Programme Specification for Education MA
|
Final award |
MA |
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Intermediate awards available |
PGCert, PGDip |
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UCAS code |
N/A |
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Details of professional body accreditation |
N/A |
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Relevant QAA Benchmark statements |
N/A |
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Date specification last up-dated |
April 2012 |
Profile
The summary - programme advertising leaflet
Programme content
The MA in Education is designed specifically for educational professionals who wish to engage critically with new developments in teaching, and develop practice in their work context with academic and practical rigour.
MA Education at UEL
Through engagement in critical, analytical and reflective processes, participants will be able to:
- Develop their understanding of current thinking in relation to research and professional policy and practice
- Develop their ability to analyse, critique and develop their own and others’ practice
- Develop intellectual, organisational, personal, communication and professional skills
- Design and use research to contribute to improving practice in the context of their own role
Admission requirements
Entry requirements are flexible to allow for credit to be given to work based learning through AEL (Accreditation of Experiential Learning)
Applicants must:
- have a degree (normally honours, normally 2:2) awarded by a UK University or a recognised degree-equivalent qualification
- show that a significant part of each week is spent in an educational workplace
Applicants will be advised in discussion which route to take (see ‘what you will study when’)
Programme structure
| Postgraduate Certificate | Postgraduate Diploma | Masters |
|---|---|---|
|
Two modules from column 2 (part time only) |
Two additional modules from:
(Choices will be determined by the module timetable and/or the number of participants enrolling.) |
Dissertation |
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Route 2: Four M level modules negotiated, planned and delivered in partnership with schools / learning coalitions or Local Authority to meet specific development aims and priorities. |
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Route 1 is for participants who enrol on an individual basis. Face to face elements of the programme are most likely to take place at the UEL Stratford campus. Assessments have been designed to allow individuals to focus upon an aspect of their practice / role which is relevant to their context as well as to the specific module. Route 1 is available for part time study only.
Route 2 is for schools / learning coalitions and Local Authorities. Schools / learning coalitions engage in a planning process which aims to support school leaders to raise the level of engagement of their staff in school development and CPD activities to Masters level. Participants have the option of submitting work for Masters level credit, or of engaging at Masters level without submitting work for credit. A framework for planning integral school development and CPD at Masters level offers the opportunity to build upon established school development processes such as planning meetings, peer observation, mentoring and coaching and staff development time as part of then Masters learning experience. Assessment is structured around the desired development outcomes. Route 2 is available for part time study only.
Learning environment
Participants will have the opportunity to engage in face to face seminars, workshops and lectures as well as collaborative activities and discussions in a virtual learning environment.
Assessment
All M level modules are assessed by the submission of a single portfolio of 5,000 words or equivalent.
Relevance to work/profession
Supports development and demonstrates achievement in relation to:
- Advanced skills teacher (AST) standards;
- Induction standards;
- NPQH;
- Performance threshold standards.
Supports development in relation to your local and national context.
Thesis/Dissertation/project work
The dissertation provides an opportunity to undertake a research project relevant to educational development in the context of the participant’s role and/or practice.
Added value
The integration of theory and practice provides opportunities for participants to personalise their learning and address areas of interest and challenge in the context of their work. The pedagogy of the programme includes a focus upon collaborative learning which supports participants to address current issues and problems through the strength of collective knowledge, experience and expertise.
Your future career
Teaching is set to become a postgraduate profession. The UK government have set a target in the for all teachers to have a Masters level qualification by 2018. Masters level qualifications are becoming increasingly important to career progression in many countries and is an internationally recognised qualification.
How we support you
Academic support is provided by module tutors whilst the participants are undertaking each module. The Programme Leader can also offer academic guidance about the programme and progression.
Bonus factors
Outcomes
Programme aims and learning outcomes
What is this programme designed to achieve?
This programme is designed to give you the opportunity to:
- provide a programme which supports participants to meet their development needs and interests with academic and practical rigour
- provide opportunities for education professionals to develop their professional knowledge and understanding in relation to their current and developing roles in the workplace
- engage participants in key educational processes underpinning development and action, such as critical analysis and reflection, critical enquiry and research, action planning and evaluation and collaborative learning.
- provide access to current knowledge, thinking and practice in the field of education
- provide opportunities for collaborative learning through structured activities and tutor support.
- enable education professionals to achieve greater recognition and credit for their work in the form of advanced professional qualifications at Master's level
- To provide opportunities for LA and school based CPD activities to be incorporated into a planned programme of study at masters level
What will you learn?
It is expected that by the end of the programme participants will have the ability to:
Knowledge
- demonstrate a systematic understanding of knowledge and a critical awareness of issues relating to educational development and the management of learning
Thinking skills
- critically reflect on their professional values, concerns, priorities and actions and to understand them in broader social, political and economic contexts
- demonstrate a conceptual understanding of approaches to research in professional practice and learning and an ability to critique them
- critically evaluate current research in education
- demonstrate originality in the interpretation and application of knowledge and research in professional practice and learning
Subject-Based Practical skills/ skills for life and work (general skills)
- deal with complex professional issues systematically and creatively
- use research to inform the development of practice
- demonstrate self-direction and originality in tackling and solving problems
- demonstrate a capacity to direct and sustain their continuing professional development.
- an ability to communicate conclusions clearly to a wide range of audiences and for different purposes
Structure
The programme structure
Introduction
All programmes are credit-rated to help you to understand the amount and level of study that is needed.
One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).
Credits are assigned to one of 5 levels:
- 0 - equivalent in standard to GCE 'A' level and is intended to prepare participants for year one of an undergraduate degree programme
- 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
- 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
- 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
- M - equivalent in standard to a Masters degree
Credit rating
- The overall credit-rating of the Post Graduate Certificate is 60 Level M credits
- The overall credit-rating of the Post grad DipCG (QCG) programme is 120 Level M credits
- The overall credit-rating of the MA Careers programme is 180 Level M credits
Typical duration
The typical duration of this programme is 2 years part-time.
What you will study when
| Autumn term | Spring term | Summer term | |
|---|---|---|---|
|
Route 1 part time |
30 credit module |
30 credit module |
30 credit module |
|
30 credit module |
dissertation |
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Route 2 part time |
One 30 credit M level module/ term. To be negotiated with partners as appropriate. |
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Requirements for gaining an award
- The Associate Certificate consists of 30 credits at M level
- The postgraduate certificate consists of 60 credits at M level.
- The Postgraduate Diploma consists of 120 credits at M level.
- The Masters consist of 180 credits at M level which must include a 60 credit dissertation.
Masters Award Classification
Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification
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70% - 100% |
Distinction |
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60% - 69% |
Merit |
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50% - 59% |
Pass |
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0% - 49% |
Not Passed |
Assessment
Teaching, learning and assessment
Teaching and learning
Teaching and learning strategies may include:
- Practical workshops - enabling experimentation and the analysis and discussion of issues, documents and materials;
- Lectures – providing the opportunity for the presentation of an extended and coherent line of argument
- Seminars - to generate group and individual creativity, discussion and reflection
- Work based activities – to allow participants to undertake enquiry and/or development work;
- Conferences – to facilitate the opportunity to share ideas and to experience research and enquiry undertaken in areas outside the participants’ immediate professional spheres;
- Guided reading and independent study - to enable participants to engage with relevant and appropriate debate;
- Supported self study using relevant materials - to promote individual enquiry and development;
- Individual tutorials - to enable a more extended, in-depth analysis and support of self study
Assessment
Summative assessment
Assessment will vary between modules but will include a mixture of:
- critical engagement with research and current thinking in Education
- critical engagement in professional work-based tasks
- critical reflection
- research and action planning
All PG Cert and PG Dip modules are assessed by the submission of a single portfolio of 5,000 words.
The dissertation comprises a 1,000 word research proposal and a dissertation of 14,000 words
Formative assessment
There will be opportunities to receive formative assessment throughout the module through:
- self assessment and audit activities during module sessions
- UEL plus discussions and activities
- Tutor feedback on work in progress and a first draft of each segment of the assessed portfolio
Quality
How we assure the quality of this programme
Before this programme started
Before this programme started, the following was checked:
- there would be enough qualified staff to teach the programme;
- adequate resources would be in place;
- the overall aims and objectives were appropriate;
- the content of the programme met national benchmark requirements;
- the programme met any professional/statutory body requirements;
- the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.
This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.
How we monitor the quality of this programme
The quality of this programme is monitored each year through evaluating:
- external examiner reports (considering quality and standards);
- statistical information (considering issues such as the pass rate);
- student feedback.
Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee.
Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former participants and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.
The role of the programme committee
This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures.
The role of external examiners
The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:
- To ensure the standard of the programme;
- To ensure that justice is done to individual participants.
External examiners fulfil these responsibilities in a variety of ways including:
- Approving exam papers/assignments;
- Attending assessment boards;
- Reviewing samples of student work and moderating marks;
- Ensuring that regulations are followed;
- Providing feedback through an annual report that enables us to make improvements for the future.
Listening to the views of participants
The following methods for gaining student feedback are used on this programme:
- Module evaluations
- Student representation on programme committees (meeting twice a year)
Participants are notified of the action taken through:
- Providing details on UELPlus
Listening to the views of others
The following methods are used for gaining the views of other interested parties:
- Questionnaires to former participants.
- Annual student satisfaction questionnaire.
Further Information
Alternative locations for studying this programme
| Location | Which elements? | Taught by UEL staff | Taught by local staff | Method of Delivery |
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Where you can find further information
Further information about this programme is available from:
- The UEL web site http://www.uel.ac.uk
- The student handbook (UEL Plus)
- Module study guides (UEL Plus)
- UEL Manual of General Regulations http://www.uel.ac.uk/qa
- UEL Quality Manual http://www.uel.ac.uk/qa
- Regulations for the Academic Framework http://www.uel.ac.uk/academicframework/
- School Web Pages http://www.uel.ac.uk/education/
- Current External examiners
- External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))
