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University of Birmingham Masters Degrees in Education

We have 11 University of Birmingham Masters Degrees in Education

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The University of Birmingham’s School of Education is one of the best schools in the UK to study social research as can be seen by its results in the Research Excellence Framework (REF) 2014 which shows that more than 81 per cent of all its research was rated as internationally excellent (3*) or world leading (4*). Read more

The University of Birmingham’s School of Education is one of the best schools in the UK to study social research as can be seen by its results in the Research Excellence Framework (REF) 2014 which shows that more than 81 per cent of all its research was rated as internationally excellent (3*) or world leading (4*). It was also ranked 25th in the World and joint 6th in Europe in the 2017 QS World Rankings.

The MA in Social Research will provide you with a solid foundation in a broad range of social science research methods as well as basic research skills.

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

Course details

On this course you will acquire a general overview of the philosophy of social research, and understand how this informs research design, methods of data collection and analysis. You will also develop an ability to use a range of research methods, to communicate research findings effectively and an understanding of the potential use of and impact of your research within and beyond academia.

Learning and teaching

Many core elements of the programme are delivered by the College of Social Sciences, so you will be undertaking the modules with other students from across the College. However, your dissertation will be undertaken and supervised within the Department. In addition, there is an induction programme during the first two weeks of the term, which is compulsory, but non-assessed and a programme of skills training which is delivered at University-level, mainly by the Staff Development Unit, throughout the year. You are encouraged to attend all the modules in the programme which are appropriate to you. You must discuss your skills training needs with your designated supervisor in the first week of the first term.

This MA is recognised by the ESRC for the provision of research methods training as Year 1 of a '1+3' programme of doctoral study. It is also available as a stand-alone Masters. Home/EU students may enter into a departmental competition to be nominated for the ESRC open competition for '1+3' or '+3' funding (the '1+3' award covers the MA and provides three years' further funding for PhD research; for '+3' funding you must already have an ESRC-recognised research methods MA degree or equivalent).

Employability

The University of Birmingham has recently been ranked 9th in the UK, and 55th in the world, for post-qualification employability in a global survey of universities commissioned by the International Herald Tribune. Over the last five years, an impressive 98.3 % of Education postgraduates have been in work and/or further study six months after graduation. 

Birmingham’s Education graduates choose to work in variety of education roles in schools and administrative roles in public and private sector organisations. Work in retail, sales and administration are also popular options. Some chose to continue their education and apply for professional courses such as teacher training or undertake a PhD.

What type of career assistance is available to postgraduate researchers in Education? 

The College of Social Sciences, to which the School of Education belongs, has specially designated careers advisors and careers consultants who can provide guidance for postgraduate researchers on career paths, CVs, training opportunities, application and interviews. The University’s central Careers’ Service also runs workshops and offers personally tailored advice and guidance including 1-1 careers advice and 1-1 CV advice. The Career’s Service runs CV writing workshops especially for postgraduates in the College of Social Sciences, giving advice on how to compile CVs for both employment and for academic roles. 

The University also has dedicated careers advisors who run workshops and provide networking opportunities with potential employers. These are especially popular with international postgraduate researchers.



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This programme is for people who are interested in taking an international and comparative perspective on educational issues. We offer two pathways on the . Read more

This programme is for people who are interested in taking an international and comparative perspective on educational issues. We offer two pathways on the International Studies in Education, the general International Studies in Education and the Education and Development specialist pathway. The specialist pathway shares the same core themes and outcomes, however it has a distinctive focus and different compulsory modules.

The International Studies in Education programme may be of interest to teachers, headteachers/principals, education administrators, and those working with non-governmental organisations and international agencies that play a role in formal and non-formal education. It will enable you to have a critical understanding of key debates surrounding education as an international issue and to make analytical comparisons between educational issues in different contexts, including your own.

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

Course details

This programme is designed for people who want to gain an international perspective on education. You will be studying with a wide range of people from different countries, with diverse career aspirations, and with varied levels of experience. What you will all have in common is an interest in education, and a desire to understand its functions in different parts of the world, and as a global phenomenon. 

Programme Aims

  • You will have a critical understanding of key debates surrounding education as an international issue
  • You will make analytical comparisons between educational issues in different contexts, including your own

Global social justice is a theme of all strands of this programme.

Specialist pathway

The Education and Development pathway is in collaboration with the International Development Department in the School of Government and Society. It follows the same broad lines of the core programme, but has a different focus and different compulsory modules.

Please note that like most Masters programmes, this programme does not confer qualified teacher status.

Ask our current students and alumni a question

These are experienced postgraduates who have previously studied, or are currently studying, at the University of Birmingham, and they will offer help and advice from a student perspective.

You may also be interested in our Management of Special Education in Developing Countries programme

Learning and teaching

Module sessions run in weekly three-hour blocks. In a typical three-hour session, there will be a mixture of tutor presentation, group discussions and exercises, and independent research. We aim for a stimulating variety, and to take advantage of the international nature of the group, we encourage student-to-student learning to develop a comparative and international perspective. There are also opportunities for one-to-one tutorials with lecturers.

Assessment for the modules is typically comprised of one 4,000 word written assignment. For some modules, this will take the form of a traditional essay based mainly on an analysis of relevant literature. Innovative assessment approaches used in some modules include producing a written curriculum, reflections on school visits, or diaries. In the first term, there will be an early opportunity to submit a short piece of written work; the tutor will provide constructive feedback but a grade will not be assigned or counted. The dissertation is for 15,000 words in length, and usually includes some empirical research as well as literature review.

By the end of the programme, students will: 

  • combine the study of education internationally with development studies
  • explore the interconnectedness of theories, issues and practices in education and development
  • carry out empirical research on a question that concerns both education and development
  • develop knowledge and skills that will help them to take up or build on careers in education (eg schools, colleges, higher education) and governmental, non-governmental and international organisations concerned with education in developing countries (eg aid agencies, charities, UNESCO) 

Employability

The employment prospects from the International Studies in Education programmes are as diverse as the students on the course. These courses are not qualifications for a particular role, but the knowledge and skills you gain will enable you to pursue a range of career paths in education. For example, graduates from this programme have gone on to work in the education sector in the following kinds of jobs in different countries:

  • education management at school level 
  • work in Ministries and other national and regional authorities 
  • work in non-governmental organisations promoting education 
  • work in UN agencies 
  • educational research 
  • publishing 
  • teaching in national or international schools 
  • jobs in further or higher education institutions 
  • establishing private schools 
  • education consultancy

International Studies in Education can help you to start your career; advance your career in new directions or to new levels; or it can simply help you to do and to appreciate your current job with an enlightened international perspective.



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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 is the first and only MA Character Education in the world – focusing on the theory and practice of human flourishing. The programme adopts a broad understanding of character – encompassing aspects of wellbeing, ethics, citizenship and social and emotional education. . Read more

This is the first and only MA Character Education in the world – focusing on the theory and practice of human flourishing. The programme adopts a broad understanding of character – encompassing aspects of wellbeing, ethics, citizenship and social and emotional education. 

Students on the course come from a range of sectors; including education (formal and non-formal), voluntary and business. The curriculum allows students to apply the topics most relevant to their personal or employers interests and goals.

The course will be run by The Jubilee Centre for Character and Virtueswhich is widely acknowledged as one of the foremost research and teaching centres in the world specialising in the examination of how character and virtues impact on individuals and society. You will be taught by some of the best known names, both in Britain and internationally, in character education. 

Watch this ‘can you teach character’ mini film for an example of the learning and teaching materials.

The MA in Character is a part-time distance learning programme which offers both flexibility and an opportunity to debate key questions about the purpose of education with fellow students around the world. 

There are 3 awards associated with the MA in Character Education

  • PGCert (3 modules, 60 credits over 12 months)
  • PGDip (6 modules, 120 credits over 24 months)
  • MA (6 modules and a dissertation, 180 credits over 3 years)

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

Course details

Drawing on the wealth of research and experience of academics in the Jubilee Centre for Character and Virtues and internationally regarded academics attached to the Centre, this programme will enable you to develop your knowledge and expertise in the field of character education.

The main features of the course include:

  • It's multi-disciplinary – it will include learning from the fields of education, philosophy, (positive) psychology, sociology, social sciences and theology
  • It's flexible – the learning is guided but you will work through it at their own pace
  • It is suitable for professionals seeking to transform their organisation or career, or individuals looking for a foundation for further graduate study such as a PhD
  • It utilises the latest technology to ensure an engaging and participatory online learning experience
  • You will work within a supportive learning environment - all students have a dedicated personal tutor
  • The assignments and dissertations can be directed towards personal and professional interests in the field
  • There will be an opportunity to work alongside and learn from fellow students across the globe
  • It is practice focused – the learning contributes to making a transformative difference 

The programme will provide you with a broad multidisciplinary knowledge and understanding of how key theories in psychology, philosophy and education inform planning, administration, policy and professional practice. Through modules including various forms of assessment, and dedicated personal tutorial support, you will learn to critically evaluate education research from theoretical and methodological perspectives in order to contribute to character education and will gain fundamental skills in data analysis and critical thinking, which can be applied to your own professional contexts.

The programme includes an optional on-campus residential for students. This is highly recommended for students in the Uk and Europe and the rest of the world. 

Learning and teaching

Learning takes place on the Canvas virtual learning platform. Each module is broken up into 5 units of learning - which you work through at your own pace over the duration of two weeks. Modules last 11 weeks (5 units plus a reading week) and 3 are completed consecutively throughout each of the first two years. The final year consists of a dissertation on a topic of your choice.

Each unit consist of a number of steps – including mini teaching films explaining key concepts, associated reading (mainly free and available through the online library), and interactive elements including discussion boards and quizzes. Assignments are normally due 4 to 5 weeks after completion of the fifth unit. Time to complete assignments generally coincides with the Christmas, Easter or summer holidays.

You will have a designated Programme Tutor who will be in regular contact with you through the Virtual Learning Environment (VLE), via email, telephone or Skype. In addition you will also have regular contact with the Module Leaders / Tutors through VLE, email, Sykpe and telephone.

Lecturers running modules on the course will include: Professor James Arthur, Professor Kristjan Kristjansson, Dr Tom Harrison as well as other internationally recognised names in the field. 

Assessment will be through essays, online presentations (written or verbal), a fieldwork report and a dissertation.

Employability

The MA in Character Education has been developed in response to the overwhelming interest in character education (and associated concerns such as wellbeing, social mobility, ethics) from policy makers and parents as well as teachers themselves. Completion of the programme will ensure that you will further your understanding of this area and will gain the knowledge and experience to implement informed change in your own organisation. 

Profiles of students on the programme vary. Current students include head teachers who want to transform their school through character education, teachers who have taken character lead positions in their schools, recent graduates looking for further studies in education, individuals looking for foundational learning for a PhD, individuals running and working for charities and not for profit businesses and parents looking to further their theoretical and / or practical enhanced knowledge about character. Paralympian swimmer Elizabeth Wright, shares her views on the programme in this article in 'the Guardian'



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Our PGDipEd (QTS) Geography course is recognised as one of the strongest in the country. The course benefits from its supportive partnerships with geography mentors in a variety of schools in the West Midlands. Read more

Our PGDipEd (QTS) Geography course is recognised as one of the strongest in the country. The course benefits from its supportive partnerships with geography mentors in a variety of schools in the West Midlands. It offers opportunities to learn in a range of settings, including a week of residential fieldwork with children. The course encourages you to combine the theory and practice of geographical education, whilst also developing your professional understanding and competence as a geography teacher. The programme also includes a residential Geography fieldcourse. 

For those who are eligible, a scholarship of £28,000 and bursaries of £26,000 are currently available for applicants.

At the University of Birmingham we believe we should provide student teachers with the highest level of teacher training possible, and this is why we offer a Post-Graduate Diploma in Education (PGDipEd) rather than a Post-Graduate Certificate in Education (PGCE). Both qualifications lead to Qualified Teacher Status (QTS) but the PGDipEd also offers the equivalent of 120 credits at Master’s level (out of 180), which makes it a highly rewarding course by combining both theory and practice.

Following satisfactory completion of this course, plus a successful induction year in school and references, you can return to complete an MA in Teaching Studies (data collection and a 15,000 word dissertation). Additionally, the School also offers a number of specialised Professional Development programmes which will enable you to further develop your career.

Course details

The School of Education at the University of Birmingham has a long tradition of delivering teaching training courses. It's teaching has been graded as 'outstanding' for the third consecutive time by Ofsted inspectors which reaffirms the University’s status as one of the UK’s leading institutions for excellence in teacher training. 

The Initial Teacher Education course

The PGDipEd course lasts 36 weeks, of which 24 are spent in our partnership schools.

Teaching practice will take several forms: school placements and also team teaching while at the University. You will also get involved in small scale research projects for your assignments so that you can evaluate the theory in practice and integrate this learning into your own teaching.

The PGDipEd(QTS) Geography course is delivered through seminars, lectures, group work, practical school experience, ICT and field studies. It places a clear emphasis on the central role of the learner.

The course provides the necessary skills to organise geography lessons successfully and deal with the daily challenges of teaching in a comprehensive school. Time is spent on the preparation of lessons, teaching strategies, use of equipment and classroom management. The appropriate use of ICT in geography education is stressed.

You will learn about the role of geography education in the secondary school curriculum. Principles of evaluation, assessment, record keeping and reporting in geography education will be investigated. You will be expected to take a reflective and active stance towards your own development.

The PGDipEd Geography recognises the essential nature of geographical fieldwork, and includes a compulsory residential fieldwork experience where students have a hands-on experience of learning outside the classroom. A financial contribution is required towards the cost of this fieldwork.

Frequently Asked Questions

Equal Opportunities

The School of Education is committed to equal opportunities in the access to and provision of education. For more information please see the following documents:

Information on our other PGDipEd subjects may be found on the Postgraduate Diploma Secondary Education course page. 

Learning and teaching

Course Structure

A variety of teaching styles and approaches to learning are used in the presentation of the themes. These include University-based lectures, small group seminars and workshops, school-based work with pupils and teachers, and work undertaken individually or with other groups of students.

The course includes the following areas of study: 

  • Subject-based teaching methods 
  • School-based work 
  • Whole-school issues

Subject-based teaching methods

You follow your specialist programme, working with your tutor and with peers in your subject, during University days which make up 12 weeks in total across the year. Assessment is based on coursework undertaken during the year. 

School-based work  

School-based work is an important part of the programme, with students normally spending a total of 24 weeks in schools. During the programme you benefit from both carefully supported introductory work in different schools and the experience of spending a significant length of time in two schools.

The final assessment of teaching is based on the spring/summer term school placement. Assessment is shared between University tutors, staff responsible for students in schools, and external examiners. All aspects of your contribution to the life of the school are taken into account, in particular the teaching of your main subject.

During the course supervised experience and practice are arranged in schools of various kinds across the 11–18 age range. We are fortunate in being able to work with a wide range of partnership schools, including mixed comprehensives, single-sex schools, sixth-form colleges and our own University Training School (http://www.uobschool.org.uk). Many of the schools offer opportunities to work with pupils from a wide variety of cultural backgrounds.  

Whole-school issues

This area of study is concerned with aspects of education that are of importance to all intending teachers, irrespective of their particular teaching subjects. It is designed to provide you with a breadth of awareness, depth of insight and development of skills through a range of themes studied by all students. Themes currently include Managing Inclusion, Monitoring and Assessment, and Pastoral Care and Citizenship.  

Tutoring and support

You will personally be allocated a university tutor who will guide and support you throughout your PGDipEd (QTS), along with a dedicated school mentor when on placements.

Progression

Once you have completed your PGDipEd (QTS) and successfully passed your induction year you may return to study with us on a part-time basis to complete a 60 credit dissertation and obtain an MA in Teaching Studies



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This programme is aimed at students wanting to develop their capacity to critically analyse education policy, practice and discourse. Read more

This programme is aimed at students wanting to develop their capacity to critically analyse education policy, practice and discourse. Drawing on the foundation disciplines of History, Philosophy and Sociology, it will offer you the opportunity to draw upon your studies and experience to offer solutions to 'real-world' educational problems.

Course details

This programme will be of interest to those keen to examine existing and alternative forms of Education within the context of social justice. We will examine recent writing, debates and media to discuss and evaluate current theory and research in selected areas of education policy. You will learn how to translate knowledge gained from reading, discussion and writing into a detailed analysis of education policy and practice and consider how this impacts on under-represented or marginalised groups. By the end of the MA, you will have developed the skills and the tools to be able to critically interrogate theoretical and policy debates concerning social and cultural change and assess their implications for creating an education system that is genuinely fair and works for all. 

The programme is offered on a full or part-time basis on campus with some online learning. 

Core modules

  • Education, Policy and Society
  • Researching Education
  • Dissertation

You will also need to choose four optional modules.

Please note that like most Masters programmes, this programme does not confer qualified teacher status (QTS).

Learning and teaching

The teaching includes workshops, seminars and tutorials as well as on-line materials, discussions and group learning through the use of webCT. 

A designated Programme Director will act as your regular point of contact throughout the course of your MA study. In addition, you will also receive regular guidance and feedback on your work from individual Module Leaders/Tutors. Assessment will include written essays, a small independent project, oral presentations and a dissertation on a topic of your choice.

Employability

This programme has been specially developed to appeal to existing undergraduates in disciplines such as Education, Sociology and Social Policy and, to practitioners seeking to explore new or alternative approaches to thinking about Education. Graduates would have the flexibility to use modules to progress to the EdD as well as other research programmes or may wish to consider job opportunities in sectors requiring knowledge of education policy, young people and social justice more broadly.



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The . Bilingualism in Education.  is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Read more

The Bilingualism in Education is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Delivered in partnership with http://nassea.org.uk/professional-development/ ; our programme will help you to work more effectively in your role with children and young people learning English as an additional or second language. 

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

Course details

Our Bilingualism in Education programme is aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. You will study the programme on a part-time distance learning basis.

Delivered in partnership with The Northern Association of Support Services for Equality and Achievement (NASSEA), the programme will help you to work more effectively in your role with children and young people learning English as an additional or second language. 

The programme aims to:

  • Increase knowledge and understanding of the language and learning needs of bilingual learners who are learning English as an additional language
  • Increase knowledge and practices of working across a diversity of cultures
  • Improve classroom practice in planning, implementing and evaluating the curriculum, taking into account the needs of bilingual learners
  • Enable students to develop more effective practices with bilingual learners with alleged special educational needs
  • Enable students to participate in, and evaluate interpersonal intervention with bilingual children with language learning and learning needs

Learning and teaching

Each student will have a personal tutor in a regional tutor group, which meets on a regular basis. Study is supported through study packs, tutorial groups, telephone and email contact which allows students to learn with each other. There is a university based programme launch day in September.

Employability

The MEd/Postgraduate Diploma/Postgraduate Certificate in Bilingualism in Education is ideal for graduates who wish to increase their knowledge and understanding of the language and learning needs of bilingual learners who are learning English as an additional language. Upon completion of this course, you will have experience in planning, implementing and evaluating the curriculum across a diversity of cultures. 

There is the opportunity to work towards a further professional qualification in the field of Education both within schools and in other settings, including progression to a PhD or EdD. The excellent careers advice provided by personal tutors has encouraged many of our graduates to successfully apply for leadership roles working with multilingual children and young people in multicultural schools. These include: teachers, education advisors, special educational needs coordinators and head teachers at international schools and managers of community and charitable organisations.



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The MRes in Educational Studies is a combined programme consisting of a taught element and a research element. The taught element consists of a number of core modules which are taken from the Doctoral Research Training programme. You will then complete a 20,000 words research dissertation. Read more

The MRes in Educational Studies is a combined programme consisting of a taught element and a research element. The taught element consists of a number of core modules which are taken from the Doctoral Research Training programme. You will then complete a 20,000 words research dissertation.

With over 100 lecturing and research staff and dedicated research centres, our School of Education is one of the largest research-led schools of education in the UK with a distinguished reputation for excellence in our research and teaching practice both nationally and internationally. More than 82% of its research was rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*) in the 2014 REF. In addition, the University is one of only 12 UK institutions to have been awarded 'Doctoral Training Centre' status by the Economic and Social Research Council (ESRC), the UK funding body for social sciences. 

Course details

The MRes in Educational Studies is a combined programme consisting of a taught element and a research element with a dissertation of 20,000 words.

The taught element consists of the following core modules which are taken from the Doctoral Research Training programme.   

Programme content

The core modules you will take are:

  • Philosophy of Social Research 
  • Research Design, Practice and Ethics
  • Fundamentals in Quantitative Research Methods
  • Foundations in Qualitative Research

You will then complete a 20,000 words research dissertation.

Learning and teaching

You will undertake advanced research under the supervision and guidance of an experienced member of the School of Education staff. 

Research Facilities 

The School of Education is equipped with the facilities to suit your needs, whatever programme you may be studying with us. As a doctoral researcher you will have 24-hour access to work space in our research suite, where there are computer and telephone facilities. You also have access to University libraries and computer facilities, as well as other entitlements such as grants towards conference attendance and photocopying. Many research students work with supervisors in publishing articles and making their work public.  

Employability

Over the last five years, an impressive 98.3 % of Education postgraduates have been in work and/or further study six months after graduation.

Birmingham’s Education graduates choose to work in variety of education roles in schools and administrative roles in public and private sector organisations. Work in retail, sales and administration are also popular options. Some chose to continue their education and apply for professional courses such as teacher training. It will also appeal to applicants with teaching and research interests in this area.

What type of career assistance is available to postgraduate researchers in Education? 

The College of Social Sciences, to which the School of Education belongs, has specially designated careers advisors and careers consultants who can provide guidance for postgraduate researchers on career paths, CVs, training opportunities, application and interviews. The University’s central Careers’ Service also runs workshops and offers personally tailored advice and guidance including 1-1 careers advice and 1-1 CV advice. The Career’s Service runs CV writing workshops especially for postgraduates in the College of Social Sciences, giving advice on how to compile CVs for both employment and for academic roles. 

The University also has dedicated careers advisors who run workshops and provide networking opportunities with potential employers. These are especially popular with international postgraduate researchers.



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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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This programme seeks to support the continuing professional development of practising and prospective physical education teachers, youth physical activity leaders, assistants or coaches working with young people in schools. Read more

This programme seeks to support the continuing professional development of practising and prospective physical education teachers, youth physical activity leaders, assistants or coaches working with young people in schools.

It is expected that students taking the programme will develop the skills to allow them to critically evaluate new developments in theory, research and practice and integrate this knowledge where appropriate into their practice. The distinctiveness and knowledge of students graduating from the qualification will place them in an ideal position to inform the future direction of the profession by taking leadership positions and challenging current practices and/or by engaging in further study at PhD level.

Course details

The course is based on the latest evidence, research and innovations in the field of physical education and sport pedagogy. Students will learn in a community of learners with likeminded prospective or current practitioners interested in improving young people’s experiences of physical activity and sport. The course will also strengthen students’ capabilities to lead on new directions in the field of physical education and sport pedagogy by engaging with leading and international practitioners and researchers.  

This MSc is a flexible programme allowing students to choose the number of years in which they wish to spend completing the degree. The degree can be completed over 1 year as full time or over 2 years as part time. In addition, this MSc aims to support the engagement of those in employment. Students can select to engage with more distance and blended delivery options for modules; altering when they need to attend the university and the number of sessions they need to participate in at the university. 



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The . School Improvement and Educational Leadership . programme is designed for you to make a difference in schools through leadership that is focused on learning. Read more

The School Improvement and Educational Leadership programme is designed for you to make a difference in schools through leadership that is focused on learning. The knowledge and experience you will gain from this programme will place you in an ideal position to inform the future improvement and make a difference to the overall performance of your school. It will help provide you with the foundations to become a leader in school improvement using evidence-based analysis and by challenging current practices.

Download a flier for the School Improvement and Educational Leadership programme (PDF)

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

Course details

The School Improvement and Educational Leadership programme is designed for those who are aiming to make a difference in schools through leadership that is focused on learning. Leadership in schools takes many forms: through school and departmental leadership teams, but also through collaboration between teachers and schools on specific problems in teaching and learning. You will be part of a research-led community which uses and develops evidence-based practice to identify and share approaches which can be shown to make a difference in particular contexts.

There are three 'M' levels associated with the programme in School Improvement and Educational Leadership.

Masters - 180 credits which are achieved by passing all four core (compulsory) modules, two optional modules and a dissertation (which is worth 60 credits).

Postgraduate Diploma - 120 credits which are achieved by passing all four core (compulsory) modules and two optional modules.   

Postgraduate Certificate - 60 credits which are achieved by passing at least two of the core modules and one further optional modules.

Ask our current students and alumni a question

These are experienced postgraduates who have previously studied, or are currently studying, at the University of Birmingham, and they offer help and advice from a student perspective.

Ask John a question

Chile Scholarships

This is an international programme which recruits students from around the world as well as from the UK. We welcome applicants from Chile who are applying through CONICYT’s scholarship programme in which the University of Birmingham is participating. Application of the ideas and evidence about School Improvement and Educational Leadership in a Chilean context will be addressed in the programme.

Specific information for students who wish to apply from Chile may be found on our International Pages.

Learning and teaching

The programme is offered as part of the School of Education’s work with partner schools. There is a strong emphasis on relating theory and evidence to practice. The teaching includes workshops, seminars and tutorials. Classes use a variety of reflective, analytical and enquiry-based activities using journals, qualitative and quantitative evidence of practice in individual schools and school systems. Support is provided through webCT which includes research discussions and case studies which are used for preparation tasks as well in workshops. Assignment and dissertation topics reflect students’ individual interests and contexts.

Employability

This programme is designed to provide a firm basis in theory and evidence for new and aspiring leaders in education. This leadership may be exercised in schools, colleges or administrating authorities. Leadership may be in form of direct responsibility for organisational strategy and practice or it may come in form of leading professional development.



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