The Master's program "Educational Quality in Developing Countries" is currently running in its fifth cycle (2021-2023).

Past cohorts: IMPEQ I (2013-2015), IMPEQ II (2015-2017), IMPEQ III (2019-2021), IMPEQ IV (2019-2021)

The programme consists of 15 modules, including the participants' work experience (Module 11) and the Master's Thesis (Module 15).

The Master’s programme consists of 15 modules, including the participants’ work experience (Module 11) and the Master’s Thesis (Module 15). The modules form content-related groups:

Modules 1 and 2 >Education and Normativity I and II< gives an introduction to theories on the religious and non-religious foundations of schooling. The basics of the theory of education from the perspective of educational science will be presented systematically in a summary lecture (Education and Normativity I). Education and Normativity II explains historical and systematic perspectives on the normativity of education, thereby placing special emphasis on the Protestant and Catholic understanding of education as well as on Muslim perspectives.

Modules 3, 4, and 5 >Theories of Educational Quality I, II and III< reflect the educational scientific discourse on educational quality from a systematic perspective. The overview lecture (Theories of Educational Quality I) introduces the scientific discourse on educational quality, while the seminars (Theories of Educational Quality II and III) focus on the two school quality dimensions: single school and system quality as well as teaching quality.

Modules 6, 7 and 8 >Measuring and Documentation I, II and III< focus on revealing and measuring educational quality and enable the students to assess educational quality themselves. Measuring and Documentation I introduces scientific writing and documentation. Measuring and Documentation II provides an introduction to quantitative and qualitative approaches to quality assessment and their implementation. A special focus is put on the techniques for documenting school quality (Measuring and Documentation III).

Modules 9 and 10 >Quality Development I and II< work on theories to develop school quality, especially from research on school quality development in a sub-Saharan context, respectively schools in fragile circumstances. One aim of the module is to deepen students’ theoretical knowledge. Secondly, students will learn to judge, evaluate and criticise scientific research in education, development processes and their results. Thirdly, students will develop ideas of possible changes in schools and school systems. A special focus is placed on dealing with heterogeneity, interculturality and inclusion in class. The integration of schools in an educational landscape und their relation to sectors in extra-school education and life-long learning will be discussed as a separate topic. While Quality Development I considers processes in class, Quality Development II looks at the school environment.

Module 11 >Work Experience< enables students to integrate previous work experience into their studies. This module builds on participants’ existing practical experience. The module will be finished at the end of the fourth semester by an assessment test in which the students demonstrate their ability to reflect their work experiences on the background of the knowledge acquired during the Master’s programme.

Modules 12, 13 and 14 >Project Module I, II and III< gives students the opportunity to gain experience and skills by developing a project on school quality and considering the project results based on the concept of learning by researching. Students are introduced to project planning, presentation and evaluation (Project Module I). In mentored groups, the students then plan (Project Module II), put into practise and evaluate a project on quality development in schools (Project Module III) – e.g. a small research project, the concept for a teacher training programme, the organisation of a specialist conference, the creation of a communication platform on quality development, the development of a documentary or the scientific guidance of a school development project etc. These projects can also be used as preparation for the Master’s thesis.

Module 15 includes the >Master’s Thesis<. The Master’s thesis is written on a topic from the field of school quality chosen by the candidate in co-operation with his/her supervisor. It demonstrates their ability to work on a topic in a reflected, differentiated and critical way, taking into account relevant research. The thesis can be submitted in either English, French, or German.


You can find the description of all Modules and Content here in the Module Handbook of the actual Course (in German).

Participants are supported during the course of their study by a mentorship programme. This includes mentoring during both periods of the programme: periods of attendance and periods of self-study.

During the periods of attendance, mentors help with language issues, dealing with the workload and literature and anything related to academic obstacles.

During the periods of self-study, participants get online mentoring.

Mentors are either part of the teaching staff of Bamberg University, PhD students at Bamberg University or IMPEQ graduates.