Program Overview

MEd. (Masters in Education)

A programme that aims to challenge and inspire you

KEY FACTS

Faculty:
School of Education

Study Options:
Part Time

Start Date:
Sept 2025

Level:
Postgraduate

Course Length:
2 Years

Qualification:
MEd

Fees:
All Students Part-time: £5,045 per annum

Full Fee will be £10,090.00 for full 2 year period

Due to immigration constraints, we cannot accept part-time applications for visa requiring students for this programme.

About this programme

The Masters in Education (MEd.) programme is a generalist master’s degree which seeks to provide you with the opportunity to extend the breadth and depth of your existing knowledge and experience as members of the education profession. It aims to enhance personal knowledge and understanding of issues and challenges relating to the field of education, to build on transferable skills and to develop personal capabilities in education pedagogy, policy and practice.

Programme Structure

The programme is part-time over two years (although a maximum of four years registration is permitted). Taught sessions will take place twice a week in the evenings.

The programme is based on a series of modules focussing on different areas of import within the field of education.

Year 1

Year 2

Modules

• Module 71500 – The Foundations of Education This module is designed to be a comprehensive introduction to the subject at postgraduate level that will provide a coherent and integrative baseline foundation to support the later modules by providing a historical and contextual framework to situate the concept of ‘education’.
  The module will offer you the opportunity to engage in debate regarding your personal insights about education and challenge your established views alongside providing a thorough grounding in the development of education as an ideal across time. It will cover themes such as the purpose of education, its aim in societies, the nature of mind, nature, knowledge and understanding and their educational significance, and values and ethics in education.
• Module 71501 – The Reflective and Reflexive Professional This module introduces you to the notions of reflection and reflexivity which are essential to enable developments, improvements and enhancements in professional practice. The study of theoretical models of reflection and reflexivity provides you with a range of tools with which to engage in critical thinking and contemplation concerning professionalism in teaching.
  You will be supported to contextualise issues and to recognise factors that influence your feelings and opinions when faced with practice tensions and/or ethical dilemmas. The module equips you to effectively approach and manage the complexities of professional practice in order to make informed judgements and decisions.
• Module 71502 – The Reciprocity of Professionalism The module fundamentally examines the many different forms of partnership that exist for teachers, and the children and families with whom they work. You will study the notions of partnerships and relationships; exploring the intra and inter professional boundaries of professional practice.
  You will examine the dynamics of cooperative and collaborative relationships; critically analysing different communication styles and techniques. Building on knowledge and skills developed during the Reflective and Reflexive Professional module, you will explore the benefits and challenges of working with others. You will also critically examine the role of emotions inhabiting professional practice and how this affects ongoing behaviours, relationships and partnerships.
• Module 71503 – A Critical Perspective on 21st Century Teaching, Learning and Assessment This module has been developed to give Masters level students the opportunity to investigate the three core elements any teacher must work on throughout their teaching career: teaching, learning and assessment. The ability to question current practices and their effectiveness is central to practitioners maintaining an updated and constantly evolving level of professionalism.
  You will explore how pupils learn, models such as Bruner’s Spiral Curriculum and Vygotsky’s Zone of Proximal Development and other influential theories of learning and their applicability in constructing learning. The module will bring current debates and research on 21st Century teaching, learning and assessment as well as your own experiences as practitioners to support decisions that need to be made in future-facing education institutions.
• Module 71504 – Educating for Citizenship and Diversity Through the areas of focus of citizenship and diversity (CD) you will be exposed to contemporary pressing issues which impact how individuals and groups are included and accepted within the society they occupy.
  The module will delve into the macro and micro views of CD: from global citizenship education to inclusion in the classroom, striving to raise an understanding of how the larger scope issues affect globally but eventually trickle into the individual classroom and how, as educators, this can be moulded to offer a reverse effect, where classroom teaching and learning spreads outwards. The module focusses on the idea of creating acceptance rather than tolerance: a true understanding of what it is to be a member of a diverse society. It takes the role that teachers have and investigates how this goal can be best achieved.
• Module 71505 – Perspectives on Curriculum This module introduces you to curricula around the world, comparing and contrasting them to your own experiences and current type, use and ethos of the curriculum you work in.
  You will also critically consider what, if any, applicability exists for the Gibraltar model from what is learned about these international models. As different curricula are studied, you will have the opportunity to delve into elements of curriculum and its drivers. The module will also offer you the opportunity to make links between curriculum development and education policy.
• Module 71506 – Leadership and Management in Education: Theory and Practice Today’s leaders in education organisations are challenged by a need to not just manage their organisations in terms of logistics but to steer their staff and pupils through the significant changes being introduced to curricula as well as to approaches to teaching and learning taking place at this time.
  The module offers you the opportunity to investigate different models of educational leadership and to identify what would be most effective within your own institutions. It will introduce you to the different challenges facing leaders now and will ask you to begin to identify ways in which these could be handled. The module will also provide an opportunity to draw on existing research to find links between positive leadership and learner outcomes.
• Module 71507 – Understanding Research in Education This module is designed to prepare you for the research you will undertake in their Research Project within the MEd. It will provide an understanding of the different elements involved when carrying out research in general, and within the field of education in particular.
  You will consider the role of ‘teacher-as-researcher’ and will have the opportunity to debate the importance of research as a means of driving progress and the issue of the gap between research and practice. The module will also offer the opportunity for you to pilot possible foci for your own dissertation and follow this with discussion with peers on successes and failures as well as lessons learned.
• Module 71508 – Independent Research Project This module will allow you to demonstrate a consolidation of the learning acquired throughout your MEd. within a single research project on a topic of your choice. You will be expected to work independently with support from tutors/supervisors as there is no element of ‘taught sessions’ within this module. You will carry out an independent study on a topic of their choice, having the opportunity to apply the comprehensive theoretical knowledge, understanding and skills that you obtain throughout the MEd. to an area of individual interest.
  This module will aid you in your transition from primarily receptors of information into to becoming independent researchers. It will hone your skills in critical thinking, communication and stakeholder engagement, data collection and analysis, critical evaluation and reflection, academic writing, verbal presentation and oral defence. This module will be of particular relevance to students wishing to progress into an academic research career or PhD study.

QAA Global Accreditation

The University is delighted to have achieved global accreditation from the Quality Assurance Agency for Higher Education (QAA), the UK’s independent quality body and a global leader in quality assurance for higher education.

“In achieving QAA’s global accreditation, the University has displayed its compatibility with international best practice.”

Vicki Scott, UK Quality Assurance Agency (QAA) Chief Executive.

WHY UNIGIB?

• 92%-97% Employment or Further Study within 6 Months
• 36+ Nationalities
• 96% Satisfaction from Student Body
• QAA QAA Global Accreditation

Entry Requirements

Typically, all applicants will

• possess a 2:1 degree or equivalent in a relevant subject. Applicants in possession of a 2.2 degree who have significant appropriate/relevant work/life experience may be considered by the University.
• be in practice or have access to approved educational institutions wherein to practise.*
• provide UK National Information Centre (UK ENIC) documentation for overseas qualifications to show comparability.
• Have proven ICT skills in word-processing, email and Internet are a requirement. Students must also be able to communicate their ideas effectively in writing, in discussions and media presentations.
• If English is not the student’s first language they must have the following qualification as evidence of English language skills: an IELTS score of 6.5 overall (and no less than 5.5 in any section). Appropriate English.

Language competence must be evidenced in the form of certificated learning.

Accreditation of Prior Learning/Experience (APLE) – Students who can provide evidence of having attended similar programmes, obtained equivalent awards and/or extensive specialist experience, may be granted APLE and may be granted exemption from particular programme modules.

*Should any candidate once enrolled on the MEd. programme find themselves unable to access an educational institution, the University will explore possible avenues to accommodate the student. This will be done on a case-by-case basis and could involve assistance with the identification of a new placement, deferment, etc.

Fees

Programme | Fee (per annum) | Year
---|---|---
| £5,045 | 2
International and EU | £14,950 | 2 (For 2025, international and EU fees will be the same as Home fees)