PROGRAMME SPECIFICATION
MA in Professional Education and Training
Awarding body: University College London
Teaching institution: University College London Institute of Education
Name of the final award (and other exit awards):
Master of Arts (MA)
Postgraduate Diploma
Postgraduate Certificate
Programme title: Professional Education and Training
Application code:
Language of study
The UCL Institute of Education teaches and assesses participants through the
medium of the English language. Competence in English language is required of all
applicants. Programme regulations may indicate the level of competence required of
each applicant and may make its achievement a condition of admission.
Criteria for admission to the programme
Applicants are expected to have a second class honours degree or equivalent and to
have relevant professional experience.
European or international applicants are expected to have qualifications at an
equivalent level.
Applicants whose first language is a language other than English may be required to
provide evidence of their English language proficiency.
The UCL Institute of Education is committed to admitting and supporting participants
with disabilities and welcomes applications from them. We provide support for
students with a range of conditions which have a long-term and adverse effect on
studying such as: sensory (visual / hearing / speech) impairments, mental health
issues, mobility or dexterity impairments, Asperger's Syndrome or other autistic
spectrum disorders, chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) and
specific learning difficulties (e.g. dyslexia, dyspraxia).
Disability and Wellbeing Support will also advise people who have a temporary
mobility / dexterity impairment / other difficulty as a result of an accident, injury,
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illness or surgery.
Every person is treated as an individual, and we invite you to contact us as early as
possible so that we can consider your needs and tailor our support to meet
them. This applies to all students – home, EU and international.
Aims of the programme
To support all participants to:
 Develop understanding of conceptual and analytical frameworks in
professional education and training.
 Develop understanding of the concept of expertise and the contribution of
professional education and work experience in developing expertise
 Gain critical insight into a range of theories, perspectives and approaches
for studying policies and practices in professional education and training in a
range of contexts.
 Acquire knowledge, skills and confidence to operate effectively and
creatively in diverse and changing institutions and organisations.
The MA Professional Education and Training is ideally positioned to help participants
to achieve these goals because it will offer them:
 a choice of learning paths that reflect experiences in different professions,
contexts and organisations;
 the experience of being taught by leading experts in the field of professional
education and training to enhance their understanding of the diversity of
interpretations of theory, perspectives and practice;
 models of policy and practice for developing systems and processes suited
to the social and organisational context in which they are to be undertaken;
 an opportunity to join a growing trans-national community of researchers,
policymakers and practitioners in the field of professional education and
training.
Programme outcomes
The programme provides opportunities for participants to develop and demonstrate
achievements in the following areas:
 Theoretical knowledge and understanding of concepts and issues involved
in professional education and training in various contexts;
 Understanding of conceptual and analytical frameworks in profession
education and training;
 Critical consideration of issues underpinning professionalism and expertise
within the context of professional education and training and employment;
 Theoretical knowledge of the process of enquiry and how it is applied;
 Professional knowledge and understanding of the policy context influencing
professional education and training;
 A small-scale inquiry, and include this in a sustained exposition (dissertation
or report).
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Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
The programme uses a variety of methods and activities to facilitate participants’
learning. The variety of activities used during modules whether face-to-face or
online may include:
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Participative lectures with exercises and group work where participants work
with participants from varying faculties or professional backgrounds. For
online modules Synchronous sessions will be scheduled to fit in with the
availability of participants. Sessions will be recorded and be available on the
VLE.
Small Group Work: these may vary in size depending on the nature of the
exercise of project or issue to be addressed.
Faculty or Context Specific Group Work: small groups mainly working in
similar disciplines or contexts.
Project Work: designed to give an extended experience of peer group learning
and enable the participants to follow up particular interests with a small group
of participants culminating in group presentations.
Individual Presentations: As part of the seminar sessions and online learning
activities these can include presentations to a group on various issues of
professional development, education and training.
Small Group Work / Pairwork: this will depend on the particular session, but
will include discussion, specific practical activities, syndicate type groups for
feedback on approaches from participants’ own context, case studies,
problem solving activities.
For the online modules use will be made of technology so that students
participate in various activities including whiteboard, audio channel, text chat,
polling, discussion groups, desktop sharing and breakout rooms.
Tutorials: Individual sessions either face-to-face or online arranged with
appropriate tutor.
Networking, interaction, exchange and informal assessment between peers
on the programme either face-to-face or online
Participants’ own work: thinking, reading, reflection, tracking down material
from a variety of sources and reflecting on their professional context.
Reflection, thinking and discussion on prepared readings.
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Programme structures and requirements, levels, modules, credits and awards
The MA Programme consists of the following awards:
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Postgraduate Certificate
Postgraduate Diploma
Master’s Degree
The programme is divided into study modules and each unit counts for 30 credits
with the exception of the dissertation which is worth 60 credits.
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There are two core modules:
1. Professionalism and expertise: theories and perspectives
2. Professional enquiry
In addition to these students select other recommended modules or modules from
within the wider UCL IOE offer.
Recommended modules include:
Learning and Teaching for Adults (30 credits)
Learning and working in international contexts (30 credits)
Perspectives on adult language, literacy and numeracy (30 credits)
Vocational learning: policy and practice (30 credits)
Modules which do not recruit to the required minimum may not run and you
will be advised as to alternative options.
For the MA students are required to undertake a Report (30 credits) or a Dissertation
(60 credits).
ECTS: The 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.
Assessment
The Programme is assessed by written coursework:
 module written assignments,
 portfolio and
 dissertation or report.
A Report: an account of the study of a specified topic structured as a professional
report for a specific organisation or context. (10,000 words)
A Dissertation: An ordered and critical exposition of existing knowledge in any field of
part of a field of study. There should be evidence that the field has been surveyed
thoroughly. A full bibliography and references would normally be required. (20,000
words)
Formative assessment takes place during the modules in the activities undertaken.
Information about assessment regulations
Participants have to meet the UCL IOE’s 80% attendance requirements to be
allowed to complete the module assessment.
Participants must successfully complete all elements of the programme, to achieve
the minimum credits required for the award. Participants must complete 60 credits
for the Professional Certificate including one core module as a minimum, 120 for the
Postgraduate Diploma including both core modules and 180 for the MA. All
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coursework, is assessed according to the grade-related criteria for the programme
level, found in the programme handbook.
All assignments are independently marked by two staff members, who meet to
discuss and reconcile the marks and comments for each individual. Assignments are
graded from A to D, with D being a failing grade. Participants who fail an assignment
may be re-assessed in that element of their programme of study on one further
occasion only, within the deadline specified by the Programme Leader.
An external examiner is appointed and plays an important role in monitoring the
quality of the programme and evaluating the effectiveness of the teaching and
support provided for the programme participants and the reliability of the judgements
made in assessing them.
Further details about assessment regulations can be found on the UCL website.
Support for learning
 An induction session at the commencement of the programme informs
participants of the programme content, methods and expectations, and
introduces them to Student Support Services and the Academic Writing
Centre.
 Programme and module handbooks offer full guidance and advice on
studying, writing and submitting both assignments and dissertations or
reports.
 The programme leader is available to advise all participants on academic
matters, and to refer them to the range of support services available at IOE
 Formative feedback is provided on draft assignments to take forward to the
final submission
 Peer support and networking is facilitated in the group by the use of virtual
learning environment (VLE) and collaborative activities.
 Access to the full range of welfare and union facilities is afforded to all
Institute students
 Participants are all inducted on the use of the library and information services,
and of the VLE operating system.
 Participants receive an invitation letter for each module outlining pre-module
tasks and key readings
 Personal tutors are allocated to each student.
 Previous examples of coursework of grades A and B are provided for
participants to look at.
Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards include:
 Module evaluation by participants
 Termly meetings of the Programme Committee including student
representation
 Annual programme review prepared by programme team and considered
by Teaching and Quality Committee
 Periodic programme review and revalidation involving external panel
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Staff review and development
External examiner reports
Structured professional development for teaching in teams
National student surveys
Committees with responsibility for monitoring and evaluating quality and standards
 Programme Committee
 Board of Examiners
 Teaching and Quality Committee
 Validation and Partnership Panels
Mechanisms for gaining participant feedback on the quality of teaching and their
learning experience
 Participant module evaluation (sessional and programme);
 Student representation on programme committees
Indicators of quality and standards
Indicators of quality and standards include:
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Promotion to management or higher level roles in their place of work
Progression to higher level award programmes
Participation in continuing professional development programmes
Publication of outstanding work in peer reviewed journals
External examiner’s appraisal of how standards compare with other
universities
Mode of study
The programme is offered either as a full-time or part-time programme.
Modules are offered face-to-face or online dependent on sufficient uptake. Access to
the internet and regular use of a computer is required for accessing the VLE used to
support the programme and in order to receive and send communication to
administrators and tutors.
Use of online learning
All participants whether studying face-to-face or online will need access to the
internet and regular use of a computer for accessing the virtual learning environment
(VLE). All programme and module information is situated on the VLE; pre-session
reading is located on the VLE to download and all students are also required to
submit assignments via the VLE.
For online modules students participate in various activities including whiteboard,
audio channel, text chat, polling, discussion groups, desktop sharing and breakout
rooms.
For online modules students need regular access to a computer with internet access.
Students will also need a printer (optional) if they want to print out materials.
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Date at which the programme specification was written or revised.
Updated February 2016
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