University of Glasgow

After visiting the University’s website, I was immediately drawn to the vibrant academic community and the rich history of the institution. It was clear to me that one semester wouldn't be sufficient—I wanted to fully immerse myself in a program that aligned with my academic interests and professional goals. That realisation led me to apply for a full degree program at the University of Glasgow.

The Education, Public Policy, & Equity program is truly one-of-a-kind, with no comparable alternatives in the UK or the US. The unique combination of education and public policy is both innovative and impactful, addressing critical issues that are rarely explored together in other programs. When I discovered this program, I knew it was the perfect fit for my academic and career aspirations. I immediately decided to apply, and I have never once regretted that decision.

Almost everything I learned during my program was incredibly valuable and engaging, but the courses focused on equity and public policy were particularly impactful. I found these subjects deeply fascinating, and they resonated with my own interests and goals.

Additionally, the diversity of perspectives in the classroom was remarkable. With representatives from 20 different countries, we had the opportunity to discuss complex issues from various angles, enriched by our interdisciplinary backgrounds. This collaborative environment allowed us to explore and debate solutions to the challenges that most interested us, making the learning experience both profound and inspiring.

My Masters experience has been incredibly beneficial in shaping my career. After completing my studies, I returned to Kazakhstan, as required by my funding program, and am now working at my alma mater, Maqsut Narikbayev University—one of the top universities in Kazakhstan according to our national rankings.

I loved almost everything about my time at the University of Glasgow. Every day was filled with new subjects and different events, which made the experience exciting and enriching. One of my favourite aspects was the social events where we could interact with our professors in a more informal setting—it created a strong sense of community and connection.

Glasgow offers endless opportunities for students who are genuinely interested in academics. So, don’t let the challenges wear you down—push yourself to get the most out of this experience. And remember, the university staff are always t

Before my Masters, I was working as a primary teacher and finishing a specialisation course in Children’s Literature in Brazil. I believe that the main reason to choose the University of Glasgow was the specificity of the course I was applying to. I have been searching for a postgraduate opportunity in children’s literature for a long time and the Masters programme at the University of Glasgow encompassed all the topics I was most passionate about.

I chose the programme firstly due to its uniqueness amongst other Masters in Education. In my undergraduate degree in Brazil, I found scarce opportunities to study children’s literature at an academic level. However, I knew since the beginning of my academic journey that children’s books were my main research interest for further studies. I found the programme while I was still an undergrad and instantly became curious about its topics and renowned professors.

I participated as a member of the research team in the project “Reading and Music: Composition and digital picturebook play in a multiliteracies framework”. The project combined picturebook sessions with the University Nursery children at Hillhead Library and discussions on relevant topics for mediation. Participating in the project was an amazing opportunity to experience the topics studied in the classes in a practical way and to understand in more depth how research projects are developed.

This year, I am starting my PhD in Education at the University of São Paulo, in Brazil. My focus continues to be children’s literature and postmodern picturebooks, in an expansion of my Masters dissertation. Undertaking the Masters degree at the University of Glasgow was essential for opening the academic opportunities I am having now in my country. I hope to create fruitful a network between my further research and the previous work done in Glasgow.

I think my favourite part about studying at UofG was the variety of socialisation opportunities promoted for the international community at the University. Aside from only clubs and parties, there were different and fun socials for more introvert students, like me! Pub quizzes, societies , ceilidh dances… I loved to participate in all these events and felt more included.

My main advice would be: enjoy all the opportunities the University gives you. If you are an international applicant, don’t be afraid. Studying abroad may seem daunting but it is an unforgettable and amazing experienc

I chose the University of Glasgow because of its strong reputation in education and public policy, as well as its commitment to social justice and equity. The University's focus on research-driven education and its international perspective were particularly appealing to me. Additionally, the opportunity to study in a city with a rich history and vibrant cultural scene made Glasgow an ideal choice for both my academic and personal growth.

I selected the MSc in Education Public Policy & Equity because of its comprehensive approach to addressing educational inequalities and its alignment with my career aspirations. The program offered a unique blend of theoretical knowledge and practical skills, focusing on the intersection of education, public policy, and social justice. This was crucial for me as I wanted to deepen my understanding of how education policies can be leveraged to promote equity and improve outcomes for marginalized communities globally.

The most important lesson I learned during my studies was the critical role that evidence-based policymaking plays in creating effective and equitable educational systems. Through rigorous coursework and research, I gained a deeper appreciation for the complexities of education policy and the importance of grounding decisions in robust data and research. This has profoundly shaped my approach to addressing educational challenges and developing solutions that are both impactful and sustainable.

My coursework provided me with a global perspective on education policy, enabling me to critically analyze the challenges faced by different regions and consider solutions that align with the UN’s Sustainable Development Goals (SDGs). The program’s emphasis on social justice and equity helped me to understand the broader implications of educational disparities and the importance of inclusive education in achieving the SDGs.

I am currently working as a Knowledge Management Specialist at UNICEF HQ in Geneva. My role involves strengthening systems for knowledge generation, sharing, and dissemination, as well as supporting strategic planning and monitoring.

My favorite part about studying at the University of Glasgow was the intellectually stimulating environment and the opportunity to engage with peers and faculty from diverse backgrounds. The University’s commitment to social justice resonated with my own values and provided a supportive space to explore complex global issues.

The programme at Glasgow was different from a lot of other education and policy programmes that I was researching. The aspects of social justice and equity adopted in the curriculum were particularly meaningful for me, and resonated with what I was looking for.

I gravitated towards the Education, Public Policy & Equity programme because I was primarily interested in merging my grassroots experience with theoretical frameworks that would allow me to deep dive into keys areas of education and policy in a global context. I was interested in understanding how policies can affect educational environment and outcomes for students, and whether they can be manipulated to promote greater equity.

At the heart of the classroom experience were very rich peer discussions that took place. Given the diverse and global background of students and their experiences, I feel I developed the ability to appreciate different worldviews and the awareness to understand historical contexts surrounding various topics. This rich environment challenged and helped break stereotypes we sometimes unconsciously hold and promoted a more nuanced understanding of people and places different from our own.

I currently work as a policy researcher where I examine micro level contexts in which the newly introduced dual apprenticeship policies in India affect inequalities of access, learning and labour market outcomes for young people. My work unfolds at the intersection of gender, class and culture to examine if policies and institutional factors can manipulate outcomes and aspirations for young people from marginalized backgrounds and to help create better and more equitable social and economic outcomes.

My biggest takeaway from this programme was the peer-to-peer interaction. It provided an opportunity to meet people whose stories and experiences were very different from my own and to learn from them. I strongly believe that being exposed to spaces beyond ones that we inhabit, helps break stereotypes about people and cultures, and opens us up to new possibilities. For me, this learning has been at the heart of my experiences in the programme, and I would encourage future students to take the time to listen to each other’s stories and to get to know their classmates.