Teaching Institutions: Institute of Education, University of London

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1 PROGRAMME SPECIFICATION MA in Education and International Development Awarding body: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final award Master of Arts (MA) Postgraduate Diploma Postgraduate Certificate Programme title Education and International Development UKPass code: P Language of study The Institute of Education teaches and assesses participants 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. Participants The programme is designed for people working in the formal and non-formal sector of education and international development who would like to obtain an advanced degree. Aims of the Programme Explore debates in education and international development focusing on key theoretical questions and major contemporary issues, particularly questions posed by social and economic divisions, sustainable development and the impact of globalisation in relation to national and transnational educational initiatives. Develop critical reflection on education and international development and its links with policy and /or personal practice. Develop skills appropriate to each student s particular interest for future work in the field of education and international development. Enable students to research aspects of education and international development of personal or professional importance.

2 Programme Outcomes Intended learning outcomes Participants on the MA EID should develop the following throughout their programme of study: Their knowledge from a wide range of literature in the field of education and international development and be able to understand the field s multidisciplinary nature and its intersections with other areas of study (e.g. Economics, Anthropology, Development Studies, Women s Studies). The ability to reflect critically on a wide range of contemporary debates and issues concerning education and international development. Their knowledge of and understanding in the field of education and international development and the implications of published research in this area for their own practice. Their skills in oral presentation and discussion, critical reading and reflective and analytical writing, thus enabling them to contribute to debates and initiatives concerning education and international development. A number of appropriate technical skills relating to work in specific areas. An understanding of the processes entailed in research and should have carried out a piece of independent research that investigated an issue of practical, policy or theoretical relevance to a student s particular context or chosen professional area. These broad learning outcomes might be broken down into the following constituent parts: Knowledge and understanding Theoretical and professional knowledge and understanding of concepts and issues involved in international education and development and their relationship to wider political, economic and social aims. Critical consideration of the goals of education in relation to Education for All. Theoretical, professional and practical knowledge of learning, teacher education and curriculum development. 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 Working with others and valuing the contribution of all Making informed judgements regarding policy and practice

3 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: 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. Criteria for admission to the programme A good first degree or equivalent and normally at least 6 months relevant experience in a low-income or middle-income country. Mode of study Modules are taught in a variety of formats, of which the most popular is three hours per week over a ten-week period. The programme also offers two modules taught in an intensive mode and four modules are available through online learning. Participants can begin this Masters programme at the Institute in October or January. It is now possible for students to complete this Masters programme at a distance with only one module in attendance at the Institute. Programme structures and requirements, levels, modules, credits and awards The programme is taken full-time over one year or part-time over two to four years. It is divided into four modules worth 30 credits each, plus a dissertation (or a report and one extra module) (a total of 180 credits). The programme is designed so that participants can focus on education and development in the context of low and middle income countries. Participants have to take the Core Module Education and International Development: concepts, theories and issues (available face-toface or through on-line distance learning) and two optional modules offered in the Education and International Development cluster; one optional module as well as undertaking a research-based Dissertation (60 credits) or Report (30 credits). Students who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits respectively and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area. Each module consists of a minimum 30 hours of taught time plus additional independent study time. The exception is the Dissertation module, which consists of 5 hours of individual supervision and additional independent study. There are a number of optional Dissertation support sessions offered throughout the year e.g. graduate students present their studies; introduction to dissertation planning and proposal writing; doing the literature review; methodology etc. Many education and international development students choose to include a small field study in a low or middle income country as part of their dissertation research. All programmes are

4 supported by a Programme Handbook and there are separate handbooks for each module. Core module Options: Education and International Development: Concepts, Theories and Issues * 3 optional modules (90 Credits) or 4 optional modules (120 Credits) if a report is presented At least two of these must be chosen from the EID Programme below Planning for Education and Development* Participatory Planning and Project Management for Health Promotion in the Context of International Development Introduction to Social Research (by distance learning) Developing and promoting health and well-being: concepts and issues (by distance learning) 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 Any other relevant modules taught in MA 180 credit scheme can be chosen, for example: Economic Perspectives on Education Policy Training for Development Education Education and Development in Asia Dissertation or Report (60 Credits) in Education & International Development (30 Credits) in Education & International Development Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated Teaching on the MA EID is intended to provide learners with a critical perspective on a range of different frameworks through which learners can understand their experiences and practice. It is intended to help learners locate the literature they are reading within the contexts in which it was written and the debates to which it contributes. Teaching also aims to assist students to develop coherent oral and written arguments, to use and examine critically, evidence from a range of sources, and to increase their knowledge of specific technical skills, as appropriate for the degree route they have chosen. In order to facilitate this process, staff use a number of different teaching strategies, ranging from the formal lecture, to relatively informal workshop formats. Often a module session will combine a range of different teaching strategies, with some structured input from the lecturer, some class discussion and some group project work. Generally lecturers do not use sessions to convey detailed information on a topic (which can be found in texts in the library) but rather to engage with arguments and discussions within a particular area.

5 All the staff expect students to do the largest part of their learning outside of the relatively short formal teaching sessions. By contrast, teaching in individual tutorials is often highly focused on the particular topic selected for the coursework or the dissertation. Much of the teaching in these sessions is concerned with discussions about approaches to a particular piece of writing, a literature search strategy for that work, and detailed comments on drafts. Learning is also enhanced through active participation in class discussions and group work projects, many of which are designed to help learners relate theory and practice. While not all students feel comfortable contributing to discussions, practice in doing so is important. It helps learners think on their feet, listen to what others are saying, and try to link their specific concerns to wider debates. Discussion groups are partly designed to give learners practice in contributing to class discussions. Preparing some questions for each class on the basis of key readings is a useful way to help learners participate actively. The experiences learners bring to the programme are a valuable resource and we will try to draw on these extensively in discussions. The process of writing under supervision is an important learning experience, which is why much of the teaching on the programme takes place in individual tutorials and supervision sessions. Students on MA EID have the option to study either part time (PT) or full time (FT). To accommodate the needs of part-time students, some modules are taught in the evening and by distance methods. Whenever possible, the team will arrange special sessions well in advance to give part-time students opportunities to attend. lnformation about assessment regulations Students are expected to complete the programme within one year full-time and two to four years part-time, and to submit work for assessment following each module. The MA is assessed by module coursework and a dissertation / report. Assessment for each module is based on successful completion of: a module assignment (some modules e.g. CTI have compulsory formative elements) satisfactory completion of module activities (online modules) satisfactory completion of the required number of teaching hours (80% participation requirement) Learners receive extensive formative and summative feedback. All module coursework is double parallel marked. It is assessed on the following: appropriateness and relevance to the field of study clarity of focus and the cogency of the argument and analysis grasp of the issues, concepts and theories the range of reference material used presentation and on the evidence of independent critical thinking

6 Dissertations and reports are also double parallel marked. Dissertations and reports are assessed in similar areas to module coursework; however more stress is placed on the use of evidence. The critique of literature and issues forms an extra important element in the assessment of dissertations and reports. Both markers provide written feedback on all coursework, commenting on the quality of the work. Feedback will normally be given back 4-6 weeks after the deadline, or 4-6 weeks after the date on which the work was handed in, if an extension or deferral was granted. The student will also receive a provisional agreed grade, subject to ratification by external examiners at the final Exam Board at the end of October. The grade-related criteria used for marking all module coursework and dissertations / reports are those adopted by the Institute of Education, University of London for Masters degrees in Education. The assignments are graded A-D (grades A-C represent passes and grade D is a fail). One resubmission for each failed unit is permitted. Learners must pass the core module, dissertation/report and three optional modules (four if report is chosen). Support for learning A broad range of strategies are used to support learning on the programme including: Induction sessions Programme handbook Module handbooks Online induction support in Moodle Academic literacy and oracy sessions if required Information services induction and other courses Extensive library and other learning resources and facilities Academic adviser (personal tutor) for each student Academic counselling and advisory service Access to Student Welfare Service if required Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards Module evaluation by students Termly meetings of the Programme Committee and Programme Team Annual programme review prepared by programme team and considered by Faculty Learning, Teaching and Quality Committee Periodic programme review and revalidation involving external panel member Staff review and development Peer observation of teaching External examiner reports Committees with responsibility for monitoring and evaluating quality and standards Programme Committee Board of Examiners

7 Faculty Learning, Teaching and Quality Committee Teaching Committee Validation Sub-Committee Equal Opportunities Committee Academic Board Senate Mechanisms for gaining student 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 Module assignment feedback forms and grades Dissertation assessment sheets and grades External Examiner reports. Date of completion/amendment of specification September 2013

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