PROGRAMME AND COURSE OUTLINE MASTER S PROGRAMME IN MULTICULTURAL AND INTERNATIONAL EDUCATION. 12O ECTS credits. The academic year 2013/2014

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1 PROGRAMME AND COURSE OUTLINE MASTER S PROGRAMME IN MULTICULTURAL AND INTERNATIONAL EDUCATION 12O ECTS credits The academic year 2013/2014 Oslo and Akershus University College of Applied Sciences Faculty of Education and International Studies

2 Contents 1 Introduction Background and rationale for the programme What does the course qualify for? Target group Academic Degree Guidelines for admission and ranking Basic requirements Quotas Ranking Learning outcomes Organisation of the programme: Working methods and approaches How the study programme is organised First study year of the programme 1. term: First study year of the programme 2. term: Second study year of the programme: Working methods and approaches Study progression - requirements Compulsory work Exams Assessment The first year of study (60 credits) Second year of study (60 credits) Aggregate mark Overview of the marks for a Master s degree Content and structure of the course Module 1: Introduction to multicultural and international education (10 ECTS credits) Module 2: Human Rights, Language and Education (10 ECTS credits) Module 3: Areas of specialisation Module 3a: Multicultural Education in Norway (20 ECTS credits) Module 3b: Education and development in the South (20 ECTS credits) Module 4: Epistemology, research methods and statistics (20 ECTS credits) Module 5: Master s thesis (60 ECTS credits)

3 1 Introduction This programme takes as its point of departure the following documents: The University and University college law and regulation requirements for Master s study, regulations for grading and vocational training, protected title and stipulated study time at universities and university colleges and regulations with respect to exams at Oslo University College 1.1 Background and rationale for the programme This Master s programme in multicultural and international education aims at offering an advanced study programme which provides necessary competence for work in the Norwegian multicultural schools as well as for international work within the education sector in the South. This study represents an alternative to other Master s programmes within the academic field of pedagogy and social science. The unique characteristic of this course is that it has an inter-disciplinary and multidisciplinary character and focuses on both the multicultural school and education in Norway as well as work related to education and development in the South. 1.2 What does the course qualify for? The course qualifies for work involving multicultural educational issues in public and private institutions and for work related to education and development in the South. 1.3 Target group The target group for the course is teachers, counsellors and leaders who work in the Norwegian multicultural primary school, and teachers, educators or other groups who in various circumstances work with multicultural educational questions within central and local government, private enterprise or who work with education and development. Admission to the programme can also be granted on the basis of a bachelor s degree in development studies or other relevant bachelor s degrees in social science. The programme will also be open to pre-school teachers with a relevant educational background. 1.4 Academic Degree Graduates of the course qualify with a Master in Multicultural and International Education. 2 Guidelines for admission and ranking 2.1 Basic requirements With reference to the regulations regarding admission to Master courses of study at Oslo University College, in addition the following apply to the Master course in Multicultural and International Education: The basic entry requirements are: Preschool or teacher education with a specialization in multicultural or international courses or the equivalent will constitute the vocational basis for admission. or Bachelor degree in a relevant social science discipline If the degree is from a non-norwegian university, it must be based on no less than 3 years of study beyond Norwegian matriculation level and fulfil English language requirements. International students 3

4 must document their proficiency in the English language prior to admission when they apply for courses taught in English. These are specified in Oslo University College s folder Admission for International Students. Applicants must in their application state whether they want to follow the specialisation in multicultural or international education. With the exception of Module 3a Multicultural Education in Norway, all modules are taught in English. Applicants applying for the multicultural specialisation with a non-norwegian university degree must document that they fulfil the Norwegian language requirements. The same number of students will be admitted to each of the two subjects of specialisation. Guidelines for admission and ranking With reference to the regulations regarding admission to Master courses of study at Oslo University College, in addition the following apply to the Master course in Multicultural and International Education: The basic entry requirement is a bachelor degree in education or another bachelor s degree in relevant social science disciplines. If the degree is from a non-norwegian university, it must be based on no less than 3 years of study beyond Norwegian matriculation level and fulfil English language requirements The average mark for the subjects included in the vocational basis must be at the same level as C/ 2,7 or better in the Norwegian grading system. For applicants with both numerically and alphabetically based grades or unstipulated grades, the points conversions as set out in the Admission requirements for Oslo University College apply. The following conversion table applies for applicants who have a mark or grade other than those which appear in the regulations: Exceptionally good Above average Good Acceptable 10 credits 8 credits 6 credits 3 credits 2.2 Quotas Students within the Norwegian government s quota programme are admitted according to the contracted agreements and are not part of the ordinary quotas. Quota 1: 40 % of the places are for graduate students. No supplementary credits are given Quota 2: Supplementary credits in addition to graded credits are to be given Quota 3: Up to 20 % of the student places can be assigned to applicants that do not get credits. See guidelines for more details. 2.3 Ranking Additional credits in quota 2 are given on the following grounds: Relevant praxis over and above the basic admittance criteria. Praxis has to be accumulated after the basic education has been completed. 0,5 points pr. Half year, up to 2 years. The position must 4

5 correspond to at least 50 % work over one year, or 100 % over six months to be accepted as approved praxis. Relevant additional education over and above the admittance requirements: 0,5 points per 30 credits. Maximum 2 points. Relevant praxis could be from primary school, pre-school, and Non-Governmental Organisations (NGO) or equivalent work, according to qualifications. Relevant education means subjects which can be included in the subject basis, namely multicultural and international subjects. Half of the study places are reserved for those applying for specialisation in multicultural education, and half of them for those applying for international education. If there are too few applicants to fill up the places in one of the groups, it can be filled by applicants from the other group. When all points are equal under-represented gender will be given priority. Otherwise applicants will be selected at random. 3 Learning outcomes After completing the Master course in Multicultural and International Education the candidate has achieved the following learning outcomes, defined as knowledge, skills and general competence. Knowledge The candidate has knowledge of and insight into different perspectives of social science and pedagogy applied to multicultural and international educational issues has knowledge of epistemology and research methods in social science knows how to apply new knowledge in the field of social science and education knows how academic issues can be analysed based on the subject s history, tradition, quality and social status Skills The candidate has ability to apply multi- and cross-disciplinary approaches to educational studies ability to critically evaluate issues of the Norwegian multicultural school, and analyse the interrelation of education and development on a national and international level ability to reflect on attitudes- one s own and other s - to culturally dependent linguistic and behavioral patterns and ways of thinking ability to conduct an independent, but guided research and development project in line with the current ethical academic standards General competence The candidate has ability to analyse relevant academic material and issues ability to carry out research projects in the relevant subject field 5

6 ability to present one s academic work and professionally discuss relevant research issues, analyses and conclusions ability to introduce innovative thinking to educational and developing issues 4 Organisation of the programme: Working methods and approaches 4.1 How the study programme is organised The Master s programme is organised as a two-year full-time programme. Compulsory modules are offered once a year only. Attendance is mandatory because the working methods in the programme include dialogue and discussion, which draw on the professional experience and academic qualifications of the students. Required attendance for lectures in each module and in seminars is 80%. At the start of the programme the Course Director will distribute a plan of themes to be taught within each module. The choice of themes will depend on academic staff availability but will also as far as possible take into account the students wishes and interests. Foreign students are accepted on the Master s programme through a quota system administered by the Ministry of Education and Research. The teaching of modules 1, 2, 3b, and 4 is therefore in English. Module 3a is taught in Norwegian. Students may choose whether they want to submit assignments in English or Norwegian First study year of the programme 1. term: Lectures in modules 1, 2, 3a and 3b will be offered two to three days per week for approximately twelve weeks. Attendance in the lectures is mandatory. The students choose either module 3a or 3b. The second part of module 3a and 3b continues in the second term. All modules are offered only once each year. In addition to the lectures, weekly seminars are organised. Attendance in lectures and seminars is mandatory (see 4.1). The exam in module 1 consists of an individual written home assignment. On completion of module 2 students will sit for a two week (ten working days) individual written home exam. The date for submission is decided on at the beginning of the term First study year of the programme 2. term: Teaching in modules 3a/3b and module 4 will be offered two to three days per week for approximately 12 weeks. Attendance in the lectures is mandatory (see 4.1) Students may choose between either module 3a or 3b. A study plan will be presented at the start of the semester. On completion of modules 3a/3b, an individual two weeks (ten working days) home exam is submitted by the date decided on at the beginning of the term. The examination in module 4 is organised as an individual written 6-hours on site exam. A mandatory working requirement has to be approved before the student can sit for the exam. This is specified at the start of the module. A project proposal for the Master s thesis has to be presented. A date for the submission of the proposal will be decided upon at the beginning of the term. Seminars on how to develop a project proposal will be organised. Attendance in the seminars is mandatory Second study year of the programme: 6

7 In the second year of the study a Master s seminar will be organised. Attendance is mandatory (see 4.1). The Master s students present their fieldwork and discuss their work on the Master s thesis (open to anybody, but targeted at students working on their thesis). The second year will focus primarily on the thesis work under the guidance of the appointed supervisor. Specific literature which supports the rationale for the thesis and the methods adopted should be selected in consultation with and subject to the approval of the main supervisor. 4.2 Working methods and approaches The Master s course programme will emphasise students active participation in lectures and seminars. There will be a variety of working methods including lectures, seminars, large and small group discussions, as well as individual guidance. Master seminars are organised. In these the students present their field work and discuss their work on the Master s thesis. It is emphasised that the working methods in the study programme will be characterised by dialogue and discussion, utilising the various forms of practical experience and the professional backgrounds brought into the course by the students. Without attendance of the student in the modules this central learning opportunity is not met. Therefore attendance is mandatory in both lectures and seminars (see 4.1). Emphasis is also given to presenting research outside of the Master s environment (for example, teacher education in addition to multicultural- or development studies). The Head of the Master s programme collaborates with study leaders and Course Directors at the Faculty of Education in order to identify suitable arenas for a research presentation. For all inter-disciplinary studies it is a challenge to enable students, of varied professional and academic backgrounds, to acquire common syllabus components effectively. A central intention is to make students conscious of their prior knowledge as well as their current knowledge needs concerning a theme or area, and to reflect on the interests, which influence their own choice of perspectives and methods. In addition, students will be stimulated to be open to and accept new fields of knowledge. By challenging students to utilise their own experiences, by using various theoretical frames of reference and by placing perspectives in new contexts, the programme will highlight, contribute to and strengthen the value of an inter-disciplinary focus. The inter-disciplinary focus of the programme enables students to frame a specific theme in a wider, more comprehensive academic context. 4.3 Study progression - requirements Supervision and assessment will serve the values, aims, themes and working methods central to the programme. Supervision and assessment will be continuous throughout both the study years of programme. After each theme and each semester, students and staff will summarise and assess teaching as well as other learning activities. The main purpose of the assessment and the supervision is to improve the academic and professional development of each individual student and to contribute to a more secure, yet demanding, learning environment. Mandatory attendance is required of all students (see 4.1). Therefore, all instances of non-attendance are viewed as an absence. In extreme cases where absence is beyond the student s control, for example documented illness, the absence will be assessed. Absences which exceed the maximum amount must be compensated as agreed with lecturers/course director. 7

8 In order to obtain approval to start working on the Master s thesis and have a supervisor appointed, all compulsory work must have been approved and all exams must have been passed Compulsory work Obligatory attendance in lectures in all modules and in seminars Practical assignment with a written report for module 4 Writing of a project description as preparation for the Master s thesis Exams Passed exam of module 1: Individual written home assignment Passed exam of module 2: individual written two week (ten working days) home exam Passed exam of module 3a or 3b: individual written two week (ten working days) home exam and an individual oral exam Passed exam of module 4: individual written 6-hours on site exam 5 Assessment 5.1 The first year of study (60 credits) Compulsory written work included in modules 1 will be assessed and awarded a pass/fail. Modules 2, 3a and 3b, and module 4 will be awarded a graded mark. These marks will be combined into one aggregate mark for the first year following a scale in which each module is equally weighed. A graded scale from A-E for pass and F for fail will be used. Modules 1 and 2 will be assessed by an internal examiner. The written and oral exam in module 3a and 3b will be assessed by both an internal and an external examiner. For the written exam in module 4, an internal and external examiner will be used. If a student fails an exam, the student is entitled to sit for a new exam. Absence from an exam will be assessed. If this is approved, the student is entitled to sit for a delayed exam (see HiO examination regulation 5-3). 5.2 Second year of study (60 credits) The exam the second year of study consists of: Master s thesis Final oral exam related to the Master s thesis The final oral exam consists of two parts, a defence of the thesis and a discussion of the literature which is referred to in the thesis. The Master s thesis and the final oral exam (60 credits) will be assessed by a commission consisting of two examiners, one of them external. The main supervisor of the thesis acts as a secretary for the commission and has no influence on the assessment. A separate mark is given for each component of the exam, the thesis and the oral exam. A graded scale from A - E for pass and F for fail will be used. 5.3 Aggregate mark The student receives an aggregate mark for the Master s study. This mark is calculated in the following manner: the aggregate mark for the first study year (modules 1-4) weights 2/7 8

9 this mark for the Master s thesis together with the mark obtained in the oral exam weigh 5/7. The final mark (the mark for the Master thesis together with the oral) cannot deviate more than one mark from the mark awarded to the Master thesis In addition to the aggregate mark for the Master s study the mark of the Master s thesis will be shown separately on the diploma. If the submitted thesis is not passed, it can be resubmitted once after proper changes and revisions have been done. Thesis with grades A-E can not be resubmitted (see HiO examination regulation 5-3). 5.4 Overview of the marks for a Master s degree Mark Term Description A B C D E Outstanding Very good Good Average Sufficient High level of knowledge. Good analytical abilities. Is able to think and process the knowledge independently. The candidate shows very solid analytical understanding. The candidate has exceptional knowledge about and a good overview of the topic of the exam and its contents. The candidate is competent in making use of this knowledge. Good overview of the field. Is able to think and process the knowledge independently. The candidate shows good analytical understanding. The candidate has good knowledge about, and good overview of the topic of the exam and its contents. The candidate is good in making use of this knowledge. Is able to understand and make sense of the most important elements in the field. Is able to some extent to think and process the knowledge independently. The candidate has analytical understanding. The candidate has some overview over the most important elements of the topic of the exam and its contents. The candidate can make use of this knowledge. Overview over the most important elements is missing. The ability to think and process knowledge independently is lacking. The candidate has to some extent analytical understanding. The candidate has some overview over the most important elements of the topic of the exam and its contents. The candidate can to some extent make use of this knowledge. Satisfies the minimum requirements, but nothing more. Not able to think and process knowledge independently. The candidate has some overview of the most important elements over the topic of the exam, but his/her knowledge is incomplete and limited about its contents. The candidate can, in limited extent, make use of this knowledge. 9

10 F Failed Lacks both detailed knowledge and overview. The candidate has very little analytical understanding. The candidate is having major and obvious lacks in understanding the topic of the exam. The candidate has very little overview over the content of the study and the exam. The candidate has very limited ability to make use of this knowledge. 10

11 6 Content and structure of the course The Master s programme consists of 5 modules ensuring common academic understanding while allowing for specialisation and in-depth studies: Module Theme Syllabus ECTS credits Term 1 Introduction to multicultural and Approx. 800 p term international education 2 Human rights, language and education Approx. 800 p term 3a Multicultural education in Norway The multicultural school at the intersection between pedagogy and politics Cultural heritage and pluralism Approx. 800 p. Approx. 800 p. 20 3b Content 11 Education and development in the South Education and development, culture and gender School and local community, development aid and research 4 Epistemology, research methods and statistics Approx. 800 p. Approx. 800 p. Approx p. 20 3a and 3b 1. and 2. term term 5 Master s thesis and 4. term Modules 1, 2 and 4 are common for all students. Module 3 is made up of two components each, module 3a and 3b. Students who select the specialisation Multicultural education in Norway must choose module 3a. Students who choose the specialisation in Education and development in the South must choose module 3b. Module 5 is the Master s thesis, which may be written in either Norwegian or English. Modules 1, 2, 4 and 3b are taught in English. Module 3a is taught in Norwegian. Each module has a mandatory attendance requirement (see 4.1) Module 1: Introduction to multicultural and international education (10 ECTS credits) Aim In this course students will be working with pedagogical, didactical and social science themes from a multicultural and international perspective. Module 1 will provide a common professional foundation for the remaining modules. Through gaining insights into the different pedagogical and social science traditions, students will develop their skills in applying various theoretical perspectives when working with different academic subjects. This approach ensures a comprehensive inter-disciplinary breadth as well as developing further competence based on previous education. This module, together with the other common modules, establishes the basis for further specialisation as well as the Master s thesis.

12 The academic content of this module emphasises theories such as socialisation theories, identity theory, multicultural and intercultural theory, pedagogical theory, theories of ethnicity, identity politics and postcolonial theory. The theories are related to the three levels of education: micro: the child and the family meso: the classroom, the school and the community macro: the education system, education policy and development At all three levels emphasis is placed on how education influences and is influenced by multicultural conditions. The relationships between education and development and comparative issues are also addressed. This combination of multicultural, comparative and developmental perspectives is pursued through the multi- and inter-disciplinary character of the course. The main areas include research and theory surrounding themes such as pluralism, socialisation, social and cultural reproduction theory, knowledge, learning and development. These themes are relevant at all the three levels outlined above and are central to the course, irrespective of the specialisation selected by the candidate. It is emphasised that the correlation between levels is central and that all levels can be studied from the different perspectives listed above. Work requirements Active participation during the lectures and seminars is expected. A minimum of 80 % attendance is required of all students. This attendance requirement is needed to be able to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. The compensation is determined in each individual case. Exam Exam: written individual home assignment: 3000 words: Date of submission to be announced at the start of the term. Grading scale: Pass/fail. To be assessed by an internal examiner. 6.2 Module 2: Human Rights, Language and Education (10 ECTS credits) Aim During this module the students will acquire knowledge of: human rights and the relationship between education and human rights a critical view on human rights issues Content Human rights are a normative basis for states which have approved them. From an international perspective discussions around universal rights are important, both philosophically and politically. Many of the conflicts around human rights arise at the juncture between universal and specific norms and interests. Those are often linked to questions connected to the private sphere and the public sphere, such as language or religion. The students will develop relevant knowledge about human rights conflicts. Work requirements 12

13 Active participation during the lectures and seminars is expected. A minimum of 80 % attendance is required of all students. This attendance requirement in needed to be able to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. The compensation is determined in each individual case. Exam Written individual two week (ten working days) home exam: 3000 words. Date of submission to be announced at the start of the term. Grading scale: A graded scale from A-E for passed and F for failed will be used. To be assessed by an internal examiner. 6.3 Module 3: Areas of specialisation The student may choose between two areas of specialisation: Multicultural Education in Norway - module 3a Education and Development in the South module 3b Aims for both areas of specialisation The aims for both areas of specialisation are that candidates will be able to develop beyond the common subject components taught in modules 1and 2: knowledge of concrete problem areas in relation to the multicultural in Norway or within education and development through further studies of central themes in the common subject components knowledge of how various educational and social science perspectives can be applied to the study of the European and Norwegian multicultural school or in the study of education and development internationally skills in multi-and inter-disciplinary approaches which may be applied working on the Master s thesis related to the selected area of specialisation knowledge of how epistemology, methods of research in the social sciences and statistics can be applied to the study of the Norwegian multicultural school or in the study of the relationship between education and development, and which theoretical and empirical approaches may be applied to the student s own work with the Master s thesis skills in analytical and critical thinking and reflection on one s own and others attitudes to culturally determined patterns of behaviour and ways of thinking in multicultural schools or in relation to education and development in the South Module 3a: Multicultural Education in Norway (20 ECTS credits) This module has two central themes: The multicultural school at the intersection between pedagogy and politics Cultural heritage and pluralism Aim To acquire knowledge on how the relationship between power and knowledge constitutes the education given to minority students, and its consequences for the schooling of minority students. 13

14 To acquire knowledge on intercultural and multicultural pedagogical theories and how these may be implemented in the multicultural school. Content Working with this topic, the political framework for the education of indigenous populations, national minorities and immigrant minorities without status as ethnic minorities in the school will be analysed. Various definitions of the concept equal rights to education, taking into consideration various categories of minority students in primary as well as in secondary school, are analysed. How can competent and independent pedagogical judgement be exercised in an intercultural context at the intersection between pedagogy and politics? This is one of the many questions to be analysed in a historical as well as contemporary perspective, focusing on the professional practice of teachers, school leaders and pedagogical- psychological councillors in the multicultural school. The dynamic in the educational field will be studied, focusing among other issues on pedagogical leadership in the multicultural school and how education adjusted to the needs of minority students is implemented. Related to this, marginalisation processes are studied. Another central theme is racism as a social phenomenon, the so-called new-racism, and the anti-racism practices of schools. Teacher recruitment, collaboration between the school and the home and disciplinary challenges in the multicultural school will be investigated in light of intercultural and multicultural pedagogical theories. Cultural heritage and pluralism will be studied focusing on the cultural preconditions inherent in the school as an institution, in various subjects and among the members of the school community. The institutional value system of the school will be viewed in a historical as well as a contemporary perspective. The content of the school will be viewed in relation to the student s home environment and local community. Themes such as learning and socialisation both formal and informal will also be covered. Minority rights, religious dialogue and identity problems will be discussed. Gender, status, roles and hierarchies in family life and in the educational system will be highlighted in a comparative perspective. Students perspectives, individual and cultural preconditions will be emphasised. Work requirements Active participation during the lectures and seminars is expected. A minimum of 80 % attendance is required of all students for each individual module. This attendance requirement in needed to be able to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. The compensation is determined in each individual case. Assessment Form of assessment: individual written home exam over two-week period (ten working days) and follow-up oral exam (45 minutes per candidate). Individual written home exam work shall be of 6000 words. Submission deadline will be announced at the start of the term. Assessment: a graded scale from A to E for passed and F for not passed will be used. An overall mark will be awarded for the module. The mark awarded in the individual written home exam will count for an overall mark in the module. The overall mark can be adjusted maximum one mark up or down at the follow-up oral exam. Individual home exam work and followup oral exam will be assessed by one internal and one external examiner. Oral exam will focus on the individual home exam work and syllabus for Module 3a. 14

15 6.3.2 Module 3b: Education and development in the South (20 ECTS credits) This module has two central themes: Education, development, culture and gender School and local community, aid and research Education, development, culture and gender Aim To investigate key issues linked to education at the school and local community level in countries in the South To investigate key issues linked to culture, gender and development in countries in the South Content In this topic factors at the macro level shaping the character of education will be identified, with a special focus on the South. Education will further be discussed in relation to tradition and modernity, sustainable development, gender, and globalisation. This will be linked to specific national and international educational contexts. A central concept will be cultural understanding and the relationship between culture, development and education. Some central issues are: ideology, ethnicity, gender and quality of schooling, cultural disparities between home and school. School and local community, aid and research Aim To investigate central problem areas related to education at school- and local community levels in countries in the South. To investigate problems related to development aid and research in countries in the South Content In the first part of this theme, problems linked to international education will be investigated. How these are experienced and understood at the implementation level will be examined, for instance in the classroom, in the school and in the local community and the changing role of teachers. The second part will focus on development aid and research. A critical perspective on the most important lending- and donor agencies will be provided (for example the World Bank and IMF), and we will also discuss findings from recent research projects. The relationship between research and development aid will also be problematized. An important element within this theme will be a discussion on the relationship between theoretical ideas and local contexts. The students own professional experiences will if possible be brought into the teaching. Fiction from the South will be used to illuminate the relationship between national culture and identity. 15

16 Work requirements Active participation during the lectures and seminars is expected. Also a minimum of 80 % attendance is required of all students for each individual module. This attendance requirement in needed to be able to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. The compensation is determined in each individual case. Assessment Form of assessment: individual written home exam over two-week period (ten working days) and follow-up oral exam (45 minutes per candidate). Individual written home exam work shall be of 6000 words. Submission deadline will be announced at the start of the term. Assessment: a graded scale from A to E for passed and F for not passed will be used. An overall mark will be awarded for the module. The mark awarded in the individual written home exam will count for an overall mark in the module. The overall mark can be adjusted maximum one mark up or down at the follow-up oral exam. Individual home exam work and followup oral exam will be assessed by one internal and one external examiner. Oral exam will focus on the individual home exam work and syllabus for Module 3b. 6.4 Module 4: Epistemology, research methods and statistics (20 ECTS credits) Aim Candidates should acquire a level of knowledge and skills in epistemology, research methods and statistics which will equip them to evaluate existing research, to formulate and develop problem areas for their own Master s thesis and to justify appropriate methods to carry out the research. Content The content comprises two components: a. Epistemology: to include, inter alia: Fundamental issues such as the nature of knowledge, hermeneutics, discourse analysis and linguistic theory. Introduction to the social role of science and the political, cultural and ethical reasoning and functioning of knowledge, particularly within educational research b. Research Methodology: to include, inter alia: Methodological concepts in social science and in particular concepts used by researchers within the field of education Implementation of theoretical and empirical research in education Issues of validity and reliability Quantitative and qualitative methods with special emphasis on fieldwork, documentary analysis, interview, questionnaire and life history approaches, and how these methods are applied to educational research. Reading, understanding, and use of quantitative and qualitative data. 16

17 Work requirements Active participation during the lectures and seminars is expected. A minimum of 80 % attendance is required of all students for each individual module. This attendance requirement in needed to be able to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. The compensation is determined in each individual case. In addition a practical exercise with a written report is required in this module and an approved project proposal. The deadline for the proposal will be announced at the beginning of the semester. Exam Exam: written individual 6-hours on site exam. The date for the exam will be announced at the beginning of the semester. This is an open book exam, all printed support material is allowed. Grading scale: A graded scale from A-E for pass and F for fail will be used. The exam is assessed by both an internal and external examiner. 6.5 Module 5: Master s thesis (60 ECTS credits) The Master s thesis will constitute an independent, rigorous piece of work in which the student will be expected to demonstrate insight into relevant research, theories and methods appropriate to the issue being investigated. By the end of the first half of the second term the student will hand in a 3-5 page project proposal. A main supervisor (possibly two supervisors) will be selected on the basis of the project proposal. The Course Director of the Master s course appoints the supervisor (or main supervisor and assistant supervisor) in dialogue with the student. The Course Director and the main supervisor will approve of the main research question on the basis of the project description submitted. In addition the main supervisor must assist the student in selecting literature for the area of specialisation. For more information on assessment, see heading 5 Assessment. 17