Master of Education (MEd)
September | January | April
University of Chichester
The final degree is awarded by the University of Chichester to successful student.
The College recognises the need to provide a programme that is current, relevant and with a curriculum that caters for the needs of students from diverse backgrounds.
The Master of Education (MEd) programme consists of 5 compulsory Level 7 modules, which are both specialised and personalised. including a Research project dissertation. The programme has been developed with reference to the Framework for Higher Education Qualifications (FHEQ) and the QAA Master’s Degrees in Education benchmark statements.
After completing the Master’s degree student would be able to display mastery of a specialised area of knowledge and skills in education as well as an excellent ability to conduct independent research. The learner will also develop technical or professional skills in leading and supervising others including accepting accountability for educational leadership decisions.
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Course Aims / Objectives
The course aims to:
- Develop a systematic understanding and critical awareness of the skills, techniques and insights relevant to working in the field of education.
- Support a critical examination of current pedagogic practice.
- Enable participants to critically examine their own professional practice.
- Enable a critical evaluation of UK educational policies.
- Develop a comprehensive understanding and critical assessment of the tools and techniques relevant to carrying out research in the field of education.
- A bachelor’s honours degree or equivalent typically a 2:2 or above; or
- A degree that is not a 2:2 or above (or international equivalent) plus at least 2 years relevant experience in a relevant field or sector; or
- A teaching qualification such as Diploma in Education and Training (DET) or others that are gained after at least the equivalent of 2 satisfactory years of higher education plus at least a year experience in a relevant field or sector.
Minimum non-graduate qualifications
- An advanced diploma in education and at least 3 years of relevant experience; or
- A teaching qualification (gained after at least the equivalent of 2 satisfactory years of higher education) and at least 3 years of relevant experience.
We may make an offer based on a lower grade if you can provide evidence of your suitability for the degree (for example, professional experience in education).
Typically, international students must obtain an IELTS Score of 6.0. If your first language is not English but within the last 2 years, you completed your degree in the UK, you may be exempt from our English language requirements.
Please contact the Admissions Office to find out if your qualification is suitable. If you do not have a UK qualification, we will use the NARIC verification process to compare your qualification to UK qualifications. NARIC is a UK agency that provides information and advice about how qualifications and skills from overseas are compared to UK qualifications.
English Language Proficiency Requirements
All students whose first language is not English and have not done the last two years of their education in English must meet a minimum English language requirement before commencing their programme. To join this programme, you must have at least a level 2 English Language test or must have acquired your degree in the UK. You are required to pass our initial assessment Numeracy and Literacy test and must achieve a Level 2. Other equivalent English language tests at that level will be accepted.
The structure of the MEd programme is shown below:
Postgraduate Certificate in Education – 60 credits at Level 7
- The Process of Learning (30 cr.)
- Issues and Innovations in Pedagogy (30 cr.)
Postgraduate Diploma in Education – 120 credits at Level 7
- Educational Policy – Objectives and Effectiveness (30 cr.)
- Reflecting on Professional Practice (30 cr.)
Master of Education– 180 credits at Level 7
- Research Proposal and Dissertation (60 cr.)
The Process of Learning
The module explores a wide range of issues related to the process of learning in both formal and informal educational contexts. In particular, the module examines how individuals learn, how learning differs between individuals and groups, and what factors hinder and facilitate learning. The analysis focuses on memory, motivation, metacognition and behaviour, and how teacher attitudes and expectations can influence each of these elements.
Issues and Innovations in Pedagogy
The module examines the effectiveness of different pedagogical approaches with respect to the context and subject matter being taught. It begins by analysing the principles underpinning effective pedagogy before various models for teaching are explored with an examination of how classroom behaviour can be managed to prevent disruption to the learning process. In the final part, the role of assessment in checking understanding is considered before a review of recent innovations in pedagogy completes the module.
Educational Policy – Objectives and Effectiveness
Education plays a major role in economic development and reduction in social inequality, therefore it is a key strategic policy that can never be completely separated from political ideology. This may lead to the formulation of policy not grounded in evidence-based information, and changes in policy as a result of changes in governments. This module examines how education policy is formulated, its link to social justice, and how policy has changed over the years with a consequent impact on teaching and leadership in education.
Reflecting on Professional Practice
This module will involve course participants reflecting on an aspect of professional practice through the use of action research. The object of the research will be agreed in consultation with the course tutor(s) and could focus on any issues related to performance or an improvement in an educational context, from the effectiveness of course teaching strategies and lesson designs, to the influence that family background has on student performance. Where appropriate, the results of this research could be used to inform further research in the final module, ‘Conducting Educational Research / Dissertation’.
Conducting Educational Research
The Conducting Educational Research module consolidates the skills of independently collecting data, solving problems, applying theory, and reaching meaningful conclusions about educational issues.
The module is in two parts:
Part One involves the submission of a research proposal with a justification of the research aims, proposed research methodology (including ethical considerations and how issues of validity and reliability will be addressed), literature review and details of how the results will be evaluated. The submitted research proposal will be the outcome of studying Research Methodology in the previous four modules.
After carrying out the research, Part Two will involve the submission of a dissertation setting out the results of the research with a critical evaluation of the findings, the methodology used and applicability of the results in an educational setting.
Teaching and Learning Activities
Teaching is primarily through a combination of lectures, seminars and interactive workshops allowing an opportunity to discuss and develop understanding in small groups.
Mode of Delivery
The MEd programme is delivered through a full time face to face of formal lectures, workshops and seminars requiring attendance at the college for 2 days per week. Additional learning resources are available through the college’s virtual learning environment.
Assessment is both formative and summative and is designed to encourage ‘deep’ rather than superficial learning. Coursework is used throughout the programme with knowledge and understanding tested through essays, reports, presentations and case studies.
Assessment of cognitive and intellectual skills occurs through coursework and the use of case studies. The production of coherent written or oral responses to problems or tasks will demonstrate that key intellectual processes have been understood.
The successful candidate can progress to a PhD in Education, Doctor of Education (EdD) or enter into employment as teachers in the different educational sectors, or as leaders/ managers in education and training, with specific roles in policy development, quality assurance and compliance related issues.