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 academically grounded professional skills for working in education and international development, and skills and knowledge in research methods. Students benefit from being taught by renowned researchers of education and international development and international guest speakers. Students will also meet a diverse student group: our alumni are from more than 80 countries.
Students on the programme can apply for a place on an optional study visit to Paris (not included in the course fee). The Paris Study Tour introduces students to the work of key international organisations in education and development. In the past, the trip has included visits to UNESCO, the Organisation for Economic Co-operation and Development (OECD) and the International Institute for Educational Planning (IIEP).
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 course 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 course 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
- 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 or social enterprise organisations.
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 UCL Institute of Education (IOE). It can be studied by those from a range of backgrounds including education, counselling, health, social work, community development, social development and other related areas. You do not need to have a health or medical background to study this module.
When is this module taught?
Spring Term, blended module:
- Guided reading activities (online) to be carried out from 9 January 2017
- Intensive face-to-face group sessions (10.00 - 17.00): 4 - 5 March and 16 - 17 - 18 March 2017
- 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. Consequently the module will 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.
The module will be next offered from 31 March to 7 April 2017.
- Gender, Sexuality and Education
This module aims to encourage a critical examination of current debates concerning theory research and practice in the areas of gender and sexuality in education. Lectures, seminar activities and readings will engage with a number of key topics, including feminist theory, pedagogy and research methods; intersectionality, poststructural, psychosocial, new materialist and queer theories; analysing gender, sexuality and educational policy and practice (e.g. achievement, behaviour, sex education and e-safety policies); and researching sexualities, femininities, masculinities and identity in educational contexts. By engaging in discussion of a range of research projects with experts in their respective areas of study, the module will cover a range of issues relating to professional practice, providing teachers, researchers, and diverse practitioners a forum for investigating their own interests in the field of gender, sexuality and education.
Teaching: Intensively taught in spring term Reading Week.
Prerequisites: Familiarity with essay writing in the social sciences or humanities.
Assessment: One course paper of 5,000 words
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.
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.
- Full fees, flights, stipend, and other allowances (1 year)
- Overseas students
- Based on both academic merit and financial need
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.
Top career destinations for this degree
- Teacher (Maths), UWC South East Asia
- Project Support Officer, Fairtrade Foundation
- Programme Development and Funding Officer, CAFOD
- Primary School Deputy Head Teacher, Success Academy Charter Schools
- Research Consultant, British Council and studying MA Education and International Development, Institute of Education, University of London (IOE)
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2012–2014 graduating cohorts six months after graduation.
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.
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, 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 2017
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.