Education - MA

Attendance:
Full Time, Part Time
Starting:
September 2018
Campus:
Fees:
£5,900 for UK/EU Full Time 2018 entry (view all fees)

Are you a teacher, lecturer or trainer? Are you keen to boost your professional qualifications and knowledge? Or are you simply interested in the field of education? If so, this Master's in Education is for you.

What's covered in the course?

Highly flexible, this course is an attractive option if you want the opportunity to study without having to give up your job. Our Education Master’s framework allows you to choose your own path by selecting the core modules, area of specialisation and optional modules, that way you can tailor your study to suit your needs and areas of interest.

The award you receive upon graduating depends on both your existing qualifications, and the combination of modules that you choose to study. You'll do this by studying some core modules and others which you negotiate with your tutor and the programme leader for your pathway.

The modules available explore current issues in education, leadership and management, change and improvement, as well as a flexible portfolio, reflection and research opportunities, leading to a final dissertation. Depending on the modules you take, you may be able to graduate with a specific pathway named on your degree.

The qualifications available are:

However, we can facilitate awards in other specialist areas of study including:

Why Choose Us?

  • You don't need a Bachelor’s degree to do this course, but you do need professional experience.

  • This recognised qualification will help you to meet a variety of Continuing Professional Development requirements, such as senior/executive leadership in schools

  • We’re proud of our high employability rates, with 98 per cent of the School’s postgraduate students in employment or further study six months after their course (DLHE survey results 14/15)

  • If you're thinking of changing your career for a move into teaching please be aware that this course doesn't lead to qualified teacher status.

  • You can use evidence of previous study or relevant experience to claim Accreditation of Prior Certificated Learning (APCL) or Accreditation of Prior Experiential Learning (APEL).

  • You'll be able to develop professional knowledge, skills and understanding in your practice, which will support you to offer consistently excellent teaching.

  • You can use this course to put you at the forefront of professional practice in your specialist field or subject. This will enable you to help your students to succeed.

Students outside Millennium Point

Open Days

Our next Open Day for this course will take place in 2018. Register your interest and we'll let you know details as soon as they are available.

Register your interest

This course is open to International students

New £10,280 postgraduate loans

You may be able to take advantage of the government’s plans to make loans of up to £10,280 available for postgraduate study.

More about postgraduate loans

NICE

NICE is a unique charity which believes that every person with a movement disorder has both the potential and the right to specialised services which recognise their needs, desires and wishes.

We teach children and adults with movement disorders strategies to gain greater control over their movements leading to increased confidence, skills and a higher level of potential. To achieve this we use a systematic programme of conscious movement strategies called Conductive Education. We have been working in partnership with BCU since 2012 providing both undergraduate and postgraduate courses in the field of Conductive Education. 

Entry Requirements

UK students
Essential

Applicants should have a degree or equivalent qualification, or professional experience that equates to degree level.

All suitably-qualified candidates will normally be interviewed and selection will be based on ability to benefit from and contribute to the course of study.

Exemption from some modules may be granted for appropriate prior learning, including credits gained on a PGCE course.

We welcome applications from mature students and from members of communities traditionally under-represented in higher education.

International Students

Entry requirements here

UK or EU students

Award Start Mode Duration Fees
MA Sep 2018 FT 1 year £5,900
PT 2-4 years £656 per 20 credit module

If you're unable to use the online form for any reason, you can complete our PDF application form instead.

International Students

Award Start Mode Duration Fees
MA Sep 2018 FT 1 year £12,000

If you're unable to use the online form for any reason, you can complete our PDF application form instead.

The University reserves the right to increase fees in line with inflation based on the Retail Prices Index or to reflect changes in Government funding policies or changes agreed by Parliament.

Personal statement

UK / EU students are required to submit a personal statement as part of their application for this course.*

Your postgraduate personal statement is going to shine a light on your personal experience, academic success, personal skills and any other factors that will support your application for further study.

Here are the key areas you’ll need to address:

Your passion and motivations

Studying a postgraduate course usually means you want to specialise in something. So what’s driving you?

Why this course?

Show that you’ve researched the course offering. What is it about this particular course that appeals to you? Is it the lecturers? The modules? Etc.

What makes you a good postgraduate candidate?

Tutors want to know that you can handle postgraduate study, so show them how your undergraduate experiences or work life has equipped you for a more advanced level of study. Key areas to address are research and group work but this can vary depending on your chosen course.

Relevant academic or work experience

Add anything relevant that relates back to your chosen course and shows how your skills will contribute towards your learning. What extra-curricular activities have you taken part in? What awards have you won? What employment or voluntary experience do you have that has helped you develop transferable skills? How do these specifically relate to the course you are applying for?

You should also mention your future plans and how a postgraduate qualification fits in. Try to look beyond your postgraduate study – do you plan to jump straight into a specific career or follow your studies with a research degree? Lastly, use plain, professional English and, where possible, utilise the language of your chosen industry.

Get more information on writing personal statements

.

*Non-EU students are not required to submit a personal statement when applying for this course.

Additional costs

We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.

The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.

All our students are provided with 100 free pages of printing each year to a maximum total value of £15.

Find additional costs for your course

This course is available part-time

Financial Support

We offer further information on possible postgraduate financial support. This includes the type of loans, grants and scholarships available both from the government and from Birmingham City University.

Course breakdown

PgCert and PgDip Stages

A PgCert requires successful completion of 60 credits at Level 7, while a PgDip requires 120. If you are carrying credit into this course through APCL or APEL, you may not be required to take as many modules, but this will be discussed on an individual basis.

Depending on the pathway you may wish to take and number of students who opt for modules, you may have the following modules available to you, allowing you to pursue the areas that interest you the most.

You may also be interested in completing modules on a standalone basis as part of your continuing professional development.

 
Module options as follows:
Introduction to Master's-level study (CORE)
20 credits

This module focuses on your transition to level 7 work.  The transition is important because although a typical taught Master’s programme can look very similar to its undergraduate equivalent there are a number of important differences, such as the greater emphasis on your ability to undertake independent, self-directed study. This is true for all taught units, not just the dissertation project that concludes a typical Master’s programme; we will expect you to prepare for assignments by independently researching your particular areas of interest and experience.

Master's-Level Research (CORE)
20 credits

Doing a Master’s degree involves many skills, which will be familiar from an undergraduate programme of study; however, there are some crucial differences. This core module is designed to introduce you to the principles of educational research at Masters level encouraging you to build on your experiences of conducting independent research. The module covers everything you need to know in order to conduct research effectively.

International and Comparative Education
20 credits

This module will enhance your awareness of education systems, traditions and issues in a number of countries, helping you to understand the relationships between education and other social phenomena by introducing the concepts and skills needed for systematic comparison.  This programme will help you to gain a rigorous multidisciplinary grounding in the comparative analysis of education and society, deepening their understanding of contemporary issues in education in many parts of the world.

Critical Pedagogies
20 credits

This module provides an opportunity to explore and debate critical pedagogical issues such as critical literacies, student and lecturer identity formation, critical discourse analysis and dialogical teaching.

You will examine the relationship between these theories and teaching and learning practices across a variety of educational settings and contexts. 

Policy, Politics and Practice
20 credits

This module explores the politics and historical trajectories of education and education policy. It draws on concepts from the social sciences such as the state, globalisation, neo-liberalism, discourse, policy cycle, convergence, policy learning and policy borrowing and considers the ways in which they impact on education practices (including assessment, teaching and learning etc.) across the different sectors.   

Assessment
20 credits

The place and role of assessment in education today is highly significant. Assessment is not only concerned with grading and marking learners, it also serves an evaluative function for ways in which schools, colleges, universities, and other learning sites can be evaluated. This module is designed to equip students with a critical perspective, informed by knowledge, understanding and skills to analyse critically the ways in which uses and purposes of assessment function across a range of educational settings.

SEND Policy and Practice
20 credits

This module looks at the identification, assessment and provision for Special Educational Needs and Disabilities (SEND). 

You will be introduced to a range of issues related to social, emotional and behavioural difficulties as we examine national and local policies in relation to definitions, legislation and guidance documents. You will develop your understanding of the concept of SEND.

Critical Issues in Equality, Diversity and Inclusion
20 credits

For this module you will examine the societal issues of class, gender, race, sexuality, age and disability, with an emphasis on the equality, diversity and Inclusion agenda in educational policy and practice. You will engage in a critical and challenging exploration of the principles informing equality, diversity and inclusion across the education sector in the UK and internationally. 

Coaching and Mentoring
20 credits

This module aims to support you to become an ethical and critically reflexive practitioner, able to operate effectively as a coach or mentor in a range of different educational settings.

In this module you will be encouraged to think critically and increase your awareness of issues in adult learning and development that impact directly on coaching and mentoring practices. 

Institutional Effectiveness and Change Management
20 credits

In this module approaches to institutional effectiveness and improvement in education and how they are reflected in national educational policy agendas will be discussed. Cross-national education models for institutional effectiveness and change management used in schools, further and higher education institutions will be critiqued and evaluated.

Reflecting on the Workplace
20 credits

This module forms an introduction to the processes and importance of active reflection around educators’ and educational managers’ professional practices in the workplace.  It promotes the importance of reflexivity for educational professionals by asking you to reflect upon how key critical incidents in your working life can be illustrative of wider educational practices and principles.

Dimensions of Childhood and Youth
20 credits

This module offers a critical and interdisciplinary, integrated practice approach to childhood and youth studies.  During the module you will cover childhood and youth issues relating to your own practice, which could include family; law; children’s rights; childhood as a social construct; children’s participation in society and the issue of children’s voice and multi-cultural childhoods, within a national and worldwide context.

Fundamentals of Business and Social Enterprise
20 credits

In this module you will learn about the fundamentals of business and social enterprise, business ethics, marketing and financial considerations, businesses and social enterprises functions and contemporary issues in social enterprise. This will allow you to develop your critical skills and personal strengths further your knowledge of good business management.

Curriculum Matters
20 credits

It is very important that educational professionals are able to critique their practice in terms of the historical traditions of their subject and the curricula that support it. This module is designed to equip you with a critical perspective, informed by knowledge, understanding and skills to analyse critically the ways in which curricula is led and managed across educational settings.

Leadership and Management
20 credits

This module will consider leadership and management definitions, values, theories, strategies and styles and their impact on the performance of others and on teaching and learning; the relationships and differences between leadership and management.

It will examine the role of legislation, policy, guidance and local/national frameworks in relation to educational leadership across a range of setting.

Developing Partnerships and Collaborative Working
20 credits

Partnership and collaborative working with business, industry and employers, other stakeholders, is increasingly a part of the modern educational landscape across all sectors for a variety of reasons, operating in a variety of ways. For example, consider multi-agency working in schools, information sharing and partnership with external agencies to support learners with special needs or the ways in which further and higher education institutions work with industry around employability.

Dynamic Model of Supervision in Special Education (Conductive Education)
20 credits

This module is concerned with adapting and applying professional skills and underpinning understandings to new working contexts which is a cardinal feature of the development of professionalism. It aims to provide you with a broad and analytical experience of the role of the supervisor within special educational settings. The skills developed will be applicable to working with any special needs learner and will reflect the responsive and dynamic approach to the learning process generally. 

Conductive Education for Adults (Conductive Education)
20 credits

Historically Conductive Education has been delivered mainly to children with cerebral palsy and although the adult based work is increasing many conductors do not feel fully trained to work in this field. This module is, therefore designed to enable qualified conductors holding an undergraduate degree in Conductive Education (CE) or equivalent qualification to specialise in working with adults with Parkinson’s, multiple sclerosis, and stroke.

The Transformative Special Needs Teacher (Conductive Education)
20 credits

This module considers how, in order to be a successful pedagogue an understanding of self is as crucial as an understanding of the learner. This module will move you into a deeper level of professional self-reflection and provide a framework to help you to challenge your daily work practices to support transforming special needs pupils/students towards their full potential for learning.

Master's Stage

Dissertation (CORE)
60 credits

This is the culmination of your Master’s programme. It provides you with the opportunity to develop a systematic understanding of research in relation to your chosen area, and to develop your professional practice through the processes of educational research. You will be encouraged to use self-direction and originality in pursuing your development focus through this independent piece of independent research.

Teaching breakdown

Time in lectures or seminars: 10 per cent

Time spent on independent study: 90 per cent

Assessment breakdown

There are no examinations on this course. Instead 100 per cent of assessment is through coursework.

Our full-time course starts in September each year and our part-time courses start in September and January each year. We'll offer you a structured route tailored to your professional needs. During your studies you'll gain valuable skills, knowledge and understanding relevant to the educational context you chose to study.

Your pattern of attendance will be determined by the pathway you chose and whether your course is full-time or part-time. However, a 20 credit modules typically involve at total of 200 study hours, made up of:

  • Tutor contact: 20 hours
  • Faculty-based directed tasks: 50 hours
  • Independent study time (student-led): 130 hours

Again, these hours may vary between modules and pathways and the number of participants choosing to study particular modules.

NICE

NICE is a unique charity which believes that every person with a movement disorder has both the potential and the right to specialised services which recognise their needs, desires and wishes.

We teach children and adults with movement disorders strategies to gain greater control over their movements leading to increased confidence, skills and a higher level of potential. To achieve this we use a systematic programme of conscious movement strategies called Conductive Education. We have been working in partnership with BCU since 2012 providing both undergraduate and postgraduate courses in the field of Conductive Education. 

Further study

Once you've graduated from this course, you could decide to do further research.

We have a thriving research programme. Your options include studying for a Doctor of Philosophy (PhD) or a Professional Doctorate in Education (EdD) qualification.

We welcome enquiries from teachers who want to do research into any aspect of education practice or policy, whether this is related to early years, primary, secondary or higher education or lifelong learning.

Enhanced Employability Skills

This course will give you a foundation for a career in many different educational settings, both public and private, in the UK or abroad.

It's also suitable if you want to change career direction. This is because it provides a comprehensive international overview of teaching, learning and educational systems - although it doesn't give you Qualified Teaching Status (QTS).

You'll develop important transferable skills in scholarly studies, research skills and practice. These will prove useful when you find yourself working as part of a team, or having to handle lots of data.

Placements

Some pathways within MA Education include opportunities to undertake voluntary work experience in local schools and other educational institutions. There is also a Placement Experience module which can be used to gain credits for experiences like this as part of your studies.

This module provides opportunities for you to undertake a work experience in educational settings as part of your programme of study. You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and/or the wider school environment.

It will help you understand that professionals who continue to learn themselves, recognise that continual development can positively impact their own and others learning experiences.

You can complete this module at any time during the academic year and the number of days to be completed will be negotiated with individual module tutors and the programme team.

More about our placement opportunities...

OpportUNIty

OpportUNIty Student Ambassador

OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.

It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.

The master’s programmes within this framework aim to prepare you to become a creative, confident, technologically-competent and forward-looking individual who has developed the skills of research, reflection and critical evaluation and is aware of the local, national and global themes, issues, policies, ideology and philosophy that effect professional practice within your chosen field.

The development of autonomous professionals is central and participants should be in a position to analyse, synthesise and evaluate information from diverse sources in order to inform their professional development. They should also be able to evaluate critically current research and advanced scholarship in their discipline and be able to evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses. These programmes provide a safe space where you can engage in critical academic enquiry and risk taking. 

In addition to this, you'll develop the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision-making in complex and unpredictable situations, the ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of incomplete data, and communicate their conclusions clearly to specialist and non-specialist audiences.

Graduate Jobs

There's a growing recognition of educational practitioners who have studied at Master's level. Many of our students gain career progression opportunities, having demonstrated enhanced knowledge, skills and confidence.

In some modules, international case studies are used to enrich the range of examples studied. This helps to locate educational practice within a wider global context.

Birmingham City University International College (BCUIC)

International students who have a serious interest in studying with us but who perhaps cannot meet the direct entry requirements, academic or English, or who have been out of education for some time, can enter Birmingham City University International College (BCUIC) and begin their degree studies.

BCUIC

BCUIC is part of the global Navitas Group, an internationally recognised education provider, and the partnership allows students to access the University’s facilities and services and move seamlessly through to achieving a Bachelor’s degree from Birmingham City University.

Learn more about BCUIC

Our Facilities

We are constantly investing in our estate and are currently in the process of spending £260 million on new learning facilities.

A fly through of the £41 million expansion of our City South Campus. It will provide specialist laboratories and teaching spaces for the new life sciences courses and a new home for the School of Education.

 
Science education facilities

Our laboratory and Science Education Learning Room have been newly built for the start of the 2015/16 academic year. The Science Education Lab will enable trainees to encounter and explore the latest Science Education pedagogies, and together with the Science Learning Room will facilitate trainees’ transition from “subject expert” to “expert subject teacher”. Trainees will work in a fully hands-on way with the core science education materials to develop excellent subject and pedagogic knowledge - the twin attributes of the outstanding teacher.

Campus

City North is a big, bustling campus, three miles north of Birmingham city centre. It's easy to get to and offers on-site parking. Located 5 minutes from Perry Barr train station, City North Campus is also ideally positioned along major bus routes.

The School of Education will be moving to City South Campus in Edgbaston during the 2017/18 academic year.

City south 1

New developments

Our new development at City South Campus will ensure students have access to the best facilities, including our specially developed replica classrooms with interactive whiteboards, enabling you to experience the classroom environment.

Departments

All our departmental facilities replicate the school learning environment.

  • Art and Design
  • Design and Technology
  • History
  • English
  • Mathematics
  • Religious Education
  • Music
  • Drama

IT Support

Each student has a personal computer user name and server space Specific software for use by teachers and for use in classrooms.

Other items available include:

  • Training and training notes
  • Students can borrow cameras, LCD projector
  • Specialist technician support
  • Dedicated research base for postgraduate research students

Art and Design Department

There are fully equipped art studios suitable for 3D construction, printmaking, drawing and mixed-media. For textile and ceramics specialists, there are sewing machines and facilities for batik work and a large kiln for firing ceramics. The department has an ICT Suite for digital media that includes both Mac and PC computers. There is also access to a bank of Apple iPads for on and off-site digital working including the use of social media.

Design and Technology Department

The department has access to specialist facilities, including a dedicated teaching suite for food and textiles. The textiles area has 10 sewing machines, an overlocker, CAD/CAM embroidery machines, dye sublimation equipment, a felting machine and an electronic microscope that links to the interactive whiteboard. It is also well resourced with surface decoration and construction equipment.

The food area has five electric cookers, combination microwave/ovens, an extensive range of industrial and domestic equipment, eg industrial ice cream makers and electric pasta makers, bench top printer and a CAD/CAM icing printer. The specialist tutor is a Speed Step and basic food hygiene trainer.

There is a specialist room for design and technology teaching and independent work, as well as a well-stocked reference library that contains a wide range of resources that are relevant for undergraduate and postgraduate students.

Other features include a recycling materials area, specialist work benches and a bank of computers linked directly to CAD/CAM equipment.

History Department

There are plenty of replica artefacts in the department and other superb facilities, including a huge library of dedicated subject books and an interactive whiteboard. We also inspire our trainee teachers to bring history to life by offering them opportunities to travel to historic sites.

English Department

The School of Education has two dedicated English teaching rooms that contain a substantial children's collection of works including fiction, non-fiction, poetry, picture books and multicultural text. There is also a selection of phonics teaching materials, puppets and story bags that are used in teaching sessions.

You can explore the links between ICT and literacy through the department's Digital Blue cameras and electronic photo albums.

Mathematics Department

There are two dedicated teaching rooms for mathematics. The rooms make use of Promethean and Smart interactive white boards. Both rooms contain a library of recent and relevant publications as well as a wide range of resources for use while on teaching practice.

Trainees are supplied with the use of a laptop for the duration of the course. The laptops come with Autograph and Geometers Sketchpad software. There are a class set of iPads available for the teaching sessions.

Religious Education Department

This teaching room attempts to bring sacredness in its vicinities and a visitor will find precious collections of artefacts and devotional utilities, audio-visual resources, books, sacred texts and children's books from a range of religious traditions to support learning and teaching.

Early Years Department

As well as enjoying very strong links with local schools and specialist nurseries, we have a specialist teaching room that has a range of story sacks and puppets, an extensive selection of planning resources, copies of key texts, and toys and equipment that are relevant for foundation stage.

Music Department

The music department has two dedicated classrooms and seven practice rooms, five of which contain dedicated computer-based recording/sequencing equipment. There is also a fully equipped sound recording studio and Apple Mac computers for sound manipulation.

Drama Department

There is a fully equipped drama studio with stage lighting.

Hugh Johnson

Course Director

Hugh Johnson is Course Director for MA International Education and Senior Lecturer in CPD. His career in education began in 1989 working in schools and with previous appointments in higher education at Sheffield Hallam, Nottingham Trent Universities and The Open University.

Amanda French

Head of Department: Professional Development, Research and Enterprise

Amanda has worked in higher, further, adult education and the voluntary sector for 30 years as a lecturer, writing developer and researcher and is currently employed as Head of Department: Professional Development, Research and Enterprise in the School of Education.

Her PhD in Education: ‘Through a glass darkly”: Lecturers perceptions of Academic Writing’:  was about lecturers’ perceptions of academic writing and writing development practices in higher education. 

Her other research interests include academic writing, learner development in higher education , participatory research with children, transition experiences in education, employment literacies, widening participation and social justice, radical methodologies, critical pedagogies, postgraduate teaching and learning. I have presented on published on these areas nationally and internationally.

 

UK prospective students:

UK enquiry form

+44 (0)121 331 5595

EU / International prospective students:

International enquiry form

+44 (0)121 331 5389

Already applied?

Email the applications team

+44 (0)121 331 6295