This course will introduce the participants to key theories and concepts in education and explore the underlying assumptions and key features of different educational approaches and practices.  It will engage them in critical analysis of present educational practices in different contexts, from both a national and global perspective. There will be a focus on the relationship between education and development. Learning theories and theorists, formal and non-formal educational approaches, critiques of schooling, and contemporary issues in education will be other important focus areas of this course. Alternative theories and models of education and their applications in developing country contexts will be particularly explored.

This course will engage the participants in critical analysis of different policies and initiatives taken by the government and non-government actors to improve the quality of education in primary and secondary education in Bangladesh. It will support students to understand and apply different frameworks and tools for policy and context analysis and examine different quality improvement projects and programs.

This course will enable the participants to understand the process of creating a learning organization, developing a collaborative management structure, and redefining the role of teachers, supervisors, and students so that they contribute actively to creating a learning organization.

This is an introductory course on different research approaches such as qualitative, quantitative and mixed methods. Students will learn and practice different research designs, sampling, ethics, and methods and an analysis procedure for these different research approaches. 

This course intends to develop the participants’ basic understanding of curriculum theories and models. Issues and debates in the field of curriculum and learning materials are also intended to be discussed with an aim to equip them with the necessary knowledge, skills, and attitude to be able to examine, explore and study curricular and pedagogic processes critically and ensure effective implementation of the curriculum with a fuller understanding of the nature, form and contents of the curriculum.

This course reflects the needs of modern-day educational leaders, who can lead educational institutions and systems to produce learners who will want to be effective both in learning and doing. The course will help participants understand school and program management processes and develop skills appropriate for improving a workplace situation in the 21^st century.

This course will enable participants to develop an in-depth understanding of learning and engage with new ideas about what shapes children’s and adults’ learning and development. The course will encourage participants to compare different theoretical orientations on learning, explore their own understanding of how learning takes place, and apply theories and research to the enrichment of teaching, training and management practices.

This course will help the participants understand the role and process of educational measurement, assessment, and evaluation, particularly in the context of educational leadership. It will focus on classroom assessment tools and techniques, including alternative assessment techniques, and how to use these to improve learning. The course will help develop insights into the major educational assessment issues and their probable solutions.

The course will explore various strategies, frameworks and models of educational reforms and school improvement over the past decades, in both the developed and the developing country contexts.  This will be based on research and case studies of school reforms, improvements and innovations to address key issues and problems faced by the education system in different contexts. Multiple sources of whole school improvement will be considered including those in both formal and nonformal school settings. Understanding the major components and players of school improvement and how they influence each other, will help participants understand how best to bring about whole school improvement.

This course is for the PGD candidates and requires 10 days of placement in school rather than course attendance at seminars and lectures. Participants will do a systematic inquiry/observation at the school and prepare a case study, identifying good practice in school leadership and suggesting improvements at the school.

This course is designed to guide the participants to develop their research proposal for the Master’s Thesis, which is a requirement of the M.Ed. degree. The course aims to develop participants’ understanding and skills in planning and preparing research. During the course, they will be guided in the various steps or stages of developing their research proposal: identifying their research topic, formulating research questions, selecting appropriate methodology and developing a research plan.  The course will result in the development of a draft research proposal, which will later be reviewed and developed as the M.Ed. Thesis Proposal under the guidance of a Thesis Supervisor panel.

This will provide the participants the opportunity to conduct independent research and write a dissertation. As part of the requirements for the M.Ed. degree, the candidates will conduct research based on a research proposal and submit a written thesis.