Qualification goals

The continuing education master's degree "Educational Quality in Developing Countries" qualifies students for a profession and enables them to continue their scientific work. It enables graduates to pursue a career with scientific qualifications in education and training in countries with development needs and in the technical contexts of development cooperation. In this master's programme competences are taught with regard to the different normative foundations of educational systems as well as questions of ensuring educational quality at the level of teaching, institutions and systems. It is particularly concerned with the challenge of ensuring educational quality, which arises in post-conflict societies and societies with a high proportion of the population living in poverty. A broad orientation beyond the school system and teaching fields of pedagogy results from training in project management and empirical methods. Practical vocational skills are acquired in particular within the framework of a vocational module and through the implementation of a project. In addition competencies are enhanced as the ability to carry out independent scientific work as well as application- and occupational field-related key qualifications that are aimed at training, management, and organisational functions as well as at planning and development competences. In addition to qualification for professional work in the relevant occupational fields, the study programme also serves as preparation for admission to a doctorate. Modules from educational science, empirical methods and project management ensure the interdisciplinary orientation of the course.

The continuing education master's programme "Educational Quality in Developing Countries" is aimed both at prospective students who are looking for a degree in a reflection and action science and at people who wish to acquire a scientific qualification following practical work.

A successfully completed further education course entitles the holder to a doctorate.

  • The course of study is dedicated to a high degree to an international transfer of knowledge in study and teaching. Graduates have deepened and broadened their knowledge of the normative foundations of educational systems, the theory and empirical basis of educational quality at the teaching, institutional and system-related levels as well as their development. They are familiar with the current state of research on school development in the context of development cooperation and are able to apply the acquired knowledge in a well-founded way. They have become familiar with the relevant qualitative and quantitative research methods and can apply them accordingly.
  • During their studies, graduates have also deepened their skills in the independent acquisition of knowledge, information and methods. 
  • From modules 6, 7 and 8 on research methods, graduates have acquired in-depth knowledge of empirical methods of data collection (e.g. qualitative and quantitative study design, questionnaire surveys; interviews, group discussions, observation) and data analysis (e.g. descriptive statistical and inferential statistical methods and the programs for evaluation (e.g. SPSS) as well as qualitative content analysis and programs for data processing (MaxqDA). They are able to characterize and compare these empirical methods, to select the most suitable method for their project and finally to independently design and perform more complex quality measurements. They are also able to read the results of international large-scale assessments and draw appropriate conclusions.
  • By carrying out a relevant project as part of their Master's thesis, graduates have gained in-depth practical experience in the planning and independent implementation of research projects using scientific theories and methods.

  • After successful completion of the Master's programme, graduates are able to analyse educational quality and respective development measures. They are also able to plan and comprehensively assess their own measures of improving the quality of education, schooling and teaching. In seminar papers, they have examined educational developments from their employment, where they continue working parallel to their studies. They have reflected on these developments intensively and sharpened their reflexivity.
  • Over the courses of modules 6, 7, 8: Measuring and Documentation I-III and modules 12, 13, 14: Project Module I-III, graduates have learned efficient working techniques, acquired the ability to critically analyse problems and to think conceptually. Over the course of the seminar papers and master's thesis (Module 15: Master's Thesis), they have gained competences for the implementation of projects to increase the quality of education, which will enable them to work in the context of evidence-based education and instructional planning in schools or school authorities.
  • For work in the context of education system development and quality monitoring, they have acquired occupation-specific skills in the observation, assessment and improvement of teaching quality through modules 9 and 10 (Quality Development I and II) and gained competencies in change management. They have expanded the understanding of their role as teachers, to be facilitators and guides for learning.
  • With the expanded competences in empirical methods and  project management, students have also qualified for employment opportunities outside the field of education and teaching.

  • Through international experience and intercultural exchange, gained, for example, during their study stays in Germany, graduates have optimised the organisation of their studying and learning.
  • Through independent data collection, self-managed study phases, presentations, group work, and participation in excursions, they have expended, deepened and embodied new flexibilities in the understanding of their professional roles and personal identities.
  • Through group work, self-learning phases and work in learning communities, they have trained in teamwork, constructive criticism and conflict resolution skills. They have expanded their communication and presentation skills.
  • Through modules 9 and 10 on Quality Development I+II in combination with module 11 (Work Experience), graduates have increased their self-concepts, strengthened their self-assessment skills and gained ideas for personal and professional development.

  • The course of study aims to strengthen graduates the civil social engagement and understanding of responsibilities.
  • Through the learning units in the modules on Education and Normativity I+II as well as in modules 4-6 (Theories of Educational Quality I-III) and modules 9-10 (Quality Development I-II), graduates of the programme will be supported in their functioning as multipliers in the field of quality schooling in Sub-Saharan Africa, thus contributing to the quality of education in the development sector.