Master of Education (8 Units) (MED1) - MEd

CRICOS code (International applicants): 042226A

Notes

Majors are not usually simultaneously available in all 3 modes or on multiple campuses. Other on-campus majors may be introduced in the future.

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Program focus

This program gives educators/trainers the opportunity to enhance their professional competence through advanced coursework and research-based projects. The program is set in the context of societies becoming increasingly reliant on the efforts of ‘knowledge workers’. Educators at all levels have important roles to play in developing the capacity of citizens to work effectively with knowledge. New approaches to education, emphasising knowledge building rather than transmission can contribute to preparing citizens to participate more fully in the ‘knowledge economy’ and ‘information society’. The Master of Education program aims to develop in its graduates the capabilities and dispositions to work as engaged professional educators in knowledge building communities.

We are currently redeveloping our programs for 2009. This area of study will remain available, with greater flexibility.

Program aims

In the twenty-first century societies are becoming increasingly reliant on the efforts of 'knowledge workers'. Educators at all levels have important roles to play in developing the capacity of citizens to work effectively with knowledge. New approaches to education, emphasising knowledge building rather than transmission can contribute to preparing citizens to participate more fully in the 'knowledge economy' and 'information society'.

Traditional approaches to education have sometimes resulted in educators having limited opportunities for professional interaction with colleagues. In such circumstances, where educators work alone with a group of learners, they may develop a form of 'privatised practice' which isolates them from the wider professional community. There is mounting evidence that educators can be more effective when they view their work as a collaborative effort in which they interact with other educators within and beyond their workplace and adopt stances that may be described as 'engaged professionalism'.

New Information and Communication Technologies (ICTs) offer enhanced opportunities for professional engagement and will be an important tool for educators in the twenty-first century. The Master of Education program will model the use of ICTs to support professional interaction and learning. This will require students to use ICTs in many of the courses.

The Master of Education program aims to develop in its graduates the capabilities and dispositions to work as engaged professional educators in knowledge building communities of the twenty-first century.

Program objectives

Students who successfully complete the Master of Education should have advanced knowledge of a specialised area of education and be able to demonstrate capabilities and dispositions for:

• locating and accessing knowledge of relevant theory and practice

• critically evaluating and building knowledge

• interpreting and applying knowledge to the solution of significant problems

• planning and executing successful independent projects to build and/or apply knowledge

• effectively communicating knowledge

• identifying and participating in relevant communities of practice.

Admission requirements

The requirements described in this section are generic requirements for entry to the Master of Education program. Some majors may have additional specific requirements and/or be subject to other restrictions. Details of these requirements may be found in the sections describing the relevant majors.

Some courses in the Master of Education program are offered entirely through the World Wide Web and have specific requirements for frequent and ongoing Internet access. Many other courses include Internet access as an important, or essential, component. Intending applicants should confirm that they have the necessary computer and Internet access before applying. Further information is provided in the IT requirements section below, in sections related to specified majors and in specifications of individual courses.

Normal Entry

The normal requirement for entry to the Master of Education program is a three year bachelor degree (or equivalent) from a recognised University which includes at least one year of studies in education.

All applicants must have a good command of the English language. Applicants for whom English is not their first language must meet the specific USQ requirements for English proficiency.

Alternative Entry

Applicants who do not meet the requirements for normal entry may apply for alternative entry if they believe that they can demonstrate that they have qualifications and/or experience that might be considered equivalent to those required for normal entry. Applicants with a three year degree (or equivalent) but no studies in education, and a postgraduate certificate in educational studies may be admitted if they have two or more years of relevant experience.

Other applicants should apply for a postgraduate certificate in education.

Method of Application

Applications for entry to the Master of Education program should be made using the process outlined in Student Administration for applying for postgraduate programs. Applications should be accompanied by the following:

• certified copies of prior qualifications and/or documented studies

• evidence of relevant professional experience where required for alternative entry.

Entry to the Master of Education program may be subject to availability of places.

International applicants must have met the University's English language requirements or have completed the University's ELICOS/UNIPREP program.

How to apply

Domestic students 2008

Application for postgraduate programs may be made directly to USQ. You should ensure you submit your application by the closing dates.

International students 2008

This program is offered to international students. An international student is a person who is not an Australian or New Zealand citizen and not an Australian permanent resident. Please refer to USQ International for information about entry requirements, visa arrangements and how to apply.

Program fees

Student contribution amount

For domestic students who are offered Commonwealth supported places, the Government pays some money directly to the University, but students are also required to make a contribution. This contribution is called the ‘student contribution’. For more information about student contribution amounts, including the calculation of fees for a particular program of study, refer to USQ fees.

Tuition fee

Domestic fee-paying places are funded entirely through the tuition/direct fees paid by the student. Tuition/direct fees vary depending on the courses that are taken. For more information about Tuition Fees, including the calculation of fees for a particular program of study, refer to USQ Fees.

International fees

International students pay tuition fees. For details about international student fees, refer to the International Fee Schedule provided by USQ International.

Program structure

To be awarded a Master of Education degree in the Faculty of Education, a student must have completed eight education-related units at postgraduate level, of which at least four must be at level 8. Courses awarded as 'unspecified electives' through exemptions are classified as level 5 only.

USQ course codes consist of 3 alpha characters indicating the area of study and four numerals of which the first represents the level of difficulty of the course. Level 5 indicates first level postgraduate courses. Level 8 courses can be expected to require more extensive work with theory and conceptualisation and to place more demands on the level of response in student work.

Students using this program to prepare for doctoral studies are advised to undertake the research/evaluation pathway with project work as described in the table below.

In some countries, completion of a research stream is a requirement for recognition of the Master's qualification. Those students in particular from Canada and the Middle East, or those intending to live and work there, should check registration requirements with the relevant authority in-country around the half-way point of the Master's program. This will allow time for students to complete their program via the research pathway if the need to do so is indicated.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

A specified major in the Master of Education consists of at least five units of related courses. Depending upon the requirements of specified majors, students may be able to select one or more elective courses. Electives will normally be postgraduate courses in Education selected to complement the students' major area of study.

Enrolment

The following guidelines should be considered carefully by students when choosing courses and developing a plan of study:

• students in courses EDU5321 , EDU5322 , EDU8328, EDU8324 and EDU8326 are expected to have ready access to a primary or secondary class in order to complete course requirements

• the Masters Project courses (FET8660 and FET8661) may NOT be taken until at least four other courses have been completed. In addition, students must complete one of the courses dealing with research and/or evaluation methods (FET8801 or FET8602) before enrolling in FET8661

• students may customise their program of study by selecting courses from a number of major study areas without meeting the requirements for a program developed around a specified major.

All Majors are subject to approval

Note that some courses have assessment work that can be completed only if the student has access to an appropriate workplace, for example, TAFE, Schools, pre-school settings or other education or training environments. Students without access to an appropriate workplace would be unable to complete the requirements for these courses.

Individual Program Coherence

The Master of Education program is intended to prepare graduates with advanced knowledge in a specialised area of education and enhanced capabilities for extending their own professional learning.

Students who complete one of the majors according to the enrolment patterns described below, or in any preceding year of enrolment will be deemed to have met the requirement for a coherent program of study. Students who elect to complete the Master of Education without meeting the requirements of a specified major and have met the general program requirements will graduate with an unspecified Master of Education.

Required time limits

Students have a maximum of 5 years to complete this program.

Core courses

Some majors may have required courses or sequences of courses. Students are advised to read carefully and follow the recommended enrolment pattern for their major.

All students are required to demonstrate their capacity to apply knowledge from their studies in the program. Students will not be permitted to enrol in a project course until they have completed at least 4 units of study in the program.

Students undertaking the research pathway will complete a project equivalent to 2 or more units. A course in research or evaluation methods will be required as preparation for the project.

Major studies

The purpose of a major is to develop breadth and depth in an area of specialised knowledge. Within the Master of Education program a major study consists of 5 or more units comprising related coursework . Recommended enrolment patterns for specified majors are provided towards the end of this Handbook entry. The specified majors offered in the Master of Education are:

• Curriculum and Pedagogy

• Early Childhood

• Educational Technology

• Guidance and Counselling

• Leadership and Management

• Lifelong Learning

• Literacies and Learning

• Mathematics Education

• Online Education

• School Revitalisation

• Science Education

• Special Education

• Teaching Second Languages.

Customised Program

Students may customise their program by selecting courses from a number of major study areas, or electives as listed below, without meeting the requirements for a program developed around a specified major.

Elective courses

Elective courses will normally be selected from postgraduate courses in education. Any of the courses listed in the enrolment patterns for the specified majors may be taken as electives in other specified majors subject to pre-requisites or other course requirements. The following table lists additional courses, which are not part of specified majors, and which may be taken as electives.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

Additional Masters Electives

For students taking certain majors it may be appropriate to select some complementary electives from approved education-related courses offered by faculties other than the Faculty of Education. The minimum requirements of 8 postgraduate units in education or education-related courses and 4 units at level 8 will apply in all cases. Further information may be found in the entries about specified majors. Advice and approval should be sought from teaching staff in the appropriate major before enrolling in non-education courses.

Opportunities for Workplace Learning: Supervised Independent Study

Many of the courses in the Master of Education provide opportunities for students to address issues of particular personal interest, by undertaking approved independent work, which may include approved workplace professional development activity.

Research

The Master of Education program is not a research degree. However, it does offer introductory research opportunities that meet the needs of particular groups of students, including those who may require a research component for accreditation with employers and those who may be considering future doctoral studies.

Students requiring a research component should follow the program structure that includes a research or evaluation methods course (FET8801, FET8602 or equivalent) plus at least 2 units of project work (FET8661 or equivalent). Where the requirements of the major permit it, students considering later enrolment in a Doctor of Philosophy program should plan to include 3 units of project work. These will normally be taken as a linked sequence comprising a 1 unit project (FET8660) followed by a 2 unit project (FET8661 ).

All students intending to complete a research project (more than one unit of project work) will be required to complete an appropriate research methods or evaluation course (FET8801, FET8602 or equivalent), or demonstrate equivalent preparation, before enrolling in the project course(s).

IT requirements

Some courses in the Master of Education program are offered entirely on the Internet. A few courses require access to specific software. Many courses use electronic mail and discussion groups for communication among students and staff. Most, if not all, courses expect that work submitted for assessment will be prepared using a word processor or other appropriate software. As new courses are introduced and existing courses are revised, it is anticipated that they will make more extensive use of the Internet for communication and for access to course materials and other resources.

Hence, although there are no specific computer hardware or software requirements for the Master of Education program in general, it is a general expectation that students will have convenient access to a computer with common productivity software and Internet access. Some courses may require additional software and/or a more capable computer. Information about such requirements is included in the sections about specified majors and in the relevant course specifications.

Courses noted as being offered 'online (WEB)' within the recommended enrolment patterns do not provide for delivery of printed materials. Students enrolling in such courses MUST have ongoing convenient and reliable access to the Internet in order to access course materials and participate in activities that will affect assessment. The required levels of equipment may vary from course to course and from time to time.

Residential schools

Residential schools may be offered for selected courses. In some cases, such as counselling courses that require experiential learning, the residential schools may be compulsory. Students enrolling in courses with compulsory residential schools should ensure that they are able to meet the residential school requirement before completing their enrolment.

Related programs

The Faculty of Education and other Faculties at USQ offer other masters degrees that include some courses in common with the Master of Education program. Subject to their meeting the appropriate entry requirements, students may be able to transfer between such masters programs and retain credit for courses that are common to the different programs.

Exemptions

Exemptions for courses in the Master of Education program may be granted where applicants can demonstrate that they have successfully completed an equivalent postgraduate course or have otherwise achieved the objectives of the relevant course. Exemptions may be granted on the basis of professional development activities or extensive work experience if it can be demonstrated that through those activities the student has achieved learning outcomes equivalent to those of a relevant postgraduate course. Where a student's program of study includes electives, exemption may be granted for one or more electives where students can demonstrate successful completion of work of a type and standard equivalent to an elective study.

Students intending to apply for exemptions should consult the University Academic Regulations. Applications for exemption will be expected to comply with the relevant USQ and Faculty regulations and should demonstrate that the objectives of the course for which exemption is sought have been achieved. Within the framework of those regulations, the following points should be given particular consideration:

• the maximum number of units which may be exempted in the Master of Education program is four

• students may NOT claim exemption for work on which they relied for admission to the Master of Education

• exemptions will NOT normally be granted for study completed more than five years prior to submission of the application for exemption

• applications for exemption on the basis of study completed prior to entering the Master of Education program will NOT normally be accepted beyond the end of the first semester of enrolment in the Master of Education

• credit will NOT normally be granted for work undertaken concurrently with the Master of Education unless the application is submitted and approved before the work is undertaken with credit subject to satisfactory completion of the approved work.

Students should seek advice from the Program Administrator before applying for exemptions. Detailed information about requirements for exemptions may be available for specific courses.

Other information

Courses in this program may be offered on-campus, in external mode (printed materials) or by online delivery. It is possible to complete the program via one mode or by a combination of delivery modes. Course selection may vary with mode of delivery. Access to the Internet and an email address are required to study a course offered via the Internet. Study materials for these courses are available at the commencement of the semester.

Students using this program to prepare for doctoral studies are advised to undertake the research/evaluation pathway with project work as described in the table below.

In some countries, completion of a research stream is a requirement for recognition of the Master's qualification. Those students in particular from Canada and the Middle East, or those intending to live and work there, should check registration requirements with the relevant authority in-country around the half-way point of the Master's program. This will allow time for students to complete their program via the research pathway if the need to do so is indicated.

In this section:

• Curriculum and pedagogy major - Recommended enrolment pattern
• Early childhood major - Recommended enrolment pattern
• Educational technology major - Recommended enrolment pattern
• Guidance and counselling major study - Recommended enrolment pattern
• Leadership and management major - Recommended enrolment pattern
• Lifelong learning major - Recommended enrolment pattern
• Literacy and learning major - Recommended enrolment pattern
• Mathematics education major - Recommended enrolment pattern
• Online education major - Recommended enrolment pattern
• School revitalisation major - Recommended enrolment pattern
• Science education major - Recommended enrolment pattern
• Special education major - Recommended enrolment pattern
• Teaching second languages major - Recommended enrolment pattern

Curriculum and pedagogy major - Recommended enrolment pattern

Your personal beliefs about the 'what' and 'how' people learn (your pedagogy), are the framework upon which you design and deliver a learning program. This major will give you an opportunity to uncover your tacit beliefs, and how they influence the implementation of your learning programs.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

Some courses require access to workplaces.

To best position yourself for later PhD studies, the Research Pathway is recommended

Early childhood major - Recommended enrolment pattern

The major in Early Childhood aims to explore specialist knowledge associated with quality care and education of children aged birth to eight years. Courses in the Early Childhood major examine various issues related to professional development and innovative practice. Aspects of critical reflection, scholarship and independent enquiry are cultivated through professional awareness of authoritative literature and contemporary research grounded in international and local Early Childhood contexts.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

To best position yourself for later Phd studies, the Research Pathway is recommended.

Educational technology major - Recommended enrolment pattern

This major provides opportunities to explore different aspects of the use of Information and Communication Technologies (ICTs) in education. Depending upon the specific courses selected, this major may meet the needs of school teachers, educators in other sectors, educational leaders, instructional designers and/or developers.

The courses in this major are offered entirely through the World Wide Web. No printed materials are provided. The courses make extensive use of the Internet for communication and for access to course materials and other resources. Intending students will require convenient access to a computer with common productivity software and reliable Internet access. Some courses may require additional software and/or a more capable computer.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

To best position yourself for later PdD studies, the Research Pathway is recommended.

Guidance and counselling major study - Recommended enrolment pattern

This major prepares teachers for work as a guidance officer, guidance counsellor or school counsellor. Students can prepare themselves for a career in developmental guidance work (Primary), Counselling and Career Work (Secondary) or a combination of both (P-12) through the selection of courses in the enrolment pattern below. The major generally meets the registration criteria for the Queensland Guidance Counselling Association and the Australian Counselling Association. Students from outside Queensland who are intending to use this major for professional accreditation should consult the relevant registration bodies.

Intending students should note that some required courses in this major have residential school requirements. Please consult the Residential School Schedule for the dates of these Residential Schools. It is sometimes possible to make alternative arrangements to meet the practical requirements addressed in the residential schools. Enquiries should be addressed to the examiners of the relevant courses.

Selection of FET8662 Virtual Conference - Contemporary Education Issues may impact on students ability to gain registration with accreditation bodies. The topic of the Issue should be discussed with the Guidance and Counselling major coordinator prior to enrolment.

The research pathway may exclude some students from registration with accreditation bodies. Enrolment patterns in the Research pathway should be discussed with the Guidance and Counselling major coordinator.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

To best position yourself for later PhD studies, the Research Pathway is recommended.

Leadership and management major - Recommended enrolment pattern

This major uses authoritative and cutting edge research to examine ways that educational organisations can be led and managed to enhance their effectiveness and outcomes.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

To best position yourself for later PhD studies, the Research Pathway is recommended.

Lifelong learning major - Recommended enrolment pattern

This major emphasises the key role of lifelong and lifewide learning in contemporary societies. It contextualises such an appreciation through critical examination of global trends (globalisation, individualisation, workforce deregulation, knowledge society, knowledge economy, global marketplace). Facilitators of lifelong learning should have a clear understanding of the characteristics of adolescent and adult learners and the nature of learning processes utilised by them. Such knowledge underpins the educator's capability to respond positively to dynamic learning futures.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

To best position yourself for later PhD studies, the Research Pathway is recommended.

Literacy and learning major - Recommended enrolment pattern

Changes in literacy education generally and the responses by education sectors place new demands on teachers as professional literacy educators. This major will provide opportunities for professionals to study contemporary issues in literacy and literacy education; to read and critique relevant research in the area; to analyse and modify their classroom literacy practices; to develop their repertoire of research practices; and to take part in action research about literacy education, in the form of an independent study.

Some courses in this major are able to be studied entirely through the World Wide Web. No printed materials are provided for those courses. Participants in those courses will require a computer and access to the Internet.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

To best position yourself for later PhD studies, the Research Pathway is recommended.

Mathematics education major - Recommended enrolment pattern

This major provides opportunities for educators to explore different aspects of teaching and learning in mathematics education. Depending upon the specific courses selected, this major may meet needs of classroom teachers, educational leaders or tertiary educators. Several courses in this major are offered in common with the Science Education major by using the same body of theory to inform applications in the respective curriculum areas.

The courses in this major are offered entirely through the World Wide Web. No printed materials are provided. Participants will require a computer and access to the Internet.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

To best position yourself for later PhD studies, the Research Pathway is recommended.