The need for the Master's programme
The need for educational expertise has grown significantly over the last decades. This applies notably to the African continent, where educational systems – not least due to the UN initiative ‘Education for All’ – are expanding rapidly. This trend is going to continue.
At the same time it must be recognized that people in charge of school management have often received not enough training to cope with the challenges of educational and ethical orientations towards an increasing quality management in a global society.
Implementing compulsory schooling, training and in-service training for more than four million teachers will be needed in Africa and other developing regions during the next decade. Teacher training and in-service training systems are not yet prepared for this challenge. In addition, during the training, it will be necessary to focus on topics which until now have hardly been taken into account: sustainability and the question of how to shape globalisation, the strengthening of the including function of education within societies or rather the minimisation of its excluding effects, and the challenges arising from educational planning and didactics in view of migration, multilingualism and the pluralisation of cultures.
Attending to these challenges in the training of decision makers in the educational sector – both from developing countries and from agencies in donor states – is a pivotal challenge the Master’s program tries to respond to.
Furthermore, the Master’s programme deals with another phenomenon closely related to this development: in many countries and for different reasons, governments do not sufficiently meet their educational responsibility. Therefore, programmes in public education often do not reach the whole population.At the same time, in many countries where educational responsibility is recognised by the civil society (e.g. schools run by minorities or denominations), its subsidary support is often insufficient. In Rwanda, for example, 60% of all schools are not-governmental schools and schooling expenditures are not completely covered by the state. In this context, a new culture of school sponsorship is developing, which is referred to as the ‘low-fee private school sector’. These private schools are founded through the initiative of parents, parishes or other providers in areas where the state, due to many different reasons, cannot offer any or adequate education. Until today, it has often been the educational stimulus from religious communities which has led to the foundation of schools in the low-fee private school sector.
Objectives of the programme
The international dimension
The Master's programme promotes international and intercultural exchange.
Learning from and with others is a guiding principle. The programme tries to bring together people from different countries to exchange about their experiences and challendes and help each other in promoting educational quality. After the program, graduates continue to work together in the IMPEQ alumni network.
The following countries have been represented in the programme so far:
- Democratic Republic of Congo
- South Sudan
The international Master’s programme in continuous education "Educational Quality in Developing Countries" covers four semesters of full-time studies with 120 ECTS; 40 ECTS come from the participants’ professional experience.
After successful completion of the programme, the title ‘Master of Arts (Educational Quality)’ is awarded. For excellent students, a PhD option is available.
The Master’s programme is divided into 15 modules, including the Master’s thesis and recognition of professional experience. Its guiding didactic principle is independent learning through research. This combines interpersonal development, scientific research, subject-specific skills and professional development. The Master’s programme is taught in English, French is supported; the Master’s thesis can be submitted in English, French or German.
A maximum of 25 students can be accepted per cycle. There is a possibility to participate in certain modules only.
The Institute of Educational Science at Otto-Friedrich-Universität is responsible for the Master's programme. Otto-Friedrich-Universität is solely responsible for the content, level and evaluation of the programme.
The programme is set up as a blended-learning programme with intense, four-week periods of attendance at Otto-Friedrich-Universität Bamberg and at the Protestant Institute of Arts and Social Sciences (PIASS) in Huye/Rwanda.
The Master's programme is structures into
- Attendance (100 days divided into five periods of attendance),
- Practical work (regular work, projects),
The Master's programme is characterised by a broad range of blended-learning offers with alternating periods of attendance and self-study. In order to ensure the best possible academic success, systematic mentoring is provided. In addition, the concept of "learning by researching" in different places of education is pursued constantly.