PTMSCDANSE1F

MSc in Comparative Education and International Development

Awarding institution
Teaching institution
Programme accredited by
Final award
Programme title
UCAS code
Relevant QAA subject benchmarking group
Postholder with overall responsibility for QA
Date of production/revision
External summary
Education aims of programme

Programme Outcomes
Knowledge and understanding
Graduate attributes - Skills and abilities in research and enquiry
Graduate attributes - Skills and abilities in personal and intellectual autonomy
Graduate attributes - Skills and abilities in communication
Graduate attributes - Skills and abilities in personal effectiveness
Technical/practical skills

Programme structure and features
Teaching and learning methods and strategies
Assessment methods and strategies
Career opportunities
Other items

To give you an idea of what to expect from this programme, we publish the latest available information. This information is created when new programmes are established and is only updated periodically as programmes are formally reviewed. It is therefore only accurate on the date of last revision.

Awarding institution:	The University of Edinburgh
Teaching institution:	The University of Edinburgh
Programme accredited by:
Final award:	MSc
Programme title:	Comparative Education and International Development
UCAS code:
Relevant QAA subject benchmarking group(s):
Postholder with overall responsibility for QA:	Programme Director for Comparative Education and International Development
Date of production/revision:	2023
Further Information:

External summary

The MSc CEID programme explores the contours of the topics and debates in the field of Comparative and International Education with the opportunity to develop and peruse individual interests within an array of subfields including International Development, Policy and Politics, and Higher Education. Grounded in a social justice perspective and drawing on cross-national and cross-cultural examples from around the world, with clear attention to the relationship between global and local actors, this programme helps students understand the complex, context dependent application of education policy and the role education plays in various aspects of development, including health, peacebuilding, and citizenship. At the end of this programme, students will have a more critical understanding of the policies, politics, histories, ideas and cultural practices that shape education and development. The MSc CEID programme draws from multiple disciplines including sociology, anthropology, human geography, and political science.

MSc CEID students benefit from participation in the dynamic CEID Community based at the Moray House School of Education and Sport. Beyond the MSc CEID programme, the CEID Community (https://www.ed.ac.uk/education/rke/our-research/social-justice-inclusion/ceid/about-us) includes the CEID Research Group ??? bringing together over 50 researchers across the university ??? and the CEID Student Society ??? one of the few, student run societies focused on the graduate student experience, holding regular social, academic, and networking events. The programme also builds on the University of Edinburgh, and Scotland???s desire to be a responsible international actor and takes advantage of Edinburgh as a capital city by connecting with the Scottish Parliament and local organizations in the CEID field. The capstone approach to the dissertation allows students to apply to complete placement-based dissertations with local, regional, and global organizations.

Educational aims of programme

The overarching objective of the MSc CEID programme is to develop students as critical and reflexive researchers and practitioners equipped with the mindsets, skills and confidence to engage with some of the largest challenges in education and international development and open to multiple perspectives, with a sensitivity towards and understanding of diversity, and engaging in collaborative, reflective practice.

Specific sub-aims of the programme include:

1.    Developing students??? ability to evaluate the challenges of applying theory in practice and the debates around global local nexus.
2.    Developing students??? ability to identify and interrogate the main theories and perspectives in comparative education and international development and critically engage with their underlying assumptions.
3.    Developing students??? mindset toward context and cultural sensitivity by expanding their awareness of how a variety of contexts shape educational policies, practices, and outcomes and how this complexity requires a nuanced approach to understanding.
4.    Developing students??? capacity to critically reflect on their own perspectives and experiences and how these influence their understanding of education and international development.
5.    Developing students??? practical skills through the completion of applied activities and assessments and exposure to the broader Comparative Education and International Development Community at, and beyond, the university.

Programme outcomes: Knowledge and understanding

Outcome	Teaching & Learning	Assessment
1: Primary theories, concepts, and discourses in comparative education and international development, including their underlying assumptions and shortcomings.	Group activities within the workshops Discussion during lectures and workshops Read and reflect on required readings	Formative feedback provided in courses. Short answer responses to required readings. Group creation of a literature map connecting education and aspects of development. Academic blog on issues of education and development. Summative essay assessments that are evaluated, in part, on knowledge and understanding and critical reflection. Research proposal for the dissertation Dissertation
2: Politics of education, including the influence of globalization and global goals on national policies and examples and issues of cross-national policy transfer.	Group activities and presentations within the workshops Discussion during lectures and workshops Read and reflect on required readings	Formative feedback provided in courses. Short answer responses to required readings. Analysis of policy documents. Group presentation evaluating an education policy. Research proposal for the dissertation Dissertation
3: Key stakeholders in comparative education and international development, including international organizations, and how they complement and compete with each other.	Group activities within the workshops Discussion during lectures and workshops Participation with events from identified stakeholders to the CEID Community. Read and reflect on required readings	Formative feedback provided in courses. Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection.
4: Complexity, challenges, and validity issues in making cross-national or cross-cultural comparisons.	Group activities within the workshops Reflective activities to better understand individual experiences and positionality. Discussion during lectures and workshops Read and reflect on required readings.	Formative feedback provided in courses. Reflective learning journal Short answer responses to required readings. Research proposal for the dissertation Dissertation
5: Variety of understandings, history, and perspectives and how they shape local approaches to using education for development outcomes.	Group activities within the workshops Discussion during lectures and workshops Read and reflect on required readings. Outside of coursework activities in the CEID Community that expose students to diversity of actors and perspectives.	Formative feedback provided in courses. Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection.

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

Outcome	Teaching & Learning	Assessment
1: Evaluate the benefits and shortcoming of a range of methods of enquiry and how they can complement each other to gain a more in depth understanding of a phenomenon.	Group activities within the workshops of the research methods series Compare and contrast methods used in previous literature. Discussion during lectures and workshops of the research methods series Lectures and discussions during CEID: Research Design and Practice course. Research methods mini-conference.	Critical analysis of empirical research Research proposal for the dissertation Dissertation
2: Interrogate the validity and appropriateness of comparisons, including those made in the media and provided in data and figures.	Workshop activities evaluating current events and case studies. Discussion during lectures and workshops of the research methods series.	Analysis of comparisons made in media Critical analysis of empirical research
3: Draw informed judgements on complex issues in education and development based on the available evidence.	Group activities and debates within the workshops Discussion during lectures and workshops Individual and group dissertation supervision activities Academic staff modelling	Critical analysis of empirical research Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection. Research proposal for the dissertation Dissertation
4: Develop a research design with alignment in epistemology, ontology, and methodology.	Group activities within the workshops connecting to two research methods courses Discussion during lectures and workshops that connect the two research methods courses. Individual and group dissertation supervision activities. Lectures and discussions during CEID: Research Design and Practice course. Research methods mini-conference.	Research proposal for the dissertation Dissertation
5: Plan and independently execute a significant piece of research.	Individual and group dissertation supervision activities. Lectures and discussions during CEID: Research Design and Practice course. Research methods mini-conference.	Research proposal for the dissertation Dissertation

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

Outcome	Teaching & Learning	Assessment
1: Inquisitive and open to new ideas, including those that differ from your personal history and experience and those which contrast the dominate economic and instrumentalist perspectives in comparative education and international development.	Reflective activities to better understand individual experiences and positionality. Workshop discussion and activities with individuals from variety of backgrounds and experiences. Outside of coursework activities in the CEID Community that expose students to diversity of actors and perspectives.	Reflective learning journal Discussion group engagement Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection.
2: Critically evaluate dominant historical and procedural approaches that influence education planning, including the policymaking process and linear approaches to development and economic growth.	Group activities and debates within the workshops Discussion during lectures and workshops Academic staff modeling	Analysis of policy documents Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection.
3: Appropriately interrogate and apply relevant theories to issues in comparative education and international development.	Group activities and debates within the workshops Discussion during lectures and workshops	Short answer responses to required readings. Academic blog on issues of education and development. Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection.
4: Reflect on ethical considerations that come about when applying theory to practice, including how students??? positionality and agency influence their understanding. These may include those that remain from colonial legacies, structural barriers (intentional and unintentional), and power asymmetries that perpetuate marginalization and inequality amongst groups.	Group activities and debates within the workshops Discussion during lectures and workshops Reflective activities to better understand individual experiences and positionality. Presentations from practitioners to the CEID Community. Attendance in meetings of the cross-party group on international development at the Scottish Parliament Academic staff modeling	Reflective learning journal Short answer responses to required readings Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection.
5: Demonstrate autonomy and initiative in engaging in professional and enrichment activities in the CEID Community at Moray House and the broader CEID field.	Discussions and activities in the CEID Community, including opportunities to participate in the CEID Student Society and attend CEID Research Group events. Discussion during meetings with virtual mentors	Participation and initiatives taken in CEID Community

Programme outcomes: Graduate attributes - Skills and abilities in communication

Outcome	Teaching & Learning	Assessment
1: Communicate using a variety of tools in order to reach a range of audiences that work in comparative education and international development, including civil society, development agencies, international organizations, and academia.	Group activities and peer feedback within the workshops Discussion during lectures and workshops Read and review information from a variety of sources.	Academic blog Policy analysis Traditional academic essay used as summative assessment in some courses
2: Communicate interests and informed opinions with peers, more senior colleagues and specialists, such as research specialists and development professionals.	Presentations (individually and group) in workshops. Group activities and debates within the workshops Opportunities to engage with practitioners and others in the CEID field during CEID Community events. Discussion during meetings with personal tutors and virtual mentors	Group presentations to peers and workshop leaders Research proposal for dissertation
3: Engage in debate orally and in writing demonstrating skills of communicating with clarity and making a coherent, well-supported argument.	Group activities, debates, and formative feedback within the workshops Discussion during lectures and workshops	Group presentations to peers and workshop leaders Research proposal for dissertation Dissertation Summative assessments that are evaluated, in part, on critical reflection and academic discourse.

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

Outcome	Teaching & Learning	Assessment
1: Critical awareness and personal reflexivity when engaging with issues in comparative education and international development.	Group activities and debates within the workshops Discussion during lectures and workshops Reflective activities to better understand individual experiences and positionality. Academic staff modelling Discussion during meetings with personal tutors and virtual mentors	Reflective learning journal Discussion group engagement Summative assessments that are evaluated, in part, on critical reflection.
2: Transfer learning and skills from one context to another appropriate context by recognizing similarities when present and having the ability and confidence to apply learning and skills to the new environment.	Discussion of formative feedback within workshops Individual and group dissertation supervision Discussion during meetings with personal tutors and virtual mentors	Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection. Research proposal for dissertation Dissertation
3: Seek, receive, and incorporate feedback to improve future communications, activities, and assessments.	Discussion of formative feedback within workshops Discussion during lectures and workshops Individual and group dissertation supervision Discussion during meetings with personal tutors and virtual mentors	Formative feedback provided in all courses. Peer feedback during group projects and presentations. Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection. Research proposal for dissertation Dissertation

Programme outcomes: Technical/practical skills

Outcome	Teaching & Learning	Assessment
1: Analyse policy documents and discourse	Group activities and debates within the workshops Discussion during lectures and workshops Research methods mini-conference	Analysis of policy documents Short answer responses to required readings Summative assessments that are evaluated, in part, on knowledge and understanding and critical reflection.
2: Engage in collaborative projects and problem solving with individuals from a diversity of perspectives, experiences, and values.	Group activities and debates within the workshops Group presentations within the workshops Participation in the CEID Community, including the CEID Student Society.	Group presentations to peers and workshop leaders Discussion group engagement and creation of literature map
3: Plan, execute, and write up an independent piece of research.	Individual and group dissertation supervision activities. Lectures and discussions during CEID: Research Design and Practice course. Research methods mini-conference.	Research proposal for the dissertation Dissertation
4: Write for a variety of audiences, including academics, policymakers, practitioners, and the general public.	Group activities and peer feedback within the workshops Discussion during lectures and workshops Read and review information from a variety of sources.	Academic blog Policy analysis Traditional academic essay used as summative assessment in some courses

Programme structure and features

Degree Criteria: MSc full-time (12 months) or part-time (24 months) requires 120 credits from taught courses and 60 credits from the dissertation for a total of 180 credits.

Progression to Dissertation:
Requires an average of 50% or above across the 120 taught course credits with no more than 40 credits under 50%.

Exit Awards:

MSc CEID ??? awarded to those who successfully completed the required courses and three optional courses, progressed to the dissertation, and completed their dissertation with a mark of at least 50%.

Students who receive a mark on their dissertation between 45% and 49% can apply for a re-submission, at the discretion of the Board of Examiners.

Post-graduate Diploma in CEID ??? awarded to those that successfully complete the required and three optional courses but do not progress, or choose to progress, to the dissertation stage.

Post-graduate Diploma in CEID can be awarded to students who average 40% or above across 120 taught course credits with no more than 40 credits below 40%.

Post-graduate Certificate in CEID ??? awarded to students who successfully completed the 40 required introduction courses (Introduction to Comparative Education and Education and International Development) and 20 additional credits but did not complete other courses. Students must average 40% or above across the 60 credits with no more than 20 credits below 40%.

Modes of Study:
Face to face delivery is the norm although some courses have an online component or are available entirely online.

Courses: Required Courses

Introduction Course
???   Introduction to Comparative Education (20 Credits)
???   Education and International Development (20 Credits)

Methods Courses
???   Sources of Knowledge (10 Credits)
???   Conceptualizing Research (10 Credits)

Dissertation (60 Credits)
???   Capstone Approach
???   Traditional Dissertation or
???   Placement-based Dissertation

Courses: Option Courses (Choose 60 Credits Total):

Choose 40-60 Credits from List A

List A
???   Education Policy and the Politics of Education (20 Credits)
???   Anthropology of Education (20 Credits)
???   Comparative Analysis in Education (20 Credits)
???   Education and Conflict (20 Credits)
???   Social Inequalities in Education Worldwide (20 Credits)
???   Global Governance and Education (20 Credits)
???   International Development: Institutions and Practices (20 Credits)

Choose 0-20 Credits from List B

List B
???   Higher Education in the Global Context (20 Credits)
???   Theories and Politics of Social Justice (20 Credits)
???   Policy Analysis for Social Justice (20 Credits)
???   Education for All (20 Credits)
???   Comparative Approaches to Inclusive and Special Education (20 Credits)
???   Global Childhood and Human Rights (20 Credits)
???   Foundations of International Child Protection (20 Credits)
???   Sport, Society, and International Development (20 Credits)
???   The Curriculum: Context, Change, and Development (20 Credits)
???   Ethics, Education, and Film (20 Credits)
In place of the option course from list B students may choose an available course from the Moray House School of Education and Sport as well as throughout the University of Edinburgh. The chosen course must be at level 11 and be approved by the programme director.

Courses: By Semester

Total 180 Credits

Semester 1:

Introduction to Comparative Education (20 Credits) - Required
Education and International Development (20 Credits) ??? Required
Sources of Knowledge (10 Credits) - Required

Plus zero to one optional course (for three optional courses total during the programme)
20 Credit ??? Optional

Total Credits = 50 or 70

Semester 2:

Conceptualizaing Research (10 Credits) ??? Required

Plus two to three optional course (for three optional courses total during the programme)
20 Credit ??? Optional
20 Credit ??? Optional
20 Credit ??? Optional

Total Credits = 50 or 70

Semester 3:

Dissertation:
???   Capstone Approach
???   Traditional Dissertation
???   Placement-based Dissertation

Total Credits = 60

University???s Strategic Plan

The MSc CEID programme takes very seriously the issues of social responsibility, sustainability, equality, and diversity. These university values are largely echoed in the core values of the programme and broader CEID Community (provided below). This includes approaching all research, courses, and teaching through a social justice lens. Collaboratively engaging as a community and valuing perspectives and expertise at the community or local level; recognizing and appreciating diversity in thoughts, values, and experiences; practicing reflection by exploring how our own history shapes our perceptions of the world and respectfully and constructively reflecting on positions, perspectives, and research partaken by peers; and pursuing the potential application of our work to do what we can to make the world a better place. The programme and CEID Community, hold events and special sessions highlighting and discussing social and cultural issues and reflecting these values.

Teaching and learning methods and strategies

Teaching and learning in the MSc CEID programme is generally organised through weekly contact sessions. Material is delivered through a variety of methods including lectures (live and recorded), podcasts, readings, and participation in external events. In preparation for the weekly contact session, or workshop, most of the student???s own study time will be spent on engaging with the required readings and organizing and participating in study groups with peers. Workshop activities vary across courses and include discussions on readings, debates, policy, data, and media analysis, group presentations and problem-based learning, and case studies. Beyond the taught courses, students have the opportunity to learn through participation in CEID Community activities, such as reading groups and practitioner panels, as well as during individual and group meetings with their personal tutor and dissertation supervisor. During the dissertation period, students lead the development, with guidance from their supervisor, of the planning, execution, and write up of an autonomous research project.

MSc CEID students have additional support and engagement with staff and alumni through regular CEID Community Town Halls and the CEID Virtual Mentoring Programme which partners current students with recent alumni, providing an additional space for student guidance and support. Within the Moray House School of Education and Sport and University of Edinburgh students benefit from the Moray House Student Support Advice, the University???s Advice Place, and the Institute for Academic Development. Students have access to online and print journals, as well as up to date books through the University???s world class library facilities, including the education library based on the Moray House campus.

Assessment methods and strategies

The most common method of assessment in this programme is a summative written assignment ranging from 2000 to 4000 words. Students are provided clear guidance and a rubric that lays out assessment requirements. Most marking is adapted from the Moray House School of Education and Sport common marking criteria.

The MSc CEID aims to have a variety of assessments that engage students in different skills and applied tasks. Examples of assessments include the development of a group literature map, reflective learning journal, academic blog, group analysis and presentation, and policy analysis.

Formative feedback, or feedforward, is provided at least once in every course. This may be in the form of individual formative feedback in preparation for the summative assessment or regular feedback provided during workshop discussions and activities, amongst others. Feedback is generally provided on the content, structure, argumentation, and critical engagement with the course material.

This programme takes a capstone approach to the dissertation. While most students complete a traditional academic dissertation, students may choose to apply for a placement-based dissertation. The latter is a competitive process with opportunities contingent on the demand of partner organizations. Traditional academic dissertations are 12,000 to 15,000 words with students able to pursue any piece of research, as long as it is related to comparative education and/or education and international development and feasible given the time constraints and resources. In addition to the 12,000 to 15,000-word dissertation, those completing a placement-based dissertation have further responsibilities that are outlined on their application, which may include completing a secondary output agreed upon between the student and the organisation. The additional tailored output completed by those participating in placement-based dissertations provides a further opportunity for students to draw on their knowledge and insights from courses taken in the CEID programme while strengthening skills in time-management, collaborative problem solving, and communicating with a variety of audiences.

Career opportunities

As an academic programme, this degree has no fixed career trajectory, opening multiple, potential possibilities. Students may find the MSc CEID as a suitable qualification for those seeking careers in research, higher education internationalization offices, civil society and non-governmental organizations, international organizations, and the public sector. In addition, the programme provides a good basis for students to continue their studies and pursue a doctoral degree.