What were you doing before you came to the University of Birmingham?

I am a professional teacher who holds a first degree in Guidance and Counselling from the University of Education Winneba in Ghana. My teaching experience spans over 28 years in both first and second cycle institutions in Ghana. I rose to the rank of a Deputy Director in the Ghana Education Service and my schedule was to coordinate guidance and counselling activities in schools in the Dangme West District of Ghana.

What attracted you to this programme?

I was attracted to the course after taking a close look at the course design that deals with the relevant issues in the Educational sector, such the curriculum in the global context, leadership skills, Professional and personal development skills, School observation, and Professional and personal development skills. As a trainer in the educational sector in my Country, I need to be abreast with current global educational issues so that I would be able to transfer the knowledge to teachers in my Country.

What do you enjoy most about your course here at Birmingham?

What I cherish most about the course is that every lecturer has made the lesson very practical in order for us to have a clear picture of how events turn out in the world of work. Secondly, I now realised the importance of having ethical obligation towards people outside my Country since the course has given me the opportunity to interact and learn with people from different countries. It is so interesting to know that you are accepted among people from different cultures. Therefore I believe is going to be easier for me to deliver my services anywhere in the globe.

I found the learning experience very interesting and thought provoking because in the first place, most issues in the topics for discussion are relevant to what we experience in real life. Secondly, I learnt about how to belong and participate in a wider global community because of the international exposure and the course content. My lectures are my role models now because they are very enthusiastic about their work. By their example, I believe I want to be more assertive, transparent, and very efficient when I go back to join the working force. Thirdly, the learning experience helps you increase your fact finding, critical thinking and problem solving skills by observation and self-exploration. For example, for the school observation module, lecturers accompanied us on visits to a lot of schools and we formed our own opinions about what we saw.

What did you find challenging about the course?

I initially found the style of writing assignment challenging since I was not used to writing in an analytical way but after listening carefully to the lecturers’ explanations I found out that the style gives way to critical thinking and expressing of ones thoughts or views about issues rather than just putting down statements or reproducing lecture notes.

What attributes should students possess?

I think students need to have organizational skills whereby they will have the ability to set priorities. Secondly, they should be able to identify distractive elements and strategies by using their discretion and foresight to eliminate them. For example they should avoid unprofitable social activities such as unnecessary travels, night club activities etc. They should always plan ahead, set academic achievement goals so that they will be motivated by them.

Would you recommend this course to others and why?

This University is simply unique. I would highly recommend this University and particularly International studies in Education because I believe the core value of the course is for everyone irrespective of their ethnic background to be included, challenged and become successful.

My next view is that, we can see that the world is increasingly becoming complex; therefore, we need to prepare ourselves through international education so that we would be able to understand how to share our planet, communicate freely with each other world-wide, solve global common issues, respect each other’s views so that we can have a positive disposition towards helping each other globally. I can also testify that International Studies Education students perceive themselves as having identities, concerns and they believe their knowledge is going to make an impact globally.

Finally, I am convinced that the course has what it takes to mould you into a responsible global citizen, as well as purposeful career oriented person because during the period of study, you will discover skills that will make you socially confident as well as professionally competent.

Any advice for students?

I would advise students to be very organized from the start of the programme by getting a work planner diary, separate files for each model assignment, draw up a personal study time table, and spend most of their time in the library. Secondly they should make sure they attend every function organized by school authorities since the activities are linked to the main course modules.

What are your plans after you have graduated?

I have already drawn up an action plan for the establishment of an Educational Counselling Consultancy, where I would organize training programmes for teachers on issues related to teaching and learning, professional and personal improvement, and counselling the youth on career education and personal-social problems of individuals.

Finally, if there was one thing you could have done differently over the course of your study what would it be?

Nothing; but to involve our stake-holders of education in Ghana to net-work with the University of Birmingham and the department of Education for them to introduce the International Studies in Education into Ghanaian Universities.

 What were you doing before you came to the University of Birmingham?

Before I came to Birmingham, I studied teaching Chinese as a second language in China.

What attracted you to this programme?

The international aspect was the most attractive thing for me. The program says that students study educational issues from an international and comparative perspective. It seemed this program was ideal for me, a very curious young person who is interested in other cultures, especially the educational aspect.

What do you enjoy most about your course here at Birmingham?

Interculture communication is both an enjoyable experience and a challenge for me. On the course, people from all over the world get together, share ideas, and discuss. Sometimes I am inspired by my classmates’ opinions. Sometimes I have to try my best to discuss or explain my thinking.

What qualities do you think a student needs to have in order to be successful on the course?

Hard work is a significant factor if you want to achieve success on this course, because the students have to finish three 4000 words assignments every semester. Finishing the three assignments is a big challenge for the students especially the non-native English speakers.

Would you recommend this course to others?

Of course! Because the modules of this course are interesting and I enjoy the international atmosphere here. The staff in the School of Education are very nice and helpful.

Any advice for students?

Just come and enjoy. Additionally, work hard and submit assignments on time.

What are your plans after you have graduated?

I intend to get a job in an educational publishing company in China after graduation.

This module encourages analysis of your own and other national contexts from an international and comparative perspective. Participants develop an understanding of important theories and debates, such as: the relationship between education and national development; effects of globalisation; how ideology and culture influence education provision; models of education management. This module is a core and compulsory module for all students on International Studies in Education programmes. (Term 1)  

The module in Education Observation, Evaluation and Supervision develops comparative insights into the educational system in England through a series of visits to schools and colleges (including visits specifically arranged for TEFL students) linked to related seminars and, in particular, how teaching and managing can be assessed, inspected and improved. This module is compulsory for MA students. (Term 1).

 

Aims

Level H students 

• Demonstrate knowledge and understanding of the English education system; 
• Demonstrate knowledge and understanding of approaches to comparing educational systems; 
• Demonstrate knowledge and understanding of the characteristics of effective teaching and of approaches to the observation and evaluation of teaching and learning; 
• Develop knowledge and understanding of school development planning and approaches to school improvement.

Additional learning outcomes for level M students

• Compare and critically analyse policy in the English education system and that in your own country; 
• Compare and critically analyse practice in the English education system and that in your own country; 
• Compare and critically analyse the school inspection system in England and that in your own country; 
• Critically analyse research evidence on the characteristics of effectiveness in schools and its relevance to your own country.

Assessment

The assignment for Level H Adcert and BPhil is 3000 words maximum and for Level M PGCert and MEd 4000 words maximum.

‘PIE’ is a research methods module which prepares students to undertake a project leading to a dissertation. It includes both lectures and small-group seminars. This module is compulsory for all MA and MEd students (Term 1)

 

Aims

The PIE module aims to help you develop knowledge and skills in research methods to enable you to plan, design and carry out your research project and prepare you for your dissertation.

Learning outcomes

By the end of this module it is expected that you will be able to demonstrate understanding of the processes involved in designing, planning and carrying out a small-scale research project by writing a 4000 word proposal of your research project for your dissertation in which you will be able to:

• clearly describe the topic and purpose of your research; 
• formulate a research question(s) that can be answered through small-scale research; 
• identify relevant research and/or theoretical literature to review; 
• construct a research design that will enable you to answer your research questions; 
• justify your selection of research approach and methods of data collection and analysis with reference to research methods literature; 
• anticipate practical and ethical issues that might be encountered in your research project, explaining how these might be addressed.
  
   

This module is open to all students. The sessions provide support for studying at Birmingham, but also generate ideas for teaching study and communications skills in your home country. Topics include: critical thinking, essay writing, plain English, presentations, and dissertation planning. (Term 1) This is not a formally accredited module. There is no coursework or assignments. .

This module examines ideas and case studies about global justice and education, through human rights, citizenship and environment. 

• How can we develop ‘global citizens’, who will also be able to survive democratically in a very uncertain globalising world? 
• How can human rights be used as a basis for developing education and policy in schools? 
• How can positive human survival be helped through educating about the environment?

The teaching of these issues can be highly controversial and may require particular sorts of teaching approaches and different assessment criteria in schools. Young people participate in researching the world, and contributing to achieving change.

Aims

At the end of the module, Level H students will: 

• be able to define citizen, citizenship and civil society
• be aware of the varied definitions of democracy 
• have a working knowledge of various human rights conventions, and other international instruments related to education 
• be able to assess the implications of these conventions for schools
• be aware of different models for environmental education 
• know of the possibilities for pupil participation in school, national and global democracy 
• be able to design appropriate teaching, evaluation and assessment models for human rights, citizenship and environmental education

At the end of the module, Level M students will also: 

• be able to understand and critically discuss the different ideologies concerning ‘the citizen’, the ‘global citizen’ and ‘citizenship education’ 
• have a philosophical understanding of the basis to human rights, of the possibility of conflicts of rights, and of the bases whereby such conflicts can be resolved 
• be able to distinguish different models of democracy, particularly as they refer to different cultures, contexts and philosophies.

Assessment

Students will be assessed on an assignment about a ‘global justice issue’ that may be significant in a particular country during the next 20 years, discussing the educational implications and existing strategies in relation to that issue, and planning an education project to address it.

This module focuses on the qualities and skills that will enable education professionals to play a more effective part – as members of management teams – in the leadership of their school or area of responsibility, and also examines the needs, demands and aspirations of the various stakeholders in schools; the culture in schools; the vision for the future development of schools; and planning and managing change. (Term 2)

The module in Personal and Professional Skills for Education Management encourages the development of skills which all education professionals need, including time and stress management, assertiveness, and managing relationships with colleagues. These are explored through personal reflection, and critiqued from comparative and gender perspectives. (Term 2)

This module considers curriculum in an international context. It provides an understanding of the relationship between curriculum, power and politics from the level of a project or school to ministries and international agencies. It then covers practical aspects of curriculum design, a range of educational settings from universities to commercial training and street work. Diverse innovative ways to produce and deliver curriculum are considered - including the arts, ICT and public media - and the emphasis is on flexible, fast modes of curriculum development in response to changing circumstances in a globalising world.

The assignment is to plan a curriculum in relation to an international topic and setting of your choice, and hopefully this can be the basis for practical implementation after the course.

Aims

At the end of the module, Level M students will: 

• become critically aware of the global and international factors affecting curriculum
• critically understand differing approaches to curriculum design, planning, presentation and implementation
• be aware of and able to analyse and address practical, political and cultural challenges when implementing curricula 
• be familiar with diverse school-based, national and international case studies of curriculum design 
• be able to design a basic curriculum and materials, in relation to their own personal interests and national context, and present it at a professional level

And Level H students will: 

• become aware of the global factors affecting curriculum
• understand differing approaches to curriculum design, presentation and implementation 
• be aware of practical challenges when implementing curricula 
• be familiar with diverse school-based and national case studies of curriculum design
• be able to design a basic curriculum and materials in relation to their own personal interests and national context, and present it clearly

Assessment

Students will be assessed on their design of a new curriculum on any international topic. The first part of the assignment an academic essay, the second part is a set of instructions about the new curriculum, which an education specialist could use immediately. (Like a recipe or car repair manual!)