Degrees for Education

Introduction

The programme in educational anthropology is based on research-based methodologies, theories and conceptualisations concerning questions of cultural dynamics, culturalisation processes and cultural forms of mediation in real and virtual social contexts.

The educational-antropological perspective is generally characterised by being tinged by reflections on metatheoretical, theoretical-conceptual, methodological and analytical questions. More specifically, the perspective is characterised by its special focus on cultural dynamics and forms of mediation in concrete social forms of practices and their societal context, with the aim of being able to articulate and analyse the known and as yet unknown problems and potentials of these processes and forms of practice. How, for example, the lives of children, home life, student life, political life, organisational life, the life of the firm, and virtual life are made in concrete material and immaterial space, is thus a central question of educational anthropology.
Admission

The entry requirement for students enrolling in the MA (Ed) programme in Educational Anthropology is one of the following educations:
Bachelor in anthropology or education.
Bachelor of Arts or Bachelor of Science with elective modules in education or anthropology corresponding to at least 45 ECTS credits.
Bachelor of Education, Bachelor in Social Education, or Bachelor in Relaxation and Psychomotor Therapy.

The entry requirement to the supplementary programme in Educational Anthropology is one of the following educations:
Bachelor in Occupational Therapy, Bachelor in Nutrition and Health, Bachelor in Physiotherapy, Bachelor in Midwifery, Bachelor in Nursing, or Bachelor of Social Work.
Medium-cycle higher education in occupational therapy, nutrition and health, as a primary and lower secondary school teacher, in physiotherapy, in midwifery, as a social educator, social worker, or nurse.
Structure and content

The MA (Ed) programme in Educational Anthropology has a standard duration of 120 ECTS credits (2 student full-time equivalents).

The first year of study consists of four compulsory modules, each worth 15 ECTS credits (¼ student full-time equivalent):

1. Epistemology and Theory in Educational Anthropology (15 ECTS credits)
2. Trends in Educational Anthropology (15 ECTS credits)
3. Anthropological Conceptualisations (15 ECTS credits)
4. Educational Conceptualisations (15 ECTS credits).

The second year of study comprises one compulsory module worth 15 ECTS credits (¼ full-time equivalent), an elective module worth 15 ECTS credits (¼ full-time equivalent) and a Master?s thesis worth 30 ECTS credits (½ full-time equivalent).

Compulsory module worth15 ECTS credits:

5. Field study (15 ECTS credits).

Elective modules worth 15 ECTS credits (1/4 full-time equivalent).
The student chooses one of the following modules:

6a. Analytical Strategies and Knowledge Production (15 ECTS credits)
6b. International Comparative Education (15 ECTS credits)
6c. Internship (15 ECTS credits)
6d. Elective subject from another graduate (MA/MSc) programme, possibly at another university (abroad) (15 ECTS credits).

Introduction

Work with educational practice has as its starting point an understanding of the interaction between people and the socio-cultural framework in which they live and work. The programme rests on research-based theories and methods concerning people’s upbringing, learning, teaching and educational processes. Focus is on the processes through which people and their socio-cultural living conditions mutually shape each other in different ways.

The programme will enable students to:
reflect critically on their own practice
relate to others’ forms of practice and discourses in an open, reflective, and constructive way
enter into a dialogue with other professional approaches and be able to drawn on others’ viewpoints in their own practice
develop a critical-sensitive eye for inclusion and exclusion processes in education.
Admission

The entry requirement for students enrolling in the MA (Ed) programme in General Education is one of the following educations:
Bachelor in anthropology, philosophy, psychology, education, or sociology
Bachelor in another subject with elective educational modules corresponding to at least 45 ECTS credits
Bachelor of Education or Bachelor in Social Education or Bachelor in Relaxation and Psychomotor Therapy.

The entry requirement to the supplementary programme in General Education is one of the following educations:
Bachelor in Occupational Therapy, Bachelor in Nutrition and Health, Bachelor in Physiotherapy, Bachelor in Midwifery, Bachelor in Nursing, or Bachelor of Social Work
Medium-cycle higher education in occupational therapy, nutrition and health, as a primary and lower secondary school teacher, in physiotherapy, in midwifery, as a social educator, social worker, or nurse.
Structure and content

The MA (Ed) programme in General Education has a standard duration of 120 ECTS credits (2 student full-time equivalents).

The first year of study comprises four compulsory modules, each worth 15 ECTS credits (1/4 full-time equivalent):

1. Culture, Education, and Identity (15 ECTS credits)
2. Educational Practices and Institutions (15 ECTS credits)
3. Educational Theory - past and present (15 ECTS credits)
4. Learning, Didactics and Curriculum (15 ECTS credits)

The second year of study comprises one compulsory module worth 15 ECTS credits (¼ full-time equivalent), an elective module worth 15 ECTS credits (¼ full-time equivalent) and a Master’s thesis worth 30 ECTS credits (½ full-time equivalent).

Compulsory module worth 15 ECTS credits:

5. Educational Research and Development (15 ECTS credits)

Elective modules worth 15 ECTS credits each. The student chooses one of the following modules:

6a. Day-care and School Start Pedagogics (15 ECTS credits)
6b. Educational Guidance and Counselling (15 ECTS credits)
6c. International Comparative Education (15 ECTS credits)
6d. Internship (15 ECTS credits)
6e. Elective subject from another graduate (MA/MSc) programme, possibly at another university (abroad) (15 ECTS credits).

Diagram of the programme’s structure
Student life

The student body at the MA(Ed) programmes at DPU comprises mainly Bachelor graduates with a background in teaching, educational studies, nursing or social works.

A large part of the student body consists of mature students, who have used their qualifying examination for a few years before choosing to continue their post graduate studies.

Around 4000 students, full-time and part-time are enrolled at DPU. 2/3 of the students are women.

DPU has a large library and different student facilities such as a canteen and different study areas.

The MA (Ed) programme in General Education is offered at the School of Education, located at the campus in Emdrup in the northern part of the capital of Copenhagen and at the DPU department at the University of Aarhus.

Career

The programme emphasises the development of critical reflective thinking that can be translated into problems relevant to practice. The programme will enable students on the basis of research independently to:
identify, formulate, analyse and assess educational problems and position them in their socio-cultural contexts
carry out studies and develop professional solutions
take part in the development of educational practice and educational institutions.

Students develop social and communication competences with the aim of being able to participate in and develop cross-disciplinary and multicultural collaboration.

The objective of the programme is to prepare students to work in theory and practice development functions within the field of education, including work with teaching, development projects, management, teaching planning, supervision, guidance, assessment and consultancy, as well as to participate in research contexts on the basis of the understanding gained of research work and research ethics.

The programme may furthermore form the basis for the three-year research training programme leading to a PhD.

Degree in Children Adolescents and Families

TITLE PRE-GRADE: Technical University in Childhood and Adolescence Family - 6 semesters

:: DURATION: 4 years and Bachelor Theses
:: OBJECTIVES OF THE RACE:
Train skills for development of promotional activities, preventive health care and social issues in children, adolescents and families.
Learn and apply techniques for intervention in issues of children, adolescents and families at the individual, family and group.
Design and develop non-formal education in order to intervene in processes of social integration and reintegration of children and adolescents, from proposed approach, intervention, support and containment.
Understand and apply the approach to strategic planning processes to design, implement, evaluate and manage projects on topics related to children, adolescents and families.
Design and conduct research projects relevant to the field of employability: education, health, safety and legal.

:: PROFILE OF GRADUATES AND SCOPE OF TITLE:

Upon completion of the graduate career:

There will be acquired based on the objectives of each area that makes up the organization of the Curriculum:
Anthropological - social.
Legal - politics.
Psycho - social.
Education.
Methodology.

Be trained to work in interdisciplinary and transdisciplinary teams observing ethical standards, commitment and perseverance in the ongoing and relevant professional expertise.

Be able to research specific aspects of childhood, adolescence and family, management and evaluation of projects in the topic, generate technical procedures for non-formal education both at individual, family and community, especially those of high social risk , and will create situations that facilitate the resolution of family disputes, and alternative school, participating in processes of community mediation, school and family.

May address, intervene and result in legal institutions, which are inherent in childhood, adolescence and family, taking into account the existing laws both at the provincial, national and international, especially the Convention on the Rights of the Child and Human Rights, advising contain and to accompany the family during the legal process.

:: SCOPE OF TITLES:

The Bachelor of Children, Youth and Family will be able to:
Comprehensively address individual claims, family and community on specific issues of children, adolescents and families.
Plan, implement, evaluate and manage projects and programs from units of promotion, prevention, care and rehabilitation of children, adolescents and families.
Develop, implement and manage projects and joint strategies for intervention with youth in conflict with the law, articulating from family networks and / or government organizations and civil society.
Develop education strategies at household and community levels.
Conducting mediation processes to resolve conflicts at household, school, juvenile and community.
Manage projects for children, adolescents and families, in institutions both in public and private.
Diagnose and develop intervention strategies based on assessment of risk and protective factors at individual, family and community.
Interventions to generate linkages with the community of children, adolescents and families at risk.
Involved in the development of alternative solutions in situations of disaster and / or natural disasters, creating areas of containment for children, adolescents and families.
Conducting mediation processes at household, educational, judicial and community.

The technical university in Children, Adolescents and Families, will be able to:
Participate in activities designed to improve relationship and communication between groups of children, adolescents and families.
Coordinate groups of children and adolescents to implement educational and recreational activities from non-formal education.
Identify protective factors and risk assessment strategies in addressing issues of childhood, adolescence and family, advising and making referrals to appropriate professionals.
Inform young people and their families the legal conditions in which they are framed.
Participate in the process of guidance and support for young people leaving institutional situation.
Integrate teams and interdisciplinary approach to the psycho-social problems of children, adolescents and families.
Promote health of children and adolescents, as indicated by the professionals in charge.
Participate in interventions to community inclusion of children, adolescents and families at risk.

:: Curriculum:

First Year
Introduction to Children, Youth and Family
Social and Cultural Anthropology
Right of Children, Youth and Family
Sociology
General Psychology
Psycho-social problems
Protection of Rights and Social Policies
Issue of Addiction
Practice I Integration

Second Year
Developmental Psychology
Social Intervention Techniques
Criminal Law: Youth in Conflict with the Law
Changing Behavior and Intervention Strategies
Introduction to Family Systems
Educational Process
Scientific Research Methodology
Recreation Groups and Dynamics
Mediation Process
Psychology of Personality
Practice Integration II

Third Year
Community
Family Complex Systems
Non-Formal Education
Constitutional Law on Children, Youth and Family
Planning and Project Evaluation
Juvenile Criminology
Victimology and Prevention Strategies
Family Mediation
Psychopathology
Sociocultural Animation
Residency and Internship in Service

Fourth Year
Contemporary Problems of Adolescence
Social Communication
Organizational Development
Social Research Methodology
Sociocultural deprivation
Community Mediation
Professional Practice
Tesina

Master of Philosophy in Social Education and Ethics.

Departmental Core Courses (3 Units each) Code Course title Units
ECT 821 Research Design and Methodology 3
ECT 881 Instructional Theory, Design and Educational Media 3
ECT 885 Instructional Methods 3
ECT 898 Research Proposal 3

Core Courses for Social Education and Ethics (3 Units each) Code Course title Units
ECT 832 Issues and Trends in Social Education 3
ECT 892 Foundations and Trends in the Development of Social Education and Ethics 3
ECT 893 Perspectives on Social Ethics and the Teaching of social Education and Ethics 3
ECT 894 Instructional Procedures in Social Education and Ethics 3

Elective courses (3 Units each) Code Course title Units
ECT 895E Emerging Social and Ethical Issues in Education 3
PSY 816E Guidance and Counselling 3
PHL 828E Social and Political Philosophy in Africa 3

Programme Structure

Semester 1Code Course title Units
PHL 821 Research Design and Methodology 3
ECT 832 Issues and Trends in Social Education 3
ECT 881 Instructional Theory, Design and Educational Media 3
ECT 892 Foundations and Trends in the Development of Social Education and Ethics 3
ECT 898a Research Proposal 1
Sub total 13

Semester 2 Code Course title Units
ECT 885 Instructional Methods 3
ECT 893 Perspectives on Social Ethics and the Teaching of Social Education and Ethics 3
ECT 898b Research Proposal 2
Electives Two Elective Courses 6
Sub-Total 14

Semester 3 Code Course title Units
Research/Fieldwork 9

Semester 4Code Course title Units
ECT 894 Instructional Procedures in Social Education and Ethics 3
ECT 899 Thesis 6
Sub total 9

The Department of Science of Education is pursuing research and teaching on the foundations of education and schooling in such areas as Philosophy of Education, Comparative Education, Methodology of Education, Sociology of Education, Educational Administration and Social Education. This department is composed of two programs including the International Educational Culture program and Social Educational Planning program. The former intends to educate students with broad knowledge and expertise to enable them to take part in various fields in an era of internationalization. The latter program intends to train individuals who can perform leading roles in the planning and implementation of social and educational plans.

The Faculty of Education was established in May 1949 under a new Kumamoto University system. It originated from schools such as the Kumamoto Teacher’s High School, created in 1874.
The Faculty of Education currently has four courses. One course trains teachers for the elementary school and junior high school levels, while another trains teachers for other types of schools. The third course is a Lifelong Sports and Welfare course, established in April 1997. Its goal is to train specialists in educational areas other than social education and welfare. The final course is a Local Community Social Co-existence course, established in April 2000.
In addition, at the Center for Educational Research and School Development, students can receive instruction and advice on matters related to educational performance, especially what to do when problems occur on-the-job. The Center also conducts practical research.

The Faculty of Education was established in May 1949 under a new Kumamoto University system. It originated from schools such as the Kumamoto Teacher’s High School, created in 1874.
The Faculty of Education currently has four courses. One course trains teachers for the elementary school and junior high school levels, while another trains teachers for other types of schools. The third course is a Lifelong Sports and Welfare course, established in April 1997. Its goal is to train specialists in educational areas other than social education and welfare. The final course is a Local Community Social Co-existence course, established in April 2000.
In addition, at the Center for Educational Research and School Development, students can receive instruction and advice on matters related to educational performance, especially what to do when problems occur on-the-job. The Center also conducts practical research.

Accreditation Information :
Pre Requisite Courses :
Qualifying Exams :

Tution Fees :
Financial Aid / Scholarship Offered :
Courses :

The school’s central mission is educating highly qualified educators by complementing knowledge with practice. All programs emphasize experience and practice as a primary means of learning about the profession and acquiring necessary skills and competencies.
The school provides not only quality training for prospective teachers, but also working teachers who wish to pursue further education. Our commitment includes following features to facilitate the learning process:
The curriculum is well-balanced with education (teaching) related courses and content (subject) related courses. In order to support this, the Graduate school has cultivated cooperative relationship with the college of education at our university which has been nationally acknowledged for its high standards.
The Graduate School of Education has the advantage of utilizing resources such as elementary, middle and high school which are established by the university for teacher training and practice.
The school encourages active research and program development for education by collaborating with various institutes in the university, such as Ewha Educational Research Institute, Research Institute of Curriculum Instruction, Teaching Practicum Administration Office, Educational Resources Center, etc.
The program seeks to expand its scope to continuing and social education by offering courses for public education and working closely with graduate programs at the college of education at the same time.

Master multidisciplinary intervention on diversity in educational contexts

The overall objective of the Master and improve the skills of graduate and professional education related specifically to the care of the diversity caused by skill, gender, age, cultural and linguistic systems and different socioeconomic situations.

Graduates in psychology, Psychology and Pedagogy. Diploma in Teaching in all specialties, social work or social education. Professionals who are not taking these degrees have professional experience in the modules of the Master.