Awards
Target Award
Award Description:Master of Arts - MA
Alternative Exit
Alternative Exit
Programme Offerings
Part-Time
F2F-JMU-SEP
Educational Aims of the Course
To provide a critical and analytical framework for students to engage with academic concepts, theories, debates and research in the multidisciplinary study of education in the globalised world. To equip students with a critical awareness of key theoretical debates and issues enabling them to develop a critical understanding, evaluation and ethical position in relation to education and social justice issues. To provide a range of learning activities and experiences as a critical context for intellectual development enabling students to critically engage with research in a way that is applicable and relevant to their own academic and practice context. To enable students to reflect on and challenge their own and others' values and assumptions in order to promote socially just policy, and inclusive and ethical practice in education
Learning Outcomes
1.
Demonstrate systematic knowledge and critical understanding of theories and concepts appropriate to the study of education, globalisation and social justice.
2.
Critically examine educational policy and practice in complex and unfamiliar situations through systematic, ethical investigation.
3.
Manage time effectively.
4.
Demonstrate Self-direction and originality in tackling and solving problems and the ability to act autonomously in planning and implementing tasks.
5.
Identify dilemmas and ethical dimensions in complex and unfamiliar situations and acknowledge positionality in these contexts.
6.
Analyse and critically evaluate data from a wide range of reliable sources to develop knowledge and critical understanding.
7.
Research and present findings using appropriate methods of investigation.
8.
Communicate clearly and confidently in both spoken and written form.
9.
Work independently as well as part of a team.
10.
Use knowledge of different philosophical views of education to inform critical debate about its role in a range of national and international contexts.
11.
Demonstrate practical understanding of how techniques of research and enquiry are used to create an original interpretation of knowledge in relation to the study of education, globalisation and social justice.
12.
Explore the implications of relevant theory, research and policy in the context of educational governance and practice.
13.
Demonstrate critical awareness of the role of educational policy and practice in addressing social justice issues in the globalised world.
14.
Plan an appropriate investigative project that involves elements of education and globalisation as fields of study.
15.
Synthesise ideas based on study, reflection and/or experience, to create responses to problems that expand or redefine existing knowledge.
16.
Challenge own and others' values and assumptions in order to promote socially just policy, and inclusive and ethical practice in education
17.
Synthesise effectively and communicate the outcomes of a study in ways consistent with relevant academic conventions.
Teaching, Learning and Assessment
The development of students' knowledge and understanding involves the provision of a range of lectures, seminars, workshops, small group work, tutorials and self-directed study which may include e-learning. These are supported by key sources/references including appropriate texts and policy. All assessment is coursework, which may include essays, reviews, case studies, portfolios, reports, oral presentations, proposals and research based projects. Assessment methods are specific to each module and assessment methods are specified in each module guide. The development of intellectual skills is achieved through the exploration of theory, research, policy and practice. Intellectual skills of analysis, evaluation and reflection on philosophy, policy and practice form the intellectual process of the programme. Assessment of intellectual skills includes the use of independent project work, critical reviews of policy and education practice in relation to theory and current research, written assignments and formal presentations. Assessment methods are specified in each module guide. Teaching and learning strategies for the development of professional practical skills include lectures, seminars, workshops and presentations from guest lecturers and educational visits. Professional practical skills are assessed through oral presentations, written assignments, research based assignments and dissertation. Assessment methods are specified in each module guide. The development of transferable skills permeates all programme processes. Teaching and learning strategies involve the provision of opportunities for engagement with theory, policy and practice and the development of evaluative skills. Assessment of transferable skills is through the completion and presentation of certificate and diploma level assignments and the final dissertation. Assessment methods are specified in each module guide.
Programme Structure
Programme Structure Description
Students are required to achieve 180 credits at Level 7 for the MA, 120 credits at Level 7 for the Postgraduate Diploma and 60 credits at Level 7 for the Postgraduate Certificate. 60 credits associated with the Postgraduate Diploma can not include the credits from the Dissertation module (7006ECSMA). Students … For more content click the Read More button below.
Structure
Level 7
Extra Entry Requirements
Qualifications considered:
An undergraduate degree (lower second-class level or above) in a relevant subject, for example, Education, Social Policy, Childhood, Community Development, Health, or International Studies. Or be able to demonstrate a comparable academic standard through past studies and/or relevant work experience.
Candidates already holding a Postgraduate Certificate, Diploma or other M-level qualifications deemed by the Programme Leaders to be equivalent to respective parts of the MA programme maybe permitted to enter with exemptions, subject to the University's regulations and Advanced Standing in Postgraduate Awards and with the approval of the Faculty Faculty Recognition Group. The Recognition of Prior Education and Learning (RP-EL) system will be explained if required.
In addition, all potential candidates are required to demonstrate competence in English language to English GCSE standard or equivalent. Non-UK students will be required to possess certification of English at IELTS 6.5 level (minimum 6.0 in each component) or equivalent qualification. Applicants who have studied and successfully passed a UK-based degree within the previous 24 months are exempt from such requirements.