Gain the skills to be an outstanding educator and leader in a range of institutional settings and contribute to the development of your profession.
Why do a Master of Education?
We have a huge range of expert international educational leaders, academics and researchers.
Approved by QAA via One awards, OfQual via NOCN, the Master of Education is created by experienced, practicing educators and leaders who want to develop their professional impact. This qualification is particularly suited to current and aspiring leaders within education.
Many contributors to this degree are local experts and international programme directors with innovative professional development & learning leaders.
This is advanced study and not an initial teacher education, therefore educators must be working in schools, universities or community learning centres or have a minimum of 3-years suitable experience.
Each of our faculty understand the power of education, from once homeless teenagers to Doctor of Education and Career Educators.
Learning Content (classes) is usually completed in 12 months, enabling students to begin their research project and, complete, within 14 months. Students may take up to 24 months to complete their entire programme with the support of faculty.
|Learning hours:||Ten hours per point, total 1800 hours|
|Assessments:||Presentations, topic-tests, written analysis, exam, project and portfolios|
|Delivery:||Online with weekly ZOOMs – Google Classroom & a closed Facebook group|
Wherever you are, you can make an impact by understanding and having empathy for where students come from, their culture, their ethnicity and their traditions.
- A suitable bachelor degree from a reputable institution equivalent to Level 6
- Be currently employed in an educational institution or have more than 3 years professional educational experience
What sets educational leaders apart? Energy, purpose and passion.
|Learning, Design & Technology||Learning, Design & Technology prepares educators to design and evaluate learning experiences that effectively employ new and embedded technologies in a variety of environments. A particular focus is on assessment strategies of, and for, learning.||20 Points|
|Emergent Technologies||This exciting course will explore and evaluate the following and additional disruptive Edtech:Adaptive Learning Learning analytics Simulations, game-based learning activities, and Virtual or Augmented RealityCompetency-Based Education Open Educational Resources||20 Points|
|Educational Leadership||A critical reflection on the theories & discussion of leadership and the place of the leader within education. This course explores historical and contemporary issues and takes a critical perspective towards educational leadership theory and research across the educational sectors. Students will engage with the implications of educational challenges for leaders in their own and global educational settings.||20 Points|
|Learning as Engagement||This theoretical course is focused on Explicit Instruction as a pedagogical framework for both teaching and learning. Educators will develop, reflect on and enhance their own classroom practice and/or the practice of their colleagues for discussion with course participants.||20 Points|
|Researching the Teacher’s Practice||This course supports an educator’s critical understanding of the design and conduct of educational research. A deep knowledge of research is developed by contextualising educational research methodology in a teacher or administrator’s own research practice. Educational research design is examined in depth within the context of a theoretical lens, such as, critical realism, pragmatism, phenomenology, critical theory, or post-structuralism. Research methods are designed, trialled, and evaluated using criteria from different communities of practice.||20 Points|
|Master of Education Project||Educators will investigate existing literature related to a chosen educational and/or leadership issue and devise an appropriate strategy to study the chosen issue. This is a negotiated practitioner-focussed reflective project using an appropriate inquiry or self-study approach. Evidence of research design, analysis and evaluation is expected||60 Points|
|Masters in Education Portfolio||Course participants will submit a significant portfolio that demonstrates the candidates engagement with both theory and practice issues. The implementation of their course learnings demonstrated in the portfolio will be digital, openly accessible and a contribution to the wider profession as a resource.||20 Points|
This Masters in Education should be seen as a pathway to career progression, academic pursuits and appointments to government programmes where other educators can not go: listen to Dr Stephen and see his impacts not only in his own country.