Professional Education and Training MA
The Professional Education and Training MA will develop the skills and knowledge needed to operate, manage and lead effectively in a role responsible for enhancing expertise and performance in the public or private sector, in professions such as accountancy, law or professional services, as well as adult, community, further, higher and professional education, or in work-based training and human resource development.
This programme will give students critical insight into a range of theories, perspectives and approaches for studying policies and practices in professional education and training and how they might apply these in their workplace. It will develop understanding of conceptual and analytical frameworks in professional education and training and how they can be used to develop expertise.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), and either two optional modules (60 credits), and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).
A Postgraduate Diploma, two core modules (60 credits), two optional modules (60 credits), full-time nine months or flexible study up to five years, is offered.
A Postgraduate Certificate, one core module (30 credits) and one optional module (30 credits) or two core modules (60 credits) flexible study over a period of up to two years.
- Professional Enquiry
The module will provide participants with an opportunity to develop their learning and their practice in their own professional contexts. Participants will engage in critical reflection and professional enquiry, exploring challenges and/or leading improvements in practice. Participants will be supported in deepening their theoretical and practical understandings of key issues relating to quality, expertise and professionalism within their own professional settings. The module will help participants to develop creative responses to these issues, synthesizing information and applying it innovatively to investigate an issue of their choice by designing and implementing a small-scale, systematic and professional enquiry.
- Professionalism and Expertise: Theories and Perspectives
The hallmark of outstanding individual and team performance is increasingly seen in literature on professionalism in the private and public sector as an issue of expertise. This module enables participants to explore the concept of expertise across public and private sectors, nationally and internationally and in a range of professional contexts. It does this by taking a range of perspectives, for example, Cultural Anthropology, Philosophy, Psychology and Sociology, to enable participants to engage in debates about the purpose of professional education, and its relationship to work. The module has been designed to provide professionals with responsibility for managing, delivering or supporting education and training with opportunities to develop their own analysis and practice in what is a constantly changing economic, social, technological and policy environment.
- Learning and Teaching for Adults
The basis of this module is an exploration of pedagogical issues which lie at the heart of the teaching and learning of adults. It is suitable for teachers, tutors, trainers and other staff working in further, higher, adult and professional education. Individual sessions will draw upon a range of theoretical perspectives including approaches to learning, knowledge and assessment, the relationship between organisational context, teaching and learning, the different teaching traditions in post-compulsory and professional education and notions of excellence and reflective practice.
This module is run as a series of 2 workshop days (one Friday at the start and one at the end of the module) and 5 evenings. Responsibility for teaching and learning is shared between tutors and participants. During the final workshop, students will make short presentations based on applying perspectives gained from the module to their own teaching context. This module is available as a short course.
- Learning and Working in International Contexts
This module is aimed at anyone who is learning and working in one of many contexts that could be referred to as international'. This could include working outside the UK on long term or short term contracts; working for an international' organisation within the UK; working for or learning at a UK institution (such as a university); studying as an international student' or studying abroad. The challenge for professionals working in a globalised world is to develop the skills and competences to learn and work in, as well as adapt to, these contexts. This module gives participants the opportunity to explore those different contexts in relation to relevant theory and case studies, and to reflect on the implications for their own professional experience.
- Perspectives on Adult Literacy, Language and Numeracy
The field of adult literacy, language and numeracy (ALLN) has risen to a position of prominence in the UK and worldwide as a result of a flurry of policy actions. One major outcome has been renewed attention on what English and mathematics mean in post-school contexts and how ALLN impact on national and local economies, businesses, communities, families and individual lives. The module will provide participants with the opportunity to explore ALLN as an academic field and as an area of rapidly expanding policy interest, and to support practical interventions. Through engagement with theories and concepts about ALLN, participants will develop critical awareness of specific issues within their own professional settings.
- Vocational Learning: Policy and Practice
- This module explores the relationship between work, learning and vocational education and training (VET). It will critically examine the implications of global economic and technological change for: (i) the organisation of work; (ii) new conceptions of expertise and work roles; (iii) the diverse ways in which people can learn in the workplace; (iv) the role of qualifications and accreditation/recognition of learning; (v) national policies for vocational education and work-based learning; (vi) the implications for VET institutions and practitioners; and (vii) the relationship between VET and social cohesion. A number of theoretical perspectives will be introduced to analyse learning in, for and through work, including situated learning, activity theory, social practice theory, social ecology, labour process theory, and life biography. The module is designed for people in the private or public sector who wish to develop their understanding of the dynamic relationship between working and learning in their own professional contexts, and for people who wish to pursue a research career. It does not presuppose any prior specialist knowledge. This module is available as a short course.
All students undertake an independent research project which culmintates either in a dissertation of 20,000 words (60 credits) or a report of 10,000 words (30 credits).
Teaching and Learning
Teaching is delivered both face-to-face and online and includes lectures, plenary discussion/question and answer sessions, small group work and tutorials. In addition, online students use whiteboard, audio channel, text chat, polling, discussion groups, desktop sharing and breakout rooms. Assessment is by written assignments, portfolio and a 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.
A minimum of a second-class Bachelor's degree from a UK university or an overseas qualification of an equivalent standard and relevant professional experience is required.
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 not suitable for international students on a Tier 4 visa.
International applicants can find out the equivalent qualification for their country by selecting from the list below.
Select your country:
Graduates are currently working in a variety of sectors. Some are working as lecturers in FE, adult and community learning and higher education institutions, while others have jobs as human resources managers or consultants. Graduates in this area can also be found working as academic standards and quality managers and team leaders in adult education.
This programme enables students to acquire the knowledge, skills and confidence to operate effectively and creatively in diverse and changing institutions and organisations. Students are supported to relate personal and professional concerns to debates and issues about the changing interface between professional education and training in wider organisational contexts.
Why study this degree at UCL?
The Department of Education, Practice & Society is a multidisciplinary department at UCL Institute of Education (IOE) bringing together a diverse community of researchers with expertise in the social sciences who have a common interest in exploring learning in all its settings (formal, non-formal and informal).
The department has extensive expertise and experience in research, knowledge transfer and consultancy in the UK, Europe and Asia, working closely with transnational bodies, such as, the Organisation for Economic Co-operation and Development, government departments (Department for Education, Department for Business, Innovation & Skills) as well as with regional organisations, employer organisations, national institutes, and international organisations.
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
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 designed for those working in the private or public sector in a management, leadership or development role responsible for enhancing the expertise and performance of their team. This includes professionals working in accountancy, law, professional services, adult, community, further and higher education, work-based training and human resource development.
- All applicants
- 27 July 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 Professional Education and Training at graduate level
- why you want to study Professional Education and Training 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.