Content and Structure
The MEd programme includes core, specialisation and elective courses. The intended learning outcomes of the programme are expressed in terms of graduates’ knowledge and how will they be able to:
- Update their knowledge and skills by engaging in various continuous professional development activities and building learning networks.
- Engage in continuous critical reflection of their own practices in order to improve upon them.
- Support teachers in a purposeful manner by sharing with them relevant and up-to-date pedagogical skills and knowledge.
- Collaborate with colleagues in order to provide them professional support and guidance.
- Plan, conduct and evaluate professional development programmes.
- Plan and undertake meaningful research following ethical protocols.
- Use different modes (e.g. presentations, reports, journal articles) to disseminate scholarly teaching and research activities.
- Communicate effectively in written and spoken English.
- Use Information and Communication Technology (ICT) skills to enhance their work productivity.
- Lead and manage various activities pertaining to teaching and research and also undertake positions as heads of institutions.
- Work effectively on school improvement projects.
In their ‘specialisation’ studies, the Course Participants (CPs) will receive in-depth content knowledge and pedagogical skills in specific areas. Those CPs who intend to specialise in educational leadership and management areas, are expected to employ leadership and management skills to lead and manage school development programmes.
Similarly, for teacher education, CPs are expected to develop, critique and enrich existing curriculum and classroom practices in specific areas and plan and implement professional development programmes for teachers at the school level. Furthermore, elective studies will help broaden CPs’ vision as reflective practitioners.
The characteristics of the MEd programme are summarised below:
- The CPs will have opportunities to work with students and teachers in and out of classrooms in a variety of schools.
- There is a strong emphasis on collaborative processes for teaching and learning.
- In order to prepare the CPs as reflective practitioners, there is focus on research and inquiry, maintaining reflective journals and encouraging a critically questioning stance towards their own practice and to all knowledge.
- In addition to the previously mentioned foci, there is also a focus on school improvement. It is expected that the graduates will be able to work as ‘change agents’ in their schools and/or school systems.
The fulltime programme is offered in four semesters and part-time programme is offered in eight semesters:
- The programme comprises seventeen courses, including coursework and dissertation.
- The coursework includes seven core courses which are compulsory. The other six courses comprise courses in the selected area of specialisation and two electives.
- For the award of a degree in a particular area of specialisation, a CP must study an equivalent of eight courses in his/her selected area of specialisation, including the dissertation.
- Academic Literacy will be offered during the two semesters of the MEd Programme. The aim of this course is to develop students’ higher-order critical thinking skills and academic English.
The dissertation will be equivalent to four courses in the selected area of specialisation. The dissertation, ranging from 15,000 to 18,000 words, will be based on a research investigation in schools or any educational setting.
The Assessment Policy is applied to all courses and programmes of AKU-IED. The submission of items for assessment is an essential part of the learning process and a vital means of assessing CPs’ understanding of a course. The submitted work, therefore, must be a CP’s own work.
Structure of the MEd Programme
Please click to view sequencing of courses for: