REGULATIONS FOR MASTER OF EDUCATION DEGREE IN CURRICULUM AND INSTRUCTION(EDU78)
Duration: 1 ½ years
Actual Credit Load: 324
Minimum Credit Load: 270
Maximum MBK Credit Load: 330
Total MBKs Credit Load 234
ZNQF Level: 9
1.0 PURPOSE OF THE PROGRAMME
The programme aims at developing and producing innovative curriculum specialists with requisite knowledge and skills relevant to twenty-first century developmental and educational needs. It seeks to equip the students with world-class knowledge, skills and instructional competencies in the theory and practice of curriculum studies, thereby enabling them to design, develop and produce quality curriculum plans and related curriculum materials that meet the socio-economic needs of their country. Inputs from a needs analysis that the section conducted with stakeholders, namely, industry and commerce, sampled primary and secondary school, and polytechnic and teacher training college educators culminated in this rebranded programme. While it seeks to equip the students with scholarly, academic skills, the programme is premised on the social constructivist philosophy as it seeks to produce specialists capable of contributing to practical socio-economic transformation of their country. It seeks to equip the students with innovative skills that they will apply in the utilisation of current industrial parks in universities around them, and /or the establishment of new industrial parks in schools as venues for collaborative work with industry, commerce, students and the broader community, where saleable products are produced and commercialised.
2.1 ENTRY REQUIREMENTS
Bachelor of Education Degree from an accredited and recognised institution or Postgraduate Diploma in Education, Graduate Diploma in Education, Grad CE, BSc. Education.
Modes of Entry: Block Release and Weekend School
2.0 PROGRAMME CHARACTERISTICS
Areas of study: Education
Specialist Focus: Curriculum Studies
Orientation:
Applying theoretical knowledge and best practices in Curriculum and Instruction to solve problems facing educational settings, taking the lead in charting institution-level innovations for industrialisation and modernisation.
Distinctive Features:
3.0 CAREER OPPORTUNITIES AND FURTHER EDUCATION
Graduates of Master of Education in Curriculum and Instruction can: be employed as lecturers in tertiary institutions and offer consultancy and/or advisory services in a variety of government and private enterprises, including NGOs and other humanitarian organisations. They can also be employed as school heads, college principals, heads of departments, curriculum developers, curriculum analysts, policy architects, training specialists, education consultants and board members in government departments, private institutions and international organisations.
4.0 PROGRAMME DELIVERY
Teaching and Learning Methods:
The programme shall be delivered through blended learning, field trips, project portfolios, action research, seminar presentations, group tasks, discussions and tutorials.
Assessment Methods:
- Except for the dissertation, the final assessment in each module shall be by continuous assessment and formal examinations.
- Continuous assessment shall constitute 40% of the final assessment.
- The written examination shall constitute 60% of the final assessment.
- To pass, a candidate should obtain at least 50% of continuous assessment and examination combined.
- Assessment of the dissertation shall be based on the final written research report (70%) submitted to the Department Examiners Board, and the oral defence (30%) combined.
5.0 LEARNING OUTCOMES
- Identify pertinent issues in the field and apply advanced methodologies and data analysis tools and techniques to conduct research that leads to sustainable innovative solutions, publications and other verifiable outcomes. The research should contribute to the development of innovative ideas in Curriculum Studies.
- Design and implement monitoring and evaluation tools that assure the quality of teaching of curriculum studies at all levels of education and training.
- Translate research output into policy briefs that are readily adaptable to practitioners and policy-makers in the field.
- Demonstrate sound entrepreneurial and management skills that can be applied in educational institutions identify business opportunities, establish enterprises, and commercialise patterns/copyrights resulting from research and development activities.
- Evaluate, review and design curricula that are guided by the philosophy of unhu/ ubuntu and observance of safe and ethical practices in the field of curriculum and instruction.
- Design, implement, monitor and evaluate innovative educational curricula and policies that foster problem-solving and critical thinking skills, and embrace indigenous knowledge systems and the latest technologies.
- Integrate relevant research and theory to develop a broad repertoire of Curriculum and Instruction, appropriate pedagogical strategies and embrace the latest developments in Information Communication Technology.
6.0 GENERAL PROVISIONS
- The programme consists of 13 modules each worth 18 credits plus a dissertation worth 90 credits.
- A student shall register for all modules offered in the three semesters.
- To be awarded a Master of Education degree, a student shall pass all modules including dissertation, and shall have attained at least 324 credits.
7.0 PROGRAMME ASSESSMENT
- Except for the dissertation, the final assessment in each module shall be by continuous assessment and formal examinations.
- Continuous assessment shall constitute 40% of the final assessment.
- The written examination shall constitute 60% of the final assessment.
- To pass, a candidate should obtain at least 50% of continuous assessment and examination combined.
- Assessment of the dissertation shall be based on the final written research report (70%) submitted to the Department Examiners Board, and the oral defence (30%) combined.
8.0 PROVISION FOR PROGRESSION
To proceed from one level to another, the candidate must obtain the minimum number of credits required but must fail in not more than two core modules. However he /she must pass all such core modules before obtaining the degree. To proceed to the next level, the candidate must at least pass 75% of the modules.
9.0 FAILURE TO SATISFY EXAMINERS
If a candidate fails all modules at the end of the first semester, he/she shall retake failed modules.
10.0 GRADING AND DEGREE CLASSIFICATION
- 80%+ – Distinction
- 70% -79% – Merit
- 60%-69% – Credit
- 50% -59% – Pass
- 49% – Below – Fail
11.0 DEGREE WEIGHTING
Academic levels shall be considered for purposes of degree weighting as follows:
Maters full time/Block Release 50% for each of the two levels.
12.0 PROGRAMME STRUCTURE
Level 1 Semester 1
Code Module Description Credits
MECI701 Advanced Curriculum Planning, Design, Development and
Instruction 18
MECI 702 Advanced Psychological and Sociological Foundations of the
Curriculum and Instruction 18
MECI703 Advanced Historical and Philosophical Foundations of the
Curriculum and Instruction 18
MECI 704 Advanced Curriculum Evaluation 18
MED 731 Advanced Research Methods and Statistics 18
MICT732 Advanced Information Communication Technology in Education 18
Level 1 Semester 2
MECI 705 Advanced Curriculum Analysis 18
MECI 706 Current Themes and Discourses in Education and the Curriculum 18
MECI 707 Advanced Curriculum Change and Innovation 18
MED733 Gender Discourse in Education 18
FMED132 Financial Management in Educational Institutions 18
Level 2 Semester 1
MECI 708 *Curriculum Policy Analysis in Post-Colonial Africa/ Or 18
MLMD111 *Advanced Guidance and Counselling for Educational
Management 18
MED744 Dissertation 90
*Students choose one of the electives
- MODULE SYNOPSES
MECI701 Advanced Curriculum Planning, Design, Development and Instruction
The module exposes students to the concept’s curriculum planning, design, development and instruction. It examines the principles and approaches to curriculum planning and critically analyses the major issues underlying it. The module equips students with skills and competencies to design instructional strategies appropriate for entrepreneurial projects needed by the community.
MECI702 Advanced Psychological and Sociological Foundations of the Curriculum and Instruction
The module equips students with both psychological and sociological tools for analysing and understanding the premises on which curricula and instructional practices are based at different points in time. Furthermore, students shall explore ways in which social, economic and technological determinants of the curriculum and instruction can be applied to innovation and industrialisation projects in classrooms, schools and the community.
MECI703 Advanced Historical and Philosophical Foundations of the Curriculum and Instruction
The module equips students with historical and philosophical antecedents that have shaped curriculum and instruction practices over the years. Through foregrounding curriculum and instruction in past educational practices and attendant educational philosophies, students shall acquire insights pertaining to contemporary curricular practices. They shall utilise these historical and philosophical insights as a theoretical platform for designing and producing curriculum and instruction programmes relevant to innovation and industrialisation.
MECI704 Advanced Curriculum Evaluation
The module explores the meaning, purposes and processes of curriculum evaluation in its various forms. It also explores some models of curriculum evaluation and analyses the personnel for evaluation and their roles. Students shall explore how analysis and evaluation inform each other. Through studying the various evaluation models and meta-evaluation, students shall acquire evaluation research skills that enable them to improve existing curriculum and instructional designs. They shall use research-based evidence to craft new educational programmes relevant to innovation and industrialisation.
MED731 Advanced Research Methods and Statistics
The module develops postgraduate students’ knowledge in the following areas of educational research: the different philosophical orientations in research; research paradigms; theoretical and conceptual frameworks; research designs; data collection methodologies; advanced quantitative and qualitative data analysis techniques; as well as discussion of findings and making conclusions. The module also introduces students to significant educational research problems whose resolution has a potential to contribute to knowledge in educational areas such as pedagogy and assessment, as well as in sustainable development issues such as health, poverty eradication, environmental awareness, etc.
MICT732 Advanced Information Communication Technology in Education
The module exposes students to the theory and practical application of information and communication technologies in relation to Curriculum and Instruction. In this module, students learn how to apply technologies to teaching and learning in the workplace and to exploit entrepreneurial opportunities for innovation and industrialisation.
MECI 705 Advanced Curriculum Analysis
The module exposes students to a deeper understanding, knowledge and research skills necessary for analysing curricula. Students shall study topics such as comparative analysis, functional analysis and materials analysis of current global and local curriculum, and instructional designs among others. Through curriculum analysis, students shall develop skills that enhance their ability to design curriculum and instruction programmes that enhance innovation and industrialisation.
MECI 706 Current Themes and Discourses in Education and the Curriculum
This module seeks to acquaint students with skills to analyse, synthesise and evaluate critical themes, issues and trends as much as they influence the curriculum and instruction in particular and education in general. It enables students to explore ways in which school programmes can use some of the current themes and discourses in implementing the outcomes-based curriculum to propagate innovation and industrialisation.
MECI 707 Advanced Curriculum Change and Innovation
This module puts into perspective the concept of curriculum changes and how it differs from curriculum innovation. It emphasises the need for planned change in school programmes. Using strategies for curriculum change and innovation, students shall explore ways of involving teachers in applying curriculum and instruction to the production of technological and entrepreneurial artefacts by teachers and learners.
MED733 Gender Discourse in Education
The module explores fundamental perspectives in Gender Studies to address historical gender inequalities in society and education in particular. It inculcates a critical analysis of the concept “gender,” its historical development and ideologies that perpetuate gender differences. The module explores implications for sustainable development goals on gender, education and development. It also explores gender inequalities in STEM as one of the pillars of development.
MED704 Dissertation
The Dissertation is a research study carried out over two semesters by each postgraduate student under the guidance of a supervisor. Students apply their knowledge and skills in conducting research on contemporary educational and social issues in their area of specialisation. Students are encouraged to conduct research, which has the potential to contribute to knowledge and policies in education, and in social issues such as poverty, disaster and risk management, environmental conservation, etc. Students are expected to produce and submit a dissertation that meets the standards of research work at Masters Level.
FMED732 Financial Management in Education Institutions
The module introduces financial management practices followed in schools and other educational institutions. It considers basic accounting concepts and conventions, including the double entry system of recording business transactions, preparation of general-purpose financial statements, bank reconciliation statements, and skills of budgeting and budgetary control as well as accounting requirements of Treasury Instructions.
MECI708 Curriculum Policy Analysis in Post-Colonial Africa
The module introduces students to various ways of critically analysing curriculum policy within a broad social, economic and political context, considering contemporary developments in education policy in institutional, local, national and global contexts. Students explore existing policy issues and practices and apply insights drawn from current discourses such as literacy studies and critical theory to innovation and industrialisation.
MLMD111 Advanced Guidance and Counselling for Educational Managers
The module introduces students to problems of the external environment, which, often impact heavily on the education environment, giving rise to a host of social problems and challenges in educational settings. This module helps students to fulfil their roles as effective educational managers by equipping them with a wide range of social and personal support skills, which enable them to provide guidance and counselling to learners and educators.