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: P005937

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.

Ai ms 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 students 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.






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 fields multidisciplinary
nature and its intersections with other areas of study (e.g. Economics,
Anthropology, Development Studies, Womens 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 students 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


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
J anuary. 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-to-
face 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
supported by a Programme Handbook and there are separate handbooks for each
module.


Core
module
Education and International Development: Concepts, Theories and Issues *

Options: 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 (60 Credits) in Education & International Development
or
Report (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.

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

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
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