Master Of Arts In Leadership In Education

Master of Arts in Leadership in Education

Program Overview

This dynamic and relevant programme will appeal to those interested in deepening their critical understanding and knowledge of educational issues and effective responses in local, national and international contexts, and in their development as a leader in education at all levels. 

Students may be quite recent graduates and aspiring leaders, or an experienced educational leader. The content and specialised online learning approach is designed to provide a rich, stimulating and individualised learning experience. This cutting edge Liverpool John Moores University programme develops students’ understanding of models, theories and concepts in educational leadership, including the latest thinking, informed by practice and research in the field.

Course Overview

MA Leadership in Education (180 credits) – 1 Year Full Time Master’s Program

The MA Leadership in Education comprises seven core modules at 180 credits (Master’s Degree). There are two interim exit awards available:

  • A Postgraduate Diploma in Leadership in Education (120 credits)
  • A Postgraduate Certificate in Leadership in Education (60 credits)

Course Duration​

14 Months

Fee Structure

AED 32000

Awarding Body

LJMU

Study Mode

Remote Learning
Hybrid Learning

Currency Converter 7, December 2022

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Request for Demo Class

Chat with Student

Speak To Advisor

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Discover additional information about the program

Modules

Master of Arts in Education: This pathway is designed for learners who intend to specialize in Education.

CODE – 7511ELED, CREDITS – 20

To support professionals’ understanding of conceptual frameworks and equip them with the skills to learn and perform at level 7.

Learning Outcomes

After completing the module the student should be able to:

  • Synthesise theory and research associated with learning at the Master’s level.
  • Critically analyse key theoretical frameworks and concepts in adult learning.
  • Critically evaluate professional development needs in relation to Master’s study.

CODE – 7512ELED, CREDITS – 20

  • To provide opportunities for professionals in education to expand their knowledge of leading change and organisational development. 
  • To develop participants’ theoretical and evidence-based understanding of effectively leading change and influencing positive organisational culture and development.

Learning Outcomes

After completing the module the student should be able to:

  • Critically reflect on leadership models to implement change.
  • Critically examine the roles of leadership and management linked to effectively leading change within an education setting.
  • Synthesise theory and research associated with achieving successful change within an educational setting.
  • Critically reflect on research and evidence based practice associated with leading change.

CODE – 7513ELED, CREDITS – 20

  • To support professionals’ understanding and effective practice in team working within educational organisations.
  • To develop critical professional practice through analysis of teams.

Learning Outcomes

After completing the module the student should be able to:

  • Critically examine the concept of emotional intelligence linked to leading teams and people in educational settings.
  • Critically reflect on research and evidence based practice associated with leading teams and people within educational organisations.
  • Synthesise research findings, evidence based practice and theory to inform effective leadership of teams and people in educational settings.

CODE – 7514ELED, CREDITS – 20

  • To provide opportunities for professionals in education to expand their knowledge and understanding through learning based on engagement with current educational theory, research, policy and practice in relation to an identified current issue in education. 
  • To develop participants’ critical professional practice through analysis of, reflection on, and engagement with, this knowledge and understanding in their professional setting. 
  • To support professionals to develop professionally and personally through engagement with the module.

Learning Outcomes

After completing the module the student should be able to:

  • Critically analyse key theoretical frameworks and concepts in relation to an identified current issue in education.
  • Scrutinise the research and evidence base associated with an identified area of education provision.
  • Synthesise theory and research to inform their practice in relation to an identified current issue in education.
  • Critically evaluate the local, national or international policy associated with an issue.

CODE – 7515ELED, CREDITS – 20

  • To provide opportunities for professionals in education to expand participants’ knowledge and understanding of professional practice through learning, based on engagement with current education theory, research, policy and practice.
  • To develop participants’ critical professional practice through analysis of, reflection on, and engagement with this knowledge and understanding in their professional setting.
  • To support participants’ professionally and personally through engagement with the module.

Learning Outcomes

After completing the module the student should be able to:

  • Critically analyse key theoretical frameworks and concepts in relation to an identified aspect of their own professional practice.
  • Critically analyse and synthesise research findings and other evidence to inform the identified aspects of their practice.
  • Reflect on and critically evaluate the impact of their learning on professional practice, sharing knowledge in an appropriate way.

CODE – 7517ELED, CREDITS – 60

  • To provide opportunities for professionals in education to expand knowledge and understanding of research methods in educational contexts.
  • To support professionals’ development to deliver a research project within an area of identified interest.
  • To develop, implement and complete an in depth research-based investigation of a defined area that has relevance to the professional education context.

Learning Outcomes

After completing the module the student should be able to:

  • Manage issues of research ethics and power in accordance with educational research ethical guidelines.
  • Critically analyse key theoretical frameworks, policy and concepts in the literature around a chosen education focus.
  • Apply appropriate methodologies and research methods to an area of professional inquiry.
  • Synthesise data with the existing theoretical and evidence base to inform practice.

Qualification Structure

A student successfully completing the programme of study will have acquired the following subject knowledge and understanding as well as skills and other attributes.

A student who is eligible for this award will be able to:

  • Critically evaluate the existing theory and evidence base associated with leadership in education.
  • Critically examine research methodologies relevant to the study of leadership in education.
  • Synthesise current and original concepts for the creation and interpretation of knowledge in relation to leadership in education.
  • Apply relevant knowledge of leadership and management to a range of complex educational situations.
  • Critically assess current practice relating to leadership in education.
  • Evaluate the rigour and validity of published research within different educational contexts.
  • Apply appropriate research methodologies and data collection processes to inform the critical analysis of and reflection on practice.
  • Critical reflection on value systems and conceptual assumptions.
  • The preparation of a research project based on a study in appropriate depth of a topic related to leadership in education.
  • Gather, present, interpret and analyse quantitative and/or qualitative data in appropriate form for research project purposes, related to the field of leadership in education.

Post Graduate Diploma in Leadership in Education (120 Credits) includes:

  • 7511ELED Learning at Masters Level (20 credits)
  • 7512ELED Leading Change (20 credits)
  • 7513ELED Leading Effective Teams (20 credits)
  • 7514ELED Contemporary Issues in Education (20 credits)
  • 7515ELED Developing Critical Professional Practice (20 credits)
  • 7516ELED Research Design (20 credits)

A student who is eligible for this award will be able to:

  • Critically evaluate the existing theory and evidence base associated with leadership in education. 
  • Critically examine research methodologies relevant to the study of leadership in education.
  • Synthesise current and original concepts for the creation and interpretation of knowledge in relation to leadership in education. 
  • Apply relevant knowledge of leadership and management to a range of complex educational situations. 
  • Critically assess current practice relating to leadership in education. 
  • Evaluate the rigour and validity of published research within different educational contexts. Apply appropriate research methodologies and data collection processes to inform the critical analysis of and reflection on practice.

Post Graduate Certificate in Leadership in Education (60 Credits) from any of the following

  • 7511ELED Learning at Masters Level (20 credits)
  • 7512ELED Leading Change (20 credits)
  • 7513ELED Leading Effective Teams (20 credits)
  • 7514ELED Contemporary Issues in Education (20 credits)
  • 7515ELED Developing Critical Professional Practice (20 credits)
  • 7516ELED Research Design (20 credits)

Educational aims of the program

  • Expand critical understanding in the area of Leadership in Education through learning based on critical engagement with current education theory, research, policy and practice.
  • Develop critical educational practice through analysis of reflection on and engagement with this knowledge and understanding in their professional settings.
  • Develop professionally and personally through learning programmes at Masters Level.
  • Conduct original research in their educational setting around an aspect of leadership in education.
  • Provide opportunity for students to achieve their full academic potential at level 7 through study, encouraging self-motivation, self-awareness and application of initiative.

Learning Resources

Live & interactive lectures by expert faculties

Recorded session for offline viewing

World-class curriculum by eminent faculty

Regular webinars by industry leaders

Assignments for module assessments

Easy-to-use LMS accessible anywhere

Online library to further enhance your knowledge

Dissertation on your area of research work

What our learners have to say

Musab Salim Said Al Adwani

MBA in Health and Safety Leadership

I would like to thank Exeed College for the big day. The journey was so enriching that we could make it. I would like to thank each and everyone at Exeed, the faculty, the professors, and academic managers.

Marie Therese Neaimeh

PGCEI

I am from Lebanon and live in Dubai. Exeed College exceeds all expectations with its management, professors, and students. When I updated my Linkedin account that I have a PGCEI from Exeed College and Liverpool John Moores…

Kovilen Coolen

MBA in Global Banking and Finance

I would like to congratulate all my friends. My learning days at Exeed College were very exciting. I take this opportunity to thank all the staff at Exeed College, the faculty, and my peers for the enriching experience.

Eric Chiu

MBA Global Banking and Finance

My learning journey with Exeed college has been filled with fun and a life changing experience. I did not expect that I’d be able to pursue my dream of MBA. I was of the understanding…

Emmanuel Ndebele

MBA in Supply Chain Management

It has been a great experience studying with Exeed College. I had a wonderful experience with everyone, including the faculty, and other staff. The lecturers were very helpful and the course module was very useful…

Badria Ahmed Salloum

MBA General Management

My overall experience with Exeed College for the MBA degree awarded by UCAM, Spain was very gratifying and I call myself one of the lucky ones. It was the beginning of the pandemic and things had started…

What you’ll get as a Masters student with Exeed College

In-depth Knowledge of Your Field

Increased Opportunities

A Higher Earning Potential

Reputation and Credibility

Better Networking Skills

Keeps You Competitive

Program Faculty

Shakhnoza Shamsuddinova

Faculty and Course Leader

Shakhnoza Shamsuddinova
Education Policy Specialist with a strong academic background in education policy and research from a leading Russell Group UK University. She holds a BA with Honors in International Relations and Foreign Policy and an MSc in Education, Public Policy, and Equity from the University of Glasgow with Distinction. Experienced in educational policy, public policy research, and practice with an overall 5-year teaching experience in the private education sector as well as internship experiences in government organizations and NGOs. Shakhnoza is a scholarship holder of prestigious programs organized and sponsored by Harvard Business School, University of Cambridge, British Council, and OSCE. Her qualifications include a Master of Science with Distinction in Education, Public Policy, and Equity from the University of Glasgow. Her areas of expertise include education policy and research, Equity and Education policy, Economics of education policy, 21st-century teaching and learning, education and development, higher education, and labour market.

Rajashree K.N

Senior Faculty and Course Leader

Rajashree K.N
Rajshree’s qualification entails MBA in Human Resources, Bachelor’s in Science, and BA in Arts. Prior to her 8-year stint in education, she had the privilege to work as human resource personnel in organizations like GE, Nissan, Fullerton India, and Standard Chartered Bank for a span of 8 years.

Poonam Heryani

Associate Dean – Teacher Education

Poonam Heryani
Poonam Heryani is an award-winning practitioner, education leader and professional educator with diverse experience and a strong track record fostering student-centred curriculum and creativity. She has over three decades of experience developing innovative pedagogical, technological and leadership skills, enabling positive transformation. She takes pride in inspiring and empowering young practitioners and supports local and professional communities. In addition to engaging in research, developing curricula and professional development, Poonam has presented papers, and she is a regular speaker at international conferences like World Education Summit, Indian Education Congress and Education Innovation Summit. A Gold Medalist with a degree in Master of Science in Education (MSED) and Research with specialization in Teacher Leadership from Richard Riley College of Education, Walden University, USA, currently her area of interest is “how leadership practices in a school can impact the learning and achievement of students”.

Dr. Vivek Mohan

Dean – Academic and Student Affairs

Dr. Vivek Mohan
Dr Vivek is an award-winning researcher with several years of experience leading the design, delivery and digital transformation of programs in higher education in the UK, Europe and the Middle East. He had previously taken up Faculty and Researcher positions at Sheffield Business School, UK, and Leeds Business School, UK. His corporate training and consulting portfolio includes firms such as PricewaterhouseCoopers, International Cricket Council, WJ Ground Water and Petrofac. Dr Vivek holds a PhD in Business Management and an MSc in International Business from the UK and is certified in education design for higher education from Sydney (UNSW), blockchain essentials (UCLA), blended learning essentials from the UK (UCL-Leeds), and in Project Management from CMI, UK. He is also a certified member of the British Academy of Management and served as the editorial board member of the International Journal of Family Business and Management in the US. He is also a sports enthusiast and plays competitive badminton and basketball.

If you’d like to gain the complete skill set to succeed in today’s business world, this is the area for you.

Entry Requirements

Applicants would normally be required to have a minimum of 12 months of leadership experience in a role in education or a related area. This must be evidenced and supported in their application.

Our Alumni Work At

Our learners occupy top positions in companies across industries and some of the world’s best-known firms

Speak to our Admission Team

FAQs

As Master of Arts in Leadership in Education is an international qualification for the enhancement of a teacher’s career, the accreditation of MoE, KHDA, or ADEK is not needed. As it is a full-fledged master’s degree of 180 credits, you can apply for leadership positions in the international curriculum ((American, British and IB) schools. . To be eligible to work in UAE schools, you need to apply for the Teacher Licensing System (TLS)

Please click on the link to know more about it. 

https://tls.moe.gov.ae/#!/faq

It will take 3 to 4 months to get the certificate after completing the course.

No hidden charges. But for late submission of assignments there is a penalty. Additional cost will be there if you want us to courier your certificate and also for attestation of the certificate

It differs from student-to-student. But minimum 25 hours/week is recommended as per the University policies.

MEd is not considered as a master’s degree and it is for teachers only, whereas Master’s in Leadership in Education is a full-fledged master’s degree for leaders/aspiring leaders.

There are 3 intakes in a year during the months of February, July, & November.

It will be discussed in detail during orientation.

We have a diverse set of trainers. All are approved by LJMU to deliver the qualification.

Generally, the first and second drafts are reviewed by the trainers and the feedback is given individually. If you face any issues, you can always contact the academics team.

We have a diverse set of trainers. LJMU approves all to deliver the qualification.

Generally, the trainers review the first and second drafts, and the feedback is given individually. If you face any issues, you can always contact the academics team.

Our team will be internally supporting those who are not able to pass in one module and giving them resubmission by consulting the academics.

You can get attestation from MOFA (Ministry of Foreign Affairs) of any country and the UK.

Classes are being delivered virtually until further notice.

We share a lot of authentic vacancies throughout the course, you can apply yourselves.

In western education system, full time courses are completed within a short time, but classes will not be there every day. Part time courses are for longer duration. Hence, we deliver it in 12 months in full time mode.

It is listed on Exeed’s website as it is delivered exclusively by Exeed College.

Equivalency of western qualification is given based on number of credits and not duration.

Yes, you can. But you need to incur additional charges on that.

Yes. You get exemption of entire 60 credits if pursued from the same university Liverpool John Moores University (LJMU). If pursued PGCEi from another University, then the Recognition of Prior Learning (RPL) policy applies wherein the academic committee maps the learning outcomes and credits of the student and suggests if any/how many credit exemptions can be provided.

No reduction is provided in the cost even after the exemption, as the University charges for each exemption.

If you are unable to pursue the entire course due to any circumstance, then you have the option of taking the exit award if you have completed 60 credits.

Master of Arts in Education

Master of Arts in Education

The programme provides a fantastic opportunity to excel as a modern educator in an increasingly interconnected world and receive an evidence-based approach to navigating the opportunities and challenges present in education. It is updated with best-practice evidence and based on theoretical views and the most recent innovations in education.

Program Overview

The Master of Arts in Education (MA Ed.) from Liverpool John Moores University, UK, offers a critical multi-disciplinary approach for those with a professional and personal interest in education. If you are already working as a teacher or planning to one day, this programme will provide you with a unique opportunity to develop your knowledge about education policy and future pedagogy by providing you with the ability to explore and analyze social, political, historical, philosophical, and cultural issues in education. The programme also includes practical teaching opportunities which give you the chance to immerse yourself in real school contexts while developing your own pedagogical practice.

Educational aims of the programme

  • To provide a critical and analytical framework for students to engage with academic concepts, theories, debates, and research in the globally multidisciplinary education study.
  • To equip students with a critical awareness of key theoretical debates and issues, enabling them to develop an advanced understanding and an evaluative and ethical position concerning education and social justice issues.
  • To provide a range of learning activities and experiences as a critical context for intellectual development, enabling students to critically engage with research in a way that is applicable and relevant to their academic and practice context.
  • To enable students to reflect on and challenge their own and others’ values and assumptions to promote socially just policy and inclusive and ethical practice in education.

Fee Structure

AED 28000

Course Duration​

14 Months

Awarding Body

LJMU

Study Mode

Remote Learning
Hybrid Learning

Currency Converter 7, December 2022

Target award learning outcomes - Master of Arts

A student successfully completing the programme of study will have acquired the following subject knowledge and understanding and skills, and other attributes.

A student who is eligible for this award will be able to:

  • Demonstrate systematic knowledge and critical understanding of theories and concepts appropriate to the study of education, globalisation and social justice.
  • Use knowledge of different philosophical views of education to inform the critical debate about its role in a range of national and international contexts.
  • Demonstrate a practical understanding of how research and inquiry techniques create an original interpretation of knowledge with the study of education, globalisation, and social justice.
  • Explore the implications of relevant theory, research and policy in educational governance and practice.
  • Demonstrate critical awareness of the role of educational policy and practice in addressing social justice issues in the globalised world.
  • Plan an appropriate investigative project that involves elements of education and globalisation as fields of study.
  • Synthesise ideas based on the study, reflection and experience to create responses to problems that expand or redefine existing knowledge.
  • Challenge own and others’ values and assumptions to promote socially just policy, and inclusive and ethical practice in education
  • Synthesise effectively and communicate the outcomes of a study in ways consistent with relevant academic conventions.
  • Critically examine educational policy and practice in complex and unfamiliar situations through systematic, ethical investigation.
  • Manage time effectively.
  • Demonstrate self-direction and originality in tackling and solving problems and the ability to act autonomously in planning and implementing tasks.
  • Identify dilemmas and ethical dimensions in complex and unfamiliar situations and acknowledge positionality in these contexts.
  • Analyse and critically evaluate data from various reliable sources to develop knowledge and critical understanding.
  • Using appropriate methods of investigation, research and present findings

Programme structure - rules and modules

  • The award MA Education (MAEd.) requires 180 credits from all core modules (7521WEST, 7522WEST, 7523WEST, 7524WEST, 7525WEST, 7516ELED & 7517ELED).
  • Postgraduate Diploma Education award requires 120 credits from the following core modules (7521WEST, 7522WEST, 7523WEST, 7524WEST, 7525WEST & 7516ELED).
  • The Postgraduate Certificate Education award requires 60 credits from the following core modules (7521WEST, 7522WEST, 7523WEST, 7524WEST, 7525WEST & 7516ELED).

Let's Get Connected!

Request for Demo Class

Chat with Student

Speak To Advisor

Want to Know more?

Discover additional information about the program

Modules

Master of Arts in Education: This pathway is designed for learners who intend to specialize in Education.

CODE: 7521WEST/7531WEST
CREDIT: 20 

Aims

The module aims to provide students with:

  • A sense of the breadth of issues that concern philosophers of education and the range of views that philosophers of education have taken on these issues.
  • An introduction to essential debates and traditions within the philosophy of education as a discipline and how these relate to ongoing globalisation and social change issues. 

Learning Outcomes

After completing the module, the student should be able to: 

  • Demonstrate a critical understanding of some key debates and traditions within the philosophy of education.
  • Evaluate the relative usefulness of various philosophical perspectives on contemporary educational issues.
  • Outline your critical response to issues in education, globalisation and social justice, from a philosophical perspective.

CODE: 7522WEST/7532WEST

CREDIT: 20  

Aims

To critically reflect on personal values, beliefs and assumptions to developing practice and the implications of relevant theory and research on students’ educational practice in various contexts.

Learning Outcomes

After completing the module, the student should be able to: 

  • Critically explore theories and frameworks relevant to critical reflection and  transformative learning in the context of education and related contexts
  • Critically reflect on personal values and beliefs to evaluate practice and personal learning
  • Critically reflect on implications of reflexivity and transformative learning for future practice and research

CODE: 7523WEST/7533WEST

CREDIT: 20 

Aims

The module aims to provide students with a critical understanding of the process of globalisation and the ability to critically reflect on the impact of globalisation on education and social justice.

Learning Outcomes

After completing the module, the student should be able to: 

  • Critically review the concept of globalisation
  • Critically analyse the impact of globalisation on education and social justice in a variety of contexts
  • Deconstruct the relationship between education, globalisation, the nation-state and citizenship

CODE: 7524WEST/7534WEST

CREDIT: 20 

Aims

Critically review the inter-relationship between education, society and culture across 

a variety of educational contexts

Learning Outcomes

After completing the module, the student should be able to: 

  • Critically analyse the influence of culture, multiculturalism and multilingualism in a local educational context
  • Critically appraise the issues and debates surrounding social processes and societal factors that influence participation in education
  • Evaluate how social and cultural factors influence individuals’ life-long learning and future life chances

CODE: 7525WEST/7535WEST

CREDIT: 20 

Aims

The module aims to provide a critical perspective of different education systems within political, cultural, social and economic influences. The module also examines the sources and use of power within educational settings and investigates pedagogies for empowerment and transformation.

Learning Outcomes

After completing the module, the student should be able to: 

  • Critically evaluate different models of educational governance
  • Analyse power relationships within educational governance and provision
  • Recognise and reflect upon how educational governance is both influenced by and has an influence upon broader social structures and cultural practices

CODE: 7516ELED 

CREDIT: 20 

Aims

  • To provide opportunities for professionals in education to:
  • Further, extend their knowledge and understanding of practitioner research approaches in education
  • Develop an empirical evidence base for the analysis of theory and practice and the application of research methodologies appropriate to the nature of the identified area
  • Design, plan and construct a research proposal

Learning Outcomes

After completing the module, the student should be able to: 

  • Critically analyse research methodologies and methods suited to educational research
  • Examine the ethical dimensions of research practice
  • Critically reflect upon the intellectual and physical resource implications of effective research design
  • Critically explore the relevance of existing theory and evidence base to research design

CODE: 7517ELED

CREDIT: 20 

Aims

  • To provide opportunities for professionals in education to expand knowledge and understanding of research methods in educational contexts.
  • To support professionals’ development to deliver a research project within an area of identified interest.
  • To develop, implement and complete an in-depth research-based investigation of a the defined area that has relevance to the professional education context.

Learning Outcomes

After completing the module, the student should be able to: 

  • Manage issues of research ethics and power following educational  research ethical guidelines.
  • Critically analyse critical theoretical frameworks, policies and concepts in the literature around a chosen education focus.
  • Apply appropriate methodologies and research methods to an area of professional inquiry.
  • Synthesise data with the existing theoretical and evidence base to inform practice.

Learning Resources

Live & interactive lectures by expert faculties

Recorded session for offline viewing

World-class curriculum by eminent faculty

Regular webinars by industry leaders

Assignments for module assessments

Easy-to-use LMS accessible anywhere

Online library to further enhance your knowledge

Dissertation on your area of research work

What our learners have to say

Musab Salim Said Al Adwani

MBA in Health and Safety Leadership

Marie Therese Neaimeh

PGCEI

Kovilen Coolen

MBA in Global Banking and Finance

Eric Chiu

MBA Global Banking and Finance

Emmanuel Ndebele

MBA in Supply Chain Management

Badria Ahmed Salloum

MBA General Management

What you’ll get as a Masters student with Exeed College

In-depth Knowledge of Your Field

Increased Opportunities

A Higher Earning Potential

Reputation and Credibility

Better Networking Skills

Keeps You Competitive

Program Faculty

Shakhnoza Shamsuddinova

Faculty and Course Leader

Shakhnoza Shamsuddinova
Education Policy Specialist with a strong academic background in education policy and research from a leading Russell Group UK University. She holds a BA with Honors in International Relations and Foreign Policy and an MSc in Education, Public Policy, and Equity from the University of Glasgow with Distinction. Experienced in educational policy, public policy research, and practice with an overall 5-year teaching experience in the private education sector as well as internship experiences in government organizations and NGOs. Shakhnoza is a scholarship holder of prestigious programs organized and sponsored by Harvard Business School, University of Cambridge, British Council, and OSCE. Her qualifications include a Master of Science with Distinction in Education, Public Policy, and Equity from the University of Glasgow. Her areas of expertise include education policy and research, Equity and Education policy, Economics of education policy, 21st-century teaching and learning, education and development, higher education, and labour market.

Rajashree K.N

Senior Faculty and Course Leader

Rajashree K.N
Rajshree’s qualification entails MBA in Human Resources, Bachelor’s in Science, and BA in Arts. Prior to her 8-year stint in education, she had the privilege to work as human resource personnel in organizations like GE, Nissan, Fullerton India, and Standard Chartered Bank for a span of 8 years.

Poonam Heryani

Associate Dean – Teacher Education

Poonam Heryani
Poonam Heryani is an award-winning practitioner, education leader and professional educator with diverse experience and a strong track record fostering student-centred curriculum and creativity. She has over three decades of experience developing innovative pedagogical, technological and leadership skills, enabling positive transformation. She takes pride in inspiring and empowering young practitioners and supports local and professional communities. In addition to engaging in research, developing curricula and professional development, Poonam has presented papers, and she is a regular speaker at international conferences like World Education Summit, Indian Education Congress and Education Innovation Summit. A Gold Medalist with a degree in Master of Science in Education (MSED) and Research with specialization in Teacher Leadership from Richard Riley College of Education, Walden University, USA, currently her area of interest is “how leadership practices in a school can impact the learning and achievement of students”.

Dr. Vivek Mohan

Dean – Academic and Student Affairs

Dr. Vivek Mohan
Dr Vivek is an award-winning researcher with several years of experience leading the design, delivery and digital transformation of programs in higher education in the UK, Europe and the Middle East. He had previously taken up Faculty and Researcher positions at Sheffield Business School, UK, and Leeds Business School, UK. His corporate training and consulting portfolio includes firms such as PricewaterhouseCoopers, International Cricket Council, WJ Ground Water and Petrofac. Dr Vivek holds a PhD in Business Management and an MSc in International Business from the UK and is certified in education design for higher education from Sydney (UNSW), blockchain essentials (UCLA), blended learning essentials from the UK (UCL-Leeds), and in Project Management from CMI, UK. He is also a certified member of the British Academy of Management and served as the editorial board member of the International Journal of Family Business and Management in the US. He is also a sports enthusiast and plays competitive badminton and basketball.

If you’d like to gain the complete skill set to succeed in today’s business world, this is the area for you.

Entry Requirements

Candidates are required to meet the following criteria as a minimum:

  • Have a first degree - classification, usually a minimum of 2.2 Honours or equivalent, of a UK university or equivalent overseas qualification; ideally in a relevant subject, e.g. Education, Social Policy, Childhood, Community Development, Health or International Studies.
  • Or
  • For non-standard entry, applicants need to demonstrate a comparable academic standard through past studies and 12 months of relevant work experience, along with a genuine passion and interest in the critical study of education in its broadest sense.
  • IELTS score of 6.0 overall.

Applicants who have successfully completed a Postgraduate Certificate in Education (International) (PGCEi) with Unicaf as the approved Teaching Institution may be considered for advanced entry into the MA Education. The PGCEi would count as 60 credits towards the MA Education programme with exemptions for:

  • Competing Philosophies of Education (20 credits)
  • The Critically Reflective Practitioner (20 credits)
  • Education, Globalisation and Social Justice (20 credits)
  • Students will need to complete the following modules once they join the MA Education: Education, Society and Culture (20 credits)

Our Alumni Work At

Our learners occupy top positions in companies across industries and some of the world’s best-known firms

Speak to our Admission Team

Postgraduate Certificate In Education (International) (PGCEI)

PGCEi
Postgraduate Certificate in Education (International)

It provides opportunities for participants to develop the knowledge, skills and attitudes, together with an understanding of the responsibilities and obligations of belonging to the teaching profession.

Program Overview

The PGCEi Postgraduate Certificate in Education (International) is aimed at professional teachers and practitioners working in countries other than the UK. 

Westford University College, UAE, is a validated institutional partner of Liverpool John Moores University, UK, to promote, enrol, teach and deliver the programs to students in Education, including the PGCEi and the MA.Ed Leadership program. TAITO Education and Exeed College, subsidiary brands of Westford, carry out promotion, marketing and business development of the programs in the region to help Westford acquire the target learners.

PGCEi focuses on improving individual teaching practice through research and critical reflection. Compare teaching approaches from different countries and evolve a global approach to teaching and education. 

As per the current regulations governing the education industry, teachers in the UAE are highly recommended to hold a PGCEi (level 7) qualification to further their careers.

Teachers and educational practitioners from all backgrounds, regardless of the subject and the curriculum – they teach, can join the program.

PGCEi Coursework focuses on practical strategies such as:

  • Enhancing leadership capabilities while remaining in the classroom
  • Planning, delivery and critical evaluation of innovative teaching, learning and assessment
  • Encouraging student involvement
  • Improving student achievement

Fee Structure

AED 21,000

Course Duration​

6 months

Awarding Body

LJMU

Study Mode

Remote Learning

Currency Converter 7, December 2022

Let's Get Connected!

Request for Demo Class

Chat with Student

Speak To Advisor

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Modules

Postgraduate Certificate In Education: This pathway is designed for learners who intend to specialize in Education. 

Code: 7001EDUI | Credits: 20

  • Aims to critically examine different perspectives, models and theories of reflective practice and reflexivity, and consider the implications for your professional practice.
  • To support personal and professional development growth through critical evaluation of learning and reflection on experience in your teaching and promoting a leadership stance in your practice.

Learning Outcomes

After completing this module, you should be able to:

  • Critically explore theories and concepts relevant to reflection, reflexivity, and personal and professional development in educational practice.
  • Review, analyse and critically evaluate the learner’s role(s) as an educational professional and plan appropriate strategies to develop in this area.
  • Evidence of your ability to support and promote learner experience through mentoring and leading others.

Code: 7002EDUI | Credits: 20

  • To deepen knowledge and critical understanding of principles and theories relating to education, teaching, and learning.
  • To identify and apply strategies and methods which translate into effective teaching, learning, and assessment practices in the educational environment.

 

Learning Outcomes

After completing this module, you should be able to:

  • Identify and critically discuss a range of educational theories, principles, and pedagogical approaches to education, teaching, and learning.
  • Critically evaluate personal & educational practices, synthesising relevant theories and considering implications for training in your professional environment.
  • Evidence planning, delivery and critical evaluation of innovative teaching, learning and assessment strategies.

Code: 7003EDUI | Credits: 20

Aims to develop knowledge and understanding of issues and barriers to learning and recognise dilemmas of access and equity in education to inform effective strategies for learning; with particular emphasis on inclusive pedagogy as a framework for teacher development.

Learning Outcomes

After completing this module, you should be able to:

  • Distinguish between, and evaluate, different perspectives and proposed responses to educational and social problems/issues that can affect learning and progression
  • Critically evaluate notions of transformative learning and how these may relate to principles of social justice
  • Interpret and critically appraise own resourcefulness and application of professional curiosity and inquiry to enable inclusive pedagogy for teacher development and practice
  • Develop, implement and evaluate strategies to support positive educational experiences and outcomes for all learners

Learning Resources

Live & interactive lectures by expert faculties

Recorded session for offline viewing

World-class curriculum by eminent faculty

Regular webinars by industry leaders

Assignments for module assessments

Easy-to-use LMS accessible anywhere

Online library to further enhance your knowledge

Dissertation on your area of research work

What our learners have to say

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PGCEI

Kovilen Coolen

MBA in Global Banking and Finance

Eric Chiu

MBA Global Banking and Finance

Emmanuel Ndebele

MBA in Supply Chain Management

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MBA General Management

What you’ll get as a Masters student with Exeed College

In-depth Knowledge of Your Field

Increased Opportunities

A Higher Earning Potential

Reputation and Credibility

Better Networking Skills

Keeps You Competitive

Program Faculty

Shakhnoza Shamsuddinova

Faculty and Course Leader

Shakhnoza Shamsuddinova
Education Policy Specialist with a strong academic background in education policy and research from a leading Russell Group UK University. She holds a BA with Honors in International Relations and Foreign Policy and an MSc in Education, Public Policy, and Equity from the University of Glasgow with Distinction. Experienced in educational policy, public policy research, and practice with an overall 5-year teaching experience in the private education sector as well as internship experiences in government organizations and NGOs. Shakhnoza is a scholarship holder of prestigious programs organized and sponsored by Harvard Business School, University of Cambridge, British Council, and OSCE. Her qualifications include a Master of Science with Distinction in Education, Public Policy, and Equity from the University of Glasgow. Her areas of expertise include education policy and research, Equity and Education policy, Economics of education policy, 21st-century teaching and learning, education and development, higher education, and labour market.