Education and International Development MA
The Education and International Development MA will introduce students to the concepts of development and educational development, and help them assess the role of education and learning in the development process by examining theory and research. It will examine contemporary policy issues regarding education in low- and middle-income countries.
This programme provides students with the opportunity to develop a critical understanding of key aspects of theory, policy and practice in relation to education and international development, and skills and knowledge in research methods and analysis. Students benefit from being taught by renowned researchers of education and international development and international guest speakers. Students will also meet and study alongside a diverse student group: our alumni are from more than 80 countries.
There will be opportunities for students to be introduced to a number of key international development organisations involved in education and learn more about the nature of their work, as well as to find out about professional development opportunities. In previous years, students have organised career development events and benefited from volunteering opportunities via the Students' Union UCL Volunteering Service.
Students undertake modules to the value of 180 credits.
The programme consists of one core module (30 credits) and either three optional modules (90 credits) and a dissertation (60 credits) or four optional modules (120 credits) and a report (30 credits).
- Education and International Development: Concepts, Theories and Issues
This module introduces a range of concepts from the social and political sciences that assist the understanding and analysis of the relationship between education, learning and international development in low and middle income countries. The module also explores critically the changing links between these relationships at individual, local, national, regional, international and global levels. It introduces and discusses issues of educational policy and practice in low and middle income countries. This module is also available on a distance learning basis beginning in the autumn term studied through virtual learning environment Moodle.
Three optional modules (90 Credits) or, if a report is presented, four optional modules (120 Credits) can be chosen. At least two of the modules must be chosen from within the EID Cluster below:
- Gender, Education and Development
This module aims to link work in education and international development with insights from gender and education and relate these to educational policy and practice. It is designed to develop an understanding of the circumstances in low and middle income countries, under which gender affects rights to, rights in and rights through education. The module looks at the gendered dimensions of processes of teaching and learning. It considers sexual divisions in education and the gendered political economy of family, work, political action and cultural production. Particular attention is given to gender and violence in school settings. Throughout the module there will be a concern to explore gender sensitive strategies and alternative approaches in education to overcome social division and inequalities.
- Education, Conflict and Fragility
This module critically explores complex interactions between education, armed conflict and state fragility. It examines the role of education in the formation and prevention of socio-political tensions in low and middle-income countries and provides an opportunity to debate the key political and sociological theories in the field of education and conflict studies. Students engage in the analysis of education both as an instrument that is complicit in reproducing socioeconomic divisions as well producing a critical mass of learners who resist inequalities and social injustices. The multitude of ways violent conflicts and state fragility impact upon marginalised groups, including children, the intersection with inequalities associated with poverty, gender and ethnicity, and the gender dimensions of conflict, are also considered.
In addition to formal lectures and seminars on the module, students will also be encouraged to participate in institutional visits and engage with the work of various international non-governmental organisations that support education in low and middle-income countries. This will not only provide an opportunity to gain insights into current policy debates and development priorities in the field but also a networking opportunity with practitioners and policy makers. A large number of our students who come from conflict-affected societies or with an experience in such environments create a unique learning space on the module.
- Planning for Education and Development
The module provides an international perspective on collaborative education planning, governance and administration within and between non-governmental organisations (NGOs) and inter-governmental organisations (IGOs, bi-lateral agencies), the private sector, and governments. It considers conflicting demands on education and ways to put new ideas into action, working from an examination of how decisions are made, to how they are implemented. Dilemmas regarding resource allocation and dealing with corruption and violence are explored. In two problem-based case studies at the end of the module, participants look at significant contemporary issues and possible education planning approaches.
This module focuses on low and middle income countries only. Students should be aware of this before joining the module, and be able to bring experience / knowledge of low and middle income country contexts.
- Learners, Learning and Teaching in the Context of Education for All
- This module will look critically at current theories, policies, practice and approach to learning and teaching in the context of education for all (EFA). It will provide participants with an awareness of political, social, cultural and linguistic contexts in which teaching and learning take place. It will analyse challenges faced by governmental and non-governmental agencies in providing quality education for all. It will examine debates about planning and selection of knowledge, especially as related to teacher education and curriculum development systems in developing contexts. It will also consider different approaches to assessment of learning and consider the implications and effects on teaching.
- Promoting Health and Wellbeing: Planning, Practice and Participation
This module is for professionals and practitioners who are interested in promoting health and wellbeing through education in its broadest sense whether working in local communities, schools or other settings, and whether with statutory services or voluntary, civil society, private organisations or social enterprises. Key topics addressed include: global health issues, understandings of health and wellbeing, the nature and practice of health promotion, participatory practice, understanding power, evidence informed practice, project planning, preparation of funding proposals.
This is a core module for the MA Education, Health Promotion and International Development, but can be taken by all post-graduate students at the IOE. It can be studied by those from a range of backgrounds including education, counselling, health, social work, arts, community and social development, and related areas. You do not need to have a health or medical background to study this module.
- Education and Muslim Communities
This module will primarily focus on exposing participants to the historical, geographical, political, economic and cultural underpinnings of education in a host of Muslim communities. It will elucidate the state of education and seek understanding and explanation of such educational provision in the light of global declarations such as: Education for All (Dakar 2000, Jomtien 1990); Human Rights Declaration (1948); and the universal Declaration on Cultural Diversity (UNESCO 2002), which have been ratified by the vast majority of the world's countries.
The module will therefore critically investigate current global efforts and approaches to improve educational provision. National and regional case studies will be presented to illuminate the interconnected areas of concern and issues and challenges to appreciate education in Muslim communities. Case studies will reflect the geographical range of Muslim communities: majoritarian Muslim countries, countries with significant Muslims, and regions where the settlement of Muslims is a relatively new phenomena.
- Gender, Sexuality and Education
The module aims to encourage a critical examination of key debates concerning theory, research and practice in the field of gender and education. The module will engage with a number of key debates in the field, including: feminist theory and methodologies in educational research; analysing gender and educational policies; researching sexualities, femininities and masculinities; pedagogical approaches; gendered behaviour; educational achievement and more. Particular emphasis is placed on understanding how gender, sexuality, race and class intersect in shaping educational experiences and outcomes.
The module will draw out important issues relating to professional practice in international contexts, providing teachers, researchers, leaders and managers, and those working in non-government organisations a forum for investigating their own interests in the field of gender and education.
- African Studies and Education
All students undertake an independent research project which culminates in a 20,000-word dissertation or 10,000-word report.
Teaching and Learning
Teaching on the MA EID is intended to provide learners with a critical perspective on a range of different frameworks through which they can understand their experiences and practice. A range of teaching and learning methods are used including lectures, participant-led presentations, group work, workshops, online activities. Assessment is via various forms of coursework including discursive essays, critical analysis of empirical research, reviews of literature, and the dissertation or report.
Students may undertake fieldwork in relation to their research for their dissertation or report, but it is not a requirement. If undertaken, fieldwork must be self-funded.
Note on fees: The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Current Students website. Fees for flexible, modular study are charged pro-rata to the appropriate full-time Master's fee taken in an academic session.
A minimum of a second-class Bachelor's degree from a UK university or overseas qualification of an equivalent standard is required together with relevant experience in low or middle-income countries (normally a minimum of six months). Applicants should demonstrate commitment and genuine interest in issues relating to education and international development.
English Language Requirements
If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Good
Further information can be found on our English language requirements page.
Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.
This programme is suitable for international students on a Tier 4 visa - study must be full-time, face-to-face, starting October.
International applicants can find out the equivalent qualification for their country by selecting from the list below.
Select your country:
Scholarships relevant to this department are displayed below.
- Now closed for 2018/19
- Full fees, flights, stipend, and other allowances (1 year)
- Overseas students
- Based on both academic merit and financial need
- Now closed for 2018/19
- Overseas students
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Graduates of this programme are currently working across a broad range of areas. For example, one is an education adviser for the UK Department for International Development, while another is an education programme manager for an international NGO.
Why study this degree at UCL?
UCL Education, Practice and Society at the IOE is the well-established home of an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education and international development. It houses the Centre for Education and International Development (CEID), which comprises a team of internationally recognised experts in international development, education, and international educational policy, and which has nurtured world leaders in educational practice and research for over 85 years.
The department has extensive experience and expertise in education planning and policy; health; education in Africa, Asia and Latin America; education, equality and human rights; issues of gender, migration, race, sexuality, disability, and social class; and education in conflict and emergencies.
Linking research, policy and practice, the result is an extraordinarily powerful learning community.
Department: Education, Practice & Society
Research Excellence Framework (REF)
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Education, Practice & Society
78% rated 4* (world-leading) or 3* (internationally excellent)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
Application and next steps
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.
Who can apply?
This programme is suited to people working in the formal and non-formal sectors in education and international development.
- All applicants
- 30 May 2018
For more information see our Applications page.Apply now
What are we looking for?
When we assess your application we would like to learn:
- why you want to study Education and International Development at graduate level
- why you want to study Education and International Development at UCL
- what particularly attracts you to the chosen programme
- how your academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree
Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.