Education, Society and Culture: Comparative Education, Education Globalisation, and International Development
12 ECTS
Education, Society and Culture: Comparative Education, Education Globalisation, and International Development
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Module Description
This module delves into the relationship between education and society and invites the participants reading for this Master to explore the intersection of education with broader societal and cultural contexts.
Participants will research and examine how social and cultural factors influence educational practices, policies, and outcomes.
By the end of this module, the participants will gain an understanding of the interconnectedness of educational practices on a global scale by exploring contemporary education debates, paying particular attention to issues of equity, diversity, inclusion, excellence in education which are necessary to ensure that biased barriers are overcome.
In doing this, participants will delve into the interactions between education, families, and the community, studying how these are interconnected and how quality assurance in education is required to ensure that education is holistic and truly just and accessible for all.
Entry Requirements
Applicants must be in possession of:
- A full MQF Level 6 qualification in Education from an accredited institution, together with a minimum of five years’ teaching experience, or
- Any other degree recognised as equivalent for the purpose together with a recognised teaching or education qualification and a minimum of five years’ teaching experience, or
- A master’s degree that qualifies applicants for a Teacher’s Warrant, together with a minimum of five year’s teaching experience, or
- Any other recognised teaching qualification together with at least five years’ teaching experience.
- Applicants are expected to demonstrate a good level of English proficiency through qualifications such as IELTS level 6.0 or any other qualification which the College deems indicative of a good level of English competency.
For those students who wish to pursue a position within a school, kindly note that they would still need a teacher’s warrant.
Target Audience
This programme targets:
- The target audience for the Master of Arts in Educational Leadership and Innovation includes educators, administrators, policymakers, and professionals in the field of education who aspire to leadership roles or seek to advance their careers by gaining expertise in educational leadership, organisational change, and innovative practices.
- This programme is designed for individuals who are passionate about transforming education systems, improving teaching and learning outcomes, and driving positive change in educational institutions.
- For individuals wishing to engage in leadership positions in schools or at other further and higher education institutions, as well as the Education Directorates, in mind.
- Students completing this programme would be prepared to take on leadership positions in Malta and/or progress to doctoral studies.
Career Paths
The programme prepares for positions such as, but not limited to:
- Assistant Head of School
- Head of School
- Executive Officer Education Directorate
- Head of Department Education Directorate
- Director Higher/Further Education
- Deputy Director Higher/Further Education
- Educational Advisor
- Educational Consultant
- Training and Development Manager
- Curriculum Development Developer and Designer
- Diversity and Inclusion Manager
- Education and engagement officer (for example, of a museum, etc.)
This programme also provides students with the opportunity to pursue further studies at MQF level 8.
How you’ll be assessed
The module comprises of:
- Evening classes for part-time courses.
- Classes held throughout the day for full-time courses.
- Guided learning, presentations, comprising synchronous online discussions, tutorials and/or videos.
- Self-study hours comprising research, reading and assignment work.
Assessment
Class Presentations
Mini Studies:
- Students will conduct mini studies on a chosen topic in liaison with their tutor.
- The topic can be adapted to align with a specific interest and professional practice.
Module Intake Dates
TBA 2025
Learning Outcomes
Competences
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
- Analyse and apply strategies for promoting equity, diversity, and inclusion in educational settings.
- Demonstrate cultural competence and the ability to build strong partnerships with various community members.
- Analyse and apply quality assurance frameworks to assess and enhance educational practices.
- Recognise the influence of family dynamics on educational outcomes and incorporate family perspectives into educational practices.
- Demonstrate cultural sensitivity and competence in teaching and learning.
Knowledge
By the end of the module/unit, the students will be able to:
- Understand the interconnectedness of educational practices on a global scale.
- Integrate concepts from equity, diversity, inclusion, global education dynamics, community engagement, and quality assurance into a comprehensive understanding of education, society, and culture.
- Apply theoretical knowledge to practical scenarios, fostering critical thinking and problem-solving skills.
- Critically assess current global trends and debates in education, including the impact of technology, policy reforms, and globalisation.
- Acquire and demonstrate an awareness of political frameworks and their application to education.
Skills
At the end of the module/unit, the learner will have acquired the following skills:
- Develop inclusive leadership skills that foster a positive and supportive learning environment.
- Design and implement effective strategies for engaging families, communities, and diverse stakeholders in the educational process.
- Develop skills for continuous improvement and evaluation within educational institutions.
- Develop the policies and implementation strategies at school and classroom level to ensure effective equity, inclusion and diversity practices for and between all stakeholders (staff, parents, and students).
- Set up and implement quality assurance measures to ensure the transparency, accountability and best provision are provided.
Module-Specific Learner Skills
The learner will be able to:
- Strategically plan for equity, diversity, and inclusion practices in educational settings.
Module-Specific Digital Skills and Competences
The learner will be able to:
- Research and access the right academic platforms to find the most up-to-date peer-reviewed materials, legislative documents, international reports, etc., required for their studies.
- Use digital software to structure, prepare, and present their work effectively.
- Navigate through the online learning platform to find assignments, discussion boards, literature, tutorials, etc.