Centre for International Education (CIE)

Courses

CIE has a long and proud history of providing high-quality, research-led courses to students and practitioners from around the world in a truly international and multi-cultural environment.

Graduates have gone on to careers in a wide variety of professions in International organisations, national education ministries, educational institutions, NGOs and universities.

CIE faculty lead three major postgraduate courses in the field of International Education and Development based at the School of Education & Social Work:

International Education and Development MA (MAIED)
This postgraduate taught course is studied over the course of a year and led by the Department of Education's interdisciplinary team of academics. It provides students with a broad foundation in the field of international education and development and offers specialist sessions on issues related to governance, conflict, quality, equalities and teacher education. Students come from a wide range of backgrounds and from diverse countries and have wide ranging interests.

OPTIONAL POSTGRADUATE MODULES

Gender and Identities: Education, Citizenship and Youth

The module addresses the production of citizenship identities within and through education in the Global South. It has a particular focus on youth identities, the ways these are gendered, and the intersections with other dimensions of identity including ethnicity, nationality, religion and socio-economic status. The module critically engages with contemporary international education and development policy agendas, including the Sustainable Development Goals and international policy conventions related to gender and youth. It explores in depth different theories of gender and identities and the particular insights they afford for international education and development agendas. Their insights and methodological implications will be further illuminated throughout the module through close engagement with relevant research literature related to a wide range of Global South contexts.

Refugee Education

This module brings together the fields of refugee studies and education policy and practice in both formal and non-formal settings, and at all stages in the life cycle. It considers the conceptualisation of ‘the refugee’ and associated concepts (asylum seekers, Internally Displaced People, forced migrants etc.), and how this relates to the modern nation state and institutions of global governance. It explores the international policy environment relating to refugees and different theoretical perspectives for understanding their diverse experiences in both the geographical north and south.

OPTIONAL UNDERGRADUATE MODULES/PATHWAY

Undergraduate Pathway in International Education and Development: 60 credits
A new International Education & Development Pathway is formally launched for 2015/16 taught by staff across CIE. This Pathway is made up of four modules of 15 credits each, taken each term in Years 1 and 2 making up a formal Pathway of 60 credits. Each module can also be taken as a free-standing 'elective'.

The first elective (Year 1: autumn), ‘Education & Development: Aid, Policy and the Global Agenda’, introduces basic ideas about the contribution that education can make to the development process, including economic development, social inequality, gender relations and citizenship.

The second elective (Year 1: spring), ‘Cross-Cultural Perspectives on Teaching, Learning and Assessment’, examines what and how children learn and how they are assessed in formal and informal education systems across the Global South and North. 

The third module (Year 2: autumn),  ‘Access, Equity and Inclusion’ analyses large data sets that reflect patterns of access and transition into primary and secondary schools,  while more qualitative approaches explore theories and concepts around gender, children with disability, those marginalised through ethnicity or language and the very poor and how schools and communities include or exclude them.

The fourth and final module (Year 2: spring), ‘Education, Conflict and Peace-Building’ considers the role that education, schools and teachers play in continuing or preventing conflict and in the reconstruction of society in post-conflict contexts.

Education PhD 
Provides doctoral students with the support and resources necessary to complete a substantial piece of research - in most cases with a significant empirical component. Each student is allocated two dedicated supervisors. International students form the largest group of students in Education. Research students come from a wide variety of countries, educational settings and backgrounds: classroom teachers, further and higher education lecturers, teacher-educators, middle and senior managers and administrators, tutors and trainers in other professional fields such as the health services and industry. Many students are, or have been, practising educators in schools, colleges and universities and are undertaking research on themes related to their personal and professional development. This can be to develop deeper understanding of the complexities of contemporary professional environments, or to open up alternative career horizons.

See Download our course leaflets for the promotional leaflets for the above courses.