PROGRAMME SPECIFICATION
MA Education, Gender and International Development
Awarding body: University College London
Teaching institution: University College London Institute of Education
Name of the final award (and other exit awards):
MA Education, Gender and International Development. Exit awards also include
Postgraduate Diploma.
Master of Arts (MA) (180 credits)
Postgraduate Diploma (90 credits)
Postgraduate Certificate (60 credits)
Programme title:
MA Education, Gender and International Development.
UCAS/application code: P005940
Criteria for admission to the programme
Programme participants should hold a good honours degree; candidates who do not meet this requirement may be able to qualify through special procedures.
Candidates should demonstrate a commitment and genuine interest in issues relating to gender, education and international development. Candidates will normally have experience of living/working in a low/middle-income context.
Applicants who do not meet these criteria may sometimes be considered on the basis of an excellent personal statement. Occasionally they may be asked to write a qualifying essay, or occasionally to submit a portfolio of work.
All applicants are considered on an individual basis. An interview is not normally undertaken except in exceptional circumstances. If your first language is not English you may be required to provide evidence of your proficiency in the English language.
Документ1

The UCL Institute of Education is committed to admitting and supporting participants with disabilities and welcomes such applications. Participants do not need to be
“registered disabled” to draw on these services. Disabilities Support can also support people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. We aim to treat every person as an individual, with needs which may differ from those of other people with a superficially similar disability. We do not therefore have standard procedures for participants with dyslexia, nor standard procedures for visually impaired participants: each person's needs are considered individually.
Participants:
Participants typically have worked as teachers, education managers or in NGO’s concerned with gender, education and/or international development. Usually they have lived and/or worked in low income settings, and they have a keen concern for combating inequalities in and through education (formal, informal and non-formal).
Some are early in their careers and considering moving into more senior jobs, often in international development agencies. Others are in mid-career and want time to reflect on the work they have been doing.
Aims of the programme
This programme brings together scholarship from gender, education and development studies in order to:
 Develop students’ knowledge of, and critical reflection on, the gender dimensions of research, analysis, policy and practice in relation to education in low and middle income countries;
 Develop students’ oral and written skills through reflection on theory, practice and research, focusing in particular on critically reviewing arguments and advancing their own analysis;

Enable students to research aspects of education, gender and international development of personal and/or professional importance.
Programme outcomes: knowledge and understanding; skills and other attributes
This programme is distinctive in that it brings together scholarship from development studies and women’s studies in order to look at gender issues in education in low and middle income countries. This includes discussions about girls’ access to and achievements in school, femininities, masculinities and gender relations within education, the link between education and work, the ways in which the state and civil society shape the politics of gender and education, and approaches to social justice and education. The course perspective encourages a consideration of how developing countries connect with more affluent and powerful regions of the world.
It is intended that students who have participated fully in the course will be able to:
Документ1


Reflect critically on debates concerning education, gender and international development;

Understand the ways in which knowledge of gender forms, and is formed, by education politics, policy, practice and research in national settings in low and middle income countries, and in transnational organisations;

Consider the implications of theory, research and analyses developed through class discussions for their own future practice and professional development;

Use oral and written communication skills in order to make arguments, examine evidence and creatively advance this area of inquiry;

Understand processes entailed in research and conduct, with support, a small research study that investigates an issue in education, gender and international development.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated
Lectures or other structured inputs by staff; participant-led presentations and discussions based on selected readings or a clearly specified project; tutor-led seminars; workshops; problem/issue based paired and small group work, occasional debates and occasional invited speakers; reflections on film and video inputs.
Online modules are taught through the Virtual Learning Environment, Moodle.
Students complete activities, based on their readings, and submit these activities for comment from the tutor and other students.
Students are also expected to conduct research in the form of:

A Report: an account (normally not exceeding 10,000 words) of the study of a specified topic based on a small-scale study or an extended review of literature in the field of education, health promotion and international development. (30 IOE credits)

A Dissertation: A small-scale research study leading to an ordered and critical exposition of knowledge relating to education, health promotion and international development. A dissertation is between 18,000 to 20,000 words.
(60 IOE credits).
Programme structures and requirements, levels, modules, credits and awards
The programme is studied over one year full time or two-four years part time. The programme is divided into study units called modules, four of which are taught modules each counting for 30 credits of the 180 credit award. If students elect to submit a report (30 credits) rather than a dissertation (60 credits), they will take a further taught module.
Two modules form the required core of the degree:
Документ1


Education and International Development: Concepts, Theories and Issues

Gender, Education and Development
Two optional modules (60 Credits) or, if a report is presented, three optional modules
(90 Credits) can be chosen, from any module in the Institute of Education 180 credit
MA scheme. Students are encouraged to take the module Gender, Sexuality and
Education as an optional module to increase their understanding of the literature on gender and education.
Modules currently offered include:

Understanding Research

Understanding Education Research

Planning for Education and Development

Learners, Learning and Teaching in the Context of Education for All

Education and Muslim Communities

Gender, Sexuality and Education

North-South Educational Partnerships

Development Education In The Era Of Globalisation

Promoting Health and Wellbeing: Planning, Practice and Participation

Education, Conflict and Fragility
Students with little or no research experience are strongly encouraged to study a research module to prepare for their dissertation or report
Other relevant modules can be chosen, for example:

Children's Rights In Practice

Theories of Childhood and Children's Rights

Education and Development in Asia
The dissertation (20,000 words), which counts for double module credits (60), can be based on original empirical research or a critical analysis of a body of literature. It is supported by tutors who provide one-to-one supervision and a number of group support sessions. Students may present a report (10,000 words) instead of a
Dissertation. The Report counts for 30 credits. If a Report is presented, five 30 credit taught modules must be taken.
Each taught module represents 30 hours of teaching time and around 10-20 further hours of student learning consisting mainly of reading, writing and discussion. The programme is organised to fit the Institute’s modular system.
Students who do not complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits (from taught modules) respectively and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area.
The following is the pattern of study for fulltime students. As some students start in the spring and summer terms the dissertation supervision is undertaken throughout the year:
Документ1

Autumn
Autumn &
Summer
(face to face)
Spring
(online)
Autumn and
Spring
Spring,
Summer and Autumn
Code
MMAEID_17
MMAEGI_02
Module
Education and
International
Development:
Concepts, Theories and Issues
Gender, Education and
Development
Attendance
Tuesdays 10.30-1.30 (10 weeks)
This module is also available as a distance learning through the
Moodle Virtual Learning
Environment
Autumn: Wednesdays 5.15-8.15
(10 weeks).
Spring: Online over 15 weeks,
January-April.
Summer intensive: two blocks of 3 days one month apart. Five sessions are covered in each block.
Student choice Two modules selected in consultation with course leader to meet student interests and requirements of course. Frequently chosen module
Gender, Sexuality and
Education (Spring)(
MMAEGI_01)
MMAEGI_99 Dissertation Supervisions by arrangement
Assessment
Essay from a list of 3 titles
Essay
Dissertation
Credits
30
30
30 + 30
60
Документ1

The following is a typical pattern of study for part-time students based in the UK working over 2 years:
Y ear 1
Autumn MMAEGI_02 Essay
Spring
Summer
MMAEID_17
Student choice
Gender, Education and
Development
Education and
International Development:
Concepts, Theories and
Issues
Module selected in consultation with course leader to meet student interests and requirements of course;
Wednesdays 5.15-8.15 (10 weeks).
Tuesdays 10.30-1.30 (10 weeks)
Essay
Essay
Year 2
Autumn
Student choice
Spring&
Summer
MMAEGI_99
Module selected in consultation with course leader to meet student interests and requirements of course
Dissertation Supervisions by arrangement Dissertation
30
30
30
30
60
Документ1

For students living outside the UK, both the core modules are also offered at a distance.
Participants who complete the taught part of the programme (120 credits) are able to obtain a post graduate diploma. Participants who complete 180 credits as shown above are awarded an MA in Education, Gender and International Development.
Participants can, for good and unavoidable reasons, apply for deferral of coursework elements, but applications for deferral should normally be supported by a letter from a doctor or an employer. Participants are counselled against deferrals unless absolutely essential, because of the need to complete within the space of four years from their start date.
The UCL Institute of Education uses the European Credit Transfer and Accumulation
System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one
ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits.
For a Master's degree to be awarded, successful completion of a minimum of 180 credits is required. Participants who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits respectively and be awarded a Postgraduate
Certificate or Postgraduate Diploma in the subject area.
Assessment: Various forms of course work are employed, fit for purpose in relation to specific module objectives; includes discursive essays, critical analysis of empirical research, reviews of literatures, and the conduct of a small research study for the dissertation or report. lnformation about assessment regulations :
We offer a range of types of course work to support the module aims. They include, critical evaluation of empirical and theoretical research, discursive essay, proposal writing, empirical research and extended writing via the dissertation on a topic negotiated and planned with the tutor. This is an opportunity to produce a piece of sustained writing, constituting critical theoretical/conceptual analysis as well as (in most cases) related empirical work, on a topic of direct interest.
Once an assignment has been handed in, two programme tutors will assess the assignment and standards are cross-checked across the programme. Internal moderation of written work is undertaken by programme tutors. The External
Examiner plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the students and the reliability of judgments in assessments.
All coursework, including the dissertation, is assessed according to the grade-related criteria for MA Courses. These criteria are intended to do duty for a large and wide range of programmes and modules. They need to be interpreted in the context of the stated learning outcomes for programmes and modules. In particular, not every
Документ1

criterion will apply to each module assignment. However, it is expected that there will be considerable overlap in the criteria deployed for individual assignments and that the full range of criteria will be utilised across an individual’s programme. The key skills (scholarly skills, critical analysis, methodological and research skills and communication) are built into the assessment criteria. ICT skills are not explicitly referred to as they are embedded in all aspects of the programme. The assessment is made according to a scale of A to D, as outlined in the programme handbook
Support for learning
Participants come from a range of different contexts, bringing together those from richer and poorer countries, those at the beginning of their career and those with extensive experience. Support for participants is mindful of the different backgrounds and different perspectives on the issues raised by the programme, and of the fact that participants are also autonomous and responsible learners. The following are used to support learning:

An induction programme including introduction to the Institute library, Moodle,
IT and other facilities provided by the Institute.

Student handbook

A programme handbook that gives detailed information about the programme and advice on study skills and individual module packs with detailed advice on assessment.

Student-led sessions to develop student peer culture and present ideas in progress, work completed in other contexts, or the ideas of visiting scholars.

Moodle VLE for communications with staff and students.

Programme of dissertation support

Academic literacy sessions, if required

Information services induction and other courses

Extensive library and other learning resources and facilities with specialised sessions in Endnote, evaluating material from the web and working with quantitative data.

Personal tutor for each student, with contact face to face, by telephone, skype and by email

Supervision by a programme tutor who has specialist knowledge and experience in the learner’s chosen topic. The tutor meets with the learner in regular 1:1 tutorials and offers guidance and support in assignment writing and research skills.

Critical and supportive feedback on written work which takes the form of both oral and written comments and which a ttempts to be ‘diagnostic’ of student need.

Academic counselling and advisory service

Access to Student Welfare Service, if required

Access to the University Careers Service, if required.
Документ1

Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards

Module evaluation by students

Termly meetings of the Programme Committee and Programme Team

Annual programme review prepared by programme team and considered by
Teaching and Quality Committee

Periodic programme review and revalidation

Staff review and development

Peer observation of teaching

External examiner reports
Committees with responsibility for monitoring and evaluating quality and standards

Programme Committee

Board of Examiners

Teaching and Quality Committee

Validation and Partnership Panel
Mechanisms for gaining student feedback on the quality of teaching and their learning experience

Student module evaluation (sessional and programme)

Student representation on programme committees
Staff development priorities include:

Staff appraisal scheme and institutional staff development courses, including the development of skills in relation to new teaching resources

Dissemination of outcomes of research projects concerned with teaching

Dissemination of innovative practice within and across departments through workshops, peer observation, seminars and special interest groups.
Indicators of quality and standards
The following are key indicators of quality and standards in this programme:
 The external examiners’ reports are consistently positive with respect to the programme maintaining very high quality and standards

Promotion of learners who have completed the programme. Former programme participants have become members of the staff of UNESCO,
UNHCR, JICA, SCF and the consultancy company Cambridge Education
Consultants. Former participants have got research assistant or teaching
Документ1

posts at universities in the UK, and have won competitive awards to proceed to doctoral level research.

Progression of participants onto further study – such as doctoral studies

Programme participants using specialist knowledge in their own institutions or on a regional or national basis.

Research. A number of papers based on research work for dissertations prepared for this course have been presented at international conferences, published in journals and included in edited collections. A book comprised for the chief part of chapters based on essays or dissertations prepared for this degree was published by Oxfam in July 2005: Aikman, S and Unterhalter, E
(eds), 2005, Beyond Access. Oxford: Oxfam GB.

Former programme participants have become academics, trainers. researchers and writers in education and international development

A vibrant research environment with direct benefits for teaching and course development.
Relevant benchmark statements and other external and internal reference points used to inform course outcomes
The programme has been validated at Level 7 (Masters). Drawing from the Quality
Assurance Agency (QAA) descriptors for a higher education qualification at level 7:
Master's degree, students will be expected to demonstrate:

a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice
– which, for this programme , means an awareness of global, regional and national trends in gender and education, the positioning of the discipline in relation to, for example, perspectives from economics, political science, human rights, and human development, the ways that gender equality in education is promoted in students own contexts and with particular regard to the circumstances of those in low- and middle-income country contexts

a comprehensive understanding of techniques applicable to their own research or advanced scholarship
– which, for this programme , means an awareness and critical engagement with the latest research in gender, education and development, and an ability to understand different traditions in research in gender, education (and related areas) and international development

originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
– which, for this programme, means an ability to apply concepts and approaches to students’ own contexts and circumstances, to do so critically (by testing out the strengths and limitations of research) and to consider how professional practice might best be applied in familiar and less familiar contexts.

conceptual understanding that enables the student: to evaluate critically current research and advanced scholarship in the discipline; to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses – which, for this programme, means an ability to use concepts and approaches addressed in the module and, from a reading of relevant literature, to reflect critically on their own and others’ professional
Документ1

or scholarly practice with particular regard to education and international development as well as conceptual work around gender, development and social justice – and to do so in the light of issues that face people particularly in low- and middle-income country contexts
Mode of study
Participants can study full-time for one year, or part-time for two-four years, and can enter the programme in October or January. While the programme is not available on a wholly distance learning basis, students can opt for a mixed mode of distance and face-to-face learning, and some students come to the UK for one term only to study one or two modules at IOE, taking the rest by distance.
Each taught module represents 30 hours of teaching time and additional independent learning consisting mainly of reading, writing and discussion. The programme is organised to fit the Institute’s modular system.
There are two core modules:

Education and International Development: Concepts, Theories and Issues
(offered face-to-face or online) (30 credits)

Gender, Education and Development module (offered online and face-to-face)
(30 credits)
Some modules (such as Education and International Development: Concepts,
Theories and Issues; Planning, Education and Development; North-South
Educational Partnerships and Development Education in the Era of Globalisation) are available online. Online modules can provide students with greater flexibility with regard to where and how they study. Online modules offer a further option for study from home or abroad without the need to attend sessions at the IOE.
Other modules are offered face-to-face (such as Education and Muslim
Communities) or mixed-mode/intensive (such as Promoting Health and Wellbeing:
Planning, Practice and Participation)
Students are required to attend at least 80% of all sessions (or, where the module is online, to complete at least 80% of the weekly sessions)
Language of study
The Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants.
Date at which the programme specification was written or revised. Initials of author.
RPV 2 nd February 2016
Документ1