masters degree in education uk

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MA Education

2024 - 2025 £10,530 (UK) £23,310 (International) More  Fees and funding details.

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The MA Education is designed for those interested in Education across a broad range of contexts to utilise research, theory and practice to build a fairer education system for a globalised world.

This degree will be of interest to those working in, or interested in pursuing a career in, education and education research. 

The MA Education (non-pathway) route will draw upon the School of Education’s principle research areas: Education for Social Justice, International and Comparative Education, Disability, Inclusion and Special Needs, and Education Leadership enabling you more choice in designing your own programme according to your particular areas of interest. Our range of compulsory and optional modules will allow you to build a programme to suit your own interests and career aspirations. 

If you are looking for greater disciplinary specialism, we also offer four specialist ‘pathways’, leading to an MA Education (named pathway): 

• MA Education (Comparative and International Perspectives)
• MA Education (Inclusion and Disability)
• MA Education (Leadership)
• MA Education (Social Justice)  

Please note: that like most Masters programmes, this programme does not confer qualified teacher status (QTS).

International students

The MA Education programme attracts students from a wide range of backgrounds and nationalities, and welcomes applications from international students.

The University of Birmingham, which has over 10,000 international students from approximately 150 countries, provides support throughout the course for those that are new to, or less experienced in, studying in a UK context.

If you would like further information about studying in Birmingham, then you can visit our international students webpage.  

The MA Education programme consists of compulsory modules, optional modules from the list below and a dissertation.

Unless indicated otherwise the modules listed for this programme are for students starting in 2024.  Find out more about each of the modules

The following compulsory modules must be taken:

Compulsory 

• Education Policy and Society 
• Research Methods in Education 
• Dissertation

Each module below is worth 20 credits.

Semester one

Choose 20 credits

• Education as an International Issue
• Cross Cultural Issues in SEND
• Education for Social Justice
• Understanding School Improvement

Semester Two

Choose 20 credits from the following

• Citizenship, Human Rights and the Environment
• Leadership for School Improvement
• Inclusion: Individual and Group Differences (ID)
• Education, Curriculum Design, Planning and Social Justice

You will also choose 40 credits from the following

• Special Educational Needs of Pupils with Autism
• Language, Discourse and Society
• Disability and Inclusive Development
• Education, Policy and Improving Schools
• Education Futures

Please note: The modules listed on the website for this programme are regularly reviewed to ensure they are up-to-date and informed by the latest research and teaching methods. On rare occasions, we may need to make unexpected changes to compulsory modules; in this event we will contact offer holders as soon as possible to inform or consult them as appropriate.

Fees 2024 - 2025

• Code 163C £10,530

International

• Code 163C £23,310

The fees shown above are the first year fees for students starting their courses September in 2024.

Learn more about fees and funding

For further information contact the Funding, Graduation & Awards Office via  online enquiries.  

Scholarships and Loans

You may be eligible for a postgraduate loan which provides up to £12,167 (for 2023/2024 entry) for taught and research Masters courses in most subject areas. 

Other scholarships may be available, please view the  Scholarships  webpage in the School of Education. International students can often gain funding through overseas research scholarships, Commonwealth scholarships or their home government. More details may be found on the  international scholarships  page.

How To Apply

7 May 2024 is the application deadline for international students applying through the student route who wish to study in the United Kingdom. We are not able to consider applications for 2024 made after this date. The deadline for Home students is 30 August 2024.

Personal Statement

The MA Education (and Pathways) are globally competitive programmes.

We value critical thinking on local and global perspectives related to education and social justice. Even if you don't have direct experience in education or related fields, we would like to understand what drew you to these programmes.

When preparing your statement make sure you tell us about:

• Your educational background and relevant experience(s)
• How your experiences make you a good candidate the programme
• The reasons why you wish to come to Birmingham
• Your wider plans, and how an MA Education will help realise those plans
• Any other points that are relevant

Have a look at our suite of programmes on the website and join our online and face to face events to learn more about our offering. 

• How to apply

To apply for a postgraduate taught programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the taught programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

A 2:1 or above (or international equivalent) Bachelor's degree is required.

Applicants without a 2:1 are welcome to apply, but should have a degree and a minimum of three years relevant professional experience post degree, in an education-focused setting.

International Requirements

Holders of a Licence, Diplome, Diplome d'Etudes Superieures, Diplome d'Ingenieur or a Diplome d'Architecte from a recognised university in Algeria will be considered for postgraduate study. Holders of one of these qualifications will normally be expected to have achieved a score of 15/20 for 2:1 equivalency or 13/20 for 2:2 equivalency.  

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

A Bachelors (Honours) degree from an accredited Australian higher education institution may be considered for admission to a Masters degree.   Applicants with 3 year Bachelors with distinction from a recognised university, can be considered for admission to a Masters degree.

Holders of a Diplom, a Diplomstudium/Magister or a three-year Bachelors degree from a recognised university with a minimum overall grade of 2.5 for 2:1 equivalency or 3.0 for 2:2 equivalency, or a high-scoring Fachhochschuldiplom (FH) from a recognised Austrian Fachhochschule, will be considered for entry to taught postgraduate programmes. 

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

 Holders of a bachelors degree of four years duration from a recognised university in Bahrain will be considered for postgraduate study. Holders of bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors (Honours) degree of three years duration, followed by a Masters degree of one or two years duration from a recognised university in Bangladesh will be considered for postgraduate taught study. Students with a Bachelors degree of at least four years duration may also be considered for postgraduate study. Degrees must be from a recognised institution in Bangladesh.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0-3.3/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6-3.1/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

• A grade of 7.5/10 for entry to programmes with a 2:1 requirement
• A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma za Zavarsheno Visshe Obrazovanie (‘Diploma of Completed Higher Education’), a pre-2001 Masters degree or a post-2001 Bachelors degree from a recognised university with a minimum overall grade of 5 out of 6, mnogo dobur/’very good’ for 2:1 equivalence; or 4 out of 6, dobur/’good’ for 2:2 equivalence; will be considered for entry to taught postgraduate programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below.  Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table)  ,  Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。 请注意，中国院校名单参考 软科中国大学排名2022（总榜） ，  软科中国大学排名2023（总榜） ，以及 软科中国艺术类高校名单2023 。  

Business School    - MSc programmes (excluding MBA)  

商学院硕士课程（MBA除外）入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学 学院部分硕士课程入学要求 MA Education  (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies  全部硕士课程 International Development Department  全部硕士课程

  All other programmes (including MBA)   所有其他 硕士课程（包括 MBA）入学要求

Please note:

• Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求（5%以内），但具有出色学术背景，优异的专业成绩，以及（或）相关的工作经验，部分课程将有可能单独酌情考虑。
• Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问，请联系伯明翰大学中国办公室   [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma Visoko Obrazovanje (Advanced Diploma of Education) or Bacclaureus (Bachelors) from a recognised Croatian higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, for 2:1 equivalence or 3.0 out of 5.0, dobar ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.  Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below.  Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Holders of a good four-year government-accredited Bachelors degree from a recognised Higher Education college with a minimum overall GPA of 3 out of 4 for 2:1 equivalency, or a GPA of 2.75 out of 4 for 2:2 equivalency; or a good four-year Bachelors degree (Ptychio) from a recognised University, with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 for 2:2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a good Bakalár, or a good pre-2002 Magistr, from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), for 2:1 equivalence, or 2.5, C, dobre ‘good’ (post-2004) or 3, dobre ‘pass’ (pre-2004) for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree/Candidatus Philosophiae, Professionbachelor or Eksamensbevis from a recognised Danish university, with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence, or 4-7 out of 12 (or 7 out of 13) for 2:2 equivalence depending on the awarding institution will be considered for entry to taught postgraduate programmes.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Holders of a Bachelors degree from a recognised university in Egypt will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 for 2:1 equivalency or 2.8 for 2:2 equivalency. Applicants holding a Bachelors degree with alternative grading systems, will normally be expected to have achieved a 75% (Very Good) for 2:1 equivalency or 65% (Good) for 2:2 equivalency. For applicants with a grading system different to those mentioned here, please contact [email protected] for advice on what the requirements will be for you.

Holders of a good Bakalaurusekraad from a recognised university or Applied Higher Education Institution with a minimum overall grade of 4/5 or B for 2:1 equivalency or 3/5 or C for 2:2 equivalency, or a good Rakenduskõrgharidusõppe Diplom (Professional Higher Education Diploma), will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees. 

Holders of a good Ammattikorkeakoulututkinto (AMK) (new system), an Yrkeshögskoleexamen (YHS) (new system), a Kandidaatti / Kandidat (new system), an Oikeustieteen Notaari or a Rättsnotarie, a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 3-4/5 for 2:1 equivalence or 1-2/3 or 2.5-3/5 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good three-year Licence, License Professionnelle, Diplôme d'Ingénieur/Architecte Diplômé d'État, Diplôme from an Ecole Superieure de Commerce / Gestion / Politique, or Diplome d'Etat Maitrise of three years duration or a Maîtrise from a recognised French university or Grande École will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved a minimum overall grade of 13 out of 20, bien, for 2:1 equivalency, or 11 out of 20, assez bien, for 2:2 equivalency depending on the awarding institution.  

Holders of a good three-year Bachelor degree, a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university, or a good Fachhochschuldiplom from a Fachhochschule (university of applied sciences), with a minimum overall grade of 2.5 for 2:1 equivalency, or 3.0 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students from Germany who have completed three years of the Erstes Staatsexamen qualification with a grade point average (GPA) of 10 from the first six semesters of study within the Juristische Universitätsprüfung programme would be considered for entry onto LLM programmes.  Students from Germany who have completed the five year Erstes Staatsexamen qualification with a grade point average (GPA) of 6.5 would be considered for entry onto LLM programmes. 

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good four-year Ptychio (Bachelor degree) from a recognised Greek university (AEI) with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 out of 10 for 2:2 equivalency, or a good four-year Ptychio from a recognised Technical Higher Education institution (TEI) with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2.  Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés (Bachelors degree) or Egyetemi Oklevel (university diploma) from a recognised Hungarian university, or a Foiskola Oklevel (college diploma) from a recognised college of Higher Education, with a minimum overall grade of 3.5 for 2:1 equivalency, or 3 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of three or four years in duration from a recognised university in India will be considered for postgraduate taught study. Holders of Bachelors degree will normally be expected to have achieved 55% - 60% or higher for 2:1 equivalency, or 50% - 55% for 2:2 equivalency depending on the awarding institution.  

Either: A four-year Bachelors degree (first class or very good upper second class)

Or: A three-year Bachelors degree (first class) from recognised institutions in India.

For MSc programmes, the Business School will consider holders of three-year degree programmes (first class or very good upper second class) from recognised institutions in India.

For entry to LLM programmes, Birmingham is happy to accept applications from 3 or 5 year LLB holders from India from prestigious institutions.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Holders of a Bachelors degree from a recognised university in Iran with a minimum of 14/20 or 70% will be considered for entry to taught postgraduate taught programmes.

Holders of a Bachelors degree from a recognised university in Iraq will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 or 75% for 2:1 equivalency, or 2.8/4 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Israel will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 80% for 2:1 equivalency or 65% for 2:2 equivalency.  

Holders of a good Diploma di Laurea, Licenza di Accademia di Belle Arti, Diploma di Mediatore Linguistico or Diploma Accademico di Primo Livello from a recognised Italian university with a minimum overall grade of 100 out of 110 for 2:1 equivalence, or 92 out of 110 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Holders of a Bachelors degree of four years duration from a recognised university in Jordan will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees.  Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of  2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/50

Holders of a Bachelors degree of four years duration from a recognised university in Kuwait will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good pre-2000 Magistrs or post-2000 Bakalaurs from a recognised university, or a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Lebanon will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 16/20 or 80% for 2:1 equivalency, or 14/20 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good Bakalauras (post 2001), Profesinis Bakalauras (post 2001) or pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10 for 2:1 equivalency, or 7 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree or Diplôme d'Ingénieur Industriel from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20 for 2:1 equivalence, or 14 out of 20 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from a recognised Higher Education Institution with a minimum grade of 2:1 (Hons) for UK 2:1 equivalency, or 2:2 (Hons) for UK 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Holders of a Bachelors degree, licence or Maîtrise from a recognised university in Morocco will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 15/20 or 75% for 2:1 equivalency, or 13/20 for 2:2 equivalency.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Holders of a Bachelors (Honours) degree of four years duration from a recognised university in Nepal will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration plus a Masters degree may also be considered for postgraduate study. Degrees must be from a recognised institution in Nepal.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.2/4.0 or 65%-79% average or higher for 2:1 equivalency, or a GPA of 3.0/4.0 or 60%-65% for 2:2 equivalency depending on the awarding institution.  

Holders of a Bachelors degree from a recognised Dutch university, or Bachelors degree from a recognised Hogeschool (University of Professional Education), or a good Doctoraal from a recognised Dutch university, with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Holders of a good three-six-year Bachelorgrad, Candidatus Magisterii, Sivilingeniø (siv. Ing. - Engineering), "Siviløkonom" (siv. Øk. - Economics) degree from a recognised Norwegian education institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, or a GPA of C/Good or 2.6-3.2 for a 2.2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree of four years duration from a recognised university in Oman will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors degree of four years in duration from a recognised university in Pakistan will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration followed by a Masters degree of one or two years duration, or holders of a two year Bachelors degree and a two year Masters degree in the same subject, may also be considered for postgraduate study.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 2.8-3.0/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

A two-year degree followed by a three-year LLB will count as a full Bachelors degree.

All qualifications must be from recognised institutions. For further details on recognised institutions, please refer to Pakistan’s Higher Education Commission

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.    

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent.  The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters.  Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Licenciado, with at least 13/20 may be considered as UK 2.1 equivalent. The Grado de Bachiller is equivalent to an ordinary degree, so grades of 15+/20 are required.  Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good post-2001 Licencjat / Inzynier (Bachelors degree), or a pre-2001 Magister, from a recognised Polish university, with a minimum overall grade of 4.5/4+ out of 5, dobry plus ‘better than good’ for 2:1 equivalence, or 4 out of 5, dobry 'good' for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, bom com distinção ‘good with distinction’, for 2:1 equivalence, or 14 out of 20, bom ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of four years duration from a recognised university in Qatar will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good Diplomă de Licenţă, Diplomă de Inginer, Diplomă de Urbanist Diplomat, Diplomă de Arhitect, Diplomă de Farmacist or Diplomã de Doctor-Medic Arhitect (Bachelors degree) from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10 for 2:1 equivalence, or 7 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a good Диплом Бакалавра (Bakalavr) degree with a minimum grade point average (GPA) of 4.0 from recognised universities in Russia may be considered for entry to taught postgraduate programmes/MPhil degrees. 

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.   

Holders of a Bachelors degree of four years duration from a recognised university in the Saudi Arabia will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’ for 2:1 equivalence, or 2, C, Dobrý ‘good’ for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10 for 2:1 equivalence, or 7.0 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Holders of a good Título de Licenciado / Título Universitario Oficial de Graduado (Grado) /Título de Ingeniero / Título de Arquitecto from a recognised Spanish university with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a Special or Professional Bachelors degree of four years duration from a recognised university in Sri Lanka will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved 60-74% or a CGPA 3.30/4.0 or B+ for 2:1 equivalency, or 55-59% or a CGPA 3.0/4.0 or B for 2:2 equivalency depending on the awarding institution.  

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd) for 2:1 equivalency, or G (godkänd) for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good " Baccalauréat universitaire/ Diplom / Diplôme; Lizentiat / Licence; Staatsdiplom / Diplôme d'Etat" degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Syria will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 70%, or ‘very good’ for 2:1 equivalency or 60%, or ‘good’ for 2:2 equivalency.  

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Bachelors degree from a recognised institution will be considered for postgraduate study at Diploma or Masters level. Holders of Bachelors degree from prestigious institutions (see list below) will normally be expected to have achieved a GPA of 3.0/4.0 for 2:1 equivalency or 2.7 for 2:2 equivalency. Applicants with grades slightly below these requirements may also be considered for an offer if they have a relevant Bachelors degree, good scores in relevant modules, or relevant work experience.

Holders of a Bachelors degree from all other institutions will normally be expected to have achieved a GPA of 3.2/4.0 for 2:1 equivalency, or 2.8 for 2:2 equivalency.

Prestigious institutions: Assumption University Chiang Mai University Chulalongkorn University Kasetsart University Khon Kaen University King Mongkut University of Technology - Thonburi (known as KMUTT or KMUT) Mahidol University Prince of Songla University Srinakharinwirot University Thammasat University

Holders of a bachelor degree with honours from a recognised Caribbean and West Indies university may be considered for entry to a postgraduate degree programme. 

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

• Ateneo de Manila University - Quezon City
• De La Salle University - Manila
• University of Santo Tomas
• University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25 

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study.  Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Holders of a Bachelors degree of four years duration from a recognised university in the UAE will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Holders of a good four-year Bachelors degree/ Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised institution, with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence, or a GPA of 3.5/5.0, 3.0/4, 6/12 or 70% for 2:2 equivalence, depending on the awarding institution, will be considered for entry to taught postgraduate programmes.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

• 2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement 
• 3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement 

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study.  Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1.  Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level.  Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees. 

International Students

Standard English language requirements  apply. Speakers of English as a second language will be required to hold an IELTs 6.5 with no less than 6.0 in each band or equivalent qualification.

VISA Requirements

Obtaining a visa can be a lengthy process. Please allow sufficient time to obtain your visa. Find out more about visa requirements

English language support - before your course starts

The University offers Presessional English courses for students who wish to improve their knowledge of spoken and written English in preparation for academic study at the University of Birmingham. Students with conditional offers have the option of attending one of these courses instead of retaking  IELTS .       

English language support - during your studies

BIA provides free English language services to international students who are currently studying on undergraduate or postgraduate courses at the University of Birmingham.  Services include Open-access English classes, online self-assessment, online materials through CANVAS, email answers to quick questions and individual one to one tutorials.  For a small fee, BIA also offers classes for partners of international postgraduate students and staff, social events including day trips and HOST visits.   

You will be taught in the School of Education, which conducts pioneering world-class research in Education. You can therefore expect that all teaching on the MA Education will be informed by seminal and contemporary research, that spans a wide variety of disciplinary areas. Whether you take a pathway route or not, you can be assured that module content will be designed and taught by experienced specialists in each discipline who have knowledge of contemporary research in the field.

The programme is delivered through a combination of face-to-face lectures, smaller-group seminars, workshops, self-study, and peer group learning. We utilise a range of digital and virtual approaches in our teaching, and you will have access to our online teaching and learning tools, including our Virtual Learning Environment. Readings and resources are made available through our online ‘Resource Lists’ system making it very easy to identify and access key readings.  Module tutors make activities available online for you to engage prior to face-to-face teaching and the majority of assignments tasks can be submitted via the Virtual Learning Environment – including dissertations. Assessments on this programme will include written essays, small independent projects, oral presentation and a dissertation on a topic of your choice. 

You will be allocated a Dissertation Supervisor with whom you will have a one-to-one relationship during the dissertation phase. You will also be allocated a Personal Academic Tutor with whom you will meet regularly and all tutors keep ‘office hours’ through which you can request one-to-one tutorials.

This programme has been specially developed to appeal to graduates of social science disciplines and professionals seeking job opportunities in sectors requiring a broad range of education-focused knowledge and analytic skill. Graduates of the MA Education would have the flexibility to use modules to progress to postgraduate research programmes, or may wish to consider job opportunities in sectors requiring knowledge of domestic and international policy, education leadership and practice, inclusion and social justice, and school improvement.

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MSc in Education (Higher Education)

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

The MSc Education (Higher Education) at the University of Oxford is aimed at future academic, policy, and practitioner leaders in higher education (HE). It provides a critical introduction to research, theory, and policy in this complex field, taking into account a range of national, international and global lenses.

During this full-time course, you will have the opportunity to consider a wide range of issues that higher education systems, and, more broadly, tertiary education systems, around the world are facing today. These include:

• the social and economic contributions of HE
• graduate employment and employability
• access and widening participation
• equity and social and epistemic justice
• fees and funding;
• student mobility
• ‘research on research’
• the relationship between HE and vocational and technical education and training
• institutional governance

Teaching sessions will combine tutor input, class discussion, and working in small groups in order to examine these key issues and the discourses that shape them.

You will study three core papers which consider a wide range of policy issues across higher education systems and the role higher education plays in the economy and society from theoretical, historical and empirical perspectives. Academic staff will also present their own recent research findings, ensuring that the course content reflects live debates at the cutting edge of the field of higher education studies.

In addition to these three pathway-specific core papers, two core papers in research methods will develop your understanding of key concepts and principles of educational research design and methodology, using quantitative and qualitative methods and data. You will benefit from the expertise available through the Qualitative Methods Hub and the Quantitative Methods Hub at the Department of Education. 

The five core modules are:

• Higher Education: Systems, Structures and Institutions
• Higher Education in the Economy and Society
• Global Higher Education
• Foundations of Educational Research 1: Concepts and Design
• Foundations of Educational Research 2: Strategies and Methods

You will also choose one assessed option paper from a selection offered by academic staff across the department. The following list provides an indication of modules usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

• Core Principles of Child Assessment
• Critical Digital Innovation
• Education, the Internet and Society
• Intermediate Quantitative Research
• Perspectives and Debates in Qualitative Research
• Researching with the South: Decolonizing communication practices in education research
• The Implementation of the Rights of Children

Supervision

The allocation of graduate supervision for this course is the responsibility of the Department of Education. This will be done on the basis of the topic of research and the availability of individual supervisors. It is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. However, the HE teaching team have experience of supervising an extensive range of topics in higher education studies. Under exceptional circumstances a supervisor may be found outside the Department of Education. 

You will work directly with a supervisor on your dissertation through one-to-one meetings throughout the academic year. You should expect 10 hours of supervision throughout the year.

You will complete six modules each assessed by coursework, and a dissertation on a topic selected by the student and approved by the supervisor.

Graduate destinations

Past master's and doctoral students from the Department of Education have gone on to academic and research careers at a range of universities in the UK and across the world, or are employed across a wide range of other sectors. Some recent student destinations include working for governments as policy makers and analysts, NGOs, or international organisations such as OECD, for think tanks and in University administration and management at local and national levels. The department’s ‘Conversations with Alumni’ feature includes interviews with alumni on their career paths after Oxford. The MSc Education (Higher Education) provides students with the knowledge and skills to take on a wide range of career pathways and many of our graduates continue on to complete doctorates and enter academia, enter management positions in the field of higher education, or work in higher education policy at government level or in different think tanks and NGOs.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours in a relevant subject, preferably in the social sciences.

For applicants with a degree from the USA, the minimum GPA sought is 3.6 out of 4.0.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

Publications are not expected.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are normally held as part of the admissions process.

Candidates will be shortlisted based on academic ability, potential to succeed and flourish, and alignment of interests with the course content. Interviews for shortlisted candidates are normally held two to six weeks after the closing date of the admissions round. They are normally conducted by two interviewers online using Teams video-conferencing. Interviews will focus on your academic background, the reasons you’ve applied to the course, and your potential research interests and how these might be developed during the dissertation element of the course, although students are not expected to already have a fully developed research plan as this will be developed in discussions with your supervisors once you have started the course.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Initiatives to improve access to graduate study

This course is taking part in a continuing pilot programme to improve the selection procedure for graduate applications, in order to ensure that all candidates are evaluated fairly.

For this course, socio-economic data (where it has been provided in the application form) will be used to contextualise applications at the different stages of the selection process.  Further information about how we use your socio-economic data  can be found in our page about initiatives to improve access to graduate study.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

The Oxford University Department of Education has been making a major contribution to the field of education for over 100 years and the department has a world class reputation for research, for teacher education and for its master's and doctoral programmes. The department combines international standing as a research-intensive department with the highest quality teaching.

In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. The department has ESRC recognition for its graduate training, and its teacher training was rated ‘outstanding’ by the Office for Standards in Education (OfSTED) in its most recent inspection in 2019.

Research in the department is organised around three major themes:

• Language, Cognition and Development
• Policy, Economy and Society
• Learning: Pedagogy, Learning and Knowledge.

Within each of these themes there are several research groups and centres. All staff and doctoral students belong to one or more of these research groups, each of which has its own seminar programme to which graduate students often contribute. In addition, the department as a whole sponsors regular seminars and public lectures which attract distinguished national and international speakers.

The Bodleian Education Library, located at the centre of the Department of Education, specialises in material on education and related fields. As well as a print collection of books, journals and statistics, the library provides access to a wide range of electronic resources. The library also houses a collection of teaching resources, primarily in support of subjects covered by the department's secondary PGCE course. The Social Sciences Library provides valuable additional resource to students pursuing programmes in the Department of Education.

Oxford has been a major contributor to the field of education for over 100 years and today the University’s Department of Education has a world class reputation for research, for teacher education and for its graduate courses.

The department offers one of the strongest graduate studies programmes in the UK with a range of full- and part-time MSc courses and a lively doctoral programme (DPhil) which is recognised for national funding by the ESRC.

The department's masters' courses are delivered by academics and research experts, the majority of whom are permanent staff engaged in their fields of research. The department's DPhil in Education has excellent facilities for the large number of full-time research students who are well integrated into the research of the department.

The department has an outstanding research profile. In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. A wide range of funded research projects are based in the department and many of these projects have had a major impact on national policy.

Oxford’s PGCE course has an international reputation for the quality of its work, undertaken in close collaboration with local Oxfordshire secondary schools. Over many years, it has consistently received the highest possible designation (Outstanding) from Ofsted in inspections.

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The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2024-25

Further details about fee status eligibility can be found on the fee status webpage.

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees and living costs. As part of your course requirements, you will need to choose a dissertation topic. Please note that, depending on your choice of topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs yourself, although you may be able to apply for small grants from your college to help you cover some of these expenses.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The following colleges accept students on the MSc in Education (Higher Education):

• Blackfriars
• Campion Hall
• Green Templeton College
• Harris Manchester College
• Jesus College
• Kellogg College
• Lady Margaret Hall
• Linacre College
• Mansfield College
• New College
• Pembroke College
• Regent's Park College
• Reuben College
• St Anne's College
• St Antony's College
• St Catherine's College
• St Cross College
• St Edmund Hall
• St Hilda's College
• St Hugh's College
• Wolfson College
• Worcester College
• Wycliffe Hall

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines and when to apply  in our Application Guide.

Application fee waivers

An application fee of £75 is payable per course application. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Do I need to contact anyone before I apply?

You do not need to make contact with the department before you apply but you are encouraged to visit the relevant departmental webpages to read any further information about your chosen course.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Referees: Three overall, academic preferred

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

One of your references should be from your most recent academic tutor. If you are currently in employment, you would be expected to provide a reference from your employer alongside academic references which comment on your academic suitability for the course.

Your references will support intellectual ability, academic achievement, motivation and ability to work in a group.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Personal statement: A maximum of 1000 words

Your statement should be written in English and explain your motivation for applying for the course at Oxford, your relevant experience and education, and the specific areas that interest you and/or you intend to specialise in.

If possible, please ensure that the word count is clearly displayed on the document.

This will be assessed for:

• your reasons for applying to this particular course
• the areas of study in the subject which interest you
• your relevant academic, research and/or practical experience and how these relate to the course and your proposed MSc dissertation project
• what you want to achieve from the programme you are applying for
• your future aspirations, ie where you will take what you have learnt from the course
• the nature of the research project that you hope to undertake for your MSc dissertation (if you have ideas about this).

Written work: Two essays, a maximum of 2,000 words each

Academic essays or other writing samples, written in English, are required. Extracts of the requisite length from longer work are also permissible, in which case it is important to clearly indicate that the submitted text is part of a longer piece of writing. 

You may submit written work previously completed for a prior course of study if the topic is relevant ie an assignment or chapter of a dissertation etc, provided it meets the requirements. Please clearly indicate for what purpose the piece was originally written.

If you do not have any existing material that fits this requirement, we would suggest that you may like to critique an article or write a book review based on the course subject.

The written work should be related to the course, and should be on two separate topics. The word count should include any bibliography or brief footnotes.

This will be assessed for understanding of the subject area, an ability to construct and defend an argument, an understanding of relevant conventions of academic writing and referencing, and proficiency in academic English.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice . You'll find the answers to most common queries in our FAQs.

Application Guide   Apply

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Friday 5 January 2024 Latest deadline for most Oxford scholarships

Friday 1 March 2024 Applications may remain open after this deadline if places are still available - see below

A later deadline shown under 'Admission status' If places are still available,  applications may be accepted after 1 March . The 'Admissions status' (above) will provide notice of any later deadline.

*Three-year average (applications for entry in 2021-22 to 2023-24)

Further information and enquiries

This course is offered by the Department of Education

• Course page on the department's website
• Funding information from the department
• Academic and research staff
• Departmental research
• Social Sciences Division
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0)1865 274183

Application-process enquiries

See the application guide

Other courses to consider

You may also wish to consider applying to other courses that are similar or related to this course:

View related courses

Oxford 1+1 MBA

You can study this course in combination with our MBA, as part of our  1+1 MBA programme .

MA Education (fully online)

• Please see the entry requirements tab below
• Postgraduate
• Master of Arts

Course Info

Entry requirements, how to apply.

Our MA in Education is a one-year, part-time course for teachers and school leaders to develop expertise in the field of education through critical evaluation of research and scholarship.

We take students from all round the world. This course provides students with the opportunity to follow their own interests while being given clear guidance about the requirements of a serious level 7 academic qualification.

You will complete a number of modules enabling you to develop your understanding both of the research process as well as your topic of interest. The culmination of the MA is a 12,000 to 15,000-word dissertation. You will also critically engage with scholarship, which informs your dissertation, and you will learn about different research methods. You will be expected to read widely around your subject area. Following this course helps to develop your critical thinking and your ability to present a written argument.

What is the point of doing an MA when I have a PGCE or am an experienced teacher?

• Professionals do not stop learning at any stage in their working lives. Doctors and lawyers, for example, have to have regular refresher courses. In the same way, teachers need a framework like an MA within which to learn about recent research in education and be prompted to consider whether they could be even better at what they do.
• Not only will you learn about recent research in education, but you will also learn how to do research yourself.
• Having taken the trouble to gain this qualification will show your employer and future employers that you are a serious, professional employee.
• You will find the course intellectually stimulating.

Course requirements

Master’s degrees are awarded to students who have demonstrated:

• A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice.
• A comprehensive understanding of techniques applicable to their own research or advanced scholarship.
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
• Conceptual understanding that enables the student: – to evaluate critically current research and advanced scholarship in the discipline. – to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:

• Deal with complex issues – both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
• Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
• Continue to advance their knowledge and understanding, and to develop new skills to a high level.

QAA, The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies, February 2024

Course content

The course includes:

• Engaging with issues in Education.
• Developing a critical understanding of relevant literature.
• Understanding what is expected of Level 7 Academic Writing.
• Learning how to navigate the topic of research methodology.
• Planning your dissertation.
• Understanding the ethical implications of being a researcher.

Course delivery

Every Master’s student is allocated a supervisor. You will regularly communicate for example, via Teams, Zoom, Email or another online meeting platform with your supervisor at times that are suitable for you both, to support each module. You will also have access to regular online study sessions throughout the course.

There are induction sessions to introduce you to how the course will run – on application you will receive a choice of dates where you will indicate when you will attend.

When the course start you will have access to MOODLE, the University’s online learning platform and from there you will access the course handbook and all resources needed for successful completion of the course. In the handbook there is a week by week guide which will indicate what work is expected that week. This will either be:

• a recorded film to watch
• a podcast with accompanying literature
• independent study towards a module
• a Twilight session which will be live, but recorded and shared on Moodle after the date. These Twilights are optional in terms of attendance as we know that many people struggle to be available at certain times. However, all these sessions are recorded and should then be watched after the live event. This means that as you progress through the course you end up having access to library of videos that you can re-visit, to support you to a successful outcome.

It is important to understand that you, as a Master’s student, will be expected to work independently and you are expected to fully engage with the guidance provided to complete the required modules.

What will I gain?

• You will acquire a new set of skills. You are required to engage with a wide range of arguments and be prepared to be critical of them, to synthesise arguments and perhaps most importantly to develop your own critical voice.
• A fresh challenge can stop you becoming stale. Once you have been teaching for a while you can easily build up a lot of experience and expertise with the delivery of your work. Whilst it is great to be able to build upon that confidence it can also mean that you can become comfortable. This can mean, although not always, that you can become stale and possibly even out of date with your thinking. Ideas are always changing in Education; new research is always coming into effect and sometimes it is easy to fall behind and not be aware of new ideas. By undertaking a Master’s it will keep you fresh and up to date.
• Research gives you an authoritative voice. As you develop your critical voice it becomes even more possible for you to speak confidently on a range of issues. This can give you a real boost, opening up new career opportunities to you.
• You will connect with people outside of your comfort zone. Engaging with a Master’s programme enables you to connect to a whole new group of people. These can be people we can then network with not only across the country, but across the globe.
• You can study something you are genuinely interested in. Lots of people have different areas of interest, or problems they want to solve, or challenges they want to face, and these are often a product of the work and experience that you bring to the course. It is a great idea to work to discover more about these particular areas of interest and even to become an expert on that topic. This too might seem indulgent, but the great thing about carrying out research in Education is that there is a good chance that your discoveries can have a positive impact in the workplace.
• It is an investment in yourself. Not necessarily in the monetary sense, it is more about thinking about yourself, the kind of person you are and what you want out of life. Are there things that you want to investigate further? It is about recognising the complexity of our identities in that we are more than our jobs and that we have a lot to offer the world. Spending the time (and money) on taking part in a Master’s programme is worth it if you want to develop yourself and the way that you think.

Should I do the MA in Education or the MA in Education (Evidence-based Practice)?

The MA in Education (Evidence-based Practice) is a full 180 Masters course, therefore takes more time to complete and has more of a focus on evidence-based practice. As it is 180 credits which means you can get a student loan in England. If you have credits you wish to bring with you, then you may wish to opt for the MA in Education or MA in Residential Education – the topic of focus is up to you (with agreement from us).

• UK degree (2.2 or above). For equivalent qualifications, contact [email protected] to confirm that your qualification meets the University entry requirements.
• be working in a school/educational environment

In addition, the candidate must have either:

• Route 1* – PGCE with 60 Master’s credits at level 7 from The University of Buckingham or another university (if completed within ten years of the proposed start date of the course) OR
• Route 2* – PGCE at level 6 – an additional module (a bridging unit) of study will be provided.

The fees for this course are:

The University reserves the right to increase course fees annually in line with inflation linked to the Retail Price Index (RPI). If the University intends to increase your course fees it will notify you via email of this as soon as reasonably practicable.

Course fees do not include additional costs such as books, equipment, writing up fees and other ancillary charges. Where applicable, these additional costs will be made clear.

Applicants must also pay a non-refundable £300 registration fee.

Fees are invoiced for in September, at the beginning of the course, and can be paid in termly instalments or in one lump sum. Termly instalments can be arranged directly with the Finance department upon receipt of the invoice.

All staff at COBIS member schools get a 5% discount on course fees. To ensure discount is applied please select COBIS from the partnership box on your application form.

If you wish to apply for a fees loan then you should take the MA in Education (evidence-based practice).

If you would like a University of Buckingham lecturer to visit your school for additional training and support and you can assemble ten or more trainees in one place, this is possible for an additional fee. Ask us for details.

Applicants from China should apply through the Buckingham International School of Education, not this page;  click here:   https://bise.openapply.cn/

Please use the ‘Apply’ button or contact The Faculty of Education by email: [email protected] or by calling +44 (0)1280 820 222.

When applying, you will need to supply:

• copy of PGCE certificate and transcript to show credit level (if you have one)
• copy of passport photo page (and visa/work permit where necessary)
• head and shoulder style photo for your University identity card

The application deadline is 12 July 2024.

Department of

Department of Education

Msc in education, welcome & course overview, scholarships.

The MSc in Education degree is a one year full-time degree which aims to provide a grounding in educational research methods and theoretical and methodological understanding of the field of education through one of the following five specialist pathways.

Clarendon Scholarships

The very strongest applicants for all our MSc programmes who apply by the course’s January application deadline are automatically considered for University Clarendon scholarships. There is no separate application process. These are highly competitive and each year only one or two of our students are successful. During our initial admissions screening, supervisors nominate applicants with outstanding academic records to be considered. They then prepare a supporting statement.  The Admissions tutor puts forward a shortlist of the strongest applicants to the divisional committee.

Mastercard Foundation AfOx Scholarships

Up to 70 Mastercard Foundation AfOx Scholarships are available each year for applicants to any full-time one-year taught master’s who are African nationals, are ordinarily resident in African countries who are applying and intending to return to Africa upon completion of their studies.

The Mastercard Foundation AfOx Scholarships cover course fees and a grant for living costs for full-time students at the UKRI minimum doctoral stipend rate. Awards are made for the full duration of your fee liability for the agreed course.

To be considered for this scholarship, submit your application for graduate study by the relevant December/January deadline for your course, and tick the relevant box on the graduate application form. If you are eligible for this scholarship, you will be contacted by email in late March and asked to submit additional material to show how you meet the selection criteria.

In awarding the Scholarships the panel looks at four areas: 1) Academic merit and potential 2) Leadership experience and capacity development 3) Alignment with AfOx values and themes 4) Commitment to Africa’s development.

For more information about these scholarships, visit the  Mastercard Foundation AfOx Scholarships page .

Oxford-Weidenfeld and Hoffmann Scholarships and Leadership Programme

MSc Education (Comparative and International Education), MSc Education (Digital and Social Change) and MSc Education (Higher Education) applicants who meet the eligibility criteria are encouraged to  apply for the Oxford-Weidenfeld and Hoffmann Scholarships and Leadership Programme . In order to be considered for this scholarship, you must select the Weidenfeld-Hoffmann Scholarships and Leadership Programme in the University of Oxford Scholarships section of the University’s graduate application form and submit your application for graduate study by the January application deadline for your course.

The WHT scholarship is for students from emerging economies including Africa, India and China as well as those who have been displaced due to conflict in their home countries.

Oxford Pershing Square Graduate Scholarship

The 1+1 programme is a unique, two-year postgraduate experience which offers you the opportunity to combine the depth of our specialised, one-year MSc in Education with the breadth of Saïd Business School’s top-ranking, one-year MBA. As a result, you will embark from Oxford with the skills to translate specific domain knowledge into practical and innovative solutions to the many challenges facing our 21st century world.

In addition, the Oxford Pershing Square Graduate Scholarship is available for up to five extraordinary 1+1 students who are committed to addressing world-scale social challenges. The Scholarship provides full funding for tuition, college fees and living expenses for both the MSc and MBA year. Please see further details about the Oxford Pershing Square Graduate Scholarship here .

FirstRand FNB Fund Oxford Education Scholarship

When funding is available, the scholarship will provide full funding for a South African citizen to study a one year full-time MSc in Education or MSc in Applied Linguistics and Second Language Acquisition at the Department of Education. The scholarship will be awarded based on academic excellence, leadership ability, community involvement and the candidate’s potential to be a destiny changer. The successful candidate will be a member of Wadham College. Candidates need to apply by the January application deadline for their course.

Further information about the FirstRand FNB Fund Oxford Education scholarship can be found here.

Economic and Social Research Council (ESRC)

This scholarship is available to applicants for the MSc in Education (Research Design and Methodology) who wish to be considered for an ESRC 1+3 studentship. Applicants should signal in their application their intention to continue to doctoral study.

The ESRC is the UK’s largest organisation for funding research on social and economic issues. The University, in collaboration with Brunel University and the Open University, hosts the Grand Union Doctoral Training Partnership – one of 14 Doctoral Training Partnerships accredited by the ESRC as part of a Doctoral Training Network.

In order to be considered for a Grand Union DTP ESRC studentship, you must select ‘ ESRC Grand Union DTP Studentships in Social Sciences ’ in the University of Oxford scholarships section of the University’s graduate application form. You must also complete a  Grand Union DTP Application Form and upload it, together with your graduate application form, by the January application deadline for your course.

Information about ESRC studentships at Oxford can be found here . Please ensure you have read all of the guidance available on the website before you  complete the Grand Union DTP Application Form . Please direct your queries to the Grand Union DTP Office at [email protected].

Routledge Scholarship

Each year a Routledge Scholarship of £6,000 is awarded to one student taking the MSc course in Comparative and International Education. Given in collaboration with St Edmund Hall, the scholarship is awarded on the basis of: (1) strength of academic qualifications; (2) fit between the proposed research project and the research interests of the Department and (3) financial need.

All those who apply by the March deadline are automatically considered – no separate application is necessary. The Routledge Scholarship cannot be used as evidence of funding to secure a place on the course.

How many students do you recruit to each programme?

The following number of places are available for each of the programme’s pathways:

MSc Education (Research Design and Methodology) – 15 MSc Education (Research Design and Methodology, part-time) – 2 MSc Education (Child Development and Education) – 18 MSc Education (Comparative and International Education) – 18 MSc Education (Higher Education) – 15 MSc Education (Digital and Social Change) – 16

Can I study online or through distance learning?

It is not possible to study at a distance or on-line on our MSc in Education programme.

What are the backgrounds of students recruited to your programmes?

The Department offers a very wide range of courses. As well as a comprehensive Doctoral programme attracting students from all over the world, we offer full-time one year MSc in Education and in MSc Applied Linguistics and Second Language Acquisition (ALSLA) courses, as well as a range of part-time courses, some aimed primarily at active teachers (e.g. MSc Learning & Teaching, MS Teacher Education) and some at distance learning (e.g., Applied Linguistics and Language Teaching). Consequently our courses cater to students from a diverse range of backgrounds.

For example in 2021/22, the Department had a total complement of 780 students of whom 414 were studying full-time and 366 were studying part-time. For 2021/22, across the MSc Education, MSc ALSLA, and DPhil programmes, approximately 29% of our students came from the UK, and the remaining 71% from the EU or overseas. The cohort from those programmes included students from Afghanistan, Australia, Japan, Germany, India, Malaysia, China, Mexico, Estonia, Australia, Russia, South Africa, South Korea, Turkey and the United States, among many others.

What our students share is exceptional academic achievement in their previous learning and an ambition to excel academically.

Can I study part time?

Part-time study is possible on the MSc in Education (Research Design and Methodology).

How much will it cost to study and live in Oxford?

To find out how much it will cost to undertake your studies at the University, please visit the Fees and Living Costs webpage for details.

Can I apply for more than one course?

Yes, however we would strongly encourage you to focus your application on the course for which you have the most interest and experience.

Can I apply for your courses if I am in the process of achieving my qualification to gain entry onto the programme?

Yes, you may apply for any of our courses whilst studying for another degree. If you are successful in achieving a place on one of our programmes, we would make a conditional offer which would include the condition of you achieving your qualification. You are required to submit an interim transcript at application. However, your final outcome would need to be available prior to you commencing the course at Oxford.

English is not my first language; which higher level language qualification is acceptable? And what score do you require?

If you do not have English as your first language, we would like you to have achieved the higher level competence in English Language proficiency. A list of standardised English language tests accepted by the University can be found here . Your test must have been taken no more than two years before the start date of your course. We encourage applicants to apply with a successful language test however if evidence that you successfully meet the English language requirements cannot be provided with your application your application will still be considered as long as all other required documents have been submitted. Any offer of a place will require you to submit English language test results at the required level by a deadline set in the offer letter. Further information can be found by visiting the Application Guide .

Can I apply for a waiver of proof of proficiency in English?

For information on applying for a waiver of the English test requirement please visit the Application Guide .

Should I declare a college preference in my application?

Find here guidance about colleges and making an open application .

How do I apply?

For a more detailed explanation of the process, please click here for the application guide .

Not all of my qualifications will fit on the application form, what shall I do?

If you require more space on the application form, please contact Graduate Admissions for advice .

What should I do if there is not enough space on the application form?

Please contact Graduate Admissions for advice .

I have been outside of an academic setting for some time now; who shall I have to act as my referees?

One of your references should be from your most recent academic tutor. If you are currently in employment, you would be expected to provide a reference from your employer alongside academic references which comment on your academic suitability for the course.

What do I need to include in my ‘Personal Statement’ (‘Statement of Purpose’)?

Further information can be found in the “how to apply” section of the relevant course page .

What do I need to include for the samples of written work?

How is my supervisor decided.

Your supervisor will be decided by the Department following your successful offer of a place on the course on the basis of staff research interests and staff workload and availability.

Am I required to attend for interview?

Candidates will be shortlisted based on academic ability, potential and fit of interests with the course content. Interviews for shortlisted candidates are normally held 2-6 weeks after the closing date of the admissions round. You will be given advance notice of your interview date and time and we require confirmation of attendance.

All interviews will be held online via Microsoft Teams.

What will the interview be like?

The interviews are normally conducted by two interviewers on Microsoft Teams, and will focus on your academic background. You may be asked to outline your research interests and how these might be developed during the dissertation element of the course. You may also be asked about your reasons for wanting to study in this area and the reasons why this particular course is of interest to you.

When will the outcome of my application be known?

Applications will be considered by the admissions panel within the Department and decisions will be made in accordance with the following deadlines:

Application submitted in January will receive a decision by mid March Applications submitted in March  will receive a decision by early April

You will be informed of our decision by email to ensure that you receive the outcome as soon as possible.

In the event that we are not able to offer you a place, we regret that it is not possible to provide you with feedback on your application.

Can I defer entry to a course?

The University will only consider requests for deferral of entry due to exceptional unforeseen circumstances, and only after all conditions set for the offer (both academic and financial) have been met.

Couldn’t find your answers under our FAQ section?

Please direct any queries or questions to a member of the administrative team and they will be happy to assist you.

Phone: +44 (0)1865 274183 Email: [email protected]

Comparative & International Education

The MSc Education (Comparative and International Education) is a full-time, one-year, Master’s course that engages students in developing a critical understanding of theoretical approaches, methods, policies and practices in comparative and international education. The course aims to develop students’ understanding of the factors that shape educational systems in different parts of the world and the research skills to compare policy choices and critically evaluate major debates, policies, histories and practices of education globally.

Many alumni of MSc Education (Comparative and International Education) course have gone on to academic and research careers at universities in the UK and abroad. Others are employed across a wide range of other sectors such as policy for government departments, NGOs or think tanks, international organisations, administration at local and national levels, as well as state and non-state schools in different parts of the world.

Aims of the course

The course aims to engage students in developing:

• the knowledge, skills and understanding of social, economic, political, cultural, and institutional factors that shape educational systems in different parts of the world
• the ability to analyse current issues and historical trends in comparative and international education;
•  the ability to critically assess the historical development and theoretical and methodological underpinnings of comparative and international education;
• the ability to define and formulate research problems and questions in the field of comparative and international education;
• the research skills to undertake contextualised, nuanced examination of policies, practices and systems of education globally.

By the end of the course students should have:

• an understanding of the historical development and theoretical and methodological underpinnings of comparative and international education
• the knowledge of major theoretical and methodological approaches used in comparative and international education and the ability to apply these to current issues
• developed familiarity with the education systems of a number of countries and the ability to describe and analyse those systems critically, with due regard of social, economic, political, cultural, and institutional factors;
• the ability to define and formulate research problems and questions in the field of comparative and international education and the research skills to examine policies, practices and systems of education developed detailed knowledge of major issues affecting education at all levels and be familiar with the work of the various non-governmental agencies concerned with educational planning, research and development.

The course consists of six papers and a dissertation. Students undertake five compulsory modules.  For 2023/2024, these compulsory modules are:

• Comparative and International Education: An Overview of the Field
• Foundations of Educational Research I: Concepts and Design
• Systems Thinking in Comparative and International Education
• Foundations of Educational Research II: Strategies and Methods
• The Implementation of the Rights of Children

Students may also choose one option from a list of option papers. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

• Intermediate Quantitative Research
• Perspectives and Debates in Qualitative Research
• Global Higher Education
• Education, the Internet & Society
• Core Principles in Child Assessment
• Critical Digital Innovation

These papers are taken during Michaelmas and Hilary Terms. In Trinity Term, students work on a research-based dissertation, reporting on an empirical study, of 15,000-20,000 (max.) words. The dissertations should demonstrate the students’ research and critical analysis skills as well as the ability to write clear and concise reports to a high level of academic competence.

Seminars during the course are a combination of tutor and student input, and are based on preparation, response to a presentation and/or analysis of documents and various group activities. There is a programme of visiting speakers from around the world.

Examples of recent dissertations

• Thomas Brotherhood Japanese Student Perspectives on Spatial Inequality During Transition to High School
• Naseemah Mohamed Education in a Time of War: The Experiences of Victims of Gukurahundi in Zimbabwe.
• Charleen Ning Chiong Unstable Boundaries: Analyzing Change in Citizenship Education Policy in England (1984-2014)
• Danijel Cuturic Academic Integrity at Universities in Bosnia and Herzegovina: Plagiarism Regulations
• Elodie Broady Opening a Black Box of Influence in the Transnational Governance of Education: a Case Study Inside the OECD
• Rone McFarlane Mediating the Effects of Gang Violence and Related Activities in South African Schools
• Kathleen Maffei Cultural Advocacy Strategies Amongst Parents of Intellectually Disabled Children in UK Schools
• Morten Hansen A Way forward for EEPS: Interrogating and Consolidating Theories on the European Education Policy Space

During their time in Oxford, course members will be part of a lively research community with interests in a wide range of topics in comparative and international education. The University of Oxford provides an ideal environment for graduate study: its resources are first-class and its graduate population is among the best qualified in the world. The Department of Education is a particularly friendly institution within the University, and the international constitution of the student body makes everyone feel at home.

MSc CIE pathway 2023 cohort

Child Development & Education

The MSc Education (Child Development and Education) aims to promote a critical understanding of theories and research on child development and their relevance to the design and evaluation of educational programmes and policies in diverse contexts. It also aims to promote a critical understanding of the current challenges for a global and inclusive science of child development.

Our students come from varied professional backgrounds: experienced Early Years professionals and primary school teachers; professionals working with children and aiming to prepare themselves for a leadership role (e.g. head teachers, professionals engaged in programme evaluation research, including in governmental and non-governmental agencies). We welcome graduates with psychology degrees who wish to develop their knowledge of psychology in the field of child development and education; those seeking to pursue a doctoral degree will find that this course offers them a solid disciplinary and research foundation.

This is a full-time, one-year Master’s course.

• To promote a critical understanding of theories and research on child development and their relevance to the design of educational programmes and policies;
• To provide students with a critical knowledge of programmes and interventions aimed at pre- and primary-school children and the development of the cognitive-linguistic and social-emotional domains;
• To develop students’ knowledge and skills required for the analysis of current issues in the education of children from diverse cultural and linguistic backgrounds in different early childhood settings and in schools;
• To promote students’ reflective knowledge of different ways of approaching the assessment of children;
• To provide students with experience with a range of research methods used in the evaluation of educational programmes (including those for families and institutional settings) and to develop their ability to analyse critically evaluation reports;
• To encourage discussion on how theories of child development inform practice and how challenges faced in educational and care settings call for further theoretical and research enquiry;
• To promote a critical understanding of the current challenges for a global and inclusive science of child development.
• To provide a strong basis for further studies in Child Development and encourage future applications to doctoral studies in this domain.

Programme features

For 2023/24, the course is structured with two compulsory modules that focus on the disciplinary underpinnings to child development and education ( Foundation Learning and Wellbeing  and Cognitive Development and Educational Attainments ), one in each term.  Two further papers in the first term aim to develop students’ research skills ( Foundations of Educational Research 1 and Introduction to Quantitative Research). In the second term, students chose two options from a list of electives. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

You will also complete either field work or conduct secondary data analysis for your master’s dissertation. You will choose your master’s project in discussions with your supervisor. Together, the course will provide opportunities for you to deepen your understanding of child development theories and their relevance to decisions about children’s education and wellbeing.

Throughout the course, you will participate in lectures, seminars, and workshops.  Teaching involves a combination of tutor and student input, including group activities and students’ presentations. You will benefit from the expertise available through the Quantitative Methods Hub and the Qualitative Methods Hub at the Department of Education. You will also benefit from access to seminars across the wider university.

You are encouraged to explore the department’s website and find out about the research carried out by the course team and the Children Development and Learning research group.

A sample of dissertation titles from previous years is presented below.

• The effect of story grammar contained in wordless picture books: A study of children’s narrative
• Dialogue & empathy in middle school aged children – A configurative narrative review
• Cognitive predictors of early reading and arithmetic skills
• Effects of feedback on learner characteristics in a computerized learning environment
• Children’s use of personal knowledge and adult testimony in fantasy/reality distinctions
• The relationship between ability grouping, academic self-concept and having English as an additional language: A secondary data analysis
• A study investigating the relationship between the home literacy environment and children’s readiness for school in Costa Rica
• Chinese children’s morphological awareness in English and Chinese
• Family income and child developmental outcomes – A relationship mediated by the quality of the home environment?
• Let’s talk about diversity: A reading intervention targeting language and socio-emotional development in young children
• Primary school students’ self-regulation and motivation during well- and ill-structured tasks
• Quality in early childhood settings: A comparison of the views of parents and professionals within Minnesota’s Twin Cities Metro Area, USA
• The effects of imaginative play props on the oral narratives of 4-5 year old children
• The relationship between maternal vocalisations with 10-month old infants and child language scores at 36 months
• Investigating the effects of the Singapore Model Method in solving mathematical word problems

WANT TO HEAR MORE ABOUT THE CHILD DEVELOPMENT & EDUCATION PATHWAY?

Watch our online video with Dr Sonali Nag , who gives an overview of the course, what kind of students it attracts, and what they go on to do.

Digital & Social Change

The MSc Education (Digital and Social Change) is an exciting and innovative course, in which you will develop a theoretical understanding of new technologies, education and society. At the core of the programme is a strong commitment to digital inclusion and social justice that addresses contemporary issues regarding the impact of digital and social change in education. Consequently, you will conceptualise and design learning technologies through participatory approaches, examining how they impact the marginalised in the UK and globally.

At a time when many people are discussing significant moral questions regarding technology and its use in education, including for example, the ethics of Artificial Intelligence, there is a pressing need for a new generation of researchers and practitioners that can affect social change through stronger theoretically-informed practice, design and policy.

Building on the past success of our MSc Education (Learning and Technology), we welcome students from a range of disciplinary backgrounds including but not limited to education, computer science, sociology, communications and international development. You will have a commitment to social justice in education, a questioning stance on technology and an interest in developing interdisciplinary knowledge.

• Critically assess and understand the role of technology in education across the lifecourse
• Develop the expertise to address the challenges posed by digital inequality
• Understand how to embed innovative learning technologies in practice
• Cultivate design prototyping skills
• Understand the relationship between social justice, technology and learning

Learning outcomes

By the end of the course you will develop:

• The ability to integrate educational theory and practice
• An in-depth and comparative understanding of learning theories and their appropriate use to develop informative research questions
• The necessary research skills for progression to the next stage of your career, including DPhil study
• Specialist technical and social knowledge, enabling the evaluation of technologies for digital and social change
• An understanding of the ethics of technology when working with marginalised communities
• Informed insights into state-of-the-art technical tools utilised in machine learning and critically evaluate their application to, and limitations for, digital and social change in education
• The ability to develop and manage a research project, and work collaboratively and reflectively on contemporary research issues

Pathway Modules

MSc Education (Digital and Social Change) consists of six modules.

• Key Concepts in Digital Education and Social Change
• Social Justice and Technology
• Education, the Internet and Society

You will take the two core research methods modules, which are common to all pathways:

• Foundations of Education Research I
• Foundations of Education Research II OR Perspectives and Debates in Qualitative Research OR Intermediate Quantitative Research

You can also choose from the optional papers from the other MSc Education pathways. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

You are encouraged to explore the department’s website and find out about the research carried out by the course team, including the Learning and New Technologies Research Group.

Although this was a new pathway beginning 2021, it builds on the success of our MSc Education (Learning and Technology). Alumni from that pathways have gone on to academic and research careers at universities in the UK and abroad, including MIT, LSE, Stanford, The Turing Institute and UCLA. Others have worked for international NGOs, various international organisations and also founded their own technology and consultancy start-ups.

Higher Education

The MSc Education (Higher Education) at Oxford University attracts students from a wide range of educational and professional backgrounds and offers them a critical introduction into research, theory, and practice in the complex field of higher education at a global level.

During this course, students will have the opportunity to consider a wide range of issues that higher education systems around the world are facing today, including internationalisation, the relationship between higher education and labour markets, access and social justice, student fees, and rankings. Teaching sessions will combine tutor input, class discussion, and working in small groups in order to examine these key issues and the discourses that shape them. In addition to seminars on core concepts, students are taught by leading researchers, giving them the opportunity to engage directly with current thinking and evolving themes in the field.

This mix, which builds on the firm foundations of the Oxford Department of Education’s research strengths, is relevant to people at different stages in their professional lives – from recent graduates, those hoping to forge an academic career in higher education studies, to those who have established careers in, or are working closely with, higher education institutions.

Recent graduates of the programme have continued onto doctoral research and academic careers, or have taken positions in higher education management, administration, and policy-formation.

The programme is studied full-time over a single year, with the final term devoted to work on a dissertation.

The course is aimed at future academic, professional and policy leaders in the field of higher education and provides a strong foundation for:

• conducting doctoral, post-doctoral and professional research
• using research to analyse and evaluate current structures and past and future reforms of higher education in different international contexts
• developing higher education provision to meet a range of local and international needs
• understanding the economic impacts of higher education and their implications for policy making
• analysing transitions of higher education graduates into the labour market and further studies

The Department of Education offers a challenging but supportive atmosphere for conducting graduate studies. The course is run by the Department of Education but also draws on the expertise of colleagues elsewhere within the University and more widely.

Studying for the MSc Education (Higher Education)

Course sessions consist of a combination of seminars, lectures and collaborative course work. These sessions take place three half-days a week during the first two terms. Throughout the course:

• you will have the opportunity to work together with your course colleagues on selected higher education topics and problems
• you will reflect on your own higher education experience, and on the University of Oxford as your new educational context
• you will be able to select the focus for your MSc dissertation from a range of relevant international higher education contexts
• you will have one-to-one meetings with your dissertation supervisor from early in your course to discuss your progress and the design of your own research study
• you will spend extended time in your chosen research setting during the third term in order to carry out fieldwork for your dissertation
• you will be assessed through a combination of course-work, examination and dissertation.
• Kira Brayman A love-hate relationship”: Canadian laypeople’s construction of academic theories as diffusing innovations
• Rachel Kolb All-Around Inclusion: Mainstreamed Deaf and Hard-of-Hearing Students’ Perceptions on Accommodations and Access in American Universities
• Tara Nicola Measuring Success? The Predictive Validity of the Undergraduate Admissions Interview at the University of Oxford
• Naveen Amblee The Development of managerial competencies in MBA programmes: An empirical Study of MBA core curricula
• Yushi Inaba Higher Education in a depopulating society: survival strategies of Japanese Universities
• Elizabeth Miller Degree apprenticeships in England: how do they work and who and what are they for?
• Yu Yang Who got the information – an investigation into the equity and equality of China’s Gaokao reform

Who should apply?

The full-time Masters is aimed at students and professionals with an interest in higher education at all levels and areas:

• researchers and those interested in research in higher education
• higher education tutors and lecturers
• administrators and managers
• policy and decision makers

The course will help you to develop your knowledge, expertise and skills in the following aspects:

• higher education theory, research and policy
• international higher education systems and comparative questions
• higher education institutional and administrative structures
• access, completion and transition to the labour market
• philosophical and historical underpinnings of higher education research and policy
• research strategies, design and methods

We accept students from a wide range of disciplines and educational backgrounds – a previous degree in education is beneficial but not necessary for successfully participating in and completing the MSc in Higher Education. However, a keen interest in the key debates in higher education nationally and internationally and an openness to engage with new and challenging ideas is necessary.

Structure of the course

The course consists of six modules and a dissertation.  For 2023/2024, the required modules are:

• Higher Education Systems, Structures and Institutions
• Higher Education in the Economy and Society
• Foundations of Educational Research 1: Concepts and Design
• Foundations of Educational Research 2: Strategies and Methods

Students also choose one option from a list of option papers. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

These papers are taken during the first two terms. In their third term, students undertake work towards the production of a dissertation of between 15,000 and 20,000 words (including footnotes/endnotes but excluding appendices and references or bibliography).

Learning approaches and strategies

Learning in the course is organised around tutor presentations, small group work, student led presentations, seminars and workshops, project work, input from external experts and tutorials.

All students participate in course projects in which they co-operate with other class members to produce presentations on a given topic. Supervisions support students in identifying research questions, selecting areas for literature review, carrying out field work, and reviewing drafts of the dissertation. Supported ICT sessions and literature searching skills (including electronic searches) are provided by library staff.

Additionally, students are expected to attend departmental research seminars and seminars hosted by the Centre for Global Higher Education which are held usually during the course of the year in order to broaden the scope of their learning and further develop their own critical skills. Oxford University provides the opportunity to participate in a wealth of further academic-related activities and students are encouraged to attend lectures and research seminars in other departments within the University.

Research Design & Methodology

The course covers a range of quantitative and qualitative methods of data collection and data analysis, and introduces students to the challenges of carrying out social research in the field of education. A particular feature of the course is that all students have the option to take part in a research internship where they work in a research group within the Department on ongoing research projects. During this time they experience some of the variety of activities that are an everyday part of doing educational research.

The course is offered on both a full time (one year) and part time (two year) basis. The degree and expectations for both modes of study are equally rigorous: part time students attend classes with full time students, but these are spread over two years to balance work and personal circumstances. Part time students attend classes and receive supervision one day per week during term time and are encouraged to spend at least one further day a week working in Oxford libraries and participating in relevant research seminars and research events or taking non-assessed courses.

The teaching methods include tutor presentations, small group work, student led presentations, seminars and workshops, project work, and tutorials. All students undertake classes on quantitative and qualitative data analysis and there is substantial ‘hands-on’ experience in methods of data collection and analysis. Dissertation supervision supports students in identifying research questions, selecting areas for literature review, carrying out field work, and reviewing drafts of the dissertation. Supported ICT sessions are provided by Department of Education staff and sessions on literature access skills (including electronic searches) are provided by Bodleian Education Library staff.

This course is recognised as providing a high quality comprehensive grounding in educational and social research methods, and can be the first year of an ESRC ‘1 + 3’ studentship. Please note progression from MSc Education (RDM) to DPhil is not automatic – students will be required to apply for admission to DPhil by the January application deadline in the year preceding the start date of their DPhil.

• To provide students with the knowledge, skills and understanding necessary to design and carry out rigorous research in the field of education
• To develop in students the ability to define and formulate research problems and questions, and to select appropriate methods to address their chosen research problems
• To develop in students the critical analysis, problem solving and research skills necessary for them to critically assess their own research as well as the research of others
• To enable students to understand the relationships between, and the rationales for using, a wide range of research methods and approaches
• To enable students to understand the philosophical underpinnings of a variety of approaches to educational research, and to articulate their own philosophical positioning
• To develop in students an understanding of the role and use of theory in qualitative, quantitative and mixed methods approaches to research design, data analysis and interpretation
• To develop in students an understanding of the role of educational research in the development, implementation and critique of educational policy and practice

Programme outcomes

By the end of the programme, you will have developed a good understanding of:

• A variety of philosophical and theoretical underpinnings and assumptions of educational research
• Major research paradigms and fundamental concepts of research design
• A range of approaches to collecting and analysing different types of data
• Ethical issues associated with research in education
• Strengths and limitations of different methods in and approaches to educational research
• The role of the researcher in collecting and interacting with participants and various types of data
• Various modes of presenting and disseminating research findings
• Major debates and controversies in the field of educational research, and their methodological implication
• Introduction to Quantitative Research
• Philosophy of Educational Research
• Either Intermediate Quantitative Research or Perspectives and Debates on Qualitative Research

You can also choose one module from the optional papers from the other MSc Education pathways. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

We encourage applications from students throughout the world who wish to benefit from this course and the opportunities available at Oxford. We welcome students with backgrounds in social sciences and a range of other disciplines. The course is suitable for those with a good honours degree/MSc or MA in a relevant field who have a strong interest in education and developing their research skills. While many of our students have teaching experience in schools or higher education, this is not a requirement. It is an excellent basis for those planning further academic study (DPhil/PhD) and those who wish to pursue an academic or research related career.

WANT TO HEAR MORE ABOUT THE RESEARCH DESIGN & METHODOLOGY PATHWAY?

Watch our online video with pathway leader, Dr Ariel Lindorff , who gives an overview of the course, what kind of students it attracts, and what they go on to do.

Oxford 1+1 MBA programme

This course can be studied as a part of the  Oxford 1+1 MBA programme . The Oxford 1+1 MBA programme is a unique, two-year graduate experience that combines the depth of a specialised, one-year master’s degree with the breadth of a top-ranking, one-year MBA.

• Entry Requirements
• Fees and funding

Meet our Masters Students

Education MA

The Education MA is a flexible course that combines interdisciplinary perspectives with the development of analytical and core research skills to enable students to pursue their own subject specific interests in education. It emphasises the development of a critical understanding of education policies and practices to promote capacities for independent thought and action in the classroom. - Promotes analytical and research skills to enhance practical development. - Taught by staff with international reputations in the field. - Promotes transferable abilities such as practical and policy-oriented insights and high- quality research, communication and presentation skills. - Provides opportunities to build a network of teachers, academics and educational policy figures that span local, national and international settings. - Located in the heart of London. Education, Communication and Society is internationally recognised as a centre of research and teaching excellence in the field of education. Academics in the school are regarded as world- leading in the fields of sociology of education and critical pedagogy, many of whom continue to make a distinctive contribution to policy sociology and philosophy of education, as well as to educational practices, particularly to theories surrounding assessment. This course will enable students to critically reflect on educational practices (including, where relevant, their own educational roles), carry out independent research, and acquire the skills and contacts that will enable them to progress in autumn term and will consist of a combination of highly interactive lectures and blended learning to support subject-specific learning and development. The extensive range of optional modules available makes the course highly flexible, enabling students to specialise in a particular area of educational research and to engage in an extended examination of their own practice. The course has been designed to support students to develop critical perspectives and analytical research skills that promote a capacity for independent thought and practical innovation in the classroom, and an ability to analyse and evaluate contemporary developments in education policy.

Key benefits

• Flexible and interdisciplinary while supporting subject-specific learning.
• Draws on contemporary research to develop a critical understanding of educational policies and practices.

“ I am fortunate to have found a home at King’s College London. In short, I am placed at the epicentre of intellectual discourse at the King’s College London, studying with international students and thriving in a conducive environment that furthers my professional and voluntary experience. ”

• Course essentials
• Entry requirements
• Teaching & structure

Employability

This course will enable students to critically reflect on their own educational roles, carry out independent research at their own schools, and acquire the skills and contacts that will enable them to progress in their careers. The course will enable participants to develop an in-depth understanding of educational policies and practices, focusing predominantly on the UK but also drawing on international contexts and perspectives. 

Curious to find out more? Access on-demand content including taster lectures and talks, and meet our current staff and students on our subject hub page .

• Fees & Funding

Application closing date guidance

We encourage you to apply as early as possible so that there is sufficient time for your application to be assessed. We may need to request further information from you during the application process.

King's College London is committed to the recruitment of students with the greatest academic ability and to maintain a diverse student population. In order to ensure a balanced international student population for our most competitive programmes, we have implemented the following deadlines:

For applicants who are currently residing in mainland China, the first application deadline is 10 January 2024 (23:59 UK time).

· We highly encourage you to apply by this deadline due to high demand, but applications will continue to be reviewed thereafter until the final application deadline on 10 March 2024 (23:59 UK time).

· If you reside in mainland China and apply for this programme after the above final deadline, your application may be automatically withdrawn and you will not be eligible for an application fee refund.

Our first application deadline for all other applicants is on 10 March 2024 (23:59 UK time). The final application deadlines for this programme are:

· Overseas (international) fee status: 26 July 2024 (23:59 UK time)

· Home fee status: 26 August 2024 (23:59 UK time)

After the first application deadline, if the programme becomes full before the final deadlines stated above, we will close the programme to further applications.

• How to apply
• Register your interest
• Chat to a student
• Order a prospectus

Related departments

• Faculty of Social Science & Public Policy
• School of Education, Communication & Society

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Study Postgraduate

Education (ma) (2024 entry).

Course code

TEQA-X35Q; TEQA-X35R (2 years); TEQA-X35S (3 years)

30 September 2024

1 year full-time; 2 years or 2-3 years part-time

Qualification

Education Studies

University of Warwick

Explore our Education taught Master's degree.

This flexible MA course is perfect if you are seeking to understand education within its broader contexts. You will be asked to engage with and critically analyse the role of education, considering the aims and values which inform education systems and how these influence and shape both societies and individuals. You will learn to pair foundation theories with in-depth study of arguments disputes and issues present within the educational sphere today.

Course overview

We encourage you to link theoretical and practical understanding of issues in education, while developing knowledge, skills and understanding of the questions involved in conceptualising and designing educational research.

You will engage with and critically analyse the role of education, considering the aims and values which inform education systems and how these influence and shape both societies and individuals. You will receive a grounding in research methods and a core module which explores current debates and issues in education, both domestically and internationally. This course will help you to better understand the theories, practicalities and significance of educational issues, whilst also enabling you to develop an appreciation for the role that research plays in illuminating these.

By the end of the course, you will be excellently positioned to take the knowledge you have learned and the academically critical skills you will have developed into many aspects of your working life.

Skills from this degree

• Develop and evidence a systematic understanding and critical awareness of current issues within an educational context
• Comprehensive understanding of research strategies and techniques appropriate for use in educational research
• Independent learning and the ability to work in a way which ensures continuing professional development
• Deepen insights into the dynamic interaction that exists between education research, theory, policy and practice
• Engage critically with current research related to the field of education

General entry requirements

Minimum requirements.

2:2 undergraduate degree (or equivalent).

English language requirements

You can find out more about our English language requirements Link opens in a new window . This course requires the following:

• IELTS score to 7 overall, no more than two components at 6.0/6.5 & rest 7.0+

International qualifications

We welcome applications from students with other internationally recognised qualifications.

For more information, please visit the international entry requirements page Link opens in a new window .

Additional requirements

There are no additional entry requirements for this course.

Core modules

Education and Society (alternative online module available for part-time students if required)

This module aims to offer a critical framework for understanding education in its wider social and historical contexts. The module focuses principally on the UK but also considers global developments and offers students opportunities to consider their own national contexts. You will explore the social purposes of education, considering issues such as: education and social justice; education, the state and social provision; education and the economy; educational inequalities and widening participation. The module will look at how shifts in these areas have informed developments in schools, post-compulsory and higher education.

Research Methods in Education (alternative online module available for part-time students if required)

This module encourages students in understanding, designing and implementing research in the field of education.

It will introduce you to a range of established research strategies and techniques, including data collection and analysis. These skills will enable you to design and carry out a dissertation research project, as well as to disseminate its findings. As part of this module, you will present your research design and have the opportunity to receive feedback ahead of completing your dissertation.

Dissertation

The dissertation is an opportunity to explore, in depth, an area of academic and/or professional interest related to your degree. Building on the knowledge and skills developed during the Research Methods module, and your other modules, you will conduct an independent research project, developing a deeper understanding of your chosen topic. From your research project, you will produce a dissertation, with guidance from a supervisor who will be allocated to you. Through the dissertation, you will demonstrate the ability to analyse and synthesise relevant literature, produce coherent arguments supported by relevant evidence and logical discussion, and acknowledge sources of ideas and information.

Optional modules

This programme has a number of optional modules to choose from to allow you to achieve the required credits to successfully complete the programme. Our optional module lists are subject to change each year to keep the student learning experience current and up-to-date.

Find the most up-to-date optional module list on the Education Studies website. Link opens in a new window

For full-time students, all of our modules are delivered in-person at our well-equipped university campus. Please note that if you wish to study on a part time basis you should be aware that most modules are taught during the normal working day and there is no out of hours provision. If this is a consideration for you please contact us prior to applying so that we can advise you further. Part-time students are able to complete some of their modules as asynchronous distance-learning modules.  

Most modules include weekly teaching sessions, giving you the opportunity to join with your colleagues to discuss and debate the topics being explored. These sessions are delivered in a range of formats that suit the module (these may include lectures, seminars, group work and practical workshops, for example). In addition, you will be given various pre- and post- session tasks and readings to support your learning.  

Typical contact hours

You will attend one or two 3-hour seminars each week during the Autumn and Spring Terms plus research methods training lectures and seminars throughout all three terms.  

Assessment types vary depending on modules selected but include mixture of assignments and oral presentations. You will also complete a dissertation based on an individual research project, with support from a research supervisor.

Additional course costs

You may wish to undertake some research with children or young people that may require a Disclosure and Barring Service (DBS) check or a Certificate of Good Conduct for students from outside of the UK. A Certificate of Good Conduct can vary in price.

Please contact your academic department for information about department specific costs, which should be considered in conjunction with the more general costs below, such as:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Find out more about our additional course costs.

Your timetable

Your personalised timetable will be complete when you are registered for all modules, compulsory and optional, and you have been allocated to your lectures, seminars and other small group classes. Your compulsory modules will be registered for you and you will be able to choose your optional modules when you join us.

Your career

Graduates of the course have gone on to be involved in such diverse careers as social work, NGO and charity work as well as teaching and educational leadership.  

Our department has a dedicated professionally qualified Careers Consultant offering impartial advice and guidance together with workshops and events throughout the year. Previous examples of workshops and events include:  

• Careers in Education  
• Careers with Children and Young People  
• Warwick careers fairs throughout the year  

Education Studies at Warwick

Education has the power to change lives

Education changes lives through teaching, coaching, training, and through work in local and global communities. What do you understand about that power? Bring your fascination for the way we communicate and learn to Warwick.

Find out more about us on our website Link opens in a new window

Our Postgraduate Taught courses

• Childhood in Society (MA)
• Drama and Theatre Education (MA)
• Drama Education and English Language Teaching (MA)
• Education (MA)
• Educational Innovation (MA)
• Educational Leadership and Management (MA)
• Global Education and International Development (MA)
• Islamic Education (PGA)
• Islamic Education: Theory and Practice (MA)
• Leading Educational Change and Improvement (PGA)
• Psychology and Education (MA)
• Research Methods in Education (PGA)

Our Postgraduate Research courses

• Doctorate in Education (Ed.D)
• Education (MPhil/PhD)

Tuition fees

Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.

Find your taught course fees  

Fee Status Guidance

The University carries out an initial fee status assessment based on information provided in the application and according to the guidance published by UKCISA. Students are classified as either Home or Overseas Fee status and this can determine the tuition fee and eligibility of certain scholarships and financial support.  

If you receive an offer, your fee status will be stated with the tuition fee information. If you believe your fee status has been incorrectly classified you can complete a fee status assessment questionnaire (follow the instructions in your offer) and provide the required documentation for this to be reassessed.  

The UK Council for International Student Affairs (UKCISA) provides guidance to UK universities on fees status criteria, you can find the latest guidance on the impact of Brexit on fees and student support on the UKCISA website .

Scholarships and bursaries

Scholarships and financial support

Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.

Living costs

Find out more about the cost of living as a postgraduate student at the University of Warwick.

Find out how to apply to us, ask your questions, and find out more.

How to apply.

The application process for courses that start in September and October 2024 will open on 2 October 2023.

Applications will close on 2 August 2024 for students who require a visa to study in the UK, to allow time to receive a CAS and complete the visa application process.

How to apply for a postgraduate taught course  

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Admissions statement

See Warwick’s postgraduate admissions policy.

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Postgraduate fairs.

Throughout the year we attend exhibitions and fairs online and in-person around the UK. These events give you the chance to explore our range of postgraduate courses, and find out what it’s like studying at Warwick. You’ll also be able to speak directly with our student recruitment team, who will be able to help answer your questions.

Join a live chat with our staff and students, who are here to answer your questions and help you learn more about postgraduate life at Warwick. You can join our general drop-in sessions or talk to your prospective department and student services.

Departmental events

Some academic departments hold events for specific postgraduate programmes, these are fantastic opportunities to learn more about Warwick and your chosen department and course.

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Why Warwick

Discover why Warwick is one of the best universities in the UK and renowned globally.

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About the information on this page

This information is applicable for 2024 entry. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

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Education (MSc)

The MSc Education is our flagship taught postgraduate degree and one of our most popular programmes. Students can apply for a general MSc Education or choose a specialist pathway to enhance their knowledge of a particular area.

Visit the University’s Degree Finder for detailed entry requirements, fees, international grade equivalency, language requirements and to apply.

Programme structure and pathways

Our students

Career opportunities

Fees and funding.

The University of Edinburgh has a really international feel, with a truly diverse student body. I found the MSc programme stimulating, engaging and challenging. I found the lecturers and administrative staff incredibly helpful and encouraging and they managed to achieve a delicate balance between pushing me to achieve my potential without driving me over the edge! I would love to do it all over again! Sarah Grimson, MSc Education

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MSc Inclusive Education

MSc Teaching English to Speakers of Other Languages (TESOL)

MSc Language Education

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Education (MSc)

Education (MSc) starting September 2024 for 1 year

About this course

Our MSc Education course is a 12-month degree for ambitious students who want to pursue or advance their career in education. You’ll critically examine the relationship between educational research and practice so you can find work in a variety of educational institutions at different levels.

Education at the University of Southampton is ranked 4th in the UK (The Complete University Guide, 2022)

If you want to pursue a senior role in education, understand and apply educational research or enhance your current teaching practice but don’t know where to start, then our master's degree in education is the course for you. 

On this MSc education course you’ll take a research-first approach, using evidence and data to inform discussion points within your written work and seminar contributions. You’ll learn to critically reflect on your own teaching and learning practices based on analysis of different teaching methods. 

We’ll help you to navigate the educational system. You’ll analyse the challenges facing education and how regional, national and international policies can impact teaching and learning.  

During the course, you’ll explore: 

• how the influence of evidence from research can positively impact on teaching and learning 
• topics which impact on education, including personal, cultural or social values 
• international perspectives on different educational practices and policies from around the world 
• methods and techniques required to collect and analyse data for educational research 
• current debates in educational practice and research methodologies 

The combination of taught lectures, interactive seminars and independent research study will help you to learn key professional skills. 

We also offer 3 pathways on our MSc Education degree. 

Your other MSc Education pathway options are:

• MSc Education Management and Leadership - you'll develop knowledge and understanding of how to lead and manage education institutions, and how to become an academic leader.
• MSc Education Practice and Innovation   - study different teaching and learning methods and learn how to conduct and analyse educational research in the fields of innovation and inclusive practices.

We regularly review our courses to ensure and improve quality. This course may be revised as a result of this. Any revision will be balanced against the requirement that the student should receive the educational service expected. Find out why, when, and how we might make changes .

Our courses are regulated in England by the Office for Students (OfS).

Course lead

Dr Cristina Azaola is a Lecturer at the Centre for Research in Inclusion at Southampton Education School. She is a Senior Fellow of the Higher Education Academy and interested in educational inequalities, social inclusion and exclusion through schooling. 

She convened the conference Lessons of resilience and social inclusion from the Covid-19 pandemic, funded by The British Academy and the Wellcome Trust. She is the principal investigator of the following projects:

• Teachers’ jury to improve school belonging in technical high schools, funded by the Higher Education Innovation Funding
• Enhancing reflective learning and school collaboration in rural Mexico, funded by The British Council
• Investigating staff and student belonging in a Further Education College with Dr Ran Peleg, funded by Research England Participatory Research Fund

She has published over eighteen papers in different high-quality peer-reviewed international journals.

Learn more about this subject area

Course location

This course is based at Highfield .

Awarding body

This qualification is awarded by the University of Southampton.

Download the Course Description Document

The Course Description Document details your course overview, your course structure and how your course is taught and assessed.

Entry requirements

To apply for this master's degree in education you’ll need a 2:1 degree. You'll also need to supply evidence that you have appropriate experience in education.

Find the  equivalent international qualifications  for your country.

English language requirements

If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:

IELTS score requirements

We accept other English language tests. Find out which English language tests we accept.

Pre-masters

If you don’t meet the English language requirements, you can achieve the level you need by completing a pre-sessional English programme before you start your course.

If you don’t meet the academic requirements, you can complete a pre-master's programme through our partnership with ONCAMPUS. Learn more about the programmes available .

Got a question?

Please contact us if you're not sure you have the right experience or qualifications to get onto this course.

Email:  [email protected] Tel:  +44(0)23 8059 5000

Course structure

During this one year MSc education course, you'll study 6 modules across 2 semesters before completing a dissertation.  

These modules will give you a broad knowledge in teaching and learning methods as well as applied research skills. 

Three modules will be compulsory and you can choose 3 optional modules across the pathway course options if you would like to learn about leadership and management or innovation and education practices. 

Want more detail?  See all the modules in the course.

The modules outlined provide examples of what you can expect to learn on this degree course based on recent academic teaching. As a research-led University, we undertake a continuous review of our course to ensure quality enhancement and to manage our resources. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. Find out why, when and how we might make changes .

Year 1 modules

You must study the following modules :

Education Research: Practice and Methods

This module will introduce you to the content and structure of the dissertation and prepare you for designing and undertaking a small-scale research project in education. The sessions will focus on helping you formulate appropriate research problems and q...

Learning and Teaching

The content of this module will typically draw on a range of research and will focus on examining various aspects of learning and teaching including: - Personal perceptions about learning and teaching. - Past and current theories/models about learni...

MSc Dissertation

The dissertation builds on work undertaken across other modules and provides you with an opportunity to undertake a piece of independent research in a chosen topic. Normally, your dissertation will be individually supervised.

Understanding Education Research

Educational research is a wide-ranging field that draws upon many different disciplines and methodologies. This introductory module aims to help you navigate this complex field by providing an overview of the common paradigms and methodologies that you ar...

You must also choose from the following modules :

Education and Society

The module provides an understanding of the relationship between education and society. This includes the ways in which education systems reflect broader economic, political, social and cultural structures and values; how these inform education policy; th...

Globalisation and Education Policy

In recent decades globalisation has impacted national education policies in industrialised, emerging and developing economies. This module will look at the different ways in which some education systems in different regions have changed their policies and...

Inclusive Practices in Education

Educational systems and contexts today have to respond to an increasingly diverse population of learners. This module allows participants to explore ways of reaching out to all learners, in varied educational contexts, with the aim being to enable all lea...

Investigating Innovations in Learning and Teaching

When you study this module you will examine and investigate notions of innovation and notions of innovation within formal and informal learning and teaching settings. Your pre-conceptions of the role technological innovations in such settings will be chal...

Leadership in Education

The module will provide an introduction to theories of leadership, leadership in the field of education, teacher instructional leadership for capacity building and leadership for learning to sustain school improvement.

Management in Education Organisations

As you progress to more senior roles in your school or educational institution there is a need to develop your skills and knowledge in the area of management. In this module you will focus on understanding the principles of management, applying these to e...

STEM Education: Addressing Global Challenges

Modern concerns like global warming and alternative fuels highlight the need for a STEM educated population. This module aims to provide a comprehensive overview of STEM education by examining current trends and best practices in the field. The module is ...

Learning and assessment

During the taught element of the course, you’ll learn through a combination of lectures, seminars and practical sessions.  

Activities will depend on the modules that you take.  

There are a variety of different learning activities to help you learn, including:  

• Group work 
• Research and case studies 
• Online learning 

Through group work you'll collaborate with other students to produce a group report or presentation. You'll also work on research and case-studies showing the reality of research design, decision making and problem solving activities in today’s organisational environment.

We also provide a learning environment called ‘Blackboard’ which gives you access to many additional resources and supporting learning materials. The School also has a dedicated website with links for online learning support.

Our students are from a wide range of cultural and geographical backgrounds, meaning you'll get the chance to set up learning networks that can extend beyond the time of your study at Southampton. You'll communicate in a variety of contexts, and discuss problems and a tasks together.

You’ll be assessed by a combination of the following methods:  

• written assignments
• academic posters
• research project reports
• dissertation

Explore course modules for full details of learning and assessment.

Dissertation

The dissertation builds on work undertaken across other modules and gives you an opportunity to take on a piece of independent research in a chosen topic. Normally, your dissertation will be individually supervised. The dissertation will be between 15,000 and 17,000 words.

Academic Support

We can support your learning needs throughout your studies through an induction programme and individual support in study skills. You will also get a personal tutor to support your academic development.

Graduates from this course are now working in the following roles:

• international education officer
• tutors in language learning institutes or other private institutions
• teachers in early years, primary and secondary schools
• lecturers or educational administrators in Higher Education Institutions

Careers services at Southampton

We're a top 20 UK university for employability (QS Graduate Employability Rankings 2022). Our Careers, Employability and Student Enterprise team will support you throughout your time as a student and for up to 5 years after graduation. This support includes:

• work experience schemes
• CV/resume and interview skills workshops
• networking events
• careers fairs attended by top employers
• a wealth of volunteering opportunities
• study abroad and summer school opportunities

We have a thriving entrepreneurship culture. You'll be able to take advantage of:

• our dedicated start-up incubator,  Futureworlds
• a wide variety of  enterprise events  run throughout the year
• our partnership in the world’s number 1 business incubator,  SETsquared

Fees, costs and funding

Tuition fees.

Fees for a year's study:

• UK students pay £9,250.
• EU and international students pay £24,200.

Check fees for other versions of this course .

If you're an international student on a full-time course, we'll ask you to pay £2,000 of your tuition fees in advance, as a deposit.

Your offer letter will tell you when this should be paid and provide full terms and conditions.

Find out about exemptions, refunds and how to pay your deposit on our tuition fees for overseas students page.

What your fees pay for

Your tuition fee covers the full cost of tuition and any exams. The fee you pay will remain the same each year from when you start studying this course. This includes if you suspend and return.

Find out how to  pay your tuition fees .

Accommodation and living costs, such as travel and food, are not included in your tuition fees. There may also be extra costs for retake and professional exams.

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10% alumni discount

If you’re a graduate of the University of Southampton, you could be eligible for a 10% discount on your postgraduate tuition fees.

Postgraduate Master’s Loans (UK nationals only)

This can help with course fees and living costs while you study a postgraduate master's course. Find out if you're eligible .

Southampton Education Postgraduate International Scholarship

A scholarship of £3,000 is available to international students studying for a postgraduate master’s in Education.

Find out more about the Southampton Education International Scholarship , including eligibility and conditions.

Other postgraduate funding options

A variety of additional funding options may be available to help you pay for your master’s study. Both from the University and other organisations.

Funding for EU and international students

Find out about funding you could get as an international student.

• Use the 'apply for this course' button on this page to take you to our online application form.
• Search for the course you want to apply for.
• Complete the application form and upload any supporting documents.
• Submit your application.

For further details, read our step by step guide to postgraduate taught applications .

Application deadlines

There are different deadlines for this course. Depending on which country you permanently reside in, applications are expected to close :

• Applicants permanently resident in China: Wednesday 29 May 2024 - midday UK time
• Applicants permanently resident in other countries: Wednesday 29 May 2024 - midday UK time
• Applicants permanently resident in the UK: Wednesday 3 July 2024 - midday UK time

We advise applying early as applications may close before the expected deadline if places are filled.

Our admissions process for this course means that we look at batches of applications together. We send offers to applicants on a continuous basis. Due to the high number of applications, we may not be able to make you an offer, even if you meet the course criteria.

Application assessment fee

We’ll ask you to pay a £50 application assessment fee if you’re applying for a postgraduate taught course.

This is an extra one-off charge which is separate to your tuition fees and is payable per application. It covers the work and time it takes us to assess your application. You’ll be prompted to pay when you submit your application which won’t progress until you've paid.

If you're a current or former University of Southampton student, or if you’re applying for certain scholarships, you will not need to pay the fee. PGCE applications through GOV.UK and Master of Research (MRes) degree applications are also exempt. Find out if you’re exempt on our terms and conditions page .

Supporting information

When you apply you’ll need to submit a personal statement explaining why you want to take the course. 

You’ll need to include information about: 

• your knowledge of the subject area
• why you want to study a postgraduate qualification in this course
• how you intend to use your qualification

References are not required for this programme.

Please include the required paperwork showing your first degree and your IELTS English language test score (if you are a non-native English speaker) with your application. Without these, your application may be delayed.

What happens after you apply

You'll be able to track your application through our online Applicant Record System.

We receive a high volume of applications for this course. This means you may not receive a response to your application for up to 12 weeks.

Unfortunately, due to number of applications we receive, we may not be able to give you specific feedback on your application if you are unsuccessful.

Equality and diversity

We treat and select everyone in line with our  Equality and Diversity Statement .

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• A missing link between continental shelves and the deep sea: Have we underestimated the importance of land-detached canyons?
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• An electromagnetic study of the continent-ocean transition southwest of the UK
• An investigation of the relationship between health, home and law in the context of poor and precarious housing, and complex and advanced illness
• Antibiotic resistance genes in chalk streams
• Being autistic in care: Understanding differences in care experiences including breakdowns in placements for autistic and non-autistic children
• Biogeochemical cycling in the critical coastal zone: Developing novel methods to make reliable measurements of geochemical fluxes in permeable sediments
• Bloom and bust: seasonal cycles of phytoplankton and carbon flux
• British Black Lives Matter: The emergence of a modern civil rights movement
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• The calming effect of group living in social fishes
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• The oceanic fingerprints on changing monsoons over South and Southeast Asia
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• The role of singlet oxygen signaling in plant responses to heat and drought stress
• Time variability on turbulent mixing of heat around melting ice in the West Antarctic
• Triggers and Feedbacks of Climate Tipping Points
• Uncovering the drivers of non-alcoholic fatty liver disease progression using patient derived organoids
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• Understanding the role of cell motility in resource acquisition by marine phytoplankton
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• Unpicking the Anthropocene in the Hawaiian Archipelago
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• Using machine learning to improve predictions of ocean carbon storage by marine life
• Vulnerability of low-lying coastal transportation networks to natural hazards
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Education MA

London, Bloomsbury

The MA Education encourages and enables students to think deeply and critically about education. This stimulating programme supports students in the process of beginning to articulate, explain and justify their own position within the complex and diverse field of education studies.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications closed

Applications open

• Entry requirements

A minimum of a second-class Bachelor's degree from a UK university or an overseas qualification of an equivalent standard. (Please note: one or two optional modules may have additional, specific entry requirements).

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

For students starting in October, this programme is suitable for international students on a Student visa – study must be full-time, face-to-face, starting October only.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

We support students in their development as educational practitioners and researchers in various ways. We encourage and assist them to think deeply and critically about education and support them in the process of beginning to articulate, explain and justify their own position within the complex and diverse field of education studies. We encourage students to make a contribution to the field of education studies based on a grounded understanding of their own position and drawing on their own contexts. To do this we introduce various themes, such as curriculum, pedagogy, assessment and relationships between education and society, whilst encouraging students to relate these to their chosen contexts.

Who this course is for

The Degree is a broad based, generalist programme appropriate for those with a serious interest in education practice, policy and research. It suits those aiming to work in education policy, development or research as well as educators looking for career development in a wide range of contexts. The MA Education is not a teacher education programme and, since it does not include a practice component, it is highly unlikely to satisfy teacher certification requirements.

What this course will give you

The MA Education is based in IOE, UCL’s Faculty of Education and Society, and draws on the breath of expertise available in this world-leading centre for education research. The MA Education team is deeply committed to the aims of the programme and passionate about the development of their students understanding.

Our students develop a wide range of academic and transferable professional skills that are of great benefit to them in their professional lives and our graduates are well placed to develop their careers further in exciting ways.

The foundation of your career

Our MA Education programme assists students to develop a wide range of transferable skills including the ability to:

• think critically 
• apply principles from one context to another
• build logical and balanced arguments based on careful consideration of evidence
• offer creative solutions to complex problems
• frame research questions, gather evidence and analyse it
• express ideas clearly in both writing and speaking

This year has shown me more possibilities for my life, helped me to learn more about myself, my research interests, and my philosophy of education. Also, I think I will gradually achieve my aims step by step. Yuxin Liu Education MA Q&A with Yuxin Liu

Employability

Graduates from the MA Education have gone on to be successful in a wide variety of contexts related to education. Those already teaching have often been promoted, sometimes to senior leadership positions. Others have found new opportunities in a different educational phase (from early years through to higher education) or in education policy or research. Some graduates go on to work internationally on education and development projects, whilst others have developed plans to open schools in their own contexts. A good number of graduates undertake further research on PhD programmes.

Read more about careers and employability and the careers support UCL provides

You will work with other students and tutors drawn from across the Faculty and University.

Teaching and learning

Teaching and learning is dependent on whether you study the programme on campus or on a distance-basis. On campus there are a mixture of lectures, seminars and workshops which are supported by independent study and a rich online learning environment.

Modules are available as distance learning, face-to-face or mixed-mode (please note that some modules are not available in all modes). The programme is also offered flexibly, allowing students to take one or two modules a year and spread their studies out as they see fit.

Assessments include individual and group work; they vary across different modules and might be comprised of essays, presentations, creation of blog or video posts etc., depending on the module's focus and topic.

Each 30 Master's level credit module has 300 nominal learning hours. This is made up of formal learning and teaching events such as lectures, seminars, tutorials, as well as a significant amount of independent study. Our diverse student body has come together in compulsory modules for town-hall style lectures, small group seminars. Students can choose to study from a range of optional modules alongside students from other programmes. At the heart of teaching and learning is the professional relationship between the student and their tutor. The tutor provides academic tutoring across the compulsory modules as well as personal tutoring and support.

All students on the programme take What is Education? and Understanding Research as common compulsory modules. The compulsory elements of each route, along with the optional elements, are as follows:

• What is Education? (Compulsory and non-condonable)
• Dissertation (Compulsory and non-condonable)
• Understanding Research (Compulsory and non-condonable)
• Optional module 1
• Optional module 2

The MA Education can be studied full-time (one academic year), part-time (over two years) or modular/flexible (up to 5 years). Your schedule for module completion will depend on the length of time that you have to complete the MA programme.

If you complete the programme full-time you will usually take two modules in the Autumn term and two in the Spring term. 'What is Education?' runs in the Autumn term, and 'Understanding Research' runs in the Spring term.

Part time students typically complete the programme as below:

Year 1 – Students complete three 30 credit modules - ‘What is Education?’ in term 1, ‘Understanding Research’ in term 2 and one option module. The option module can be taken in any term, although students usually find it easier to complete one module per term.

Year 2 – Students complete one remaining 30 credit module and the Dissertation.

Students have up to 5 years to complete the programme. We require that ‘What is Education?’ is the first module to be completed and in normal circumstances the Dissertation should be completed last.

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in Education.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

Programme also available on a modular (flexible) basis .

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students should take into account any travel, accommodation and expenses involved in their dissertation.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

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.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

Prospective 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.

You are required to submit a personal statement, typed and no longer than two sides of A4 paper, which can be uploaded on the admissions portal.

The personal statement should clearly address the questions below.

It should not include descriptive biographical detail that does not directly help you answer these questions.

• Why do you want to study Education?
• Why do you want study the MA Education degree at IOE?
• How does your academic and professional background prepare you to meet the challenges of studying for our degree?
• What professional and personal benefits do you hope to gain from your studies with us?

We are not usually able to consider late applications.

Please note that you may submit applications for a maximum of two graduate programmes in any application cycle.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Curriculum, Pedagogy and Assessment

[email protected]

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• Credits measure the student workload required for the successful completion of a module or qualification.
• One credit represents about 10 hours of study over the duration of the course.
• You are awarded credits after you have successfully completed a module.
• For example, if you study a 60-credit module and successfully pass it, you will be awarded 60 credits.
• Masters degree in Education

This flexible masters degree is suitable for education professionals who wish to acquire qualities and transferable skills that are highly prized by employers. There are three specialist routes to choose between – learning and teaching, leadership and management or inclusive practice. You can change your specialism after Stage 1, so you can study two specialisms within one qualification. The final dissertation module gives you the option of conducting a small-scale inquiry on a topic of your choice, or completing an extended literature review and research proposal relevant to your educational professional interests and practice.

• A rich choice of specialisms to suit a range of interests.
• Engage with issues, concepts and debates that enrich your knowledge and improve your professional practice.
• Choose between a small-scale inquiry or an extended literature review and research proposal to fit your personal and professional circumstances.
• Develop and consolidate advanced scholarship and independent learning in the context of your own practice.

How to register

Select the module you will study first, read the full description, and follow the instructions to register.

To gain this qualification, you need 180 credits as follows:

You’ll choose one of the following specialisms and study one 60-credit module at each stage:

• inclusive practice
• leadership and management
• learning and teaching.

This introduces some of the big ideas in education and their specialist domain(s). You'll engage with concepts, current debates and issues in the area of education relevant to your chosen route.

This stage broadens your knowledge and understanding of your chosen aspects of education.  You can change specialisms after Stage 1 to give you the opportunity to study across two specialisms. Your choice at Stage 2 will commit you to that specialism as your Stage 3 dissertation topic.

You are required to submit a dissertation in a chosen area that is based in your practice and contributes to organisational development and/or effectiveness. This will be a small-scale inquiry on a topic of your choice situated within your own educational practice or setting. If this is not possible in your setting, you can complete an extended literature review and research proposal relevant to your own educational professional interests and practice.

Inclusive practice

180 credits from:

Leadership and management

Learning and teaching, applied linguistics (continuing students only).

This specialism is only available if you have successfully completed Stage 1 or have credit awarded from study elsewhere. Stages 2 and 3 must be completed by 31 December 2026. A new MA in Linguistics (F97)   will be available from October 2024.

You should note that the University’s unique study rule applies to this qualification. This means that you must include at least 60 credits from OU modules that have not been counted in any other OU qualification that has previously been awarded to you.

Learning outcomes, teaching and assessment

The learning outcomes of this qualification are described in four areas:

• Knowledge and understanding
• Cognitive skills
• Practical and professional skills

If you’ve successfully completed some relevant postgraduate study elsewhere, you may be able to count it towards Stage 1 of this qualification, by applying for credit transfer, reducing the number of modules you need to study. Credit transfer will impact the time you have to complete this qualification, and the six-year time limit will start from the time the qualification submitted as credit transfer was completed. So, for example, if you use as credit transfer a qualification that you were awarded two years ago, you would need to complete the remaining 120 credits in four years.

You should apply for credit transfer as soon as possible, before you register for your first module. For more details and an application form, visit our Credit Transfer website .

On completion

On successfully completing this course, we’ll award you our Master of Arts in Education or Master of Education. You’ll be entitled to use the letters MAEd (Open) or MEd (Open) after your name.

If you choose a specialist route, your degree title will show that:

• MA in Education (Leadership and Management) or MEd (Leadership and Management)
• MA in Education (Learning and Teaching) or MEd (Learning and Teaching)
• MA in Education (Inclusive Practice) or MEd (Inclusive Practice)
• MA in Education (Applied Linguistics) or MEd (Applied Linguistics)

If your masters degree is awardable with a distinction or a merit, the qualification regulations explain how you can achieve these.

You’ll have the opportunity to attend a degree ceremony.

You may be able to claim the related Postgraduate Certificate in Professional Studies in Education (K27) – although this is not available if you have used credit transfer or counted previous study towards your qualification – and/or the Postgraduate Diploma in Professional Studies in Education (E88) .

To gain all three qualifications, you must study them in sequence (postgraduate certificate, postgraduate diploma and then the MA/MEd).

Regulations

As a student of The Open University, you should be aware of the content of the qualification-specific regulations below and the academic regulations that are available on our Student Policies and Regulations  website. 

We regularly review our curriculum; therefore, the qualification described on this page – including its availability, its structure, and available modules – may change over time. If we make changes to this qualification, we’ll update this page as soon as possible. Once you’ve registered or are studying this qualification, where practicable, we’ll inform you in good time of any upcoming changes. If you’d like to know more about the circumstances in which the University might make changes to the curriculum, see our Academic Regulations or contact us . This description was last updated on 19 March 2024.

To study for this masters degree, you must hold a bachelors degree from a UK university or other recognised degree-awarding body, or a qualification at an equivalent level.

In order to study this qualification you do not need to be employed in an educational setting. However, it is important that you have some experience in engaging or working with learners, children or young people as our specialisms are all explored through the lens of education. Therefore you will need to be able to apply your learning to a relevant context or learning environment. This can be through employment or other means, such as volunteering and/or special arrangements undertaken for the purposes of your study. Apart from schools and colleges, other organisations providing educational services – such as health and care education environments, youth, play, or early years work, armed forces, business and commercial environments – all could provide suitable settings to apply your learning and later carry out your dissertation.

Please note: It is a legal requirement in the UK, rather than an Open University requirement, that you must obtain Enhanced DBS clearance (or equivalent in Scotland, Wales and Northern Ireland) in order to work with children on the module, Masters multi-disciplinary dissertation: education, childhood and youth​ (E822). This is the responsibility of you and your employer and not The Open University. If you are in doubt about your eligibility or to find out more, you should contact the relevant agency in the country in which you are proposing to conduct your study for more information.

Your spoken and written English must be of an adequate standard for postgraduate study. If English is not your first language, we recommend that you will need a minimum score of 7 under the International English Language Testing System (IELTS). Please see their website for details.

How long it takes

Learning and Teaching, Inclusive Practice, and Leadership and Management specialisms: The minimum time to complete is three years, and the maximum time to complete is six years.

Applied Linguistics specialism: This must be completed by 31 December 2026.

Career relevance

Throughout the world, there is an increasing demand for creative, innovative education professionals who have highly developed skills and a deep understanding of learning. In many countries, a masters degree is becoming essential for career advancement in education, training and professional development settings.

This qualification is designed to enrich your knowledge and improve your professional practice. On completing your studies, you should be able to:

• demonstrate self-direction and originality in tackling and solving problems at a professional or equivalent level
• reflect critically and constructively, in the light of ideas and frameworks presented in the modules, on how these apply to your practice and organisational context.
• exercising initiative and personal responsibility
• the ability to make decisions in complex and unpredictable situations
• the ability to draw on appropriate research and ethical understanding
• the production of reports/outputs for academic and professional purposes.

You will be guided through the materials on how you can recognise and acknowledge these additional skills.

Please note that this masters degree does not qualify you for teacher registration in any country.

Careers and Employability Services have more information on how OU study can improve your employability.

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Best universities for education degrees in the UK 2024

These are the best universities in the uk for education degrees, according to data from the  times higher education  world university rankings 2024.

Top 10 universities in the UK for education degrees 2024

Scroll down for the full list of best universities in the UK for education degrees

Education can be studied at many different levels in the UK. Some students choose to complete an undergraduate degree in a subject of their choice and then do a one-year PGCE to become a qualified teacher. 

Step into your future: attend our events

Some universities offer undergraduate education degrees with an option to become a qualified teacher by the end.

There are also various master’s courses in education, allowing students to specialise in certain topics to develop their knowledge and research skills in the education field.

These are the best universities for education in the UK. 

Best universities for education degrees in the world Best universities in Australia for education degrees Best universities in the US for education degrees Best universities in Canada for education degrees

5.  King’s College London

King’s College London  offers education courses at the postgraduate level through PGCE teacher training, master’s and doctoral courses.

The education master’s programme is a one-year programme that allows flexible and subject-specific learning. Students will gain an understanding of educational policies, and develop research skills to enhance classroom practice.

PGCE teacher training leads to Qualified Teacher Status, and with access to about 200 schools across London and the wider area, students can learn and develop their skills through 120 days of school placements.

There is also the option to study education research at either a master’s (MPhil) or PhD level. This is a two- to four-year full-time course allowing students to critically analyse, research and respond to changes in policy in education.

4.  University of Edinburgh

The  University of Edinburgh  offers a numbers of undergraduate and postgraduate education degrees. There is a three-year bachelor’s degree in childhood practice, examining issues of childhood, well-being, development and rights. It is accredited by the Scottish Social Services Council.

There are also four-year master’s programmes specialising in learning in communities, and primary education with Gaelic for both fluent speakers and learners.

Then there is a one-year PGDE, the Scottish equivalent of a PGCE, at primary or secondary level. The university has a partnership with Place2Be mental health charity, providing teachers with extra resources to help them support the well-being of their students and their families.

The university also consistently ranks as one of the best universities in Scotland . 

UCL offers a range of education degrees, including an undergraduate education studies bachelor’s, several master’s and doctoral programmes, as well as PGCEs in early years, primary and secondary.

The education bachelor’s degree is three years in duration. During their third year, students can conduct research in areas they are interested in. To achieve Qualified Teacher Status, students can apply for a one-year teacher training programme after their studies.

Both research and taught degrees are offered to postgraduate students, including education and technology (MA), early years education (MA), and education and child psychology (DEdPsy). PGCE teacher training is also offered, where students can select one subject for specialist study.

What can you do with an education degree?

2.  University of Cambridge

Education is offered at both undergraduate and postgraduate level at the  University of Cambridge .

The undergraduate education degree is three years in duration and accepts only 42 students per year. They can choose one of three tracks: education, psychology and learning; education, policy and international development; or education, English, drama and the arts.

In their first year, students study major themes in education, including inequality and digitalisation. Second year includes two compulsory papers: designing educational research, and the emergence of educational thinking and systems, and the other papers are track-specific. The third year includes a compulsory dissertation and two papers on issues in education, and two track-specific papers.

Postgraduates wishing to study education can choose a PGCE, master’s or doctoral degree. The PGCE course is taken as a specialism in primary or secondary (high school) education. Both options include significant placement time, with secondary PGCE students spending at least 120 days of the course in schools.

The master’s (MPhil) programme is 10 months long and applicants can choose from seven different courses. Teaching is mostly interactive, not lecture-based.

The PhD programme in education is three to four years in length, with 46 students accepted per year.

1.  University of Oxford

The  University of Oxford  offers several postgraduate education programmes, including a doctor of philosophy (DPhil) in education, as well as several master of science (MSc) education degrees. Topics could include child development and education, comparative and international education, digital and social change, higher education, and research design and methodology.

Many of these programmes offer full-time and part-time options to give students a choice to complete studies alongside work if required.

The year-long MSc courses focuses on key issues in education today. They are assessed mostly through written assignments, and in some cases examinations or a dissertation project.

The DPhil in education is three to four years in duration and provides graduates with research skills and knowledge around three major themes: language, cognition and development; policy, economy and society; and pedagogy, learning and knowledge.

At the moment, the  University of Oxford  does not offer any undergraduate education courses. 

Best universities in the UK for education degrees 2024

Click each institution to view its full  World University Rankings 2024  results. 

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Education MA

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What constitutes good education and how can it be delivered most effectively? This flexible course with allocated tutors possessing extensive experience in educational settings, explores how education defines and contributes to the world around us

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Why choose MA Education at Middlesex ?

The core focus of this innovative MA is exceptional education. This course meets the needs of those who wish to further their knowledge of the theory and processes of education. The course may be undertaken on an individual or collective basis, with groups of teachers and education professionals both eligible to enrol.

Structured so that assignments can be built into your working practice, the course will maximise the effectiveness of your teaching, leadership and management. We encourage participants to evaluate existing practices, develop new approaches and become immersed in action enquiry based research.

Middlesex's extensive history of delivering leading education courses ensures that you will benefit from the guidance of outstanding tutors who bring a wealth of professional experience to their teaching. As research-leaders, our academics are widely published across disciplines such as multilingualism, diversity and childhood development.

Middlesex university undergraduate alumni can benefit from a 20% discount to start their Education MA in January.

Course highlights

• Our education department is at the cutting edge of teaching and learning practice in the UK
• Thought-leaders in their field, our tutors are able to contribute the very latest research findings to the course
• For those registering in groups, the course pathway is developed by the University in partnership with schools or other agencies, who may offer module delivery at a convenient location
• Accreditation of Prior Learning and Accreditation of Prior Experiential learning  is available in all but the dissertation module, allowing you to gain credit for prior study and experience therefore shorten your overall study period. Accreditation of Experiential learning will be through the production of a portfolio of evidence mapped against the learning objectives of the module that you wish to have accredited. There will be an extra fee for assessment of this portfolio.
• Get free access to the resources, learning materials and software.

What you will study on the MA Education?

This is a 180 point Masters programme made up of various choice modules worth 30 and 60 points. For those who do not wish to complete a full masters, the following applies:

Postgraduate Certificate 60 points gained

Postgraduate Diploma 120 points gained

We understand that our students work in very busy environments, therefore we look to provide support wherever possible. Our principle aim is to tailor assignments to your institutional and personal needs, then use practitioner action enquiry and reflective practice as a learning model. All students will be enrolled on the MA course but may opt out at the Postgraduate Certificate or Postgraduate Diploma stage.

The course title can be negotiated with the Programme Leader within the agreed pathways - that is, the student may wish to choose what appears in brackets beside the award title 'MA Education' on their academic transcript. The Dissertation must reflect the requested title. For students undertaking the course as an individual student, (not part of a group), you must choose from a number of 30 and 60 point modules that include the following: · Leadership and Management (30 points) · Developing effective leadership and management (60 points) · Teaching and Learning (30 points) · Developing effective teaching and learning (60 points) · Professional Practice in Education (30 points) · Developing Professional Practice (60 points) · Research Dissertation (30 points) · Dissertation (60 points) · Contemporary issues in Education (30 points) · Research methodology in Education (30 points) School-led modules are led by schools and focus upon their priorities. These will take place at

• Core Modules
• PGDip and MA Students additionally take
• MA Students additionally complete

Developing Effective Leadership and Management (60 points)

The module is suitable for teachers and those working in educational organisations that have a formal or informal leadership role. You'll develop effective leadership and management, and apply the leadership and management strategies you learn to an improvement project.

Developing Effective Teaching and Learning (60 points)

These modules look at student learning and ways to improve classroom practice. There are regular portfolio tasks plus an action enquiry task. The module is delivered via blended learning via web resources and materials and learning conversations. You will explore the pedagogy, systems and structures of learning in the classroom, and investigate current research into learning in order to improve practice. You'll reflect on your own practice and develop innovative approaches to learning.

Developing Professional Practice in Education (60 points)

This module is suitable for anyone in education interested in developing practice. It provides high quality support, recognition and acknowledgement for teachers for you in your professional development and encourages you as a reflective practitioner and skilled self-managed learner.

Contemporary issues in Education (30 points)

This module aims to identify critical issues that drive education policy and practice. The module aims to develop an understanding of contemporary education practice and critically evaluate specific aspects whilst fostering an evidence-based understanding of how societal and economic factors shape the core issues facing education

A total of 60 points must be chosen from the following final compulsory options:

Research Dissertation (30 points)

The Research Dissertation is the culmination of a student’s work on the MA Education Programme. You will appraise their knowledge and critically develop independent research skills to demonstrate mastery of a complex and specialised area in education. This research project is an individual undertaking and the final responsibility to display your ability to propose, design, conduct, analyse, interpret, and evaluate an ethically sound practitioner research study that has the potential to improve professional practice in education.

Research methodology in Education (30 points)

This module will provide a critical overview of research methods and approaches used for researching various aspects of modern education. You will be able to evaluate the strengths and limitations of various methodologies and different methodological approaches including qualitative, quantitative and mixed methods, which underpin various approaches to knowledge generation in a range of education contexts. In addition, you will have the opportunity to explore philosophical, ethical, and methodological differences, which underpin various approaches of knowledge generation that can inform educational research. Advanced data analysis techniques will be explored for qualitative and quantitative methods, to enable you to add depth to your research proposal to help prepare you to undertake your final project. This module a good preparation for the independent dissertation research project.

Dissertation (60 points)

The Dissertation is the culmination of your work on the MA Education Programme. Having previously completed 120 credits at Masters (M) level the you will appraise your knowledge and critically develop your independent research skills to demonstrate mastery of a complex and specialised area in education. This dissertation allows you to conduct an in-depth research project which displays your ability to propose, design, conduct, analyse, interpret, and evaluate an ethically sound practitioner research study that has the potential to improve professional practice in education.

Action Enquiry for Improvement

You will choose an additional module from above or this one.

The main aim of this module is to help you enhance your research competencies and encourage you to critically explore areas of interest in your practice prior to starting your dissertation module for the MA. You will not be required to carry out a full research project but you will be required to explore why particular research methodologies and methods would be appropriate to investigating a particular issue or finding the answer to a specific question. The module will also increase your awareness of the kinds of practical research and development issues you may encounter in your professional work e.g. school settings, universities.

This is the step off point for the Postgraduate Diploma.

Dissertation (60 Credits)

The Dissertation is the culmination of the students work on the MA Programme. Supported by their tutors it is an individual undertaking and the final responsibility to display their ability to plan and conduct an ethical research displaying mastery of complex and specialised area of knowledge.

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We are regularly reviewing and updating our programmes to ensure you have the best learning experience. We are taking what we have learnt during the pandemic and enhancing our teaching methods with new and innovative ways of learning.

The table below gives you an idea of what learning looks like across a typical week. Some weeks are different due to how we schedule classes and arrange on campus sessions.

This information is likely to change slightly for 2024/25 entry as our plans evolve. You'll receive full information on your teaching before you start your course.

North London campus

Our north London campus is 23 minutes away by underground train, travelling from London Kings Cross.

Our Sheppard Library provides a wide range of resources and support to help you to succeed in your studies.

Over 1,000 study spaces including rooms for group study and over 500 computers available.

We have one of London's biggest and best university campuses with everything you need in one place.

Student support.

We offer lots of support to help you while you're studying including financial advice, wellbeing, mental health, and disability support.

Additional needs

We'll support you if you have additional needs such as sensory impairment or dyslexia. And if you want to find out whether Middlesex is the right place for you before you apply, get in touch with our Disability and Dyslexia team .

Our specialist teams will support your mental health. We have free individual counselling sessions, workshops, support groups and useful guides.

Work while you study

Our Middlesex Unitemps branch will help you find work that fits around uni and your other commitments. We have hundreds of student jobs on campus that pay the London Living Wage and above. Visit the Middlesex Unitemps page.

• International entry
• How to apply

Qualifications

• Applicants should have a 2:2 or above from a Bachelor honours degree
• Applicants should normally be working in education
• GCSE C English or equivalent

Eligibility

UK/EU and international students are eligible to apply for this course.

Academic credit for previous study or experience

If you have relevant qualifications or work experience, academic credit may be awarded towards your Middlesex University programme of study. For further information please visit our Accreditation of Prior Learning page.

Interviews, entrance tests, portfolios and auditions

Entry onto this course does not require an interview, portfolio or audition.

We accept the equivalent of the below qualifications from a recognised overseas qualification.

To find out more about the qualifications we accept from your country please visit the relevant Support in your country . If you are unsure about the suitability of your qualifications or would like help with your application, please contact your nearest Regional office for support.

Visas and immigration

You will not need a visa to study in the UK if you are a citizen of the European Union, Iceland, Liechtenstein, Norway or Switzerland. If you are a national of any other country you may need a visa to study in the UK. Please see our Visas and immigration page for further information.

International students who require a Student route (formerly tier 4) visa to progress on a course at Middlesex University must apply for study on a full-time basis. However, this course is offered part-time so you are eligible to apply on a part-time basis.

Part-time study

Changes to the Immigration Rules introduced in January 2018 now allows international applicants to apply for Student route (formerly tier 4) visas for part-time postgraduate study (courses leading to a qualification at RQF level 7 or SCQF level 11 and above).

Student route visa students studying part-time are subject to certain restrictions:

• no work (paid or unpaid)
• no work placements as part of the programme
• no dependants
• no extending under Student route visa in the UK. This includes Student route visa applications to work as a Students' Union Sabbatical Officer or for the Foundation Programme for postgraduate doctors and dentists
• not eligible for the Student route visa Doctorate Extension Scheme

*Please note that, if the course of your choice involves work experience, unpaid work, placements or internships, we will be unable to sponsor you to study a part- time course under the Student route (formerly tier 4) visa.

English language requirements for international students

You must have competence in English language to study with us. The most commonly accepted evidence of English language ability is IELTS 6.5 (with minimum 6.0 in all components). We also normally require Grade C GCSE or an equivalent qualification. Visit our English language requirements page for a full list of accepted tests and qualifications.

If you don't meet our minimum English language requirements, we offer an intensive Pre-sessional English course .

Applications for postgraduate study should be made directly to the university.

Please visit our Postgraduate application page for further information and to apply.

The fees below refer to the 2024/25 academic year unless otherwise stated.

UK students

£10,500

International Students

£16,800

*Course fees are subject to annual inflation so the total costs for part-time study are shown here as a guide.

For more information and to answer your frequently asked questions, please visit our postgraduate funding page .

Additional course costs:

The following course-related costs are included in the fees:

• A free electronic textbook for every module
• All printing and copying required for your study
• Self-service laptops available for loan for a maximum of 24 hours
• Audio-visual equipment available for loan, including digital stills cameras, digital video recorders, digital audio recorders

Scholarships and bursaries

As an undergraduate alumnus continuing postgraduate studies at Middlesex, you are eligible for an alumni award worth 20% off your fees.

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We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.

Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.

Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.

At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.

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Course type

Qualification, university name, distance learning masters education.

94 degrees at 35 universities in the UK.

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Related subjects:

• Masters Education
• Masters Career Change and Access
• Masters Careers Advice Work
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• Masters Education Studies
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• Masters Education and School Administration
• Masters Education, Training and Learning
• Masters Headmaster/Headmistress/School Leadership
• Masters Integrated Education
• Masters Learning Theory
• Masters Personal and Self Development
• Masters Primary Schools
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• Masters Teaching and Training: Specific Subjects

• Course title (A-Z)
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• Price: high - low
• Price: low - high

Sport Performance Analysis MSc (Distance Education)

Middlesex university.

Sports Performance Analysis is an area experiencing massive growth, with virtually every professional club and elite athlete employing or Read more...

• 12 months Distance without attendance degree: £11,500 per year (UK)

Coaching and Mentoring Practice MA or PGDip or PGCert

Oxford brookes university.

Being an effective professional coach or mentor is about more than learning techniques and behaviours. Our approach at Oxford Brookes, Read more...

• 2 years Distance without attendance degree: £7,150 per year (UK)
• 2 years Part time degree: £7,150 per year (UK)

Education MA

University of bath.

Whether you are working as a teacher, lecturer, trainer, educational leader, manager or administrator – or aspiring to a career in Read more...

• 2 years Distance without attendance degree

Financial Technology (FinTech) Distance Learning

University of bradford.

Financial Technology (FinTech) is one of the major revolutions in financial markets, with technology enhancing or replacing traditional Read more...

• 2 years Distance without attendance degree: £12,198 per year (UK)

MA English Language Teaching (Distance Learning)

University of east london.

This Master’s programme is the only one in London with an exclusive focus on ‘teaching’ encompassing the areas of TESOL and TEFL – as Read more...

• 1 year Distance without attendance degree: £8,700 per year (UK)

Educational Leadership MSc, by distance learning

University of leicester.

The MSc in Educational Leadership offers a fascinating insight into an arena that has changed remarkably over recent years. Leading and Read more...

• 2 years Distance without attendance degree: £15,600 per year (UK)

Teaching English to Speakers of Other Languages (TESOL) Distance Learning MA

University of nottingham.

The rise of globalisation has led to an increased demand for proficient English speakers, resulting in exciting career opportunities for Read more...

• 32 months Distance without attendance degree

PgCert Learning & Teaching in Higher Education

University of strathclyde.

Why this course The Postgraduate Certificate in Learning and Teaching in Higher Education is a flexible, academic development degree which Read more...

• 1 year Distance with attendance degree

Autism Studies (Distance Learning) - PCert, PDip, MA

University of kent.

The Autism Studies MA provides the academic background necessary for good practice both with autistic individuals and organisations that Read more...

• 1 year Distance without attendance degree: £6,600 per year (UK)
• 2 years Distance without attendance degree: £3,300 per year (UK)

Global Learning MA

Ucl (university college london).

Global Learning is a pedagogical approach that encourages active engagement with a diverse, interdependent and fragile world. It Read more...

• 5 years Customised degree
• 1 year Distance without attendance degree: £11,800 per year (UK)
• 2 years Distance without attendance degree: £5,900 per year (UK)

MA Education with Early Childhood

Anglia ruskin university.

Our MA Education with Early Childhood focusses on early childhood education from birth until eight years old and you'll graduate with a Read more...

• 2 years Distance without attendance degree: £4,100 per year (UK)
• 1 year Full time degree: £9,300 per year (UK)
• 2 years Part time degree: £4,650 per year (UK)

Forensic Accounting (Distance Learning) (2 Year) MSc

University of portsmouth.

Explore financial crime investigations and work with business legal teams on this forensic accounting Master’s. Prepare for your career Read more...

• 2 years Distance without attendance degree: £5,200 per year (UK)

Education – Learning and Leadership MA

Northumbria university, newcastle.

Course Our online Masters in Education is a flexible and career-focused course, designed to develop your practice, research and Read more...

• 2 years Distance without attendance degree: £4,625 per year (UK)

Career Guidance and Leadership MA

Nottingham trent university.

With today’s continuously changing labour market, along with education and skills reforms, career guidance and leadership have become an Read more...

• 2 years Distance without attendance degree: £5,080 per year (UK)
• 3 years Distance without attendance degree: £2,540 per year (UK)
• 1 year Full time degree: £7,600 per year (UK)
• 2 years Part time degree: £5,080 per year (UK)

MA Teaching English to Speakers of Other Languages (TESOL) (distance learning)

University of birmingham.

Are you interested in a career in English language teaching Are you already a teacher of English and want to advance your professional Read more...

• 30 months Distance without attendance degree: £4,536 per year (UK)

Education (Wales) - Equity in Education, MA

Swansea university.

The National MA Education (Wales) Equity in Education is a truly transformative and sector leading programme for educational Read more...

• 3 years Distance without attendance degree: £3,250 per year (UK)

English Language Teaching (Distance Learning) - MA

London metropolitan university.

The course offers a global approach to the field of English language teaching. With our diverse and multilingual cohort, we adopt a Read more...

• 1 year Distance without attendance degree: £7,600 per year (UK)
• 2 years Distance without attendance degree: £3,825 per year (UK)

Education - Leadership and Management MA

Our PGCert Education - Leadership and Management course provides an overview of up-to-date research and educational theory to inform the Read more...

• 12 months Distance without attendance degree: £980 module (UK)
• 12 months Part time degree: £980 module (UK)

MSc Applied Positive Psychology and Coaching Psychology (MAPPCP)

The MSc Applied Positive Psychology and Coaching Psychology, one of the only courses of its kind in the world, fully integrates positive Read more...

• 1 year Distance without attendance degree: £12,300 per year (UK)
• 18 months Distance without attendance degree: £12,300 per year (UK)
• 1 year Full time degree: £12,300 per year (UK)
• 18 months Full time degree: £12,300 per year (UK)
• 36 months Part time degree: £4,100 per year (UK)

International Education MA, by distance learning

The MA in International Education is designed for educational professionals in primary, secondary or tertiary education, as well other Read more...

• 2 years Distance without attendance degree: £10,900 per year (UK)

1-20 of 94 courses

Course type:

• Distance learning Masters
• Full time Masters
• Online Masters
• Part time Masters

Qualification:

Universities:.

• St Mary's University, Twickenham
• University of Wales Trinity Saint David
• Aston University Online
• University of Huddersfield
• University of Sunderland
• Keele University
• University of Manchester
• University of York
• Aston University, Birmingham
• Loughborough University
• Lancaster University
• University of Sheffield
• Royal Academy of Dance
• University of Northampton
• Leeds Beckett University
• Staffordshire University
• University of Exeter
• Open University

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