Choosing a Masters course by kqm6E5

VIEWS: 1 PAGES: 8

									   Choosing a Masters Course

       Chris Yates and Jenny Parkes
Institute of Education, University of London

http://ioewebserver.ioe.ac.uk/ioe/index.html
Why do a masters course?




 • Knowledge and skills
 • Research
 • Increased employment opportunities
Education and              Education,
International              Gender and
Development                International
                           Development

                    MA’s
                     in

Education,                  Educational
Health Promotion            Planning,
and International           Economics and
Development                 International
                            Development
            Entrance requirements
    Essential
•   Good first Degree – 2.2 or equivalent
•   Experience of working in low/middle income countries
    (minimum 6 months – but ideally more)
•   English language competency
•   Money – fulltime fees £3,756 (home/EU) to £8,616 (overseas),
    with living costs to circa £15-20,000 plus foregone
    opportunity costs

  Desirable
• Strong interest in developing your understanding of the role
  of education in the promotion of national and international
  development and particularly for poverty reduction
• Developing ICT skills…
• Team work and peer support
    Some personal characteristics
• Passion – to engage with EFA as a Global Social
  Justice Project
• Vision - to identify interests and to focus on
  important issue areas
• Persistence, Resilience, Ability to Multi-task
• Commitment to understand better, confront, and
  seek to change complex patterns of inequality
• A will to learn, to share what is learned, and to
  engage with important contemporary problems
• A lifelong commitment to development and positive
  change which values human agency and freedoms
              Dakar EFA Goals
1. Expanding and improving comprehensive Early
   Childhood Care and Education
2. Ensuring that by 2015 all children have access to
   and complete, free and compulsory primary
   education of good quality
3. Ensuring that the learning needs of all young
   people and adults are met
4. Achieving a 50 per cent improvement in levels of
   adult literacy by 2015
5. Eliminating gender disparities in primary and
   secondary education by 2005, and achieving gender
   equality in education by 2015
6. Improving all aspects of the quality of education.
               What is needed?
• Research skills
• Analytical skills
• Communication and presentation skills
• Reflecting and developing your voice; your argument
• Identifying, assessing and deploying evidence
• A critical engagement and developing a new sense of
  ‘Being’ and ‘Becoming’
• Being a part of a greater ‘collective’ enterprise -
  From ‘externalities to social capital, to glocal cultural
  awareness and notions of multiple identity’
  What do graduates go on to do?
• Government Agencies/Ministries (e.g. Ministry of
  Foreign Affairs; Ministry of Education; International
  Development)
• Education institutions
• International Development Agencies
• Non Government Organisations
• Set up own organisations
• Go to do further research
• Combinations: The portfolio-cosmopolitan life

								
To top