory class, Research Methods & Reasoning. The compulsory class equips students with the necessary basis for undertaking a dissertation at Masters level.

Research Methods & Reasoning is delivered entirely online via My Place during semester one.

As per year one, students will normally undertake one class per semester. The expected study time is the same as in year one.

Students who decide to complete their studies at the end of year two will graduate with a Postgraduate Diploma.

Year 3

You’ll carry out a research dissertation in a subject area of your choice worth 60 credits. We'll allocate a supervisor for one-to-one support whilst you carry out and report your dissertation. We aim to match you with the best fit for your specialist area.

You can complete your final dissertation by distance learning. This provides our students with the flexibility to complete their studies around work commitments.

Learning & teaching

The course is taught through a range of student and staff-led research seminars that you’ll participate in.

For our Virtual Learning Environment delivery the student group will participate in online seminars.

You’ll require:

  • access to a reliable computer with sufficient processing capability
  • an excellent broadband connection
  • the ability to run applications such as Adobe Connect, Adobe Reader, Flash Player, Java and Windows Media Player

Assessment

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



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This distance learning programme is open to teachers with Qualified Teacher Status (QTS) or equivalent, to work more effectively with learners who are deafblind (multi-sensory impaired). Read more

This distance learning programme is open to teachers with Qualified Teacher Status (QTS) or equivalent, to work more effectively with learners who are deafblind (multi-sensory impaired). It is the only nationally recruiting programme leading to the GTC recognised Mandatory Qualification (MQ) in Deafblindness / Multi-sensory Impairment. An alternative non mandatory (Non MQ) programme is also open to teachers as well as other professionals with appropriate qualifications working with children and young people who are deafblind, who are not seeking the MQ.

Course details

This distance learning programme enables qualified teachers and others working in education related fields to work more effectively with learners who are deafblind (multi-sensory impaired). It is the only nationally recruiting programme leading to the GTC recognised Mandatory Qualification in Deafblindness/Multi-sensory Impairment. While many students are practising teachers working with children, others are from further education, social services, paramedical or medical specialisms, or residential work. An alternative non mandatory (Non MQ) programme is also open to teachers (as well as other professionals with appropriate qualifications) working with children and young people who are deafblind who are not seeking the MQ. 

The programme aims to provide an understanding of the effects and implications of dual sensory impairment on development, learning, and communication, through theoretical and practical work. It will include skills in assessment, monitoring and recording, a knowledge of teaching approaches and of support systems. 

Awards

AdCert Modules 1–3 (Honours Level)

BPhil Modules 1–5 (Non Mandatory only)

PGCert Modules 1–3 (Masters Level)

PGDip Modules 1–5

MEd Modules 1–5 plus PIE and dissertation

PGDip + MQ Modules 1–5 plus teaching placement

You may also be interested in our programmes on Vision Impairments and Hearing Impairment.

Learning and teaching

Students will learn at their own pace and in their own homes and workplaces. Study is supported through study packs, web based learning, with online materials, discussions and interaction, and through an allocated tutor in a small tutorial group which allows students contact. Regular broadband internet access is required for the programme, and students must have regular contact with learners with MSI for practical work throughout the programme.

There is a University based study-weekend twice a year. The dates for 2018-19 are:

  • 14 - 16 September 2018
  • 5 - 7 April 2019

Employability

Many of those who have completed the course continue to work with people with deafblindness (MSI) and some continue or progress to influential roles in specialist MSI units, or as advisory teachers for pupils who are deafblind. Others take key roles in such fields as managing further education for MSI learners or sensory impairment in an LEA or other setting, or go on to promoted posts in school or other management.



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The Master of Education (MEd). Read more
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. Read more
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. Read more
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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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 and learning related to the accommodation of and respect for difference. Read more

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 and learning related to the accommodation of and respect for difference.

Underpinning the movement for inclusion is a concern for social justice and wellbeing. Meeting the diverse needs of learners within today's schools, colleges and universities, is one of the most challenging and important tasks facing education today.

This thoroughly revised Master's degree is unique not only because of the disciplinary approaches it employs, but also because students study and apply an approach to wellbeing that has been developed by some of the world’s leading thinkers.

This is an approach that is internationally recognised by, for example, the UN, and whose principles are increasingly found in government policy on education and SEN, namely the Capability Approach. We are one of the very few institutions in the UK to offer this practical and ethical approach to assessing issues of SEN, equality and inclusion.

The skills you will develop include critical thinking skills and how best to be an inclusive practitioner. Importantly, this is a professionally based degree which means that you will apply what you have learned to your own professional practice whether you are a classroom assistant, SENCO or university lecturer.

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 Postgraduate Secretary (tel: 028 9097 5923/5032, ) for advice.

Core Modules

Core Modules (compulsory, all 20 CATS points):

An Introduction to Research Methods: Children, Young People and Education (online)

This module will provide you with an understanding of differing perspectives that underpin quantitative and qualitative methodologies and is required preparation for your research dissertation.

Reimagining Special Needs Education: Inclusive Pedagogy

We will focus on deconstructing Special Needs Education and Inclusion by exploring how some popular approaches and behavioural theoretical models have influenced our understanding of SEN. Much of the ‘knowledge’ of special education is, arguably, misconceived and promotes inequality, rather than addresses it. In examining the consequences of, for example, labeling, we will consider a powerful rationale for inclusion based on theories of social justice.

Special Needs Education and Issues of Equity

We will examine how stereotyping and prejudice contribute to forms of ‘epistemic injustice’ whereby what certain groups of people know is given less credibility and weight simply because of their disability, sex, class or ethnicity. The testimony of members of stigmatized groups is likely to be discounted because of prejudicial beliefs and attitudes, which can magnify the effects of injustice as well as create others. Our judgments, as we will learn, are likely to be affected by implicit biases even when we think we’re making judgments of scientific or argumentative merit. The effects of such epistemic injustice is the marginalisation and exclusion of already vulnerable such as the disabled, the working class, women, and people of colour.

Social Justice in Special Needs Education and Inclusion

We will explore some of the complexities of understanding equality in education and sketch some of the flaws with popular approaches to, and conceptions of disability and SEN. While all systems across the world espouse equal entitlement to education, the precise content of this goal is difficult to determine and agree upon. One approach which has emerged with considerable power and application is the Capabilities Approach (CA). The CA is an evaluative framework that entails two core normative claims: first, the claim that the freedom to achieve well-being is of primary moral importance, and second, that freedom to achieve well-being is to be understood in terms of people’s capabilities, that is, their real opportunities to do and be what they have reason to value.

Two optional modules may be chosen from the Educational Studies (MEd) degree.

Assessment

There are no written examinations. Modules are assessed through a written assignment of 3000 words that is informed by the student’s own professional practice and experience.



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