PROGRAMME SPECIFICATION MA Education, Health Promotion and International Development

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1 PROGRAMME SPECIFICATION MA Education, Health Promotion and International Development Awarding Institution: Institute of Education University of London Teaching Institution: Institute of Education University of London Name of final award: Master of Arts (MA) (180 credits) Postgraduate Diploma (120 credits) Postgraduate Certificate (60 credits) Programme Title: Education, Health Promotion and International Development UKPASS Code: P Language of study: The Institute of Education teaches and assesses students through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission. Students Approximately one-third of the students on the course are from the UK (usually having spent some time working overseas) with other students being from overseas. Many of the students have professional expertise in health- and education-related areas in low and middle income countries such as Kenya, Uganda and Pakistan and often wish to progress into more senior posts, chiefly in international NGOs and government departments. Many students are in mid-career and want time to reflect on the health-related work in which they have been engaged as teachers, nurses, education managers, or through INGOs. Criteria for admission Applicants are expected to have a good honours degree (2.2 or above) or equivalent in education, social science or a related discipline. If you are unsure about the relevance of your degree, please get in touch with the programme leader. European or international applicants are expected to have qualifications at an equivalent level. Those who do not meet these criteria have to show an ability to meet the demands of the programme through a personal statement and/or a qualifying assignment. Applicants will normally have some related professional experience. 1

2 Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency. The Institute of Education is committed to admitting and supporting students with disabilities and welcomes applications from them. We provide support for students with a range of conditions which have a long-term and adverse effect on studying such as: Sensory (visual / hearing / speech) impairments Mental health issues Mobility or dexterity impairments Asperger's Syndrome or other autistic spectrum disorders Chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) Specific learning difficulties (e.g. dyslexia, dyspraxia) Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students home, EU and international. Distance learning students need regular access to a computer with internet access. And a printer (optional) if they want to print out materials. Your computer must have these features: A browser installed (we recommend Internet Explorer 8 or Firefox 4) Your browser must accept cookies and have JavaScript enabled (if your computer is part of a network, for example a corporate network, check this with your network administrator) The following minimum specifications (recommended specifications are given in brackets): Platform: Windows 95 (XP); Mac OS 8.1 (OS X); Linux Processor: 166 MHz (1 GHz); MAC: 508 PowerPC (Intel) Memory: 32 MB (128 MB) Modem: 56k (Broadband) Screen resolution: 800 x 600 (1024 x 768) These following applications: o A word processor that reads Microsoft Word format (doc) o Acrobat Reader (pdf) o Java 6. Educational Aims of the Programme: This master s degree will enable students to: Identify key concepts and issues in education, health promotion and international development Develop the knowledge and skills to write project proposals and plans to 2

3 implement and evaluate health promotion initiatives Reflect on research, analysis, policy and practice in relation to education and health promotion in low- and middle-income countries Critically review arguments, advance analysis and undertake research on education, international development and the promotion of health and wellbeing. Features of the Programme: This master s degree offers the opportunity to: Study a programme that is unique in the UK Learn from experts in health promotion and education in low- and middleincome contexts Benefit from taking part in lectures and seminars given by international guest speakers Work with a diverse student group (our alumni are from more than 80 countries) Take part in a study visit to Paris (not included in the programme fee), incorporating UNESCO and the International Institute for educational Planning (IIEP) Become a member of the London International Development Centre, a multidisciplinary centre of the University of London. Learning Outcomes: Students on EHPID should develop the following throughout their programme of study: The ability to reflect critically on a wide range of debates concerning health promotion, education and international development A better knowledge and understanding of the policy, political, social, cultural and economic contexts for health promotion A critical appreciation of approaches to assessing, planning, implementing and evaluating health promotion and the ability to use this knowledge to inform practice. Skills in oral and written communication, particularly with regard to making arguments, examining evidence and creatively advancing this area of inquiry Skills to engage in small-scale research study in the area of health education/promotion and social development to improve theory, policy and/or practice. These broad learning outcomes are achieved through a focus on: Using pedagogical theory to guide teaching and learning. See, for example, Building knowledge and understanding Theoretical and professional knowledge and understanding of concepts and issues involved in international development and health promotion and their relationship to wider political, economic and social aims Theoretical knowledge and understanding of the participatory planning process in community and school-based health education and promotion 3

4 with a particular focus on low and middle income countries Critical consideration of the goals of education, health and social development Theoretical, professional and practical knowledge of curriculum development in health promotion Developing skills A. Intellectual skills Opportunities for the consideration of the above in relation to critical reflection on practice and analysis and evaluation of a range of viewpoints Applying and refining the skills of critical thinking in relation to reviewing literature and research Recognising the value of and using academic and professional forms of oral and written communication B. Professional skills Participatory planning and project management skills to improve professional practice in health promotion Working with others and valuing the contribution of all Making informed judgments regarding policy and practice Skills in participatory evaluation with community groups and schools C. Transferable skills All of the above are potentially transferable to other educational contexts.taken together skills A-B imply the practice and demonstration of: Participatory approaches to working with individuals, communities and constituencies Effective oral and written communication Critical evaluation Enquiry and the careful use of evidence Understanding and managing change Taking personal responsibility for professional learning Interpersonal skills Effective time management Constructive reflection Successfully relating theory and practice Writing project proposals Mode of study: Each taught module represents 30 hours of teaching time and additional independent learning consisting mainly of reading, writing and discussion. The programme is organised to fit the Institute s modular system. There are two core modules: Education and International Development: Concepts, Theories and Issues (offered face-to-face or online) (30 credits) Promoting Health and Wellbeing: Planning, Practice and Participation 4

5 (offered as a mixed mode (online and face-to-face) module with the faceto-face element offered intensively (over 5 days in the Spring term) (30 credits) Some modules (such as Education and International Development: Concepts, Theories and Issues; Introduction to Social Research; Planning, Education and Development; Gender Education and Development; North-South Educational Partnerships and Development Education in the Era of Globalisation) are available online. Online modules can provide students with greater flexibility with regard to where and how they study. Online modules offer a further option for study from home or abroad without the need to attend sessions at the IOE. Other modules are offered face-to-face (such as Education and Muslim Communities) or mixed-mode/intensive (such as Promoting Health and Wellbeing: Planning, Practice and Participation) Students are required to attend at least 80% of all sessions (or, where the module is online, to complete at least 80% of the weekly sessions) Programme structures and requirements, levels, modules, credits and awards: The programme is divided into study units called modules, four of which are taught modules each counting for 30 credits of the 180 credit award. If students elect to submit a report (30 credits) rather than a dissertation (60 credits), they should take a further taught module. Two modules (60 Credits) form the required core of the degree: Education and International Development: Concepts, Theories and Issues Promoting Health and Wellbeing: Planning, Practice and Participation Two optional modules (60 Credits) or, if a report is presented, three optional modules (90 Credits) can be chosen. At least one of the modules must be chosen from within the EID Cluster. Modules currently offered: Introduction to Social Research (by distance learning) 1 Understanding Education Research Planning for Education and Development Learners, Learning and Teaching in the Context of Education for All Education and Muslim Communities Gender, Education and Development Gender, Theory and Practice in Education North-South Educational Partnerships Development Education In The Era Of Globalisation 1 Students with little or no research experience are strongly encouraged to study a research module to prepare for their dissertation or report 5

6 Other relevant modules can be chosen, for example: Children's Rights In Practice Theories of Childhood and Children's Rights Education and Development in Asia The dissertation (18,000-20,000 words) can be based on original empirical research or a critical analysis of a body of literature. It is supported by tutors who provide group and one-to-one supervision. Students may present a report (8,000-10,000 words) instead of a dissertation. Students who do not complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits (from taught modules) respectively and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area. ECTS: The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated There are a range of teaching and learning methods used: lectures or other structured inputs by staff; participant-led presentations and discussions based on selected readings or a clearly specified project; tutor-led seminars; workshops; problem/issue based paired and small group work, occasional debates and occasional invited speakers; reflections on film and video inputs. Online modules are taught through the Virtual Learning Environment, Moodle. Students complete activities, based on their readings, and submit these activities for comment from the tutor and other students. Students are also expected to conduct research in the form of: A Report: an account (normally not exceeding 10,000 words) of the study of a specified topic based on a small-scale study or an extended review of literature in the field of education, health promotion and international development. (30 IOE credits) A Dissertation: A small-scale research study leading to an ordered and critical exposition of knowledge relating to education, health promotion and international development. A dissertation is between 18,000 to 20,000 words. (60 IOE credits) Information about assessment regulations Students must successfully complete all elements of the programme, to achieve the minimum credits required for the award, e.g. 180 credits for a masters award, 360 credits for an undergraduate honours degree award. All coursework, is 6

7 assessed according to the grade-related criteria for the programme level, found in the programme handbook. All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Students who fail an assignment may be re- assessed in that element of their programme of study on one further occasion only, within the deadline specified by the Programme Leader. An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme students and the reliability of the judgements made in assessing them. Further details about assessment regulations can be found at: sessment Regulations.pdf Support for learning Support for students learning is responsive to their personal and professional backgrounds and is grounded on an understanding that learning is generally selfdirected and that students take responsibility for their learning. The following activities support learning: An induction day at the commencement of the programme informs students of the programme content, methods and expectations, and introduces them to Student Support Services and the Academic Writing Centre. Programme and module handbooks offer guidance and advice on studying, writing and submitting both assignments and dissertations or reports. The programme leader is available to advise students on academic matters, and to refer them to the range of support services available at IOE Formative feedback is provided on draft assignments to inform the final submission Peer support and networking is facilitated in the group by the use of virtual learning environment (VLE) and collaborative projects. Access to the full range of welfare and union facilities is provided to all Institute students Students are all inducted on the use of the library and information services, and of the VLE operating system. Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards include: Module evaluation by students 7

8 Termly meetings of the Programme Committee including student representation Annual programme review prepared by programme team and considered by Faculty learning and teaching committee Periodic programme review and revalidation involving external panel member Staff review and development External examiner reports Committees with responsibility for monitoring and evaluating quality and standards Programme Committee Programme cluster team Board of Examiners Faculty learning and teaching committee/s Teaching Committee Validation Sub-Committee Equality and Diversity committee Academic Board Senate Mechanisms for gaining participant feedback on the quality of teaching and their learning experience: Student module evaluation (sessional and programme); Student representation on programme committees Indicators of quality and standards Progression to higher level award programmes Promotion to management or higher level roles in their place of work Programme students teaching other practitioners in their own institutions or on a regional or national basis Participation in continuing professional development programmes Publication of outstanding work in peer reviewed journals External examiner s appraisal of how standards compare with other universities Relevant benchmark statements and other external and internal reference points used to inform programme outcomes The following descriptors from the Quality Assurance Agency (2010) guide the MA EHPID. 2 Master's degrees are awarded to students who have demonstrated: 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 2 Quality Assurance Agency (2010) Master s Degree Characteristics. Gloucester: The Quality Assurance Agency for Higher Education 8

9 professional practice. A comprehensive understanding of techniques applicable to their own research or advanced scholarship Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline Conceptual understanding that enables the student: To evaluate critically current research and advanced scholarship in the discipline To evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. Typically, holders of the qualification will be able to: Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level Continue to advance their knowledge and understanding, and to develop new skills to a high level. And holders will have: The qualities and transferable skills necessary for employment requiring: The exercise of initiative and personal responsibility Decision-making in complex and unpredictable situations The independent learning ability required for continuing professional development. Date of completion/amendment of specification April