Graduate Admissions

 

Faculty of Education

Courses with Taught Elements

Postgraduate Certificate in Education (PGCE)

The Postgraduate Certificate in Education is a one-year course lasting 36 weeks, taught in partnership with local schools. Trainees spend at least 50% of their course working with teachers and children in schools across the region. The courses attract students from different backgrounds and cultures, from different parts of the country, and from a variety of universities and colleges, including those who are in the final year of their first degree, those with higher degrees, and those who, after a period in another occupation, have decided to become teachers.

The programmes offered are for those wishing to train to teach at Secondary (11-19), Primary (5-11), Early Years (3-7) and are fully described in the PGCE Prospectus.
Further information
PGCE Study General Each year about 400 graduate trainees in the Faculty read for the Postgraduate Certificate in Education. All trainees must be members of a College. Cambridge trainees are usually allowed to continue membership of their own College for this extra year. The Faculty will assist trainees in their application for a College place. The Secondary School Programme The Secondary Programme is a partnership course run in conjunction with secondary schools throughout East Anglia. The following subject courses are available: Art, Geography, Music, Classics, History, Religious Studies, English, Mathematics, Science, Modern Languages, Design and Technology. Course aims The course aims to develop trainees' competence and confidence in the teaching of their chosen subject specialism and in the general professional role of the teacher; together these call for the development of the following attributes: a broad range of practical teaching skills; appropriate personal qualities and professional attitudes; an informed understanding of curriculum and teaching methodology; the capacity to reflect critically on research and professional practice; a cogent personal philosophy of education. Curriculum The curriculum is organised around three (interdependent) strands as follows: Subject Studies, which consists of:
a taught course with linked school experience in Terms 1, 2 and 3;
and a study in depth conducted over Terms 2 and 3.
The General Professional Role of the Teacher (Professional Studies), which comprises:
one-day conferences, lectures and workshops in Terms 1 and 2 with linked school experience in Term 1.
Professional Performance in School and Classroom, which involves:
school experience and professional placement during Term 1;
a professional placement during Terms 2 and 3;
The Early Years and Primary School Programme The Primary Programme is a partnership course run in conjunction with secondary schools throughout East Anglia. Course aims The course enables all trainees to be confident to teach all aspects of Early Years and Primary education. Curriculum The curriculum is organised around three (interdependent) strands as follows: Professional Studies All trainees on the early years and primary programme follow courses which provide the opportunity to understand and consider in more depth some of the fundamental ideas on which all educational practice is based. Curriculum Courses These courses cover the Core Subjects of the National Curriculum and introduce different ways in which children's learning may be effectively developed. All courses focus on classroom pedagogy, making connections to the topics covered in the Professional Studies Course. Professional Placements There are two periods of extended placement in partner schools, one in the first half of the Lent Term and the second in the Easter Term. These provide trainees with practice opportunities in contrasting schools and two different age ranges. Each trainee is supervised by a member of the school staff in close cooperation with a Faculty Partnership Tutor, who visits regularly to observe lessons and discuss progress. Postgraduate Certificate Examination The assessment of the course is based on a combination of submitted work, details of which are published at the start of the academical year, and assessment of performance in the teaching placements. The examination has the following two sections:

Section I. Assignments in Professional Studies, Subject Studies or the Core Subjects
Section II. Professional Performance

For those who fail in either section of the examination, re-examination is possible on not more than one occasion subject to the permission of the Faculty Board and under conditions set in each case by the Faculty Board and the Examiners. Re-examination must normally take place within two years of the initial failure. A candidate failing in practical teaching is normally required to take a full school term of teaching placement in a subsequent academical year.
Award of the Certificate The award of the Postgraduate Certificate in Education of the University of Cambridge is made to candidates who diligently attend and satisfactorily complete the course, and who satisfy the Examiners in all sections. Subject to meeting further statutory requirements, notably the successful completion of the on-line QTS skills tests, such candidates will be recommended to the Department for Education for the award of Qualified Teacher Status. Progression to Year 2 of the Master of Education from the PGCE Trainees who successfully complete all examined elements of the PGCE course are able to apply for a one year M.Ed. course. Trainees will have the option of undertaking the Masters (on a part-time basis) within two years of successfully completing their PGCE. Admission to the Course Applications are welcomed from candidates from a wide variety of academic, social, and ethnic backgrounds. Applicants should be graduates or have qualifications that are recognized as degree equivalent. For trainees choosing to teach at Secondary level this will normally be in the chosen subject specialism, or a closely related subject. For trainees choosing to teach at Primary level this should be in a school curriculum subject or a closely related subject.

Trainees must also hold GCSE passes at grade C or above in Mathematics and English, or equivalent qualifications. Trainees choosing to teach at early years/primary levels must also hold a grade C in GCSE in Science or the equivalent.
Notes on Application Full details of the application procedure are contained in the Faculty of Education's PGCE prospectus, available online. All applicants are required to apply through the Graduate Teacher Training Registry, online. Trainees will not normally be accepted without interview. As well as being accepted by the Faculty of Education, trainees must also be accepted by a College in order to take up a place on the PGCE course. If invited for interview, you will be sent a College application form on which you specify your College choice. If offered a place on the course, the College application form is circulated to your chosen Colleges in the order of preference you have indicated. Further information
PGCE Study
Graduate Teacher Training Registry

MPhil in Education

Application deadline:
Please see the Faculty Website
Length and dates of course:
1 year, full-time, starting in October
Academic requirement:
At least a 2.i honours degree from a UK university or equivalent
English language requirement: See table of specific scores needed for this course
Course code: EDM2


The full time MPhil in Education and the equivalent part time MEd programmes are suitable both for those wishing to develop a career in educational research, and for those who aspire to positions of professional leadership and responsibility. The thematic routes (see further details below) allow you to develop your understanding of educational research and of your chosen specialism within education, and to undertake supervised research on a topic of your choice. They provide opportunities for advanced study in specialist areas, supported through lectures, seminars, workshops, individual supervisions and, where appropriate, fieldwork. Research Methods All specialist routes, with the exception of Educational Research and Researching Practice, undertake together a Research Methods course that comprises one-third of the total teaching time. Here students will develop their understanding of different research strategies, foster skills in critically appraising and synthesising published research studies and acquire the understanding and skills necessary for designing, conducting, analysing, interpreting and reporting a small-scale research study for thesis presentation. Perspectives on Education In addition to the content of their chosen thematic route and the research methods course, the majority of MPhil students will also undertake a Perspectives on Education course that introduces them to a range of key issues in education. The course, which comprises both compulsory and elective elements, will locate students' thematic content within an international perspective and facilitate their awareness as to how, for example, culture, when viewed broadly, determines the nature of knowledge, curricula, assessment and, signficantly, the forms and functions of education itself. As with the research methods strand, it is expected that the Perspectives on education strand will influence students' decisions with respect to how they undertake their research. Thematic Routes All students work towards the submission of a thesis and are supported through supervision, lectures and seminars. Students select from one of the following Masters routes: Educational Research Critical Approaches to Children's Literature Arts, Creativity, Education and Culture Educational Leadership and School Improvement Perspectives on Inclusive and Special Education Politics, Development and Democratic Education Primary Education Psychology and Education Research in Second Language Education Child and Adolescent Psychotherapeutic Counselling
In the light of unforeseen circumstances where recruitment levels make a route non viable the Faculty reserves the right to withdraw routes and offers. These routes are available either full-time over a year or part-time over two years (except where indicated as MEd only). Further information
Faculty of Education Fees and Costs Graduate Course Costs

IMPORTANT: ADDITIONAL COURSE COSTS

Please note that the following accredited courses also charge a supplementary programme fee due to the additional teaching hours provided on the course:

Child and Adolescent Psychotherapeutic Counselling: £975 Psychology and Education: £1,217
The Faculty of Education will be responsible for collecting these additional course costs (rather than the College, who are responsible for the collection of all other fees). Notes on Application
A complete application for this course will depend on whether you are a continuing student or a new admission. Please see the relevant box below.

Continuing students must provide: Application submitted online, with payment Supporting documents to be uploaded:
one academic reference personal reference - ONLY if you wish to be considered for funding from GATES CAMBRIDGE. (See Personal reference for Gates Cambridge for further information)

You are a continuing student if you have previously been admitted to a graduate course by the Board of Graduate Studies (or by the Institute of Continuing Education, for an MSt degree), and became a matriculated student on that course.
How To Apply
New applicants for admission must provide: Application submitted online, with payment Supporting documents to be uploaded:
two academic references transcripts or degree certificates English Language Score Report (if English is not your first language) personal reference - ONLY if you wish to be considered for funding from GATES CAMBRIDGE. (See Personal reference for Gates Cambridge for further information)

How To Apply

Master of Education (MEd)

Application deadline:
Please see the Faculty Website
Length and dates of course:
2 years, part-time, starting in October
Academic requirement:
At least a 2.i honours degree from a UK university or equivalent
English language requirement: See table of specific scores needed for this course


The full-time MPhil in Education and the equivalent part-time MEd programmes are suitable both for those wishing to develop a career in educational research, and for those who aspire to positions of professional leadership and responsibility. The thematic routes (see further details below) allow you to develop your understanding of educational research and of your chosen specialism within education, and to undertake supervised research on a topic of your choice. They provide opportunities for advanced study in specialist areas, supported through lectures, seminars, workshops, individual supervisions and, where appropriate, fieldwork. Research Methods All specialist routes, with the exception of Educational Research, Researching Practice, undertake together a Research Methods course that comprises one-third of the total teaching time. Here students will develop their understanding of different research strategies, foster skills in critically appraising and synthesising published research studies and acquire the understanding and skills necessary for designing, conducting, analysing, interpreting and reporting a small-scale research study for thesis presentation. Further information
Faculty of Education Thematic Routes All students work towards the submission of a thesis and are supported through supervision, lectures and seminars. Students select from one of the following Masters routes: Approaches to Children's Literature Arts, Creativity, Education and Culture Educational Leadership and School Improvement Perspectives on Inclusive and Special Education Politics, Development and Democratic Education Primary Education Psychology and Education Research in Second Language Education Child and Adolescent Counselling
In the light of unforeseen circumstances where recruitment levels make a route non viable the Faculty reserves the right to withdraw routes and offers. These routes are available either full- time over a year or part-time over two years (except where indicated as MEd only). Fees and Costs Graduate Course Costs

IMPORTANT: ADDITIONAL COURSE COSTS

Please note that the following accredited courses also charge a supplementary programme fee due to the additional teaching hours provided on the course:

Child and Adolescent Psychotherapeutic Counselling: £975 Psychology and Education: £1,217
The Faculty of Education will be responsible for collecting these additional course costs (rather than the College, who are responsible for the collection of all other fees).
Notes on Application
A complete application for this course will depend on whether you are a continuing student or a new admission. Please see the relevant box below.

Continuing students must provide: Application submitted online, with payment Supporting documents to be uploaded:
one academic reference personal reference - ONLY if you wish to be considered for funding from GATES CAMBRIDGE. (See Personal reference for Gates Cambridge for further information)

You are a continuing student if you have previously been admitted to a graduate course by the Board of Graduate Studies (or by the Institute of Continuing Education, for an MSt degree), and became a matriculated student on that course.
How To Apply

New applicants for admission must provide: Application submitted online, with payment Supporting documents to be uploaded:
two academic references transcripts or degree certificates English Language Score Report (if English is not your first language) personal reference - ONLY if you wish to be considered for funding from GATES CAMBRIDGE. (See Personal reference for Gates Cambridge for further information)

How To Apply


Different Routes for the MPhil/MEd in Education:

Educational Research

This route, which is not only the Faculty of Education's doctoral training programme but also accredited by the Economic and Social Research Council, provides a broad-based training in educational research that aims to help students: To become familiar with an appropriate range of intellectual and methodological traditions within the field; To become skilled and critical readers of educational research; To develop knowledge in depth of some substantive area of education and educational research; To develop their capacity to frame research questions and devise appropriate research designs; To develop confidence in using a range of both qualitative and quantitative approaches to gathering, analysing and interpreting evidence; To develop their skills in presenting research-based evidence and argument; To gain practical experience of educational research through conducting a small-scale investigation.
During their period of study, one year full time or two years part time, students follow six modules on:
(i) Research Aims, Strategies of Enquiry and Design
(ii) Research Methods and Analysis
(iii) Research, Reporting and Presentation
(iv) Perspectives on Research Methodology
(v) Issues in Data Analysis and Interpretation
(vi) Thesis Preparation.

Throughout, a student is supported by a supervisor who has expertise in the substantive field of the student's research project. Assessment is by two essays and a thesis.
Further information
Educational Research

Critical Approaches to Children's Literature

This route is aimed at applicants who already have knowledge of and interest in children's literature and who want to develop expertise in the subject at masters' level. In this route students will meet old favourites and make new exciting acquaintances. They will be introduced to the most recent debates on the nature and social function of this controversial and multifaceted kind of literature. They will also be provided with the tools for critical assessment of books written and marketed for a young audience. Students will follow modules covering: researching picturebooks and their readers; texts, contexts and childhoods; and what makes this Masters in Children's Literature. As well as considering picturebooks, poetry, media texts and writing for children, this thematic route concentrates on a wide range of fiction for children, including the 'classics', texts for very young readers, international literature and novels for young adults. Close textual study and the history of children's literature are embedded within the route, which also concerns itself with exciting new texts, (sometimes using sound and image) produced by ever changing new technologies. Qualitative action research involving empirical work with children on visual literacy will be undertaken during the route. Participants are encouraged to keep a working journal and to include references to their own reading autobiographies. The route focuses throughout on different representations of childhood in the texts that are studied and examines what is meant by the contested term 'children's literature'. Participants will be expected to engage with some of the key debates in the field and to consider a range of theoretical perspectives - from Romanticism to reader-response theory; gender issues to postmodernism; historical studies to new historicism; sociocultural viewpoints to semiotics - as well as examining critically views of young readers and their reading choices. Further information
Approaches to Children's Literature

Arts Creativity Education and Culture

The aim of this route is to provide a broad-based intellectual exploration of the arts in culture and education. It examines issues in the arts from a range of perspectives, providing an opportunity for students to engage with different discourses between arts and culture and the processes of teaching and learning. It includes contributions from a range of disciplinary specialists including drama, music, visual art, art and design technology, and moving image. Cross-domain theories and principles are examined, and key concepts such as creativity, performance, and aesthetics are viewed from philosophical, psychological, cognitive and cultural perspectives. The objectives of the route are to enable participants to: Become familiar with key debates and concepts in arts education; Develop the capacity to reflect on and to analyse their own practices in arts education and gain a deeper insight of the role of the arts in culture; Develop a critical understanding of and ability to bring together domain-specific and general theoretical and practical perspectives, so that there is reciprocity between them; Develop a critical understanding of and skills to apply research methods related to arts-based methods and related methodologies and the capacity to judge their appropriateness for educational enquiry; Develop the ability to contribute to informed development of policy and practice in arts and educational contexts; Carry out a research based study of one aspect or issue in the arts.
Further information
Arts Education

Educational Leadership and School Improvement

The overall aims of this specialist route are to enable participants to develop: An advanced knowledge and understanding of educational leadership and school improvement A set of skills for analysing educational leadership and school improvement issues and practices The ability to bring together theoretical perspectives on educational leadership and school improvement and apply an informed critique of their inter-relationship The ability to contribute to informed development of policy and practice in educational contexts Familiarity with a range of frameworks for understanding pupil, professional and organisational learning The route content is covered through eight interrelated themes. Leadership for Learning Policy, Structures and Change School Effectiveness and School Improvement Issues and Dilemmas Perspectives on Leadership Perspectives on Learning Schools, Cultures and Communities Education Evaluation
This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. The concept of leadership is treated as problematic and examined as it applies to pupils, teachers and support staff as well as those with formal leadership responsibilities. The route is underpinned by the values and principles of "Leadership for Learning: the Cambridge Network" these beliefs include a democratic concept of leadership rather than a hierarchical one, and a view of learning as a shared enterprise crossing the traditional divisions between 'teachers' and 'learners'. The route is aimed at a wide audience including practitioners studying part-time as well as full time students. It is of relevance and interest to teachers, middle leaders, headteachers/principals, advisers and others as well as to graduate students interested in the area of leadership and school improvement. We draw on participants' experiences, and students pursue their particular interest by undertaking an individual empirical research project. Further information
Educational Leadership and School Improvement

Perspectives on Inclusive and Special Education

The main aim of this route is to provide an in-depth and critical engagement with the development of, and current issues in, special education and inclusive education around the world. This will entail an examination of a range of different theoretical orientations, definitions, identification and assessment procedures. The main purposes of this route will be to: Develop members' understanding of the range of provision for children and young people who experience difficulties in learning; Compare and contrast special education provision in a number of contexts and countries; Enable students to understand issues related to meeting educational needs as they emerge from different theoretical, cultural and national perspectives; Understand the relationships between equal opportunity, social justice and policy formulation, adoption, implementation and evaluation; Enhance capacities for professional reflection, judgement, decision-making and action to make effective provision for all aspects of individual need Develop ability to critically engage with the literature on special and inclusive education Develop ability to use theory to critique, evaluate and understand practice
The route offers four core modules: Module 1: Critical reflections on key terms: inclusion, disability and special educational needs. Module 2: Meeting special educational needs - curriculum, teaching and learning. Module 3: Engaging with key debates in special and inclusive education Module 4: Promoting participation and inclusion.
Further information
Perspectives on Inclusive and Special Education

Politics, Development and Democratic Education

The Politics, Development and Democratic Education thematic route covers key contemporary educational debates amongst policy-makers, practitioners and researchers in the UK and internationally. It demonstrates the relevance of educational theory, particularly within the social sciences (economics, politics, sociology) and the humanities (philosophy and history) to educational policy concerns and practices. Such theory contextualises and assesses central and local policy and school practices in relation to such fundamental concepts as equality, democracy and justice. The course covers topics such as class, gender, multiculturalism, citizenship and social change in terms of contemporary concerns with globalisation, modernity and development. Those teaching the course have international reputations in their various fields and it is the key course in the Education, Equality and Development academic group in the Faculty. The course encourages participants to engage critically with educational policy, practice and provision in global, national, institutional and temporal contexts, and to move between the macro, structural levels of historical change and development to psycho-social processes. It offers opportunities to consider a wide range of ameliorative and democratic educational reforms in the context of nations that are income-rich and/or in developing economies Students are encouraged to critically investigate specific models and applications of democratic schooling and their relationships to concepts of power, participation and social inequality, together with the relevance of such models for development contexts, European education and citizenship education. Further information
Politics, Development and Democratic Education

Primary Education

This route is for practitioners and other professionals at various stages in their careers who are committed to improving the education of young children. It is designed to enable you to enhance your educational practice through reflection, study and practical research and will give you the opportunity to: Carry out individual and collaborative critical enquiry into significant educational issues and practice Critically engage with the best quality national and international educational research that has relevance to primary education Develop current or personal priorities in the primary curriculum (such as "Inclusion", "Leadership" or "Assessment for Learning") in ways that are theory and research-informed and school or classroom-based Develop your thinking in order to contribute to informed policy and practice analysis and improvement in the primary phase. Pairs of the following modules are taught in alternate years: Critical perspectives on Primary Education Themes and challenges throughout primary education Teaching and Learning within the Primary School The School as a Community
Further information
Primary Education

Psychology and Education

This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of developmental and/or educational psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further. The route offers a well-rounded introduction to areas of psychology relevant to the study of children's development, learning and education, together with more advanced routes examining psychological approaches to particular topics within education. At the end of the route, participants are required to devise and carry out their own research projects on topics in which they have brought or developed a particular interest. Five introductory level core topic modules are offered: developmental psychology, cognitive psychology; biological psychology; social psychology and individual differences. These are followed by two advanced modules: quantitative and other research methods in psychology; and a series of contemporary psychological explanations and research applications in a broad range of educational contexts. The route is accredited by the British Psychological Society, so that applicants who have the equivalent of six months' study of psychology at undergraduate level will be eligible for BPS Graduate membership and the Graduate Basis for Registration. This enables successful candidates to proceed onto routes offering professional training as a Chartered Psychologist (in, for example, educational or clinical psychology). Further information
Psychology and Education

Research in Second Language Education


This route only recruits full-time students and one year part-time PGCE-Masters students.
This route is intended for applicants with a background in foreign language education. Applicants will typically have a good honours degree in a foreign language or applied linguistics. Some prior professional involvement in an aspect of the field of L2 education is preferred (for instance, in teaching, assessment or teacher training). The route aims to combine in-depth critical understanding of the main currents of conceptual thinking in the literature on second language learning with practical training in aspects of L2 empirical research. The aims of the route are: To examine key theoretical perspectives which have influenced recent research in second language education and to relate these to the wider context of educational research. To analyse and develop effective methodologies in conducting empirical research in second language teaching and learning in schools and communities. To develop critical skills with respect to the literature on research in second language teaching and learning, focusing mainly on core readings which provide instructive examples of empirical research. To investigate the language education issues in an international and comparative perspective. All students will receive individual supervision in the planning and analysis of an L2-related empirical project of their choice which will form the centre piece of their thesis and which will draw on different strands of the theoretical and methodological components of the taught units.
Further information
Research in Second Language Education

Child and Adolescent Psychotherapeutic Counselling

The Child and Adolescent Psychotherapeutic Counselling Masters degree is part of a B.A.C.P. and U.K.A.P.C. accredited route to becoming a child and adolescent psychotherapeutic counsellor. To become an accredited practitioner candidates are also required to hold the Advanced Diploma in Child and Adolescent Counselling. The increased emphasis on the integration of education, social services and health in the delivery of services to children under the Children's Act 2004, make this route particularly pertinent and valuable, not only to teachers but to a wide range of practitioners within the area. The four main elements of the route are: 1: The Therapeutic Relationship and Therapeutic Processes This element explores an integrative approach to the therapeutic relationship. It will include a study of the working alliance, the transferential relationship and the person to person relationship. 2: Professional Issues in Therapy with Children In these sessions, the key professional, ethical and legal issues surrounding the practice of therapeutic counselling and research on counselling are examined. Since the context of work with children and adolescents is rapidly changing, with increased emphasis on working with other agencies, systems and groups as well as with individuals, it is important to understand different contexts and the different modes of working within them. 3: Understanding Child and Adolescent Development This element explores the key theoretical frameworks for individual and group development in childhood and adolescence and their implications for therapeutic practices. 4: Developing Children's Social and Emotional Well Being
Further information
Child and Adolescent Counselling

 

MSt with the Institute of Continuing Education (ICE)

Notes on application: Please visit the ICE website for information on how to apply for these courses.

Institute of Continuing Eduction: How to Apply

MSt (part-time) in Advanced Subject Teaching

Further information
Institute of Continuing Eduction: MSt in Advanced Subject Teaching

 

Research Programmes

PhD (full or part-time)

Application deadlines:
See Faculty website

Academic requirement:
A prior good Masters in Education or a related discipline.
English language requirement: See table of specific scores needed for this course
Course code: EDED21
Fee rate: Arts

This programme of research training and supervised research is aimed at graduates who aspire to an academic career in education and wish to develop research skills and knowledge of a particular field in depth. All doctoral students undertake a programme of intensive research training and individual specialised supervision on an agreed topic. This could relate to any aspect of the theory, policy and practice of education and may be drawn from any stage between early education and tertiary and professional education, provided supervision can be offered by a Faculty lecturer with relevant expertise in the topic area. All doctoral students complete a course in educational research equivalent to the MPhil in Educational Research (and may be required to be examined in the first instance for that degree). Progression from other MPhil courses to the PhD is encouraged but will usually not give full exemption from the educational research training course. Full-time students are encouraged to complete their PhD in the ninth or tenth term of study, with a maximum period set as completion by the 12th term. The part-time PhD takes a minimum of 15 terms or five years. Students are required to attend a minimum of two one-hour supervisions a term during the course of their study. Individual supervision is provided by members of the Faculty academic staff. After completion of their formal training, which normally takes two years, part-time PhD students are required to engage in further sessions which are part of the Graduate Development Programme. They also benefit from the wide range of seminars that are offered by the faculty. Each year the Faculty arranges a series of research seminars, and advanced research skills training, primarily but not exclusively for research students, both full-time and part-time. These seminars have a strong emphasis on methodological issues but are also aimed at informing research students about, and engaging them with, ongoing research within the Faculty. Further information
Faculty of Education: PhD Programme Fees and Costs Graduate Course Costs
Notes on Application
A complete application for this course will depend on whether you are a continuing student or a new admission. Please see the relevant box below.

Continuing students must provide: Application submitted online, with payment Supporting documents to be uploaded:
one academic reference personal reference - ONLY if you wish to be considered for funding from GATES CAMBRIDGE. (See Personal reference for Gates Cambridge for further information) 1500 word research proposal

You are a continuing student if you have previously been admitted to a graduate course by the Board of Graduate Studies (or by the Institute of Continuing Education, for an MSt degree), and became a matriculated student on that course.
How To Apply
New applicants for admission must provide: Application submitted online, with payment Supporting documents to be uploaded:
two academic references transcripts or degree certificates 1500 word Research Proposal English Language Score Report (if English is not your first language) personal reference - ONLY if you wish to be considered for funding from GATES CAMBRIDGE. (See Personal reference for Gates Cambridge for further information)

How To Apply

EdD - Doctor of Education (part-time only, application deadline extended)

Application deadline:
13th June
Academic requirement:
A prior good Masters in education or a related discipline
English language requirement: See table of specific scores needed for this course
Course code: ED71


The EdD harnesses the excellence in doctoral research at Cambridge in order to enable candidates to generate, develop and disseminate knowledge that will have an innovative social, educational and practical impact. Participants in the EdD programme will design and implement substantial research projects while working within sustained research communities. EdD candidates will be experienced educational professionals, either practising teachers, school managers, or those working in related fields (for example, policy, advice and support or management). Participants in the EdD will be committed to extending their own understanding of educational issues; to improving their own practice on the basis of evidence; and to developing policy and/or practice in the wider educational community through research and theorisation. Course Structure The Doctor of Education is a 5 year, part-time, research degree, which is designed for educational professionals working in the United Kingdom. The EdD is not a distance learning course. However, in order to ensure the course is accessible to practitioners, the EdD programme will be delivered through a series of twilight sessions (5-8pm), Saturday conferences (9am-1pm), EdD community meetings and one to one supervisions with an academic whose expert interests link with the area in which you are conducting your research. The EdD is designed to facilitate the sharing of findings with practitioners and policy makers, with one important aspect of the EdD Communities being the focus on the creation and dissemination of the outcomes from each individual's EdD research. Further information
Faculty of Education: The Doctor of Education (EdD) Degree Fees and Costs Graduate Course Costs
Notes on Application
A complete application for this course will depend on whether you are a continuing student or a new admission. Please see the relevant box below.

Continuing students must provide: Application submitted online, with payment Supporting documents to be uploaded:
one academic reference 1500 word research proposal personal reference - ONLY if you wish to be considered for funding from GATES CAMBRIDGE. (See Personal reference for Gates Cambridge for further information)

You are a continuing student if you have previously been admitted to a graduate course by the Board of Graduate Studies (or by the Institute of Continuing Education, for an MSt degree), and became a matriculated student on that course.
How To Apply
New applicants for admission must provide: Application submitted online, with payment Supporting documents to be uploaded:
two academic references transcripts or degree certificates 1500 word research proposal English Language Score Report (if English is not your first language) personal reference - ONLY if you wish to be considered for funding from GATES CAMBRIDGE. (See Personal reference for Gates Cambridge for further information)

How To Apply