This innovative programme at Level 3 is intended for students who have qualifications to the level of 240 credits at Level 2 and who wish to gain a UK Honours degree. Engaging with this programme will allow students the opportunity to gain knowledge and critical understanding of education and education systems from international perspectives. The programme facilitates options for further study at postgraduate level including the possibility of applying for Primary Teacher Training. International graduates will have options to return to their own country with a plan to work in education in a range of professions that require an Honours degree.

Applicants require formal academic qualifications to the level of 240 credits at UK HE Level 2 and an IELTS score of 6.5, or an equivalent level qualification, to join the programme.

• Planning, conducting and reporting on a research project of your own choice, on a relevant contemporary issue
• Critiquing international educational systems in a range of countries
• Critically examining a range of issues related to education, childhood health and language in an international perspective, with particular emphasis on the issue in the developing world (majority world / Third World / south)
• Acquiring a critical understanding of World Englishes and of the interplay between language, community and Nationality

Knowledge

You will gain knowledge and understanding of:

• International perspectives on policy development and education systems and their impact on children’s learning
• The complexity of issues concerning language, children and childhood health
• The role of national, local and international priorities in societal and organisational structures for education and educational practices
• Your own system of education and language by viewing it in comparative perspectives
• A range of perspectives:
  • On learners and the learning process
  • Issues of access
• The wider economic, political and socio-economic contexts of education
• The impact of gender, race and class on inequalities

Thinking skills

• Apply critical understanding of a range of research methods to select appropriate methodologies to the study undertaken
• Use analytical thinking to report and reflect upon data collected in the pursuit of the research using both primary and secondary sources
• Demonstrate a critical understanding of political, environmental and cultural influences on education in different international contexts
• Demonstrate a critical understanding of concepts of child health and wellbeing in different contexts
• Use standard academic discourse ( written and oral) to present coherent arguments in support of a hypothesis relevant to international perspectives on education
• Synthesise, summarise and critically evaluate information from a variety of sources related to educational and language systems

Subject-Based Practical skills/Skills for life and work (general skills)

• Survey and interpret published data, in a range of media, relevant to research interests
• Use web, paper-based and audio-visual learning resources for seminar presentation Gather and deploy a range of evidence to critique given systems of education
• Plan and carry out practical activities within agreed deadlines
• Express yourself clearly and persuasively in writing and orally
• Retrieve, sort and exchange information including national and international databases
• Demonstrate intellectual independence and reflect on own learning achievements
• Use ICT appropriately and interpret graphical and tabular presentation of data
• Read challenging texts critically and analytically

The expected duration of this programme is one year when attended in full-time mode or two years in part-time mode. International students on a student visa are required to study full time under the conditions of their visa. If you are in the UK on another type of visa, it may be possible to study part-time. Please check with our International Students Advice team by emailing isa@uel.ac.uk.

The teaching year begins in September and ends in June but some programmes also allow students to join at the start of Semester B, in February. A student, normally registering for six modules in one year (three modules in each semester) would do so in a full-time attendance mode of study and a student registering for up to four modules in one year (two modules in each semester) would do so in part-time attendance mode of study.

This programme is part of a modular degree scheme. A student registered in a full-time attendance mode will take six 20 credit modules per year.

Modules are defined as:

• Core - Must be taken
• Option - Select from a range of identified modules within the field

In order to gain an Honours degree a student will need to obtain 120 credits at Level 3 or higher.

In order to gain an ordinary degree a student will need to obtain a minimum of a minimum of 60 credits at Level 3 or higher.

Knowledge is developed through

• Lectures and supporting teaching materials
• Preparation and participation in seminars
• Workshops and practical sessions
• On line discussions and activities
• Research projects and group work
• Individual reading

Thinking skills are developed through

• Analysing and applying theory through coursework
• Discussing key theoretical issues raised in lectures and readings
• Group activities in class sessions
• Keeping of learning/reflective logs and journals

Practical skills are developed through

• Undertaking tasks in seminars and workshops
• Group work
• Individual research projects and observations

Skills for life and work (general skills) are developed through

• Group work which enables development of skills in planning, negotiation and working with others
• Individual work which requires learner strategies in planning, reflecting, time management, meeting deadlines
• ICT skills

Knowledge is assessed by

• Coursework assignments
• Self reflective assignments
• Presentations

Thinking skills are assessed by

• Coursework assignments
• Presentations
• Participation in sessions

Practical skills are assessed by

• Coursework assignments
• Active participation in presentations
• Observation of participation in sessions

Skills for life and work (general skills) are assessed by

• Seminar participation and group work skills
• Personal development plans and students’ own reflection