MA International Education (Curriculum and Pedagogy)

For entry in the academic year beginning September 2027, the tuition fees are as follows:

• MA (full-time)
  UK students (per annum): £14,400
  International, including EU, students (per annum): £30,900

The fees quoted above are fully inclusive of tuition, administration and computational costs.

Fees for entry are subject to yearly review. The University reserves the right to increase your tuition fee by up to 7% each year for courses lasting more than one year, including to reflect rising costs associated with delivering our educational and wider student experience. Postgraduate fees information .

Always contact the admissions team if you are unsure which fee applies to your qualification award and method of attendance.

Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

We know that student finance can be complicated. The links below provide further information to help guide you.

• Learn more about - student finance options for UK students .
• Learn more about - fees and finance for international students .
• Graduates of The University of Manchester and Manchester Metropolitan University can receive a 10% discount on their master's degree tuition fees as part of our Manchester Alumni Loyalty Discount scheme.

This unit explores notions of educational leadership in relation to school effectiveness and improvement, through the focussed study of specific theories, models and concepts, applying these to real-world issues and debates through case studies from across the globe.

Our students come from diverse international backgrounds, and are hence encouraged to share and discuss their differing experiences, as well as relate their new knowledge and understanding to their own national contexts. In this sense, the unit adopts a truly international perspective.

Our teaching team draws on their own experiences of school improvement in different international contexts, as well as their own and wider research, as a powerful pedagogical tool. We welcome a number of internationally renowned guest speakers, and local educational leaders, to enrich our syllabus, and link theory to practice, in meaningful ways.

This Unit aims to develop your knowledge and critical understanding of current theories, concepts, and models in the field of school effectiveness and school improvement internationally.

give you the opportunity to develop skills of critical analysis and reflection in evaluating and applying these theories, concepts, and models in relation to current and future issues and debates within the field.

equip you with the ability to understand, strategise and contribute to the policy and practice of school improvement across, and involving, systems, communities and families, and within diverse educational contexts.

This unit provides students with a consistent range of opportunities to apply their learning around school effectiveness and improvement to questions of practice through case study analysis and scenario-based learning, both in class and in the final assessment.

Through this approach – linking theory, research and practice – students are equipped with a combination of relevant conceptual understandings and practical knowledge that might be brought to bear in any education-related professional role – whether as a school-based practitioner or leader, an educational policymaker or an educational researcher. These skills are also transferable to a diverse range of other fields and professions.

Syllabus (indicative curriculum content):

Weeks 1 and 2: Understanding Theories, Concepts and Models

The relationship between school effectiveness and school improvement 

Central models and theories of school improvement 

The role of data in school improvement

Weeks 3 and 4: Analysing International Issues and Debates

The role of the OECD and PISA on school performance

Conceptualisations of quality of education

The relationship between school effectiveness, improvement and curricula

Weeks 5 and 6: A Focus on the System

Initiating, implementing and embedding change across the school system

School-to-school collaboration 

Weeks 7 and 8:  A Focus on School Communities

Understanding school improvement from a socio-ecological perspective

Conceptualisations of place, space and community in school improvement

 

Weeks 9 -11 A Focus on the Role of Children, Young People and Families

Student voice as school improvement

The role of parents in governance

Week 12: Future Challenges

Conceptualising school improvement and effectiveness to meet future global challenges.

Lectures (2 hours per week, every other week – Weeks 1, 3,5,7,9, 11)

These are face-to-face, and are facilitated by the unit team, guest lecturers from the wider department and colleagues from local schools. New knowledge is introduced in the lectures, though discussion. Q&A to support and assess learning remains a key feature through the use of all-student response systems to gauge understanding (for example via collaborative digital tools such as Padlet, Menti, and others).

Seminars (2 hours per week, every other week – Weeks 2, 4, 6, 8, 12)

These are face-to-face, and are facilitated by the unit team. The seminars take a much more scenario-/project-based, workshop format. Students are encouraged to apply the new knowledge and learning from the previous week’s lecture to a range of real-world case studies and scenarios. Students engage in individual, paired and whole-class discussion tasks to support and consolidate their learning.

Tutorial (15-20 minute slot, Week 10)

These are face-to-face and facilitated by the teaching team. They provide students with an opportunity to discuss their final assignments, as well as ask any questions or seek further support.

Understand the major international pressures for improved schooling 

Understand the range and complexity of school improvement efforts and their interactions with education systems, school communities, children, young people and families 

Understand the current possibilities, limitations and challenges within school improvement, and be able to speculate as to how these might play out in a global future

Understand the complexity of the relationship between theory, research and practice within school improvement approaches

Identify and understand the extent to which a range of education and non-educational factors might enable or constrain international school improvement approaches.

Critically analyse and evaluate key concepts, theories and leadership models underpinning international approaches to school improvement.

Apply and synthesise knowledge and understanding to the development of innovative solutions to school improvement issues, in relation to schools, their pupils, families and communities, and the wider system.

 

Apply your learning to reflections upon school effectiveness and school improvement in your own and other educational contexts.

Conduct desk-based research around school improvement policies, practices and research.

Be able to review the work of your peers, identifying strengths and making constructive suggestions for improvement where appropriate.

Be able to present your ideas orally, in ways that articulate a clear argument, are persuasive and where your claims are evidenced and justified.

Critically analyse appropriate policy documents, reports, school case studies and academic literature.

Develop novel approaches and creative solutions real-world and complex problems, while recognising the limitations that leaders, policymakers and wider institutions must navigate in implementing these.

Assessment Part 1 - Individual Screencast Presentation: Case Study Analysis (15 minute recorded presentation (notional 1500 words)).

Assessment Part 2 - Written Policy Briefing, responding to same case study from Part 1 (1,500 words).

Both assessment parts will be submitted together as a portfolio (100% weighting) at the end of the semester.

Feedback will be provided via Turnitin

 

See here (though this is under review and may change): https://docs.google.com/document/d/1ebA_qDsKYoOTd8FpJ-9a-4Ht1fiZ_DTd/edit?usp=sharing&ouid=114431923222448786133&rtpof=true&sd=true

 

Information
This course unit is compulsory for students on the MEd Educational Leadership