डॉ. बी. आर. अम्बेडकर विश्वविद्यालय दिल्ली 
Applicants need to have a Bachelors/Masters degree in any discipline with minimum 45% marks or equivalent grade from a recognised university (Relaxation of 5% marks for SC/ST/PwBD/D-OBC(NCL)/Defence/KM). Desirable: Minimum one year's work experience in the field of education.
View MoreEligibility
×Applicants need to have a Bachelors/Masters degree in any discipline with minimum 45% marks or equivalent grade from a recognised university (Relaxation of 5% marks for SC/ST/PwBD/D-OBC(NCL)/Defence/KM). Desirable: Minimum one year's work experience in the field of education.
SES’s MA Education programme is an attempt to bring together the elements of both liberal and professional preparation of educators. It is one of the few programmes in India that makes possible the study of education both as a social phenomenon and an area of knowledge, while developing the skills needed for professional practice.
This programme has intense field based components at both school and non-school sites. These field components provide a space to the graduates to engage with critical debates in education as they examine the field realities and understand the contexts of education. Many graduates eventually work as teachers, teacher-educators, curriculum developers, researchers, consultants and professionals in government and non-government organisations.
Objectives:
- Locate education in the varied contexts in which it operates.
- Appreciate the multiple dimensions of education – as a social phenomenon and as an area of knowledge.
- Develop analytical capability, and independent and critical thinking about issues in education.
- Read and comprehend academic literature relevant to education.
- Develop a deeper understanding of theory and practice of education through multiple perspectives.
Programme Outcomes:
- Demonstrate a critical engagement with educational discourse, theories, and practice.
- Identify and engage with inter/multidisciplinary perspectives in education.
- Situate education practices in historical, political and socio-cultural contexts, both locally and globally.
- Critically think, reflect, and analyse arguments, claims, evidences and problems in the Indian education context.
- Pursue guided and ethical research study and demonstrate the ability to analyse and synthesize information to address research questions.
- Engage with educational practice at both school and non-school sites
- Demonstrate analytical and professional skills related to teaching-learning, teacher education, curriculum and material development, education policies and programmes across different levels of education.
- Reflect on the educational processes and experiences of self and others while engaging with the psycho-social underpinnings of education.
Duration: 2-Years (4 Semester + 1 Summer) Full-Time
Total Credits: 70
Components: Core Courses (32 Credits) + Workshops (4 Credits) + Electives (24 Credits) + 2 Field Attachments (4 Credits) + Dissertation (6 Credits)
Core Courses:
- Education in India: Institutions, Systems and Structures
- Introduction to Educational Thought (guided reading)
- Understanding Children and Childhood
- History of Education in Modern India
- State, Society and Education
- An Introduction to Philosophy of Education
- A Philosophical Perspective for Education
- Introduction to Educational Research
- Curriculum Theory and Practice
- Experiencing Education
Electives (Selected):
- Education and Equity
- Sociology of Education
- Comparative Studies in History of Education
- Education and Development
- Educational Organisation and Leadership
- Gender and Education
- Global Childhoods
- Introduction to Teacher Education
- Learning and Development in the Early Years
- Literature and the Young Child
- Multilingual Education
- Qualitative Research Methods in Education
- Quantitative Research Methods
- Reading Education Policy
- School Knowledge, Curriculum and Texts
- Socio Emotional Perspective on Educational Failure
- Understanding Teacher and the Practice of Teacher
Workshops:
- Basic Research Skills Training
- Self-Development
- Introduction to Statistics in Education
Field Attachment (Non-School Based and School Based)
Dissertation
After successfully completing the MA Education Programme, students will be able to:
- Demonstrate a critical engagement with early childhood care and education discourse, theories, and practice.
- Identify and engage with multidisciplinary perspectives in early childhood care and education to develop a holistic understanding of educational practice
- Situate early childhood education practices in historical, political and socio-cultural contexts, both locally and globally.
- Critically think, reflect, and analyze arguments, claims, evidences and problems related to early childhood education in India.
- Pursue guided and ethical research study and demonstrate the ability to analyze and synthesize information to address research questions.
- Engage with educational practice at both school and non-school sites
- Demonstrate analytical and professional skills related to teaching-learning, teacher education, curriculum and material development, education policies and programmes across different levels of education.
- Review and contribute to development and planning of curriculum, education policies and programmes for young children.
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What are the Career Options after MA Education?
- Teacher Educator: Universities, DIETs
- Researcher
- Government Consultancy Agencies (SSA, RMSA, TE, NLM, MDM)
- NGOs and Private Organisations
- International Agencies (World Bank, UNICEF, Technical Corporation Agency)
What is the difference between MEd and MA Education in the Indian context?
The answer to this question is not straightforward. This is because there is a lack of consensus on what constitutes a postgraduate professional preparation or study in education. However, the following can be said based on the practice and regulatory contexts in teacher education in India:
- Objectives:
The 2-year MEd is generally (not unanimously though) considered as a professional programme that is directed at preparation of teacher educators. For awarding an MEd degree, an institution must have the recognition from the National Council for Teacher Education (NCTE) that regulates teacher preparation in the country. Along with this, a university offering the MEd degree should be recognized by the UGC. The 2-year MA Education programme is generally considered to be a liberal programme aimed at engaging with the field (or discipline) of education, pursuing research, working as practitioners in various educational settings and to teach at University level. A university recognized by UGC is eligible to award the MA degree.
Norms for becoming eligible to work as teacher educators in recognized institutions: As per the NCTE norms 2014, both MEd and MA Education degrees (with an initial teacher preparation and relevant master’s degrees) open-up avenues for teaching in different teacher education related programmes. Each teacher preparation programme has different norms for faculty qualifications. The candidates interested in the programme are advised to carefully read the NCTE Regulations. In addition to these, any other stipulation by the UGC (such as NET, PhD, etc.) also applies. The NCTE regulations change from time to time and so do the norms for faculty qualifications. The graduates of both the programmes are eligible to take the NET examination.
- Eligibility:
Applicants need to have a Bachelors/Masters degree in any discipline with minimum 45% marks or equivalent grade from a recognised university (Relaxation of 5% marks for SC/ST/PwBD/D-OBC(NCL)/Defence/KM). Desirable: Minimum one year's work experience in the field of education.
For other queries contact: sesadmissions[at]aud[dot]ac[dot]in