Q&A with Mathieu
Mathieu Pezeril graduated with a Educational Planning, Economics and International Development MA (2024) to pivot his career in the competitive field of international development.
I am a believer in international cooperation done better.
What were your motivations to pursue this Master's degree?
I completed my first MA in Linguistics and Pedagogy at Sorbonne University before going on to work as an educator for ten years with the French cultural networks in China, Thailand and Tanzania.
Over that period of time, I witnessed the limits of existing bilateral education development programmes in terms of equity, sustainability and power distribution. I grew increasingly interested in the design of more ambitious, fair and impactful initiatives that could actually empower communities at every level, as equal partners and leaders.
Why choose UCL?
As I decided to make the jump and pivot my career, I read about the Educational Planning, Economics and International Development MA. It seemed ideal in order to complement my prior education and pedagogy skillset with the critical theoretical debates and planning tools required to make an impact in international organisations. At the same time, it offers a highly regarded qualification in the competitive field that is international development.
I got introduced to IOE [UCL's Faculty of Education and Society] almost by accident a few years back via the IOE Insights podcast, and then learnt of its prominence as a hub of research on all domains related to education. Later on, when discussing course recommendations with development and education professionals, the name of UCL kept resurfacing, it was a straight line from there.
What was the best thing about your degree course?
The exploration of the contributions of the economics perspective on education for development has been an incredibly fascinating journey, insightful yet accessible despite my very limited prior knowledge of the subject matter.
As one of our classmates enjoys putting it, “the community is the curriculum”.
It prepares students, without being specialists, to bridge that space between economists and education specialists, and navigate the arguments and trade-offs that all stakeholders face in determining best course of action and allocation, when resources are constrained.
This complements nicely the wider array of topics offered across the development and education cluster, allowing for a closer tailoring of the degree to best suit everyone’s core interests. It also leads you to meet an extraordinary diversity of people with rich backgrounds and drive, with all manners of context experience. As one of our classmates enjoys putting it, “the community is the curriculum”.
What do you find interesting about your field of study? What inspires you?
While the field of development has a highly criticisable history, and reflects world power dynamics it is set in, this is to me a motivator to get involved and signals the critical necessity to do things better. Throughout discussions with the cohort, I feel the hope that current initiatives and awareness may yet move the needle slowly towards more localised, equitable and empowering systems.
What are your career plans following your MA?
I am a believer in international cooperation done better; I am looking to start working in a consultancy or programme officer position in an international organisation, carrying with me what I have absorbed this year into policy analysis or programme design.
Do you think it was a good investment?
Yes, without question. I have learnt more in the past year than I thought possible, both on an academic and a personal level. I was exposed at every turn to up-to-date relevant and applicable knowledge from not only internationally recognised experts in their fields but also attentive pedagogues. It was challenging, in a very good way, with a nurturing environment that light the way up.
Additionally, the vibrant campus community, the support structures and the trainings opportunities available to all make for stellar learning conditions.
Tell us more about wider university life, and being in the capital city, London?
I joined a few societies on campus, including social ones such as the Mature (over 25 years) Students Society, which allowed for connections across my interests. I was also active as part of the Student Representatives; we organised cluster-wide events to develop cohort-wide networking, as well as a trip to visit relevant International Organisations based in Paris.
Beyond my own preference for the richness of face-to-face exchanges in and outside of class, life in London was also a fantastic opportunity to attend excellent conferences and event across the city’s various universities. It allowed me to try out all the best libraries, and to team up with classmates for optional competitions. It was also an opportunity to sample that bubbling London culture and food scene.
How do you think the system of learning and researching at UCL differs from that in your home country, France?
I grew up in western France, and had only attended school in that system. The long research essay culture was completely novel to me, along with the push to explore freely into topics of research that suit your interests. So was the open encouragement to initiative taking.
Was there anything that impressed you?
I felt that the flipped classroom model in use across the modules was most flexible for all pace of learning and speech processing speeds, as well as for avid notetakers who can pause at their heart’s content. It provides that chance to make note of questions, remarks, and examples that come to mind ahead of time to then get the most out of the class. The approachability of professors, as well as their willingness to offer personalised feedback was invaluable.
Any final advice for other students?
I would conclude by advising to take advantage of all the opportunities, to explore your passions but not forget to recharge. The programme flies by but connecting with extraordinary people is where IOE shines, the enthusiastic community that brings so much more to the table.