Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
Educational Studies
2
Programme Code
EDUT005
3
JACS Code (if applicable)
Not applicable
4
Level of Study
Postgraduate
5a
Masters of Education (MEd)
7
Final Qualification
Position in the QAA Framework for
Higher Education Qualifications
Intermediate Qualification(s)
Position in the QAA Framework for
Higher Education Qualifications
Teaching Institution (if not Sheffield)
8
Faculty
Social Sciences
9
Department
Educational Studies
10
Other Department(s) involved in
teaching the programme
None
11
Mode(s) of Attendance
Part-time, Distance Learning (Trinidad)
12
Duration of the Programme
2-3 years
13
Accrediting Professional or
Statutory Body
None
14
Date of production/revision
June 2007
5b
6a
6b
Masters
Postgraduate Diploma (PGDip), Postgraduate Certificate (PGCert)
Masters
Not applicable
15. Background to the programme and subject area
Major changes in education at national levels and internationally continue to be the source of current debates among
academics, policy makers and practitioners. Among these changes is the increasing internationalisation of
education and its impact on national educational policy and practice. In this regard, the Department of Educational
Studies in the School of Education which is internationally renowned for its excellence in teaching and the high
quality of its research, continues to strengthen its international programme through the Masters in Educational
Studies offered in the Caribbean (Trinidad, St Lucia and Jamaica).
The University of Sheffield’s Department of Educational Studies has been involved in the development of continuing
teacher professional development in the Caribbean since 1987. Since then, we have established a name for
ourselves and many students have graduated from our Masters of Education Programmes. The programme is
designed to meet the needs of professionals working in a wide range of education and training related areas in the
Caribbean. It aims to provide students with both a thorough grounding in the philosophy, principles and practice of
educational research, and a critical understanding of key contemporary and global issues affecting all types and
sectors of education and training.
The programme has been developed on the principle of commitment to educational research and the desire to relate
that research to the issues that practising educators face in their own professional contexts. The programme has
been developed with flexibility to give students the opportunity to pursue the enquiries that are relevant to them in the
Caribbean context.
The Dip/MEd Educational Studies programme continues to be based on an unequivocal commitment to the
development of education in the Caribbean through critical and informed engagement with educational theory, policy
and practice. To this end, the programme embodies the democratic values of tolerance, respect for others and open
discussion and debate and is informed by the academic values of critical enquiry, intellectual independence and
respect for evidence.
The programme provides students with the opportunity to undertake high quality scholarship and research which will
enable them to acquire a more rigorous and informed understanding of Caribbean education and of the cultural,
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political and historical contexts in which it occurs. The curriculum fosters the pedagogical principles of research-led
teaching, critical inquiry, collaborative learning and reflective practice and it is offered as a means of effectively
supporting the professional development of a diverse range of educational professionals across the full spectrum of
education and training from pre-school to higher education. Through their engagement, students are nurtured into a
learning culture where the voices of students can be heard and facilitated through open discussion and critical
debate.
16. Programme aims
The aims of the MEd Educational Studies (Trinidad) are to:
1) Offer those working in education opportunities to engage with theory, reflect upon practice and evaluate
research that underpins practice
2) Provide opportunities for long-term professional development for teachers
3) Enhance teachers’ knowledge, understanding and skills in ways that meet the training needs of teachers
4) Equip teachers with research skills which enable them to identify areas of concern, plan strategies for
improvement, implement their plans and evaluate the effectiveness of their work.
17. Programme learning outcomes
Knowledge and understanding: On completion of the PG Certificate in Educational Studies, students will be able
to demonstrate:
K1
Their understanding of some aspects of educational practice, in relation to their own professional context
K2
Familiarity with a range of key research literature relevant to the study of education
K3
Evidence of critical engagement with educational practice and issues of teaching quality
In addition to the above, on completion of the PG Diploma in Educational Studies, students will be able to
demonstrate:
K4
Critical understanding of key issues within four core curriculum areas in which education can be analysed
K5
Familiarity with a range of key research literature relevant to four core curriculum areas
In addition to the above, on completion of the MEd in Educational Studies, students will be able to demonstrate:
K6
Advanced knowledge and understanding in the field of Educational Studies
K7
A critical understanding of research methodologies, methods and techniques relevant to the field of
Educational Studies
Skills and other attributes: On completion of the PG Certificate in Educational Studies, students will be able to
demonstrate:
S1
An ability to critically evaluate educational policy at national, local and school level
S2
An ability to produce a piece of written work that will demonstrate an ability to synthesise work in practice,
review relevant literature and develop a coherent and sustained argument
Skills and other attributes: On completion of the PG Diploma in Educational Studies, students will be able to
demonstrate:
S3
An ability to plan, conduct and evaluate a small-scale research project
S4
An ability to evaluate research methods and decide on appropriateness for specific research questions
S5
An ability to explain their own research plans and assist in critiquing the research plans of students working in
similar areas
In addition to the above, on completion of the MEd in Educational studies, students will be able to demonstrate:
S6
An ability to carry out an independent, sustained study to the appropriate standard (which involves the skills of
research design, choosing appropriate methods, data analysis and writing a research report).
S7
Originality in the application of knowledge
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18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning methods:
The programme’s teaching is research-led. Research-led teaching is fostered through scholarly activity of staff,
appropriate use of research in the relevant fields and the development of students’ own research skills. Students are
encouraged to develop as active and independent learners and teaching and learning activities have been
developed which are appropriate to these aims.
The programme is delivered through distance learning. Distance learning within this context is defined using the
terms identified within the Quality Assurance Agency (QAA) Guidelines on Distance Learning (March, 1999). Two
dimensions best describe the provision offered: ‘Materials-based learning’ and ‘Learning supported from the
providing institution remotely from the students.’ On the distance learning programmes, students are supplied with
learning resources and material, attend two study schools per academic year and are supported by local tutors
(based in the Caribbean) throughout the programme. The learning resources are developed to provide opportunities
for students’ reflection on material in light of their own professional contexts. Distance learning teaching and learning
materials include: material written specifically for the programmes, selected readings, Web based material (on
WebCTVista), CD ROM and video material. Study schools incorporate lectures (which are used to impart
knowledge), seminars (an interactive forum, tutor or student led, in which students explore key aspects of knowledge
and understanding), workshops (tutor guided students engage in a range of activities focused on a specific topic e.g.
research methods) and tutorials (to support academic progress).
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
The PG Certificate and PG Diploma are assessed through assignments which take the form of essays and reports.
The Masters is assessed through a dissertation. At the Certificate level students are required to successfully
complete two 6,000 word assignments. At the Diploma level students are assessed on the basis of four 6,000 word
assignments. The M.Ed. is assessed on the basis of four 6,000 word assignments and a 20,000 word dissertation
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/strategy/lts11_16
Department of Educational Studies’ Teaching and Learning strategy
Quality Assurance Agency (QAA) Guidelines on Distance Learning (March 1999)
20. Programme structure and regulations
Recent educational initiatives and policy developments have meant that many educational professionals need to
draw from a range of disciplines with educational studies. The programme has, therefore, been designed to enable
students to continue to develop substantive knowledge and understanding of the field of Educational Studies. All
students take the first core module, the Foundation Module which introduces them to fundamental philosophical,
sociological and curriculum issues in education.
The second module is also a core module that introduces students to Research Methodology and Methods. This
research module develops further the introduction to educational research and preliminary study of research
methodologies introduced through the Foundation Module, tutorials and first study school. Different perspectives on
educational research are introduced and the difference between method and methodology are discussed. Students
consider the role of the researcher within the educational research process. Students to be awarded the
postgraduate Certificate are expected to exit at the course at this point.
Continuing student progress to module three which is a core module entitled: Schools, Communities and Change. In
this module students will be introduced to issues to be discussed in understanding the impact of change on schools.
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Emphasis is placed on the challenges and possibilities of developing inclusive schools; the relationship between
schools and communities; the relationship between school and work; and the changing role of teachers and school
leaders.
The fourth core module is entitled: Evolving Understandings in Teaching and Learning. This module focuses on two
major activities in teachers’ lives: teaching and assessing. It considers how these activities are linked to teachers’
understandings of how people learn. It argues that richer understandings of learning can lead to better practice in
teaching and assessing – and it enquires what ‘better practice’ might mean. Students to be awarded the PG Diploma
are expected to exit at this point.
The dissertation is equivalent to two modules. Students will pursue a focused and in-depth research study of their
choice and produce a 20,000 word dissertation.
Students can choose to exit after completion of 60 credits, at which point they would be awarded a PG Certificate or
on completion of 120 credits, at which point they would be awarded a PG Diploma. Students who go on to complete
the dissertation of 60 credits, thus gaining 180 credits overall, are awarded the MEd.
Detailed information about the structure of programmes, regulations concerning assessment and progression and
descriptions of individual modules are published in the University Calendar available on-line at
www.shef.ac.uk/calendar
21. Student development over the course of study
The Dip/MEd Educational Studies programme is based on a firm commitment to the progressive development of
education in the Caribbean Region through the critical and informed engagement with educational theory, policy and
practice. To this end, the programme embodies the democratic values of tolerance, respect for others and open
discussion and debate, and is informed by the academic values of critical inquiry, intellectual independence and
respect for evidence. The work will assist students in developing their current practice, to locate relevant research
studies in the literature, to critically evaluate these and to conduct their own small-scale research projects. Through
their dissertation research, they will acquire the knowledge to contribute to the growth of understanding in an aspect
of education that particularly interests them. The programme seeks to provide a detailed analysis of teaching and
learning in order to advance the students’ understanding of their profession and to extend their thinking and
positively influence their behaviour so that they could become more effective within the field of education.
The programme is all at Masters level and so progression is related to the width and breadth of subject knowledge
developed through the programme. The students are supported in the development of skills, knowledge and
understanding through carefully staged tasks which promote independent learning. The progression built into the
programme with regard to the development of critical awareness, ability to synthesise research and write research
reports, is reflected in the range and level of tasks set at study schools, local tutorials and reflected in the written
programme materials. The development of key skills is targeted in the first year and students are taught critical
reading and writing skills, research skills and how to structure and write assignments. In the final year, these skills
are extended to include focus on conducting a research study.
22. Criteria for admission to the programme
General requirement for the MEd normally require candidates to posses a first degree. Applicants without a first
degree may register for a Diploma in the first instance, provided their qualifications and experience are deemed
acceptable by the Board, with transfer to the Master’s programme on completion of satisfactory coursework.
NB: For postgraduate programmes, the above statement should be deleted and replaced with either full
details of the admissions criteria or a URL for where the relevant information can be found on the
department’s web site.
23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can be
accessed via our Student Services web site at www.shef.ac.uk/ssid.
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