PROGRAMME SPECIFICATION MA Educational Planning, Economics, and International Development

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1 PROGRAMME SPECIFICATION MA Educational Planning, Economics, and International Development Awarding Institution: 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 Educational Planning, Economics 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 Approximately one-third of the students on the course are from the UK (usually having spent some time working overseas) and the rest are 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 of the students have studied education and development and are wanting to move into more senior jobs often in international development NGOs or governmental departments. Many students are in mid career and want time to reflect on the work they have been doing either as teachers, education administrators, or organisers of education NGOs. Educational Aims of the Programme To provide students who are interested in working in the areas of educational planning, policy, management and administration in the context of international development with relevant knowledge, understanding and skills drawn from the interconnections between educational planning, development and economics. To stimulate critical reflection on issues of educational planning and the analytical techniques employed, while acquiring a broader understanding of the education and international development contexts within which educational planning takes place. To enable students and experienced educational planners to gain critical insight into the application of economic theories and principles to educational planning.

2 To enable students to undertake research study on aspects of educational planning, economics and international development of personal and/or professional importance. Learning Outcomes Participants on the MA EPEID should develop the following throughout their programme of study: Appreciation of the interconnections between society and the economy and its implications for educational planning. Understanding and application of economic principles to educational planning issues. Ability to critique the application of economic analysis and evidence to education policy issues. Understanding of the strengths and weaknesses of various approaches to educational planning. Ability to analyse an educational planning problem in the context of the national economy and its development. 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 the interconnections between educational planning, economics and international development Critical consideration of the ways in which economic analysis and evidence are applied to education policy and planning Theoretical knowledge and understanding of educational planning process in low and middle income countries 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 within a team. Making informed judgements regarding policy and practice. Effective problem analysis to improve educational planning. 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 educational planning problem analysis Effective oral and written communication

3 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 Successful application of theory and principles to practice. Criteria for admission Applicants should hold a good first degree or equivalent plus some relevant experience in educational planning or economics of education which relates to international development. Some experience living/working in a low/middle-income context is required. Applicants who do not meet these entry requirements may be asked to discuss their application with the course director/leader. The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. Participants do not need to be registered disabled to draw on these services, though in order to provide services in the long-term we will need to ask for medical or other evidence, as appropriate. Disabilities Support can also support people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency. We aim to treat every person as an individual, with needs which may differ from those of other people with a superficially similar disability. We do not therefore have standard procedures for participants with dyslexia, nor standard procedures for visually impaired participants: each person's needs are considered individually. 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. Some 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 term in attendance at the Institute. Programme structures and requirements, levels, modules, credits and awards The programme is studied over one year full time or two years part time. 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 will take a further taught module. For a Master's degree to be awarded, successful completion of a minimum of 180 credits is required. (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).

4 Three modules form the required core of the degree: Education And International Development: Concepts, Theories And Issues (CTI) Planning for Education and Development (PED) Economic Perspectives on Educational Policy The fourth module may be chosen in consultation with the programme leader from any modules in the Institute of Education 180 credit MA scheme. 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 one-to-one supervision and a number of group support sessions. Students may present a report (8,000-10,000 words) instead of a Dissertation and complete an additional module. Each taught module represents 30 hours of teaching time and additional independent study consisting mainly of reading, writing and discussion. Both the CTI and the PED modules can be taken online or face-to-face. Providing the online version of these modules gives students more flexibility in their programme of study. They offer a further option for study from home or abroad without having to attend these sessions at the IOE as part of the MA Programme. As the EPEP module only runs by face-to-face currently, students cannot complete the whole MA at a distance. They must attend the IOE for at least one full term. All the modules (both face-to-face and online) have their own Moodle space to provide digital readings, blogs, an function and a discussion space for students to use. Participants 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 (achieved through taught elements) and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated 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. The online version of the PED module is taught through Moodle. Students and tutors complete the full module using the Moodle VLE, including tutoring, discussion items, and compulsory activities per session, digitised readings and assignment submission. Information about assessment regulations Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award. All coursework is 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.

5 Assignments are graded from A to D, with D being a failing grade. Participants are permitted to represent a failed assignment on one further occasion, within 12 months of the original submission. 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 participants and the reliability of the judgements made in assessing them. Further details about assessment regulations can be found at e_assessment_of_students.pdf Support for learning Participants come from a range of different contexts, bringing together those from richer and poorer countries, those at the beginning of their career and those with extensive experience. Support for participants is mindful of the different backgrounds and different perspectives on the issues raised by the course, and of the fact that participants are also autonomous and responsible learners. The following are used to support learning: Induction sessions Student handbook Programme handbook Moodle VLE for communications with staff and students. Programme of dissertation support Academic literacy sessions, if required Information services induction and other courses Extensive library and other learning resources and facilities with specialised sessions in Endnote, evaluating material from the web and working with quantitative data. Personal tutor for each student, in contact face to face, by telephone and by Critical and supportive feedback on written work which takes the form of both oral and written comments and which attempts to be diagnostic of student need Academic counselling and advisory service Access to Student Welfare Service, if required Access to the University Careers 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 Quality Assurance/Quality Enhancement Committee Periodic programme review and revalidation involving external panel member Staff review and development Peer observation of teaching External examiner reports

6 Committees with responsibility for monitoring and evaluating quality and standards Programme Committee Board of Examiners 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 Former students have won competitive awards to proceed to doctoral level research. Research. Some research studies have found published form in academic and professional journals. Relevant benchmark statements and other external and internal reference points used to inform course outcomes External examiner reports; annual programme review Date of completion/amendment of specification September, 2013