Some Frequently Asked Questions
What qualifications do I need to join the programme?
Normally, applicants will be expected to have a Bachelor degree, or equivalent qualification. In circumstances where an applicant does not have the normally expected qualifications, an applicant will need to demonstrate, through their profile of professional practice and staff development, that they have the experience and the skills to undertake study at Masters Level.
How long does it take to complete the programme?
For staff working in schools, a part-time mode is envisaged. The minimum length of time is two years on a part-time mode. Staff working in schools have five years to complete the programme from the moment they enrol. A colleague may ‘interrupt’ their studies for a period. In such cases the ‘clock’ is halted and re-starts when the student signals that the period of interruption has come to an end. In future, a full-time programme might be an option.
What about accredited prior learning (APL)?
A clear APL system is operated by the university, based upon the applicant supplying documentary evidence of their attainment of Masters-level credits on an Education programme and completed within the last 5 years. The evidence should contain official certification (with an English translation if necessary) of themes, level and dates. The applicant for APL is advised to have a preliminary discussion with a knowledgeable local UAT, before applying to the Programme Director.
Do I have to be a Waldorf teacher to participate in the programme?
Initially, the intention is to offer the programme to practising teachers and other educational staff working in Waldorf schools and school movements in Europe and tutors and staff from Waldorf Teacher Education seminars in Europe. As the programme develops the intention is to make it available to teachers and staff who have trained and qualified in Steiner Waldorf pedagogy and who work in other forms of schools and education.
If I enrol with a group of colleagues, how do I advance in my programme of studies?
All students are treated individually and start when they have registered and discussed their studies with their tutor. Groups of students would proceed when the appropriate module starts in the country concerned, subject to the agreement of the University, the national coordinator and the local tutor.
Who will be my tutor?
A European network of tutors, trained and approved by the University is envisaged.
What is the difference between CATS and ECTS?
The European Credit Transfer System is based on a convention giving 60 credits for each year of study. This means that shorter periods of study lead to fewer credits. The Credit Accumulation Transfer Scheme is based on outcomes of study achieved, rather than the length of time of study.
Do I have to go to the University of Plymouth to study for the MA?
No. The idea behind the programme is that a student can undertake the programme in a flexible and distributed mode – in the classroom, in the regional or national setting, or in other settings. Mobility of students and tutors is a key-note feature of the planned programme.
What is the title of the degree?
The general title of the degree is MA(Ed.). It is possible to make degree titles specific to a student’s expertise and professional needs. Early discussion with your tutor is required.
Will this degree be recognised by the agencies in my own country?
This is a key question that is linked to European policy developments and initiatives under the Bologna Process and the Lisbon Declaration. The National Coordinator will be able to provide you with the most recent information available.
How many assignments must I do to get an MA?
The Programme consists of 180 credits under the CATS system. The Masters degree contains four modules, each of 30 credits, plus a dissertation of 60 credits. The total credits for the degree is therefore 180. Each module is assessed through an assignment of 4,000 words, and the dissertation is 15 - 20,000 words.
There are three stages within the Masters programme. The first is the Post Graduate Certificate stage (PGCert) comprising two modules and two assignments leading to 60 credits. The second is the Post Graduate Diploma stage (PGDip) comprising another two modules and two assignments leading to another 60 credits. The third is the Master of Arts stage comprising the dissertation and the final 60 credits. However students can discuss with their tutor the possibility of undertaking the two assignments for the PGCert together as parts one and two of a single conceptually cohesive theme. The same possibility exists at the PGDip stage.
Please explain about taught modules and independent study modules (ISM)
Taught modules have subject specific content, ISMs don't. But both could, and should, have an appropriate element of educational research training content given by the tutor. Both types of modules could, in fact, have all the elements (tutorials, e-mail etc) that you list when it comes to the preparation of the assignment.
There are not fixed amounts of contact or teaching time in a taught module or an ISM. Teaching at masters level consists of some or all of the following: tutor and student presentations, group seminars, one-to-one tutorials, e-mail correspondence and telephone contact and the reading of draft assignments. It may be that group sessions and seminars are set aside to explore assignment themes, modes and study / research patterns. Seminars are useful to build group support, make critical friends, offer generally encouragement and help in the setting of deadlines. Individual tutorial sessions may be used initially to identify the structure and content of an assignment and later on to discuss assignment drafts.
How much does it cost?
This is an important question that is linked to the question of costs of delivery and quality assurance. In the planning stages, the costs of the programme are under negotiation. Candidates should deal directly with their national coordinator.
What kinds of financial help can I apply for?
National funding agencies, the Higher Education Funding Council (UK), programmes for mobility under SOCRATES, anthroposophical foundations and trusts and staff development budgets within schools.
What are the languages of teaching and learning?
At the time of writing, the languages of teaching and learning are English and German. There is a commitment to develop opportunities for teaching and learning and study in a number of European languages.
What is continuing professional development?
Continuing professional development (CPD) is a term which is widely employed in the language of UK teacher education in recognition of the fact that teachers and members of staff have a professional and human need to continue to learn. Following the completion of formal initial courses of study and programmes of learning, the concept of continuing professional development envisages teachers taking an active part in a continuing learning process that is appropriate to their own development and is coherent with and in support of the school’s ethos and organizational development. An ethos and culture of CPD in a school resonates harmoniously with the idea of school-based practitioner research at Masters level and can contribute to the development of a culture of enquiry within a learning community.
What is a culture of enquiry?
A culture of enquiry is where the working ethos of a school and a group of colleagues concentrates on the raising of questions, the exploration of new ideas, the probing of theory and practice, the interrogation of principles and the development of innovative practice, based on research. Students participating in the Masters Programme will benefit greatly from the collaborative culture surrounding and supporting them.
What is flexible and distributed learning?
The English Quality Assurance Agency’s definition of ‘Flexible and Distributed Learning’ (FDL) provides a helpful reference point. Flexible and distributed learning does not:
require a student’s place of study to be physically located within the institution (the awarding institution) whose academic award is being sought through successful completion of the programme of study
assume that a student’s programme of study is necessarily delivered by the awarding institution
assume that a student is necessarily supported by staff of the awarding institution
assume that a student is routinely working with other students; and
necessarily require assessment of a student’s achievement to take place at the location of the awarding institution’
Does this mean that distance learning and independent study can be a primary feature of the programme?
Yes.
What does practice-based mean?
This is where a student acts from their place of work, from the classroom; thinking and acting and reflecting on their professional practice.
What is ‘masters worthiness’?
‘Masters worthiness’ describes the skills, attributes and faculties that a person is required to develop and demonstrate as a student at this level.
What are the essential features of ‘masters worthiness’?
Some of the essential features of masters worthiness are:
carrying out a project – devise, implement, monitor and review
reflecting on practice
making an argument based on practice and drawing from several sources
reading widely and placing in an experiential context
employing criteria of judgement
distinguishing between scholarly work and collecting data and information from a range of sources
analyzing data according to particular criteria
drawing conclusions
What is the Bologna Process?
The Bologna Process follows an agreement made by European governments and signed in Bologna in 1999 to create a European Higher Education Area (EHEA) by 2010. The initial agreement was discussed further in Prague in 2001 and Berlin in 2003. Nearly 40 European governments have signed up to the Bologna Process. Under the agreement, European countries will work to harmonise degree structures across Europe and to promote the mobility of staff and students across the EHEA. The Bologna Process requires legislative, administrative and academic changes to many Universities and Higher Education Institutes across Europe. In terms of qualifications, the Bologna Process focuses on the ‘three-cycle’ model of degrees: Bachelor, Masters and Doctoral. Issues of qualification-equivalence, credit-transferability and mutual recognition are key to the Bologna Process and the development of EHEA.
