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).

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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

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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)

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