Education and development in the Global South and the diaspora is the main focus of CIE. Our aim is to undertake research and provide a knowledge hub, insights and findings related to the concerns of lower income countries in different parts of the world seeking to enhance their development. Over the last 20 years, CIE has grown to become one of the largest and most highly rated academic groups of its kind in the UK, with a reputation as a leader in its fields of study and as a centre of excellence.
CIE offers a friendly, supportive and challenging environment in which to debate development issues, theoretical perspectives and methodological positions related to education and development. Its staff support the MA in International Education and Development and approximately 30 doctoral candidates on the PhD in Education course.
From 2015, we are running a 60 credit undergraduate Pathway in International Education & Development taken as four 15 credit modules that provide an excellent grounding in the field for any student across the University to complement your main degree. These modules can also be taken individually as one-off electives. See Frequently asked questions for details about electives and pathways and when and how to register for them.
Don't Miss ...
CIE Research-in-Progress Seminars
Date: Thursday 26 January, 2017
Venue: Room 115, Jubilee
Speakers: Suvasini Iyer / Albert Tarmo (Education PhD researchers)
Title: Ease, Entitlement and ‘Intelligence’: Classed practices in an elite, private school in India / Science Teachers’ Constructions of Scientific Knowledge
This event includes a refreshment break between 11 and 11.30am
CIE Director, Professor Mario Novelli, was interviewed on Capitalism, Inequality and Education, byFreshEd with Will Brehm, a weekly podcast that makes complex ideas in educational research easily understood. It is sponsored by the Globalization and Education Special Interest Group of the Comparative and International Education Society.
Article Published by CIE Researcher
PhD researcher, Albert Tarmo, has had the article Pre-service science teachers' epistemological beliefs and teaching reforms in Tanzania [PDF 538.91KB] published in the journal Teacher Education & Development [Cogent Education].
Albert is Assistant Lecturer in Science Education at the University of Dar es Salaam in Tanzania. His research is on the difficulties science teachers encounter in realizing the aspired pedagogical reforms in school science teaching in Tanzania.