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This postgraduate course is ideal for overseas students of education or an education-related field who wish to advance their knowledge of education in a global context. You will be encouraged to develop a critical awareness of current problems and issues facing education systems across the world and will be able to further your expertise in areas of education that may interest you.
The course runs over four terms and, in addition to study units, you will be given the opportunity to enhance your own English language skills as needed. It is particularly suited to graduate teachers, head teachers, teacher educators, and local district or government advisors who wish to develop their skills and knowledge of education in order to enhance their own practice and to progress to more advanced posts within their own educational contexts.
This course has the potential to greatly enhance your career prospects in education. It may also be used as a springboard for further study including PhD and EdD courses.
During the course you will:
Areas of study you may cover on this course include:
Range of assessment mode
Each unit in this course will have its own assessment and as far as possible, assessment across units has been designed to give participants experience of a range of assessment tools.
Wherever possible, the specific focus of assignments will be negotiated individually between the unit tutor and the student, within the parameters of the unit, in order to ensure that the assignment meets the personal and professional needs of the student. The course will provide students with a carefully planned and coherent sequence of learning opportunities that facilitate their development via diagnostic, formative and summative assessments, including formative presentations to peers.
M-level assessments
At this level the expectations, in terms of the quality of work produced, is high and students will need to take active control of their learning. At Masters level the expectation is that students are autonomous and confident learners, will undertake assessments that are challenging and require mature argument and sustained research, and fluent and cogent presentation. Students will be encouraged in their assessments to draw upon an extensive range of literature to demonstrate a deep theoretical understanding and communicate effectively in written and oral form.
Assessments at Masters level reflect the greater challenges in terms of skills and intellectual understanding specified in unit learning outcomes, and in particular, the emphasis placed at this level upon the capacity to engage in reflective practice, synthesis, comparison, contrast and to critically evaluate theoretical and methodological concepts. The assessments are designed to test understanding of theoretical concepts through their application to a given context.
The assessments test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. Students are required to demonstrate an appropriate level of research, of independent argument, and to reference in an appropriate way. They will also provide evidence of knowledge and understanding, allow students the opportunity to express their individual responses to a topic or issue, and to demonstrate research into a given topic.
The research methods and dissertation units will provide learners with an opportunity to plan and prepare for research into their own personal areas of interest. The dissertation is summative, and will test the students ability to devise, structure, research, and to report the outcomes.
Through the assessments designed for units, students will practise and reinforce skills in information technology and information retrieval (e.g. word processing, internet and electronic journal searching), quantitative and qualitative data handling, skills using IT, together with Key Skills and skills associated with conventional academic writing tasks.
Presentations to group
The units will require students to make individual presentations to peers, based on research of relevant literature.
Tutorial support
Assessment for Learning recognises the importance of a diversity of formative assessments to develop competencies and confidence towards the summative assessments. Tutors will discuss assignments with students prior to submission, and following the release of feedback, in each unit. In addition, tutors will see all students on an individual basis where necessary to discuss any issues arising from overall performance, and to facilitate progression and overall success.
Appropriateness and equivalence of assessment:
Students will be assessed at a level appropriate to their level of study, and safeguards are in place to ensure that they are neither over nor under-assessed on particular units. Assessment submission dates are staged through the course.
Assessment requirements and regulations
Unit assessment is based on specified learning outcomes and assessment criteria. The assessment must be passed for students to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback forms refer back to these criteria and offer detailed comment to the student on the assessment piece. Some units invite formative peer assessment as part of the process.
All units must be passed (credited) at the appropriate level to achieve the qualifications.
Level Criteria as specified in the Handbook.
Assessment Regulations.
Aims
To enable graduates to:
It will also support students to:
Students have access to a range of support services during their course. Information regarding these services will be given during an Induction Day at the start of the course, at the Bedford Campus. Induction Days will take place in October and provide a full induction to the course.
The day will cover:
Personal tuition:
Overall support is the responsibility of the Award Manager, whose role is to give support and guidance to all students on any issue relating to the awards
At the unit level support is provided by the unit co-ordinator who is responsible for any issues that directly relate to that unit.
The key support for the individual participant will be the individual students personal tutor who will encourage the professional and academic learning required for the course. Where necessary, the tutor will provide advice about accessing additional support from the Professional Academic Development (PAD) support staff, situated at the Bedford Campus in addition to advice and guidance provided by the Student Support Services concerning issues associated with counselling, careers, health, finance, childcare and disability. Weekly individual and group tutorial time with the personal tutor has been built into the students timetables for the course.
Support for the development of academic writing
Specific arrangements will be made to support the development of students academic writing in weekly sessions arranged in negotiation with the International Office.
The local teams regularly check and ensure students are on correct programmes and units; monitoring their engagement, for example encouraging students to attempt all their assessments in units (in particular their final one); identifying students in various `at-risk categories; and giving appropriate progression advice.
Individual unit leaders and the postgraduate academic director are responsible for local programme related Individual unit leaders and the Course Co-ordinator are responsible for local programme-related advice and support. The aim is the provision of a clear and accessible system for students. However, students requesting extensions to assignments, or any other special consideration in relation to extenuating circumstances, must always contact the CAAS team about this, not the course team.
Assessment feedback from tutors:
Students receive a detailed handbook for the course. Students are also supported through specific and detailed formative feedback on an assessment by assessment basis to enable them to develop the quality of their work.
Feedback from each assignment will include advice on areas of strength and development. Students will be encouraged to reflect upon personal progress and retain all assessments in a personal development portfolio that they build upon during their period of study.
This portfolio is not formally assessed.
Course tutorials:
The course tutorial system will play a key role in providing appropriate academic support in order to enhance learning, progression and achievement. All students will be encouraged to discuss feedback regarding assessed pieces of work. Tutorials will also be offered to all students if individuals, or groups, would like to further discuss an aspect of their studies. Guidance on academic writing is integral to all phases of the course to develop students skills and competencies. Guidance for regular entry and completion of students professional development portfolios will be provided by the course tutors.
Professional and Academic Development Team.
The Professional and Academic Development Team (PAD) offers a diverse selection of services to all students. Whether students are struggling with certain aspects of their studies, or simply wish to develop and explore certain skills further, the PAD team is there to offer a helping hand.
Student voice:
Course representatives will be invited to Staff Student Consultative Committee meetings and provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.
Learning Resources:
Learning Resources offers a range of services aimed at supporting studies whilst at University. These include the traditional library services borrowing, reserving and renewing books, videos and other library materials; as well as providing access to networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and two designated Education Librarians. These services are restricted to members of the university therefore to access any of them students need to present their current University ID card. A VLE (BREO) framework will support delivery of all units and their various activities in addition to lectures, seminars and tutorials. BREO will facilitate student discussion of issues/topics with peers outside of the classroom. Academic support is also available via BREO in the form of online tutorials.
The specific content of many of the units require you to work collaboratively to achieve desired outcomes within your own professional contexts. Within taught sessions there is a shared responsibility for the success of the learning, where all participants are expected to play a full part in the interactive elements of the learning experience. Throughout the course you will be expected to work collaboratively with peers.
BREO will be used extensively to discuss issues raised within the class. A discussion board will be utilised to aid this process. All units will have BREO discussion boards set up where you are given unit tasks to complete and on-line seminars to participate in. This will support communication with your tutor and other students to discuss issues and to further extend your interests in the field of Education.
Small group discussions with plenary sessions and oral presentations will develop these skills. You will spend part of most teaching sessions working in a range of varying small groups or pairs, sharing ideas, and / or researching information.
Progression Routes
This award provides a clear progression route to build on the students undergraduate degrees. The course may be used as the basis for further study on doctoral level (PhD and EdD) programmes.
Students will have access to the Centre for Personal and Careers Development service in Bedford as well as on-line (http://careers.beds.ac.uk/ ) throughout their course of study.
In addition students will be required to demonstrate competence in written and spoken English at a level commensurate with study at Masters level. This may be evidenced by a degree qualification that has been taken in English at Batchelors level or above, or by an IELTS score of at least 6.5 or higher.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
The course is wholly inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the course leader, individual members of the academic staff, as well as staff from the Disability Advice Team. The course should not present any barriers to students with disabilities that cannot be overcome using the universitys policy on support for students with disabilities. All applications identifying disabilities are followed up by letter or at interview to establish the level and type of support required.
The Disability Advice Team will discuss any issues students may have and can provide such services as: sign language interpreters, note takers, dyslexia screening / tuition, support materials for students with dyslexia and/or dyscalculia, and support with mobility on campus. They offer confidential advice and information about academic and personal issues, special arrangements / adjustments for some assessments / examinations, and so on.
Communication:
You will develop a range of communication skills during the course. You will need to have a well developed ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary. Opportunities for this include written essay work, student presentations and tutorials. In written work, you will be helped to develop an appropriate academic style which is objective and analytical. You will have the opportunity to work in groups and will also use BREO to improve your on-line communication skills.
To help with the development of this you will be guided on how to present a proposal for and the outcomes of the task in a manner appropriate to the intended audience(s) and evaluate own overall performance. In particular:
You will be encouraged and supported to participate constructively in group discussions, demonstrating your ability to critically reflect upon your own experience in light of reading and the views and ideas presented by others.
You will receive detailed feedback on all aspects of assessments. Areas of good practice and areas for development will be identified and advice given on the improvement of written presentation skills. All units develop written communication skills and you will require the ability to produce concise assessments and to develop and maintain argument and focus with demanding material. Level related criteria enable and require you to practise and develop more demanding oral communication and presentation skills at Masters level. Small group discussions and class-based lectures and tutorials will also enable you to practise and develop your oral communication skills and to engage in stimulating discussions, to respond to questions and to persuasively defend viewpoints on controversial issues through debate.
Information Literacy:
You will be expected to develop a range of skills in this area. You will need to access a wide variety of different sources for the written pieces of work and be able to synthesise a range of different sources into a written submission. You will use MicroSoft Office software to produce documents, presentations and data analysis. In producing assessments for all units you will practise and develop information literacy skills.
To help with the development of this you will be guided in the use of methods of searching for information.
In particular:
BREO will be used extensively and you will be able to access a range of support materials via the VLE and contribute regularly to on-line seminars and discussion groups to communicate with students and staff.
You will attend a course run by the subject librarian during the induction day that covers accessing relevant electronic journals, web sites and data bases.
Research and Evaluation:
To help with the development of this you will be trained in best use of library facilities and search systems. You will be given a range of extracts from texts to discuss in sessions and on-line. You will be issued with a reading list to support the course and each unit and advice on how to reference your reading, in class and in the Handbook. Discussion in class will help you identify appropriate reading topics and texts and ways to evaluate your activities. Your assessments will require you to include reference to appropriate reading.
You will critically examine current research and literature and educational research methods during the course. To help with the development of this you will be guided in the use of effective educational research methodology. In particular:
Creativity and critical thinking:
To help with the development of this you will be given a range of research texts to analyse, to help develop your critical skills. Theoretical concepts will be explored and evaluated and the school-based research undertaken will give you the opportunity to further develop these skills. All assessments require critical thinking and creativity as do many of the learning strategies.
To help with the development of these skills you will:
You will be supported throughout the process by a Unit tutor and a personal tutor. Together they will provide academic support to you and advise you on all issues relating to your progress on the course. You will be encouraged to relate the theoretical base to your own context and also to develop your analytical and evaluative skills. Feedback will be developmental in nature and you will be encouraged to action plan based on this feedback. You receive detailed written feedback on all of your assessments. You should reflect carefully on this. Unit leaders will clarify advice, guidance and comment if you require. Your tutors will periodically review your progress in the light of feedback and agree your plans for improving your performance. Using BREO and some class contact time tutors will identify areas for improvement for the group as a whole following the marking of assessments.
The foundations for this will be laid during the course Induction. Introductory workshops on personal and academic development will encourage you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so. During Induction staff also run a session on academic writing where good practice is clearly identified. Having begun to identify areas for personal improvement you will be made aware of courses and contacts for further developing your skills and abilities.
BREO provides you with information on essay writing and guidance on academic writing e.g. referencing, plagiarism, structuring an essay. This guidance is reinforced by all members of the course team as they teach their units. It should underpin your reflection upon your learning experiences.
At Masters level study you will be expected to take responsibility for your own learning. The process of systematic self-reflection upon your performance and related developmental needs is crucial to this. Your tutors will encourage you to take the initiative, to take responsibility for your own learning. This may involve recognising (through feedback or reflection upon your own work) that you need guidance with an aspect of referencing, guidance with your ICT or research skills, guidance with sentence construction and acting proactively to seek out that guidance and support (your tutors coaches are there to help you take the steps that you recognise you need to take).
In addition we will encourage you to take advantage of the support for English language that will be made available to you. Your tutors will give you further details of this at the start of the course.
