The School of Social Professions offers theory and practice-based courses concerned with rapidly changing policy areas such as education, early childhood, community development, health, social work and youth work. We also offer a range of PGCEs, including PGCE school direct courses which give you the opportunity to obtain your teaching qualification while working at one of our partner schools. Courses in these areas offer exceptional career-building opportunities and London Metropolitan University students studying in these fields have gone on to become teachers, social workers and charity workers, serving society by working for organisations such as the NHS, schools, housing associations and charities.
Taught by a dedicated body of staff with extensive practitioner experience, you’ll be guided through carefully structured programmes designed to prepare you for a progressive career in these areas. Many of our courses are endorsed and accredited by professional bodies including the Health and Care Professions Council and the Institute of Healthcare Management.
Research undertaken by our academic staff is regularly published in industry journals, and staff often contribute to advisory groups, government policy and national television and radio programmes. Active research with an international focus underpins our courses and teaching is enriched by several significant centres of research associated with the School. Transforming lives and making a real impact on society, our research has been applied to innovative training projects, manuals for best practice, tailor-made short courses and executive training.
We make the most of our London location by maintaining strong relationships with partner organisations and professional bodies. The School works with a number of public service organisations including the Youth Justice Board, Skills for Health, the Ministry of Justice and the Social Policy Association to develop bespoke training to meet our students' needs for specific management and leadership development skills.
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