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
Education, Globalisation and Inclusion
2
Programme Code
EDUT174
3
JACS Code (if applicable)
4
Level of Study
Postgraduate
5a
Final Qualification
Master of Education (MEd)
5b
QAA FHEQ Level
Masters (M)
6a
Intermediate Qualification(s)
Postgraduate Diploma (PGDip), Postgraduate Certificate (PG
Cert)
6b
QAA FHEQ Level
Masters (M)
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Social Sciences
9
Department
Educational Studies
10
Other Departments involved in
teaching the programme
None
11
Mode(s) of Attendance
Part-time
12
Duration of the Programme
2 years
13
Accrediting Professional or Statutory
Body
14
Date of production/revision
May 2010
15. Background to the subject area and main features of the programme
The MEd in Education, Globalization and Inclusion provides high quality, in-depth teaching dedicated to, and
responding to local priorities for, the continuing professional development of teachers and related education
practitioners in the Caribbean region. It builds on the success of two current MEds in Educational Studies and
Special and Inclusive Education in attracting students in the Caribbean principally (but not only) from Trinidad
and Tobago, St Lucia and Jamaica.
The Department of Educational Studies has a reputation for excellence in the region based on delivery of our
wider Caribbean Programme over the past twenty years. The University of Sheffield has been at the forefront of
continuing professional development for teachers in the region since the 1980s. In the past few years, the
Department has been seeking to strengthen and rationalise its Masters provision within the Caribbean
Programme in collaboration with practitioners, policy makers, administrators and other educational and
community based institutions. The MEd in Education, Globalization and Inclusion was developed in response to
consultations with these stakeholder groups. It aspires to meet their requirements for a high quality
postgraduate programme to provide a strong foundation for those engaging with newly emerging challenges
presented by globalisation and inclusion agendas in the project of education over the coming years.
This Masters has three key objectives which are: (i) to identify and respond to emerging global agendas
influencing education in the Caribbean; (ii) to relate these agendas to the aspirations of education policymakers,
professionals and other key stakeholders including children and young people in the Caribbean region; and (iii)
to provide dedicated teaching for students intending to proceed to doctoral research. Features of the MEd in
Education, Globalization and Inclusion include

the recognition of the increasing internationalization of educational research and scholarship, the
intensifying globalisation of educational policy agendas, and the implications of both for educators in the
Caribbean and beyond.

developing and promoting inclusive practices in schools and communities throughout the Caribbean;

an emphasis on decolonizing educational research and respect for different ways of knowing;

developing an activist and collaborative educational research community in the Caribbean, that is
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informed and led by the experiences of teachers, students, families, those involved in governance,
community practitioners and academics.

building on existing research connections which are closely linked to the academic specialisms of staff
involved in this programme. In keeping with the strategic direction of the Department in respect of its
research agenda the programme will adopt a research led approach to teaching. This is important
because it is closely aligned to the REF agenda of the Department of Educational Studies

a teaching methodology which is premised on a commitment to action research and assessment
practice which will reflect this

a focus on four integrated themes which provide coherent structure with each theme building on the
other and progress engagement with policy and practice, theory-making, methodology, and reflexivity
Fundamental to the nature of the programme is the emphasis placed upon developing a forum for collaboration
and community among scholars, practitioners, activists and policy makers from across the Caribbean to provide
critical cross-cultural insights on the relationship between education, globalisation and inclusion.
16. Programme aims
The aims of the MEd in Education, Globalization and Inclusion are to provide students with opportunities to
engage critically with theory, reflect upon practice and evaluate research that underpins practice, and to
enhance practitioners’ knowledge, understanding and skills in ways that enable them to further academic or
professional careers.
Specifically the programme aims to:
A 1. Develop understanding of the ways theoretical and practical issues of globalisation and inclusion are
relevant to education policy and practice
A 2. Develop an ability to critically reflect on the complexity and range of interpretations of inclusion and
globalisation
A 3 Develop theoretical and practical awareness of the strengths of action research in critical domains of
practice including the classroom, the institution and the community
A. 4 Foster a community of practice committed to intellectual curiosity, which will underpin the re-thinking and
transformation of exclusionary practices locally, nationally and globally.
17. Programme learning outcomes
Knowledge and understanding:
Students achieving the award of the PG Certificate will have developed:
K1
theoretical understandings of globalisation and inclusion and of specific processes of globalisation and
inclusion relevant to educational policy and practice.
K2
in depth understanding and the ability to critically reflect on the complexity and multiplicity of
interpretations of inclusion and globalisation and relate these interpretations to educational policy,
practice and experience
In addition to the above, on completion of the PG Diploma, students will be able to demonstrate:
K3
theoretical and practical knowledge of research as a transformative strategy in critical domains of practice
In addition to the above, on completion of the Masters, students will be able to demonstrate:
K4
Advanced knowledge of education and a shared commitment to intellectual curiosity and a re-thinking of
professional and community work environments that support cross-cultural perspectives and
transformation of exclusionary practices through a research dissertation.
Skills and other attributes:
Students achieving the award of PG Certificate and PG Diploma will have developed:
S1
An ability to apply theoretical understandings and practical knowledge in the production of action research
projects
S2
An ability to apply theoretical and practical understandings of globalisation, inclusion and education
through critical reflection, oral work, fieldwork, presentations and written work.
In addition to the above, on completion of the Masters, students will be able to demonstrate:
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S3
An ability to synthesise research and practice, review relevant literature and develop a coherent and
sustained argument represented through analyses of cross-cultural experiences
S4
The ability to carry out an independent, sustained study to an appropriate standard (which involves the
skills of research design, choosing appropriate methods, data analysis and writing a research report).
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 the appropriate use of
research in the individual programmes, developed though the academic research interests of staff. Teaching
and learning is designed to support and develop students, who as serving teachers and educational
professionals are encouraged to develop as active and independent learners. The students are defined as parttime, and teaching takes place in regular study schools. The students are supported through reading resources.
The learning resources are designed to encourage reflection in the light of the students’ own professional
practice. Resources also include videos, CD Roms, visiting speakers and online sources.
There are two study schools each year, one will be face to face in July to fit in with the school holidays and the
other will be in January and will be conducted using online technologies. They provide direct contact with
Sheffield staff to:

explain and further clarify the work contained in the modules

discuss key issues and share experiences

engage in exercises which expand upon the work of the programme

provide help and guidance with assignments and the Dissertation

provide feedback on work submitted

raise any matters, administrative or academic, relating to successful completion of the programme.
The programme is scheduled as follows:

Study School 1: JULY [Sessions for Module 1 and first half of Module 2, delivered face-to-face in Trinidad]
o Module 1 Assessment due November

Study School 2: JANUARY [Sessions for second half of Module 2 and Module 3, delivered synchronously
(live) via the Internet]
o Module 2 Assessment due March
o Module 3 Assessment due June

Study School 3: JULY [Sessions for Module 4 and Dissertation Support, delivered face-to-face in Trinidad]
o Module 4 Assessment due November

Study School 4: JANUARY [sessions for Dissertation Support, delivered synchronously (live) via the Internet]

Dissertation: Students submit Dissertations to Department 30 June. Dissertation supervision allocated as
part of Study School 4, and supervision of dissertation commences following Study School and provided till
30 June.
Instruction methods include the following:

Lectures: this method focuses discussion on issues of globalization, policy and policy analysis, and policies
for inclusion emerging from assigned module reading and student and staff experience. These contentbased discussions establish and explore the significant issues and debates in the academic literature,
considered in the contexts of professional practice, community and the imperatives and possibilities for
educational change;

Seminars: this method, based in lecture content, related inquiry and experiences, features a range of
student-led and collaborative activities aimed at: synthesizing and applying new knowledge; reflection
on practice; and formulating strategies for further inquiry related to programme assessments and
personal and collaborative agendas for educational change. All activities emphasize roles, identities and
responsibilities as members of a community of practice of scholars and researchers;

Tutorials: this method, facilitated by Internet-based technologies, provides opportunity for individualized
and group communication with tutors on a range of content- and assessment-based issues related to
student module assessment activities and other issues emerging from student-led inquiry. Significant
here is focus on student’ engagement with academic literature related to inquiry and student’ synthesis
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and argument based on this engagement in writing;

Independent study: this method is fundamental to, and continuous throughout, the module. As will be
reflected in, and required for, the module assessment, students will: critically engage, reflect on and
formulate perspectives on important issues and debates on globalisation, educational policy and
inclusion from relevant academic and other literatures; develop and propose a strategy for educational
change relevant for their professional contexts; and reflect on and communicate developing
understandings and emerging interests. This independent inquiry will have a collaborative dimension in
a community of practice experienced through dialogue and debate in a range of Study School activities,
and it will be facilitated technologically via an Internet-based social-networking site . Students will be
encouraged to discuss independent inquiry in other technological environments.
The following table demonstrates how these methods relate to the learning outcomes:
Distancelearning study
materials
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K1
K2
K3
K4
S1
S2
S3
S4
Lectures
Seminars
Tutorials
Independent
Study
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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. These modes of assessment relate to the learning
outcomes as follows:
Assignments
K1
K2
K3
K4
S1
S2
S3
S4
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Dissertation
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19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
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’ Learning, Teaching and Assessment Strategy
Faculty of Social Sciences Learning, Teaching and Assessment Strategy
Quality Assurance Agency (QAA) Guidelines on Distance Learning (March, 1999).
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20. Programme structure and regulations
The Programme content will include four integrated themes which provide coherent structure with each theme
building on the other as follows:
Module
Module 1
Module 2
Module 3
Module 4
Module Title
Educational Change, Policy and
Practice
Communities, Schools, and Voice
Research Action and Activism
Developmental Pathway
Policy and theory-making
Policy, theory- making and practice
Policy, theory- making, practice and
methodology
Policy, theory- making, practice, methodology
and reflexivity
Transformations of professional
practice
Dissertation
In Module 1 Educational Change, Policy and Practice, globalisation as a ubiquitous idea is problematised and seen
to be residing in contested terrain. Students will explore some of the implications of globalisation for educational
policy and practice and examine how educational change becomes manifest within their personal and professional
contexts.
In Module 2 Communities, Schools, and Voice, students will be encouraged to interrogate their personal stances as
well as other stances in relation to issues of inclusion. They will have the opportunity to recognise their
community/communities in multi-cultural terms and engage in a practical task of listening for and identifying which
voices are heard, valued and or marginalised.
Module 3 Research Action and Activism is intended to draw the students into critical discussions around
methodology. The content of this module will include themes such as ethics and ethical research, transformative
approaches to research; conducting policy research; and research as action. Students will be expected to develop
research action plans about creating an agenda for change within their practice. The action plans will lay the
foundation for the research they intend to conduct for their dissertation.
Transformations of professional practice is the title of Module 4. In this Module the entire programme will be
brought together by exploring the experiences and capacity of professionals working in and through educational
change. Students will be encouraged to explore changing conceptions of good professional practice, including
principles and values that shape the work that they do and intend to do through their research as practitioners.
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
successfully 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
http://www.shef.ac.uk/govern/calendar/regs.html.
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21. Student development over the course of study
The MEd Education, Globalisation and Inclusion 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, equity, 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 the 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 depth 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 and collaborative
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, 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 a focus on conducting a research study.
22. Criteria for admission to the programme
Detailed information regarding admission to programmes is available from the University’s On-Line
Prospectus at http://www.shef.ac.uk/courses/.
General requirements for the MEd normally require candidates to possess a first degree. Applicants without a
first degree may register for a Diploma in the first instance, provided they have qualifications and experience
deemed acceptable by the Board, with transfer to the Master’s programme on completion of satisfactory
coursework.
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 http://www.shef.ac.uk/ssid.
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