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The Graduate School of Education and Human Development

Master's in International Education

Elevate your impact on a global level.

To ensure constructive leadership and improvements in our global community, international education professionals must address critical issues concerning education reform and social justice on a global scale.

Through in-class curriculum and international opportunities, our International Education Program (IEP) empowers you to improve systems of education and to increase access to quality education around the world. In the IEP, you will explore the history, culture, development, contemporary concerns, and future trends of schooling and higher education in well-resourced, under-resourced, and/or conflict and emergency contexts. You will be prepared as a leader in training, learning, and development in diverse settings that require cross-cultural competencies.

With more than 30 years of experience, our program has a rich history and a robust network of alumni in the DC area and around the world working in international and non-profit organizations, government, business, and school settings.

Request Information  

How to Apply  

Upcoming Info Sessions  

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Concentrations Deepen your expertise in critical areas of the field, including International Education Development, International Higher Education, and Global Education.

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Partnerships + Fellowships IEP maintains a partnership with the United Nations Educational, Scientific and Cultural Organization (UNESCO), serving as a designated UNESCO Chair  that offers a UNESCO Fellows program.

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Convenient Schedule Designed with the busy professional in mind, courses are scheduled once a week in late afternoons and evenings (Monday-Thursday), allowing you to balance your career, personal life, and education seamlessly.

The GW Advantage

Our location in D.C.—the epicenter of policy, practice, and research—provides you with the distinct advantage of being able to access global opportunities within walking distance of campus by working or interning for embassies, the U.S. government, or more than 100 organizations that influence international education.

Students have the opportunity to receive class credit for internships, available both domestically and abroad, as well as short-term study abroad programs.

GSEHD offers students access to opinion leaders and the opportunity to learn from our faculty who are leading experts on global policy trends, assessments, politics, conflict and education, student exchange, access, equity and inclusion, global citizenship, migration, and more. Our diverse student body comes together from across the country and around the globe, bringing a wide range of professional experience, skills, and enriching knowledge.

Jump to Section:   Curriculum   |  Admissions   |  Fees & Aid   |  Careers   |  Faculty   |  Events   |  News   |   Request Info

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 Program at a Glance

Degree awarded:.

Master of Arts in Education and Human Development in the Field of International Education

Department:

Course delivery:.

Main Campus

Program Entry:

Spring, Summer, Fall

The mission of our program is to:

  • Optimize the constructive leadership capacity of individuals to advance education reform, and social and environmental justice on a global scale.
  • Enhance individual, organizational, and community resilience, effectiveness, and equity at global, national, and local levels.
  • Train scholar-practitioners with the capacity to lead and address critical education issues in international organizations, government, business, and non-profit organizations.

Up to 6 additional credits of internship may be required for students who do not have international education related experience.

Through this program, students will be able to:

  • Recognize the rich theoretical perspectives, while stepping out into the complexities of the real world through examining the policies and practices in specific local, regional, national, and global contexts;
  • Acquire the tools, methods, and habits of analysis that enable them to play a variety of key roles as leaders and change agents;
  • Pursue and specialize in cutting-edge topics and issues within and across the field, such as international education development, international higher education, and global education.

circle graph showing 85%

More than 85% of surveyed alumni report high level of satisfaction with the IEP

85% of surveyed alumni maintain a connection with the IEP; 89% report staying in close contact with other alumni of the IEP

Graduate Certificate Offered

Students can deepen their specialization further through concurrently enrolling in our related graduate certificate program. You can earn this graduate certificate first and transfer all 12 credit hours toward the master's degree.* *All requirements must be met and student accepted to the master's program

focus on the back of a female wearing a backpack in a foreign country on a study abroad experience

Incorporating International Perspectives in Education

This certificate will strengthen your understanding of internationalization as it relates to school systems and the development of K-12 curriculum. Students learn to incorporate global perspectives into curriculum, pedagogy, and school policy and practice.

Learn more >

  • Guide to Applying
  • Admission Requirements
  • Application Deadlines

GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information.

Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD >

To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.

To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.

Prerequisite: Bachelor's Degree

Transcripts from all previously attended colleges or universities

Statement of Purpose

Two Letters of Recommendation

*Additional application requirements may exist for international applicants .

View more details about requirements  

Applications are now being accepted for Summer and Fall 2024. We encourage you to apply as early as possible.

For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283.

 Tuition & Financial Aid

  • Tuition Overview

We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.

Learn more about scholarships, grants & financial aid  

Graduate tuition is charged per credit hour, unless otherwise noted. Rates vary by program and location.

The tuition rate* for the Master's in International Education program is $1,870 per credit hour .

This program requires 30 credits .

Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.

*Summer 2023, Fall 2023 and Spring 2024

View the current fee chart     

Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >

Savon Jackson headshot

Having had the opportunity to complete a Fulbright ETA experience in Kolkata, India, to present my research at conferences and participate in the Kakehashi program as a graduate research in Tokyo, Japan, and to work as a Study Abroad Advisor, the IEP program offered a great balance of theoretical and practical course work for me to explore how education can be used to combat inequalities in society and uplift communities. The faculty’s first hand experience in the field allowed me to better understand the realities and complexities of being a scholar practitioner.

SAVON JACKSON (MA '18) International Education Program

 Career Outlook

Read our guide to top career paths in international education >

Our graduates pursue a wide range of leadership programs in governmental and non-governmental organizations, international organizations, higher education institutions and schools, think tanks and philanthropy. A snapshot of where our graduates are working is found below.

More than 80% of program graduates secured a full-time position while in IEP or within 6 months of graduation. The majority have reported they work within the education sector.

male professional speaks to group on virtual conference call in his office  - image by DCStudio on Freepik

Our graduates are improving access, equity and the experience of education across the nation and around the world. You will find our graduates leading at a variety of institutions, including some of the following:

  • American School of Mozambique
  • Carnegie Mellon University, Study Abroad/Foreign Student & Scholar Office
  • Chemonics International
  • Earth Force
  • Education Development Center
  • Foreign Service Institute
  • Georgetown University, BMW Center for German and European Studies
  • Institute of International Education
  • Johns Hopkins University School for Advanced International Studies
  • NAFSA Association of International Educators
  • Smithsonian Science Education Center
  • The Alliance for Global Education
  • The British Council
  • The Fulbright Program
  • The National Institutes of Health
  • The World Bank
  • University of Maryland, International Scholar and Student Services
  • US Department of State
  • World Learning

The courses, faculty, and colleagues of the International Education Program at GW have positively expanded my perspective and understanding of education's place within the global context. With many opportunities to connect theory to practice throughout the program, I now have the capacity to integrate the values and goals of global citizenship into my teaching philosophy, lessons, and classroom culture.

JESSICA LEE ('22) Elementary Educator, Jakarta Intercultural School Master's in International Education, Graduate Certificate in Incorporating International Perspectives in Education

Jessica Lee poses for photo wearing GW stole and commencement regalia

International Education Faculty

master in international education

Assistant Professor, International Education and International Affairs

master in international education

Professor, International Education and International Affairs

master in international education

Associate Professor, International Education and International Affairs

master in international education

 Upcoming Events

Program info sessions.

Schedule a Meeting to Learn More  

IEP & GSEHD Student Events

View All Events  

 International Education In the News

Alumnus Mike Henrich Publishes Book: Teacher Boy

January 11, 2024

International Education Week 2023

November 13, 2023

Four Careers in International Education

October 11, 2023

View All IEP News    

Take the Next Step in Your Career

Complete the form below to learn more about degree requirements, course descriptions, tuition, and more.

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International educational development, master of science in education (m.s.ed.), you are here, a master’s program that prepares you to work in international educational contexts and promote global equity. .

The International Educational Development master's program (IEDP) prepares students with distinctive skills for working in the field of education in developing and marginalized contexts worldwide. A key element is our international internship, where students gain on-the-ground experience in educational development.

What Sets Us Apart

About the program.

Working in the field of educational development in the 21st century requires an understanding of the complex interrelationships between local and global political, economic, and cultural dynamics. In the International Educational Development program, you will draw on the program’s strong interdisciplinary foundations to examine the interplay of these dynamics and their impact on education systems that serve politically and economically marginalized populations worldwide.

Fall: 4 courses; Spring: 4 courses; Summer: internship; Fall: 2 courses

Research apprenticeship minimum  420 hour international internship

Culminating experience  Portfolio

Duration of master’s program 12-20 months full-time; 2 years part-time

Dual degree options

  • Master of Social Work (MSW)
  • M.S. in Nonprofit Leadership
  • Master of Public Administration (MPA)
  • Master of Public Health (MPH)

Accelerated Program Juniors and seniors at Penn can apply to up to 3 IEDP courses through our Accelerated Bachelor's to Master's Program . 

The International Educational Development Program (IEDP) provides students with unique skills, knowledge, and qualities in the field of international educational development, with a special focus on low and middle-income countries. This is a field that requires strong interdisciplinary foundations, and the program focuses not only on education, but also on the interplay of politics, economics, and culture. Students examine issues such as:

  • early childhood education
  • human rights
  • language policy
  • learning and instruction
  • non-profit leadership and management
  • data collection and analysis
  • public health
  • teacher professional development and curriculum design
  • technology for development

IEDP’s immersive international internship experience allows students to apply their academic knowledge to policy and practice, as they conduct hands-on, on-the-ground work with organizations such as UNESCO, UNICEF, the Aga Khan Foundation, the Research Triangle Institute, and other organizations.

If you face any barriers to applying for the program please contact Lauren Scicluna, [email protected]

Program Highlights

The International Educational Development program is among the best international educational development programs in the world, while Penn Graduate School of Education is ranked in the top five by  US News and World Report . Here are some of our program’s highlights: 

Flexibility

The program requires three core classes, two methods courses, two thematic, and three electives, and provides qualified students with the opportunity for an immersive 420-hour internship experience.

Ivy League Opportunity

Students find the program to be an excellent blend of theory, research, skill-building, and practice.

Interdisciplinary

We encourage students to take classes not just at Penn GSE, but across the university – such as in the Wharton School, the School of Social Policy and Practice, and Penn Law.

Real-World Practice 

The IEDP international internship provides a real-world para-professional experience that blends theory with practice, with UN agencies such as UNESCO and UNICEF, and major NGOs, such as Room to Read and the Agha Khan Foundation. Unlike other international education programs, we work individually with all of our students to place them in a position and provide a $3,150 international internship grant (plus additional supplemental funds based on location.) Internships are individualized for each student and allow students to decide which region, location, duration (minimum of 420 hours), and format (in-person, hybrid, remote.) In addition, several courses employ real-world simulations.

Students move through the program as part of a talented, global, and intimate cohort of an average of 35 students. IEDP courses are commonly 16 to 20 students maximum, with the only large class being all cohort courses of EDUC6480 and EDUC6482. Our students truly get to know their peers, their faculty, and the staff.

  • Perspective

The International Educational Development Program Speaker Series gives students direct access to leaders in international educational development and provides opportunities to learn about the cutting-edge global issues. Recent speakers have come from the World Bank, UNICEF, UNESCO, and other leading organizations.

Penn Global Connections

Our program partners with six global research centers on Penn’s campus: Perry World House, Center for Africana Studies, South Asia Center, Middle East Center, Center for Latin American and Latinx Studies, Center for East Asia, the Center for the Study of Contemporary China, and the Center of the Advancement of India (CASI), as well as over 20 international partners.

Curriculum for the Master’s Program

Our master’s degree program offers a campus-wide interdisciplinary experience. In consultation with a faculty advisor, IEDP students take three required foundational courses and two research methods courses. The remaining five courses include two thematic elective courses and another three electives that can be taken from a wide variety of courses in Penn GSE and from across the University of Pennsylvania (as in the Sample Course listing below). The program culminates in a robust international field/experience internship for eligible students, and a professional, performance-based portfolio. Internship/field experiences are unpaid, but students may be eligible for travel or living expense grants.

For information on courses and requirements, visit the  International Educational Development M.S.Ed. program in the University Catalog .

Sample Courses  

Core courses.

  • Inter/National Development and Education
  • International Educational Development in Practice: Tools, Techniques and Ethics
  • Proseminar in International Education Development

Research Methods Courses

Methods courses prepare students in both the practical and theoretical implications of collecting, interpreting, analyzing, and presenting data on the human condition broadly—and education/learning in particular. Students are required to take one qualitative and one quantitative methods course. Options include (but are not limited to) courses such as:

  • Principles of Monitoring and Evaluation in International Educational Development
  • Advanced Topics in Monitoring & Evaluation in International Education Development
  • Introductory Statistics for Educational Research
  • Data Processing and Analysis
  • Regression & Analysis of Variance
  • Social and Statistical Network Analysis
  • Quasi Experimental Design
  • Qualitative Methods: Principles and Techniques
  • Ethnographic Filmmaking
  • Advanced Qualitative and Case Study Research
  • Ethnographic Research Methods

IEDP Thematic  Electives Courses

IEDP thematic courses build on and extend the foundation built in core courses around particular, specialized areas. These should be IEDP courses taught by IEDP core faculty, that also prepare students for professional paths into the field. Students are required to select two thematic courses during their course of study.

  • Migration, Displacement and Education
  • Policy Planning in International Educational Development: Theory and Practice
  • Systems Thinking for International Development and Educational Change
  • Information & Communication Technologies for Education and Development in Global
  • Global Governance & Cooperation: International Education Policy & Practice
  • Curriculum & Pedagogy in International Contexts
  • Anthropology and Education
  • Risk, Resilience, & Prevention Science
  • International Early Childhood Policies and Programs
  • Global Perspectives on School Climate
  • Economics of Education in Developing Countries
  • Global Citizenship

Elective Courses

In a conference with a faculty advisor, students are encouraged to identify graduate-level courses, 5000 or above, that align with their planned program of study from across the university. As such, electives may be taken in other programs in the Graduate School of Education, or from programs across the University of Pennsylvania. Students are required to select three elective courses during their course of study. 

Program of Study

Our recommended course of study is to complete the program in 1.5 years beginning in August and graduating the following December (fall, spring, summer, and fall.) This allows students to build relationships with faculty and make the most of their time at Penn. We also offer an expedited intensive program of study option  beginning in August and graduating in August of the next year (fall, spring, summer). Students hoping to pursue a two-year, 20-month, program of study can also pursue a program of study beginning in August and graduating the following May (fall, spring, summer, fall spring), but please reach out directly to the program staff for advisement on this possibility. Part-time student enrollment is also possible with varying durations of programs specific to each student’s needs. Students are expected to work closely with their advisor in planning their course of study.

Funding Opportunities

In addition to the funding opportunities available to students applying to any of our master’s degree programs, the following opportunities are available specifically for students applying to the   International Educational Development program.

Penn GSE-UNESCO Fellowship

For students, including international students, who are looking for ways to support their education, learn more about scholarships and fellowships at  Penn GSE Funding Opportunities and  External Funding Opportunities. In addition to these options, the program has an internal fellowship program—the Penn GSE-UNESCO Fellowship for Development Country Scholars.

Overview : Penn GSE offers up to two full tuition International Fellowships under the Penn GSE–UNESCO Chair, founded in 2012. This Fellowship, under the auspices of the International Educational Development program, is designed to support promising professionals devoted to international education in the developing world.

Award:  The Fellowship covers all Penn tuition (up to 10-course units) associated with the master’s degree program of study. The Fellowship does not cover other costs associated with attending graduate school, such as room and board, books, health insurance, travel, etc.

Eligibility:  Priority will be given to applicants who are citizens of countries defined by the World Bank as  low-income and lower-middle-income countries. Naturalized U.S. citizens and permanent residents who originate from low-income and lower-middle-income countries (i.e., were born in one of these countries and whose parents are not U.S. citizens) may also apply.

Application process:   In order to be considered for this scholarship you must submit your application to the International Educational Development, M.S.Ed. program and complete the section for the Penn GSE-UNESCO Fellowship by the priority deadline, February 1st 11:59 P.M. ET.

All applicants selected for the Fellowship program will be notified in their acceptance letter. Acceptance letters are typically sent by mid-March.

Past and Present UNESCO Fellows

Coverdell fellowship.

The  Paul D. Coverdell Fellowship program  provides a great opportunity for returned Peace Corps Volunteers to continue their service to underserved communities while also pursuing graduate studies at a reduced cost. This graduate fellowship program recognizes returning Peace Corps Volunteers and is a way to extend one’s relationship with the Peace Corps while being a student at the University of Pennsylvania.

In order to be considered for this scholarship you must submit your application to the International Educational Development, M.S.Ed. program by the priority deadline, February 1. Be sure to complete the question “Have you served in Peace Corps” in your application.

All applicants selected for the Fellowship program will be notified in their acceptance letter.

Committed to Making a Difference

Hear more from students and faculty in the International Educational Development Program. Improving lives at the bottom of the economic pyramid is hard. Every year, interns from our program work in organizations around the world to support their work educating families and transforming public health.

Our Faculty

Penn GSE Faculty Amy Jo Dowd

Our Leadership Team

Ameena Ghaffar-Kucher, Ed.D. Director

Daniel A. Wagner, Ph.D. Founding Director & UNESCO Chair

Lauren Scicluna Program Manager

Affiliated Faculty

Asif Agha Professor of Anthropology, Penn Arts & Sciences Ph.D., University of Chicago

Sigal Ben-Porath MRMJJ Presidential Professor Ph.D., Tel Aviv University

Cristina Bicchieri S. J. Patterson Harvie Professor of Social Thought and Comparative Ethics, Department of Philosophy, Penn Arts & Sciences Ph.D., Cambridge University

Robert F. Boruch University Trustee Chair Professor of Education and Statistics Ph.D., Iowa State University

William Burke-White Richard Perry Professor and Inaugural Director, Perry World House, University of Pennsylvania Ph.D., Cambridge University 

Yuko Goto Butler Professor Ph.D., Stanford University

Alison M. Buttenheim Associate Professor of Nursing, Penn Nursing Ph.D., UCLA

Lee Cassanelli Associate Professor of History, Penn Arts & Sciences Ph.D., University of Wisconsin

Xinyin Chen Professor Ph.D., University of Waterloo

Eileen Doherty-Sil Faculty Director-CAP (Core & Africa general Program) Ph.D., University of California, Berkeley

Angela Duckworth Rosa Lee and Egbert Chang Professor, Penn Arts & Sciences Ph.D., University of Pennsylvania

Richard Estes Professor Emeritus of Social Work and Social Policy, Penn Social Policy & Practice D.S.W., University of California at Berkeley

Steven Feierman Professor of History Emeritus, Penn Arts & Sciences D.Phil., Oxford University and Ph.D., Northwestern University

Toorjo Ghose Associate Professor, Penn Social Policy & Practice Ph.D., UCLA

Manuel S. González Canché Associate Professor Ph.D., University of Arizona

Guy Grossman Associate Professor, Penn Arts & Sciences Ph.D., Columbia University

Kathleen D. Hall Associate Professor of Education and Anthropology Ph.D., University of Chicago

Femida Handy Professor of Nonprofit Studies, Penn Social Policy & Practice Ph.D., York University, Canada

Emily Hannum Professor of Sociology and Education, School of Arts & Sciences Ph.D., University of Michigan 

Matthew Hartley Professor and Board of Advisors Chair of Education Ed.D., Harvard University

Nancy H. Hornberger Professor Emerita of Education Ph.D., University of Wisconsin-Madison

Mark Alan Hughes Professor of Practice in City and Regional Planning, PennDesign Ph.D., University of Pennsylvania

Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University

Carol McLaughlin Assistant Professor of Clinical Medicine, Infectious Disease, Perelman School of Medicine M.D., Johns Hopkins University School of Medicine

Neal Nathanson Emeritus Professor of Microbiology, Perelman School of Medicine M.D., Harvard University

Hyunjoon Park Korea Foundation Professor of Sociology, Penn Arts & Sciences Ph.D., University of Wisconsin, Madison

Laura W. Perna Vice Provost for Faculty Ph.D., University of Michigan

Jennifer A. Pinto-Martin Viola MacInnes/Independence Professor of Nursing Ph.D., University of California, Berkeley

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Jennifer A. Riggan Associate Professor, Historical and Political Studies, Arcadia University Ph.D., University of Pennsylvania

Alan R. Ruby Senior Fellow Associateship, London Institute of Education

Lawrence Shulman Professor of Medicine, The Hospital of the University of Pennsylvania M.D., Harvard Medical School

Brian Spooner Professor of Anthropology, Penn Arts & Sciences D.Phil., Oxford University

Mike Useem William and Jacalyn Egan Professor of Management, The Wharton School Ph.D., Harvard University

Priyamvada Tiwari 

Before the program I had one way of looking at problems—now I have a 360 degree view.

Priyamvada Tiwari 

Our graduates.

Our graduates have an enhanced understanding of the interplay of local, national, and international politics, policies, and priorities in a world of rapid educational change, and are able to critically read and persuasively communicate evidence-based knowledge to a diverse set of stakeholders.

Many graduates have followed their studies with internships and employment in a variety of international settings, as well as at public and private educational institutions. Others have gone on to pursue their doctoral studies.

Alumni Careers

  • Early Childhood Development Specialist, Save the Children
  • Education Advisor, UNICEF Myanmar
  • Founder, Teach for Liberia
  • Associate Program Management, Pratham Education Foundation
  • Data Scientist, Philadelphia Mayor’s Office
  • Research Assistant, UNICEF
  • Associate Research Scientist, New York University
  • Program Associate, Institute of International Education
  • Research Assistant, Korean Education Development Institute, South Korea
  • Researcher, Harvard University
  • Sr. Resource Manager, MENA – International Rescue Committee
  • Program Officer, UNESCO, Bangkok
  • Junior Policy Analyst, OECD
  • Program Manager, Earth Institute Center of Sustainable Development

Distinctive Skills

  • Foundational knowledge of the history of international development institutions, their efforts, and their theoretical frameworks
  • Disposition and ability to understand issues of educational policy and practice from a comparative and international perspective
  • Enhanced understanding of the interplay of local, national, and international politics, policies, and priorities in the dynamics of educational change
  • Quantitative and qualitative research and evaluation skills necessary for examining educational issues in cross-national contexts
  • Preparation for reading critically and communicating evidence-based knowledge persuasively to a variety of stakeholders
  • Internship experience that will foster the application of academic knowledge to policy and practice in the applied settings

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Lauren Scicluna Program Manager [email protected] (215) 898-5199

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships. Many students—including international students—secure fellowships to help support their education.

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International educational development program (iedp) speaker series.

Penn GSE's International Educational Development M.S.Ed. Program  (IEDP) offers a year-long International Speakers Series that brings leaders from across the development spectrum. Over recent years, leaders have come from such...

master in international education

International Internship Program

The international internship is the heart of the International Educational Development program. The internships are possible through partnerships with international agencies, international non-governmental organizations (NGOs), and universities.

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The Internship Experience

The internship is designed as a hands-on field experience (minimum of 420 hours) with an international organization involved in development work outside the U.S. Internships allow our students to apply what is learned in the classroom to a fieldwork experience. Internships are productive work opportunities, either in person or remotely, where our student interns come prepared with skills that match the position openings.

Our International Partners

Some of our partners include the Organisation for Economic Cooperation and Development, Action Aid, and Save the Children. Many of these organizations have a commitment to addressing the  United Nations Sustainable Development Goals . Penn GSE is fortunate to have a special relationship with UNESCO – the only of its kind in the U.S. – that places our students in UNESCO offices around the world.

Our students have had a wide variety of international internship placements, including in Bosnia, Botswana, Brazil, Cambodia, Canada, Chile, Costa Rica, Ecuador, Ethiopia, Fiji, France, Germany, Ghana, Guatemala, Honduras, India, Ivory Coast, Jamaica, Jordan, Kenya, Kyrgyzstan, Laos, Madagascar, Malawi, Morroco, Mozambique, Nepal, Nicaragua, People's Republic of China, Peru, Philippines, Rwanda, Samoa, Senegal, South Africa, Switzerland, Taiwan, Tajikistan, Tanzania, Thailand, Timor-Leste, Uganda, and Zimbabwe.

Highlights from International Internships

“From June through October, I worked at the UNESCO Regional Office for Eastern Africa with a focus on sexual and gender-based violence. I participated in a policy retreat to rewrite the National Gender Policy on Education; I represented UNESCO at meetings of the Joint Programme for Gender Equality and Women’s Empowerment; and I worked with the International Association of Women in Radio and Television (IAWRT) to help plan the curriculum they used to train law enforcement. My internship gave me invaluable hands-on experience with research, composition, networking, policy, recruitment and outreach, planning, and budgeting.” ~KATELYN KNAPP, UNESCO, Nairobi, Kenya ‘14

“I interned at the Organization for Economic Cooperation and Development in Paris, France. My main task was reviewing the Inclusive Innovation in Education survey and helping to draft a chapter for a report on inclusive innovations for government officials and innovation implementers. Throughout my time at the OECD, I was encouraged to attend forums, meetings, and conferences. I had a chance to hear from former Vice President Al Gore on environmental sustainability, U.S. Secretary of Education Arne Duncan on education policy, and the OECD Secretary General. This was an amazing opportunity.” ~ADAM ROTH-SAKS, OECD Center for Educational Research and Innovation, Paris, France '14

“I interned with the Aga Khan Foundation in Tanzania. AKF has introduced Reading to Learn, a methodology to strengthen English and Kiswahili literacy instruction in primary schools throughout Southern Tanzania. I was based in both Dar es Salaam and Lindi, where I completed a qualitative research study, conducted focus groups, and participated in workshops, in order to provide AKF with recommendations for the adaptation, implementation, and sustainability of Communities of Practice in primary schools in Southern Tanzania.” ~LAURA CONRAD, Aga Khan Foundation, Tanzania '14

Internship Opportunity

To prepare for the internship, two sequential courses must be taken. In the fall, students must enroll in EDUC6480 International Educational Development in Practice: Tools, Techniques, and Ethics and the corresponding recitation. In the spring, students must enroll in EDUC6482 Masters Proseminar in International Educational Development. Students are required to submit three sets of reports while on internship. 

Travel Support and Administrative Support

For qualified students in good academic standing hoping to be placed on an internship abroad, IEDP will offer an internship travel grant with a starting base of $3,150 per student with additional supplementary support offered based on the location of placement abroad. As Penn students international interns will also have their insurance covered via Penn’s iSOS insurance plan at no additional cost. iSOS will offer a 24/7 international support line to address medical and evacuation needs. Local agencies may provide in-kind and/or cash support (including, for example, per diem, local travel, etc.) 

Students hoping to be placed on a remote internship will be given an internship grant of $3,150 with the possibility of a small increase if local travel is required (for example, traveling to UNICEF NY offices two days a week.)

All students on internship will be enrolled in a 0 CU course, EDUC9990, to help maintain full-time student standing at the university. IEDP will offer an internal scholarship to cover this course free of charge for one semester (the normal internship placement duration). Students interested in a six-month internship placement will have their first semester of EDUC9990 covered by the IEDP with the second being a personal cost.

IEDP works closely and intentionally with all students to help oversee each individualized placement. If you are interested in learning more about the IEDP internship, please join us at one of our IEDP First Friday virtual events.

Our Partners

Our interdisciplinary program has affiliations and partnerships across the university and across the globe.

University of Pennsylvania Affiliates

Affiliated with faculty members across the University of Pennsylvania, our strengths include several key regional resource centers on campus ( African Studies,  East Asian Studies ,  Middle East Studies,  Indian Studies , and  South Asia Studies), as well as institutes, centers, and professional schools with a wide range of international specializations.

International Partners

Our international internship program has grown to include over 20 partner organizations, shown below. Many of these organizations have a commitment towards addressing the  United Nations Sustainable Development Goals.

Partner Organizations

You may be interested in, related programs.

  • Education, Culture, and Society M.S.Ed.
  • Education, Culture, and Society Ph.D.
  • TESOL M.S.Ed.
  • Intercultural Communication M.S.Ed.
  • Education Entrepreneurship M.S.Ed.
  • Education Policy M.S.Ed.

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International Education Policy and Management (M.Ed.)

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Program Overview

Be a changemaker in the fields of education and human development globally. The master's in International Education Policy and Management (IEPM) focuses on the essential principles and techniques for understanding and improving education policy and organizational management in diverse sociocultural settings. 

Our core and elective courses provide students with knowledge and skills in educational theories, research design, data analysis, and evaluation that enhance program performance and impact. Through opportunities to apply those skills such as the practicum, IEPM graduates are prepared to advance the positive role of education in economic growth, social cohesion, global health, and other dimensions of human development around the world. 

"The qualitative and quantitative research skills I have learned and practiced at Peabody allow me to conduct quality research. I am also able to provide expert guidance to education leaders and advocates."

Sumeyra Ekin, M.Ed., Research Specialist, The Center for Learner Equity

Program Facts

Program Director: Xiu Cravens Admissions Coordinator: Rosie Moody Admission Term: Fall Credit Hours: 36

Application Dates

Application deadline 1.

Jan 3, 2024

Application Deadline 2

Feb 3, 2024 

Rolling Admissions

After Feb 3, 2024*

*Applications received after the Feb 3rd second deadline are reviewed on a rolling basis and accepted as space and funds allow.

International Education Policy and Management (M.Ed.)

Program Curriculum

Core courses-coupled with electives and the field-based practicum-provide you with a strong foundation in education research and data analysis, with a focus on practical applications. 

The program typically takes two years to complete for those who attend full time. However, you can accelerate and complete the program within one year by enrolling in online and summer course offerings. 

Most IEPM courses meet in late afternoon and evening, allowing you to pursue part-time employment either on or off campus.

You will be required to complete a practicum with a professional organization to complete the master's degree in International Education Policy and Management. Most students complete the practicum during the summer after the first year of the program. Practicums can be completed either domestically or internationally. You'll be encouraged to consult with faculty to identify suitable organizations and opportunities.

On your return to campus in the fall, you will be expected to present your practicum at a department-wide poster session and networking event in the Wyatt Rotunda.

The master's degree in International Education Policy and Management requires you to complete 36 credit hours consisting of 12 hours of the IEPM core, 6 hours of methodology, 3 hours of career and practicum portfolio, and 15 hours of elective courses selected with the guidance of your faculty advisor.

All students must complete a practicum.  It is optional whether to count (and pay for) the practicum as degree-bearing credits. To receive three hours of credit for the practicum, a student must work a minimum of 135 hours at the practicum site. A culminating portfolio of academic writing and professional products approved by the IEPM faculty completes the practicum.

IEPM Core Courses:  12 credit hours (choose four from the following)

  • International Organizations and Economic Development
  • International Issues in K-12 Education Policy Reform
  • Comparative Issues in Higher Education Policy Reform
  • Education and Global Human Development
  • Education Policy in Low- and Middle-Income Countries: Evidence from (Quasi) Experimental Evaluations

Methodology:  6 credit hours

  • Research Methods and Data Analysis I
  • Research Methods and Data Analysis II

Elective Courses:  15 credit hours

Elective courses may be taken across Peabody College, as well as in other disciplines offered across Vanderbilt University, on consultation with your faculty advisor. Some popular electives that IEPM students take include the following, but you are free to choose any others not included in this list:

  • American Education History and Policy
  • College and University Management
  • College Student Personnel Services
  • Evaluation of Organizational Performance
  • Grants, Policy, and Administration
  • Non-Profit Management
  • Postsecondary Access and Opportunity
  • Public Finance of Higher Education
  • Social Context of Education Leadership and Policy
  • Strategy and Analytics
  • Teacher Policy
  • The Politics of Policy Making
  • Urban Education and Social Policy 

Our Commitment to Equity, Diversity, and Inclusion

The IEPM program develops students' knowledge and skills in understanding and improving the access to and quality, efficiency, and equity of global educational systems. We incorporate race, class, gender, culture, and language as factors shaping people's lives in examining international development, teacher development, school governance, school choice, multilingual education, health and human development, and internationalization in higher education.

Selected Faculty Research

Felipe barrera-osorio, associate professor of public policy, education and economics.

The main objective of Professor Barrera-Osorio's research is to study the effects of educational policies in developing countries. This agenda intersects development economics and the economics of education. He is part of a new generation of development economists who aim to test the effects of different school- and system-wide education policies.

Xiu Cravens, professor of the practice and associate dean for international students and affairs

Professor Cravens's research analyzes educational reform policies that are particularly related to the organizational and cultural contexts of schools in the United States and other countries. Her academic work has been devoted to understanding the role of instructional leadership and teacher development in a changing policy environment and addressing the conceptual and methodological challenges of cross-cultural translation and adaptation of effective practices.

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Masters in international Education Programs in America

1-18 of 18 results

Harvard Graduate School of Education

Cambridge, MA •

Harvard University •

Graduate School

  • • Rating 4.78 out of 5   9 reviews

Alum: It was eye opening, diverse in community and people came from all walks of life. I was astonished of how U.S centric education was and learned about what education is like from another student's international perspective. ... Read 9 reviews

Harvard University ,

Graduate School ,

CAMBRIDGE, MA ,

9 Niche users give it an average review of 4.8 stars.

Featured Review: Alum says It was eye opening, diverse in community and people came from all walks of life. I was astonished of how U.S centric education was and learned about what education is like from another student's... .

Read 9 reviews.

Vanderbilt University’s Peabody College

Nashville, TN •

Vanderbilt University •

  • • Rating 4.08 out of 5   24 reviews

Doctoral Student: Online program. Some excellent professors and some not so great. Interesting material that is also evidence-based. Too much emphasis on writing. Program is still new so they change program requirements which is scary and frustrating and they will not necessarily grandfather you in! ... Read 24 reviews

Vanderbilt University ,

NASHVILLE, TN ,

24 Niche users give it an average review of 4.1 stars.

Featured Review: Doctoral Student says Online program. Some excellent professors and some not so great. Interesting material that is also evidence-based. Too much emphasis on writing. Program is still new so they change program... .

Read 24 reviews.

Steinhardt School of Culture, Education, and Human Development

New York, NY •

New York University •

  • • Rating 4.25 out of 5   24 reviews

Master's Student: So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and encourages me to stay on top of asynchronous work for my zoom meets. Another big plus about this program and why I chose it is that I did not graduate with a bachelor’s in speech or CSD. This program offers most prerequisite classes that extend your plan of study but is so worth it. The only down side is the prerequisites required by ASHA cannot be taken through their program. So while I have taken statistics, a biological and behavioral /social science during my undergrad I will need to take a physical science outside of the program before I start my clinic/practicums. Overall, many of my peers seem to enjoy the program too and even though the program is online for me, the helpfulness and acceptance from professors is truly unmatched. ... Read 24 reviews

New York University ,

NEW YORK, NY ,

24 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and... .

American University

Graduate School •

WASHINGTON, DC

  • • Rating 4.54 out of 5   147

Lehigh University

BETHLEHEM, PA

  • • Rating 4.42 out of 5   19

Lehigh University Graduate College of Education

Lehigh University •

  • • Rating 5 out of 5   1

Lynch School of Education

Chestnut Hill, MA •

Boston College •

  • • Rating 4.25 out of 5   4 reviews

Master's Student: I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This is helpful in knowing what is to coming and planning for the future. My advisor has done an exceptional job of working with me to ensure I am taking the correct classes in conjunction to feel prepared for my MTELS. I am looking forward to all there is to come in this program. ... Read 4 reviews

Boston College ,

CHESTNUT HILL, MA ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This... .

Read 4 reviews.

Bethlehem, PA •

  • • Rating 5 out of 5   1 review

Master's Student: The best part of my experience is that it is online and to apply we did not need to complete an essay. The teachers provide a lot of guidance and assistance. The Lehigh University Graduate PACE Program provides guidance. The worst part is that it is an accelerated program so you do not have time to come up for air. Papers or reports are due almost every week. ... Read 1 review

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Lehigh University ,

BETHLEHEM, PA ,

1 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The best part of my experience is that it is online and to apply we did not need to complete an essay. The teachers provide a lot of guidance and assistance. The Lehigh University Graduate PACE... .

Read 1 reviews.

Graduate School of Education & Human Development - George Washington University

Washington, DC •

George Washington University •

  • • Rating 4.42 out of 5   12 reviews

Master's Student: The Master's in School Counseling program at The George Washington University (GWU) is fast-paced, well-structured, and rigorous. Among the positive aspects that drew me to this program include the opportunity for students to become certified as a school counselor and/or a licensed professional counselor. Moreover, there are four different practicum experiences in the program, including internships in elementary, middle, and high school settings, as well as the GWU counseling center that serves students and members of the community --which can help students identify which certification may work best for them. And the fast-paced, year-round structure of the program allows students to complete the program in two years. The classes in the program, however, require submission of several papers, which may be challenging for students who prefer exams or projects. Moreover, all classes are scheduled at night. ... Read 12 reviews

George Washington University ,

WASHINGTON, DC ,

12 Niche users give it an average review of 4.4 stars.

Featured Review: Master's Student says The Master's in School Counseling program at The George Washington University (GWU) is fast-paced, well-structured, and rigorous. Among the positive aspects that drew me to this program include the... .

Read 12 reviews.

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Indiana University School of Education

Bloomington, IN •

Indiana University - Bloomington •

  • • Rating 5 out of 5   2 reviews

Current Doctoral student: I am in the last year of my doctoral program. The coursework can be challenging and intense, but the professors are supportive. In the end of the program, an IU graduate can feel comfortable leading research projects and securing grants. ... Read 2 reviews

Indiana University - Bloomington ,

BLOOMINGTON, IN ,

2 Niche users give it an average review of 5 stars.

Featured Review: Current Doctoral student says I am in the last year of my doctoral program. The coursework can be challenging and intense, but the professors are supportive. In the end of the program, an IU graduate can feel comfortable leading... .

Read 2 reviews.

School of Education - American University

American University •

  • • Rating 5 out of 5   5 reviews

Master's Student: I am just starting my Education Policy and Leadership program this August. I am incredibly excited and nervous to start because I hope this is the path I'm meant to be on. I am eager to learn new things and expand my knowledge on what I already know. ... Read 5 reviews

American University ,

5 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says I am just starting my Education Policy and Leadership program this August. I am incredibly excited and nervous to start because I hope this is the path I'm meant to be on. I am eager to learn new... .

Read 5 reviews.

Loyola University Chicago College of Arts and Sciences

Chicago, IL •

Loyola University Chicago •

Graduate Student: Loyola was such a great place to earn my M.Ed Higher Education degree. The faculty were so dedicated to our development and success. The two campuses were my homes away from home, and the staff were always a pleasure to work with. I miss my Loyola days for sure!!! ... Read 1 review

Loyola University Chicago ,

CHICAGO, IL ,

Featured Review: Graduate Student says Loyola was such a great place to earn my M.Ed Higher Education degree. The faculty were so dedicated to our development and success. The two campuses were my homes away from home, and the staff... .

College of Education - Sam Houston State University

Huntsville, TX •

Sam Houston State University •

Sam Houston State University ,

HUNTSVILLE, TX ,

Niagara University College of Education

Niagara University, NY •

Niagara University •

Niche User: The environment, the students, and the professors at Niagara University all create such a welcoming place especially to start as a freshmen in college. They have so many helpful resources, with many friendly faces around campus willing to help with anything you may need. Campus life was great too. Between the movie nights, concerts, and other activities they put on for students to participate in, you'll never get bored being at NU! ... Read 2 reviews

Niagara University ,

NIAGARA UNIVERSITY, NY ,

Featured Review: Niche User says The environment, the students, and the professors at Niagara University all create such a welcoming place especially to start as a freshmen in college. They have so many helpful resources, with many... .

School of Education - Avila University

Kansas City, MO •

Avila University •

Avila University ,

KANSAS CITY, MO ,

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Endicott College

Beverly, MA •

  • • Rating 4.44 out of 5   16 reviews

Alum: I had much more success in their graduate program, mostly because it was 100% online. It was much easier to complete work but if you need to rely on teachers I would say not to do this program. I did alot of work on my own and made my way by myself. ... Read 16 reviews

BEVERLY, MA ,

16 Niche users give it an average review of 4.4 stars.

Featured Review: Alum says I had much more success in their graduate program, mostly because it was 100% online. It was much easier to complete work but if you need to rely on teachers I would say not to do this program. I did... .

Read 16 reviews.

School of Education - American International College

Springfield, MA •

American International College •

American International College ,

SPRINGFIELD, MA ,

Arizona State University - Online

Scottsdale, AZ •

  • • Rating 4.72 out of 5   152 reviews

Master's Student: ASU boasts a user-friendly interface, while providing a feasible schedule for currently employed graduate studies. The courses offer rigorous and challenging material that proves to be intellectually stimulating. However, it is difficult to connect with professors, as they often charge their teaching assistants to lead various modules. A bulk of the grading commentary is provided by the teaching assistants exclusively. Professors rarely make an appearance within their own class, and this may prove detrimental to an individual's opportunity to obtain a letter of recommendation. Additionally, the courses they provide for this department are rather lackluster and limited. ... Read 152 reviews

SCOTTSDALE, AZ ,

152 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says ASU boasts a user-friendly interface, while providing a feasible schedule for currently employed graduate studies. The courses offer rigorous and challenging material that proves to be intellectually... .

Read 152 reviews.

Teachers College at Columbia University

  • • Rating 4.46 out of 5   96 reviews

Master's Student: Some of my courses were genuinely so thought-provoking and inspiring. Many of the professors really care about this field, and it's evident when they talk about their clinical experiences. I've had to ask for some accommodations like deadline extensions due to personal circumstances and they were so understanding. ... Read 96 reviews

96 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says Some of my courses were genuinely so thought-provoking and inspiring. Many of the professors really care about this field, and it's evident when they talk about their clinical experiences. I've had... .

Read 96 reviews.

Steven J. Green School of International and Public Affairs

Miami, FL •

Florida International University •

  • • Rating 4.5 out of 5   10 reviews

Master's Student: I was just recently accepted to FIU for a masters program in Public Administration. I am looking forward to pursing this major at this institution. My overall experience with staff and current students and alumni have been amazing thus far and has really made me felt welcomed. ... Read 10 reviews

Florida International University ,

MIAMI, FL ,

10 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says I was just recently accepted to FIU for a masters program in Public Administration. I am looking forward to pursing this major at this institution. My overall experience with staff and current... .

Read 10 reviews.

SIT Graduate Institute

Brattleboro, VT •

  • • Rating 4.18 out of 5   40 reviews

Master's Student: The SIT Graduate experience has been fantastic. The administration guides you through the application and entrance procedures, making the experience easy and welcoming. The diversity in programs that SIT has is outstanding and experiential learning is the best way to learn ... Read 40 reviews

BRATTLEBORO, VT ,

40 Niche users give it an average review of 4.2 stars.

Featured Review: Master's Student says The SIT Graduate experience has been fantastic. The administration guides you through the application and entrance procedures, making the experience easy and welcoming. The diversity in programs that... .

Read 40 reviews.

  • • Rating 5 out of 5   5
  • • Rating 4.5 out of 5   10

Florida International University

  • • Rating 4.63 out of 5   286

Showing results 1 through 18 of 18

Global, International, and Comparative Education

Civics for the Youngest Citizens

Master's Programs

  • Education Leadership, Organizations, and Entrepreneurship
  • Education Policy and Analysis
  • Human Development and Education
  • Learning Design, Innovation, and Technology
  • Teaching and Teacher Leadership

Personalize your  HGSE Ed.M. program by choosing a concentration in Global, International, and Comparative Education.

The Global, International, and Comparative Education (GICE) Concentration reflects our HGSE mission of changing the world through education and embodies our faculty’s lasting commitment to prepare students like you for work in education in low- and middle-income countries, with a focus on marginalized learners. You also will gain experience addressing inequalities in school success and future opportunities and will become part of a diverse intellectual community that transforms education by examining the power of global and comparative learning. This concentration enables you to participate in core courses and a small group advisory, which will help you build a strong knowledge base in international and comparative education. You also will have opportunities to participate in collaborative field- or simulation-based experiences. This concentration, combined with your chosen program and our faculty’s expertise and strong global connections, will prepare you for a career in education policy, teaching, or organizational leadership at government, civil society and international development agencies, and research institutes.

“A key part of the work we do at HGSE is to explore, understand, and expand education on a global scale. As educators, we must study and shape this emerging field of global education — making sure it is well grounded in the best knowledge about how different countries approach teaching and learning and how they address youth and child development. Not only can we learn from these comparisons, but also they help us begin to improve the lives of learners around the world.” Fernando Reimers Faculty Co-Chair

Concentration Co-Chairs

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard. The faculty co-chairs for Global, International, and Comparative Education are below. View our faculty directory for a full list of HGSE faculty.

Sarah Dryden-Peterson

Sarah Dryden-Peterson

Sarah Dryden-Peterson focuses on connections between education and community development, specifically the role of education in building peaceful societies.

Fernando Reimers

Fernando Reimers

An expert in global education, Fernando Reimers focuses his work on building an understanding of how to educate children so they can thrive in the 21st century.

Cohort and Community

You will be joined in your concentration by a group of diverse professionals with backgrounds in global and comparative teaching, research, and policymaking. Outside of class, you and your GICE cohort will participate in workshops, seminars, and talks that will enrich the overall learning experience. You will find the learning community to be inspiring, as it provides a space for collective thinking and action, both during the master’s year and as you establish and grow your career. 

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Master's Programs

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Stanford Graduate School of Education

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master in international education

Master's Programs

You are here, international comparative education (ice).

The International Comparative Education (ICE) concentration is a multidisciplinary, international, cross-national program that places educational problems into a comparative framework.

The program

Master’s program.

This 12-month, full-time residential course of study combines an interdisciplinary overview of major issues in international and comparative education, development, and policy with specialized coursework in students’ areas of interest. The program’s two tracks—International Comparative Education (ICE) and International Education Policy Analysis (IEP)—focus on rigorous research, and culminate in a publishable-quality master’s paper. Flexibility and small cohort size are hallmarks of the program.

Learn more about program content

Doctoral program

The concentration in International Comparative Education also offers a doctoral degree within the Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS) academic area. Students have the option of pursuing a concurrent master’s degree and/or a PhD minor. For general information on the doctoral specialization in ICE, visit this PhD program page . For ICE doctoral program requirements, visit the Doctoral Degree Handbook . 

International Comparative Education at Stanford

ICE at Stanford affords students the opportunity to explore broadly, build community, and connect with career resources.

Student riding bicycle on Stanford campus

Why Stanford?

Stanford is known for its interdisciplinarity. Both the ICE PhD and ICE and IEPA MA programs allow students the flexibility to take courses outside of the GSE, depending on their interests and research goals. ICE students take courses at the business, law, and engineering schools, as well as in humanities and sciences. Access to top-notch faculty, and the rigor of Stanford academics are also reasons students choose ICE.

ICE students

ICE students come from around the U.S. and the world. They bring a wide variety of perspectives and experiences, but share a passion for education and a desire to improve quality and accessibility for all learners. ICE students are curious, ambitious, and independent, while also enjoying the collaborative nature of small cohort learning. 

Learn more about ICE students and alumni

Stanford ICE students graduating

After you graduate

Our graduates enjoy strong job placement opportunities, and go on to become leaders in a wide range of industries. As many as 30 percent of ICE and IEPA master’s graduates go on to pursue doctoral programs. Most PhD graduates pursue careers in academia. Stanford offers strong career support to students and alumni, both through GSE EdCareers and Stanford Career Education .  

Learn more about careers in ICE

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Our community

Hannah D'Apice is a PhD students at the GSE. (Photo: Joleen Richards)

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In the news

Photo: Andrew Brodhead

What you need to know

Admission requirements.

To learn more about requirements for admission, please visit the Application Requirements page .

Financing your education

To learn more about the cost of the program and options for financial support, please visit Financing Your Master’s Degree on the admissions website.

Contact admissions

For admissions webinars and to connect with the admission office, see our  Connect and Visit page .

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International Educational Development, MSEd

The M.S.Ed. in International Educational Development program (IEDP) prepares students with distinctive skills required to address social, political and economic concerns in the world's most marginalized communities through both academic coursework and hands-on experiences. Students draw on the program’s strong interdisciplinary foundations to develop expertise in areas such as: learning, curriculum and pedagogy, early childhood education, educational assessment, gender, human rights, language policy, literacy, migration, nonprofit management, poverty alleviation, public health, program evaluation, school climate, and technology for development. Graduates of the IEDP have an enhanced understanding of the interplay of local, national, and international politics, policies, and priorities in a world of rapid educational change, and are able to critically read and persuasively communicate evidence-based knowledge to a diverse set of stakeholders.

For more information: https://iedp.gse.upenn.edu/about

A total of 10 course units are required for the IEDP MSEd.

IEDP Capstone Portfolio

Students must prepare a professional, performance-based portfolio of works that demonstrate their mastery of IED research, theory, skills and practice. The portfolio must include a Policy Brief (prepared in the Master’s Proseminar in International Educational Development). 

Students should confer with their faculty advisor about the other requirements of the portfolio, but they may include: technical proposal; internship reports and assignments; and/or term or position papers; academic presentations.

IEDP Summer Field Internship

All eligible students may complete an approved 12 week, international internship in an education and development oriented organization (typically in the summer), where there are productive work opportunities, and where interns have the skills that match the position openings. Domestic placements may be considered for those who request them.

All IEDP-Masters students who have passed EDUC 6480, and EDUC 6482, and in good academic standing are eligible for an IEDP internship. Students should confer with their faculty advisor about eligibility review and internship placement.  Students will be registered for EDUC 9990 in the term of their internship if they are not enrolled in any other courses.

Both quantitative and qualitative courses prepare students in the practical and theoretical implications of collecting, interpreting, analyzing and presenting data on the human condition broadly (and education/learning in particular).

IEDP thematic courses build on and extend the foundation built in core courses around particular, specialized areas. These should be IEDP (or related) courses that prepare students for professional paths in international education. With faculty advisor approval, offerings from outside the program that achieve these aims may be considered.  

Candidates for the M.S.Ed. degree must demonstrate knowledge of the field of education beyond the area of specialization. Students must complete one approved graduate level (5000 and above) GSE course outside the student’s area of specialization, earning a grade of “B” or better. Students should confer with their faculty advisor for further guidance.

Electives must be graduate level (5000 and above) and taken for a letter grade. Students should draw on elective courses to reflect their emerging, self-identified specialization within the field. They may be based on: region of the world (e.g. South Asia or Latin America);  discipline, topic or issue (e.g. sociology, human rights or literacy); or practical application (e.g. curriculum design or non-profit leadership).   Electives should be determined in conference with a faculty advisor so they align with the Planned Program of Study. With faculty advisor approval, electives may potentially be taken in International Educational Development (IEDP), other programs in the Graduate School of Education or from graduate programs across the University of Pennsylvania. 

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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master in international education

Global Master of Arts in International Education (Full-Time)

Career paths, program sites.

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Through this immersive program you will experience diverse cultures and educational systems as you develop the skills you need to build your career as a socially minded international educator.

master in international education

At a Glance

For programs beginning in 2024

Full-Time (Semesters 1 and 2); Part-Time (Semesters 3 and 4)

Application Deadline for U.S. & permanent residents

January 31, rolling thereafter until May 15

International students*

January 31, no rolling admission

Instructional Sites

United States*, Spain, Nepal

Critical Global Issue of Study

Education & Social Change

Education & Social Change Icon

*International Students are required to secure an F-1 visa to attend the residencies.

Please note that SIT will make every effort to maintain its programs as described. To respond to emergent situations, however, SIT may have to change or cancel programs.

WHY A MASTER'S IN INTERNATIONAL EDUCATION?

International educators work in formal and nonformal systems to promote students’ and participants’ learning. Experience diverse cultures and educational systems as you gain the necessary skills in intercultural communication, leadership, program design and implementation, evaluation, policy analysis, research, and educational practice to build a successful career as a socially minded international educator. Learn how to meet the challenges facing international educators through this immersive program.

In this global master’s program format, you will examine three richly diverse educational systems — in the United States, Spain, and Nepal — to attain professional expertise in comparative global studies; program and curricula development; research skills; and intercultural learning. You also will learn and practice conversational Spanish and Nepali through instruction tailored to your skill level.

Begin your program with one week of orientation in Washington, DC, where you will meet your cohort, attend an intensive seminar with the program chair, and visit leading international education associations to begin to understand the context in which international education issues and programs exist. After orientation, travel to Seville, capital of Andalucía and a vibrant mixture of history, culture, arts, and architecture. There you will study educational practice and policy in Spain and the European region; learn to conduct ethical research; learn about theories of education as they apply to today’s global context; and observe a variety of educational models.

During your second semester in Kathmandu, home to diverse religious and cultural communities as well as multiple UNESCO World Heritage sites, you will learn about local educational practice and policy as well as program design. You will also travel to Chitwan and Lumbini to learn about the nation’s history, environment, and rural culture.

Both semesters will feature weekly field trips to educational programs, nongovernmental associations, schools, labor unions, and government ministries to see how what is explored in the classroom is applied and experienced. Each semester also will feature a four-day excursion to another region so that you can continue to broaden your understanding of the field.

In your third and fourth semesters, you will undertake an independent practicum to gain on-the-job skills in a role and location of your choice. You will receive personalized guidance throughout in your Reflective Practice courses and will complete a capstone paper with original research to present during a virtual capstone seminar. Students are registered as part-time during these semesters, although many are engaged full-time in their work.

Designed for aspiring professionals, this unique master’s degree—one of SIT’s cornerstone offerings—will show you how to meet the immense challenges of the international educator, positioning you for rapid advancement in the field.

master in international education

Read more about SIT Graduate Institute alumni careers through the SIT blog. Students who have graduated with this degree work in careers such as the following, among others.

Exchange program manager

Study abroad advisor

Education consultant

University professor, assistant, or associate

U.S. embassy education specialist

Program designer

Youth leadership program administrator

Community educator

Admissions director

Country development officer

Refugee resettlement officer

International programs admissions

Join a premier global Master's in International Education program with SIT Graduate Institute. Become an expert in international education with this globe-spanning program targeting new professionals with up to five years of related experience.

Washington, DC

Begin your program with one week in Washington, DC, where you will begin to get to know your classmates, the International Education program, and SIT through time with your cohort and visits to local educational associations. You also will begin your studies of intercultural communication, multicultural team management, and organizational leadership.

Seville, Spain

Study in Seville, capital of Andalucia, the largest autonomous community in the south of Spain and a city with impressive architecture that reflects the history of the multiple civilizations that lived and shaped the city. These include the Alcazar Palace and Gardens built during the Muslim rule and the oldest royal palace still in use in Europe, and the Archive of the Indies, a historical building with centuries of documentation of the relations between Spain and America.

Seville is a vibrant and modern city with art, culture, music, and universities hosting students from around the world who come to learn Spanish in one of the most beautiful cities in Spain.

You will continue your studies of communication, teamwork, and leadership, and learn about educational policy and practice in Spain and the European region through a four-day excursion. This semester also includes conversational Spanish classes.

Kathmandu, Nepal

Located 4,000 feet in the Himalayas, Kathmandu is a milieu of culture, religions, and peoples. Here you will gain a deeper understanding of international education in a country with a unique history and geography that also beckons to the international community due to that diversity, beauty, and culture. Study educational practice and policy, curriculum design, program design, implementation, and evaluation, and conversational Nepali.

Click here for a description of the SIT center in Kathmandu, Nepal.

Practicum in Location of Choice

Complete your two-semester practicum in any location around the world in which you can obtain legal authorization. During this time, students also take related courses online and receive individualized support from their advisers. (Please note that students hold part-time status during these two semesters.)

Capstone Presentation Online

At the conclusion of your program, you will participate in a week-long seminar with students from various SIT MA programs to share your research, learn about global issues as they connect to education, and celebrate the completion of your MA degree.

Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.

master in international education

Program Learning Outcomes

Upon successful completion of the program, students will be able to:

  • Articulate critical understanding of education systems around the world with emphases on social justice, equity, inclusion, and diversity.
  • Demonstrate knowledge of influential theories in the international education field.
  • Understand the perspectives, relationships, roles, and influences of the stakeholders in the international education field.
  • Articulate how power, privilege, and oppression mediate educational practices around the world.
  • Articulate how international education policy is developed and implemented at the institutional, local, state, regional, national, and international levels.
  • Apply fundamental research skills including conceptualizing, designing, conducting, and presenting original research in the International Education field.
  • Design, deliver, and evaluate international education programs (including proposal preparation, needs assessment, curriculum design, budgeting, human resource management, health and safety, crisis management, marketing, recruitment, and evaluation).
  • Create and implement international education-related content through writing, facilitation, and public speaking.
  • Promote equity, inclusion, diversity, and social justice in education.
  • Uphold high ethical standards and critical reflexivity in all aspects of one’s professional work.
  • Value reciprocity in knowledge- and skills-sharing.

Read more about Program Learning Outcomes .

International education professionals are most effective when they understand the context, issues, skills, and possible paths forward in their field. SIT’s Global Master’s in International Education helps you learn the importance of intercultural partnerships and understanding necessary to facilitate quality international education programs through personal experience when you move to a new location, interact with partners and study their culture, history, and systems; and live with and learn from them.

This program requires completion of the Language and Culture Proficiency Requirement for graduation. Details can be found in the Catalog.

Please expand the sections below to see detailed course information.

master in international education

This is SIT

  • We value active togetherness, reciprocity, and respect as the essential ingredients for building a sustainable community .

master in international education

  • With open minds, empathy, and courage, we facilitate intercultural understanding and respect for the commonalities and differences between people.
  • We champion social inclusion & justice in all that we are and all that we do, from ensuring our community and our programs amplify the voices, agency, and dignity of all people to deliberately instilling the principles and practices of inclusion in all of our work.
  • We are committed to human and environmental well-being through sustainability and contributing to a better world for all living and future generations.

Semester One, Fall: Seville, Spain (13 credits + language study)

  • Foundations in Intercultural Service, Leadership, and Management (3 credits): This course introduces students to intercultural communication, effective multicultural team management, and organizational leadership and change. The course begins with a one-week, face-to-face intensive seminar just after orientation and will continue on-line for an additional eight weeks.
  • Theory and Practice in International Education (3 credits): This course introduces students to educational theories including neo-Marxist and conflict theories, communist theory, structural functionalism, human capital theory, post-colonialism, and feminist theory; why they are important; and how they are used to frame learning and work in the field. The course also explores advocacy and citizen/public diplomacy within the Spanish and U.S. contexts.
  • Practitioner Inquiry (3 credits): This course introduces principles of qualitative research methods for ethical research and inquiry.
  • Educational Practice and Policy in Spain (3 credits): This course explores the historical, social, political (post-conflict), and economic (neoliberal) contexts of Spanish education. It includes field trips to visit educational programs and associations.
  • Reflective Practice 1 (1 credit): This course provides the academic frame for ongoing orientation, student learning plans, and reflections about their intercultural experiences/learning. In the summer term, the curriculum is focused on helping students identify and secure a practicum.
  • Spanish: Students will take a placement test at the start of the program to determine the appropriate placement level for a conversational Spanish course. Note: Undergraduate credit does not count toward the master’s degree.

Semester Two, Spring: Kathmandu, Nepal (9 credits + language study, allows time for practicum research)

  • Educational Practice & Policy in Nepal (3 credits): This course explores the historical, social, political, religious, and economic contexts of Nepali education. It includes field trips within Kathmandu to visit various educational programs and associations.
  • IE Program Planning & Design (5 credits): This course walks students through the program development and implementation process. Topics include proposal writing, needs assessment and evaluation, curriculum development, student learning/development theory, internationalization, marketing and recruitment, logistics and staffing, budget preparation, risk assessment, health and safety, and crisis management.
  • Reflective Practice 2 (1 credit): This course provides the academic frame for ongoing orientation, student learning plans, and reflections about their intercultural experiences/learning. In the summer term, the curriculum is focused on helping students identify and secure a practicum.
  • Nepali: Students will take a placement test at the start of the program to determine the appropriate placement level for a conversational Nepali course. Note: Undergraduate credit does not count toward the master’s degree.

Semester Three, Summer: Practicum and Capstone Research in Location of Student’s Choice (8 Credits)

Reflective Practice includes:

  • 12-week practicum (minimum of 25 hours/week = 300 contact hours)
  • 2 Reflective Practice Question essays (15 hours)
  • Capstone proposal (25 hours)
  • Human Subjects Review (HSR) application (20 hours)

Semester Four, Fall: Practicum and Capstone Research in Location of Student’s Choice; Capstone Seminar (8 Credits)

  • 10-week practicum (minimum of 25 hours/week = 250 contact hours)
  • Capstone paper (60 hours)
  • Capstone seminar (virtual; 35 hours)

Professional Practicum

Pivotal to SIT Global Master’s in International Education is the practicum. This will allow you to apply learning from the classroom directly to real-world settings while getting hands-on, professional experience you can put to immediate use after you graduate.

To prepare for the third and fourth semesters, the program will support you in finding an approved, independent practicum while you complete your capstone paper.

You may elect to remain in Vietnam, return to Spain, or complete your practicum in another location of your choice. A practicum may consist of up to 40 hours a week of work; however, the number of credits earned will not fluctuate.

During the practicum phase, you’ll remain engaged with faculty and other students and receive course credit for documenting the integration of your knowledge and skills while working in a professional context. The practicum experience also will give you the opportunity to expand your professional network.

Faculty & Staff

International education (full-time).

master in international education

Accomodations

Students are responsible for finding their own accommodations (if not in a homestay). You will be supported by SIT staff in each location during the process and while abroad. Stay in an apartment (shared or private); a guesthouse (these are simple, inexpensive and quite clean, and may even include food). In Kathmandu only, you may ask to be placed with a homestay family where you will be immersed in local culture and customs. Please note that homestays are less expensive but also offer less independence.

master in international education

Discover the Possibilities

master in international education

SIT’s Student Financial Services Office provides guidance on all aspects of funding your degree throughout the application process and during your degree program. Tuition costs vary by program and scholarships are available.

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Master's degree in international education policy.

The International Education Policy program draws together a community of learners sharing a common interest in critically examining issues of equity cross-nationally. The program is structured to provide an environment for the investigation and discussion of practical approaches for improving the quality of education available to children from all backgrounds.

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Master of Arts: International Training & Education Program

Request Information

Complete the form below to learn more about American University’s International Training and Education Program.

Our Unique International Education Program

Since 1982, American University School of Education’s International Training and Education Program (ITEP) has provided an ideal environment for students who want to further their skills and experiences in:

  • training program design;
  • intercultural learning and exchange;
  • program management and evaluation;
  • transitional and social justice;
  • internationalization of higher education; and
  • equity in education.

ITEP is a unique 30-credit Master of Arts (MA) program that can be completed in two years. The ITEP program provides students with a strong foundation in theory, principles, and practice in international education and training.

Coursework can be completed either fully in person or a combination of online and in person.

ITEP Faculty, Staff and Students

ITEP brings together a dedicated group of faculty, staff and students whose academic backgrounds and international experiences are rich and varied; this diverse educational and experiential background enhances the value of conversation in the classroom. Because of our location in Washington, D.C. – a city well known for its global diversity – we work to ensure that all who join the program can take full advantage of the culturally and educationally enriching resources available in the city.  Many ITEP graduates seek employment with organizations and agencies such as the World Bank, the Peace Corps, the Department of State and USAID, domestic and overseas universities, K-12 schools, or a variety of other governmental or international non-governmental organizations and agencies.

ITEP students are tackling some of the following questions:

  • How do we create innovative training programs that respond to local and global issues?
  • What role does education quality play in efforts to promote educational equity and inclusion?
  • What are the cultural, social, and political perspectives underpinning development assistance and intercultural exchange programs?
  • How are controversial histories taught and learned?

If these questions inspire you, the International Training and Education Program (ITEP) could be for you.

ITEP Coursework

Throughout the program, students apply their own international education experiences and learn from faculty who are experts in both practice and research. In their culminating capstone project, students design and implement a training, curriculum, research paper, or evaluation in a context relevant to their professional interests and goals.

Degree Requirements

The MA degree requires a total of 30 credit hours of approved graduate work, including the capstone. Coursework can be completed either fully in person or a combination of online and in person.

Required (18 credit hours)

Core Courses

  • EDU-611 Social Theory and Educational Practice (3)
  • EDU-642 Training Program Design (3)
  • EDU-698 Comparative and International Education (3)

Research Methods

  • EDU-610 Overview of Qualitative and Quantitative Research Strategies (3)
  • EDU-790 Quantitative Research in Education (3)
  • EDU-685 Proseminar in International Education (3)

Electives (12 credit hours)

Complete 12 credit hours from the following, or other courses as approved by a faculty advisor, with at least 6 credits in the School of Education.

  • EDU-612 Equity and Education in the Global Context (3)
  • EDU-614 International Education Exchange: Policies and Practices (3)
  • EDU-647 Global and Multicultural Education (3)
  • EDU-648 Education Sector Assessment (3)
  • EDU-649 Nonformal Education and Development (3)
  • EDU-673 Culture, Identity and Education (3)
  • EDU-674 Education and Transitional Justice (3)
  • EDU-713 Advanced Training Program Design (3)
  • HLTH-575 Global Health (3)
  • HLTH-585 Global Health Policy (3)

Skills Institutes (1 credit hour each)

In addition to 3 credit elective courses, ITEP offers 1 credit practical, skills focused courses that take place on weekends. Examples include:

  • EDU-627 Assessment of Student Outcomes in Intercultural Exchange/Education Abroad (1)
  • EDU-627 Diversity & Inclusion in Training Programs (1)
  • EDU-627 Education Sector Analysis (1)
  • EDU-627 Monitoring and Evaluating in International Development and Education Interventions (1)
  • EDU-627 Online Training Program and Design (1)
  • EDU-627 Participatory Research and Evaluation Methods (1)
  • EDU-627 Social Justice and Liberation in International Exchange (1)

ITEP students can pursue additional Graduate Certificates, such as ITEP’s Training Design and Facilitation certificate or the  School of International Service’s Cross-Cultural Communication  certificate.

ITEP also offers a 12-credit in person, online, or hybrid Training Design and Facilitation (Graduate) Certificate for novice to experienced trainers who are seeking a specialized training credential to further their design and facilitation skills.

ITEP’s faculty are leaders in the field of international and comparative education.

Elizabeth A. Worden

Elizabeth A. Worden

Jisun Jeong

Jisun Jeong

Michael Gibbons

Michael Gibbons

Courtney Wright

Courtney Wright

Itep career pathways.

ITEP is a unique graduate program advancing social justice across the world by training change agents to facilitate positive change in three career pathways: international educational development, training for social change, and international exchange and study abroad.

The international education development pathway prepares students to research, evaluate, discuss, and contextualize pressing global education issues. Students practice applying these skills throughout the program and go on to serve as important leaders and specialists in a wide range of international institutions and organizations. Graduates work in areas such as policy development, advocacy, research and evaluation, and program management with the intention of improving education access, quality, and equity around the world.

The training for change pathway prepares students to serve as social change agents by strengthening training skills and practice in needs assessment, curriculum and training design, group facilitation, and evaluation using systems thinking and experiential learning approaches. Graduates work as trainers and specialists in capacity-building in education institutions and social justice organizations in North America and around the world. Graduates may also serve as educators or leaders in public or private institutions striving to internationalize their institutions and promote greater equity and inclusion for diverse learners. Skills learned are applicable to a wide range of roles in education institutions as well as agencies that facilitate teacher training, programming for newcomer communities, nonformal and refugee education, and youth development.

The internationalization and exchange pathway engages students who are interested in the interchange and movement of people and ideas across cultures. Special emphasis is placed on the history, politics, and changing nature of exchange, study abroad policies and practices, student mobility, internationalization efforts in higher education, and intercultural program management. Graduates work for universities and international exchange organizations as advisors, program coordinators, managers, and directors.

Key Dates & Deadlines

ITEP program entrance semesters are Fall, Spring, and Summer.

Join Us for One of Our Virtual Open Houses

We offer several Virtual Open Houses each term to offer prospective students an opportunity to meet faculty and ITEP leadership, learn about the MA and Graduate Certificate program, and ask any questions you may have.

Upcoming Virtual Open Houses

To learn more about our next Virtual Open House, please email  [email protected] . We look forward to hearing from you!

Frequently Asked Questions

Students may begin the program in the Summer, Fall or Spring semester. Both full time and part time schedules are available, though international students are required to be in full-time status during the entire program of study (with special exceptions made in the final semester of study).

Yes. ITEP offers a number of required courses online, as well as electives for both the degree and certificate program.

Most students take two years to complete the MA program, but it can be completed in as little as 15 months, including summer study. The Certificate program can be completed at the students’ pace, but is typically a 9-month program.

Both full-time and part-time schedules are available; however, international students are required to maintain full-time enrollment during the entire program of study (with special exceptions made in the final semester). Many of our students do have full-time jobs while in ITEP.

To accommodate students who work full-time, most classes are offered at 5:30pm or 8:20pm ET.

ITEP students develop and complete a capstone project usually during their final semester of the MA program through EDU 685: ProSeminar in International Education. The main objective of the capstone is to help students consolidate, integrate, and advance knowledge and skills acquired through ITEP. Students work with the ProSem instructor (a Core ITEP faculty member) to design and finish their project.

The capstone includes the following elements: a literature review, an analytical writing component, and original research. Some examples of capstone topics include a program evaluation, a program training design and implementation, and qualitative research project.

Transfer Credit from Accredited Institution MA students can transfer in a maximum of 6 credits from another university provided that these credits have been earned at the master’s level from an accredited institution, and is relevant to the ITEP program of study.

Credit Waiver for Volunteer Experience In the past, when ITEP’s program was 36 credit hours, incoming students could apply for credit waivers of up to 6 credits based on previous volunteer experience. Because of the reduction of required credits to a 30 hour program, students are no longer eligible for a credit waiver based on previous volunteer experience.

Yes. Each MA student is assigned to a faculty advisor at the start of the program. The advisor can help students decide if an internship or experience abroad will enhance the students’ program of study and/or career goals.

ITEP Global Education Forums

The School of Education’s International Training and Education Program hosts monthly Global Education Forums (GEFs), discussions on pressing topics in international education, international development, and intercultural exchange. Join our conversations with experts, who offer their viewpoints and experiences as practitioners, researchers, and activists. Audience participants will have the opportunity to ask questions and join the dialogue.

Schedule a Call

Fill out this form to schedule an appointment with one of our enrollment advisors who are happy to help answer your questions.

GW University Bulletin. Provisonal Edition. 2023-2024.  Opens new window

Master of Arts in Education and Human Development in the Field of International Education

Enrolled students, representing interests as far-ranging as educational programs for children in Ghana to international study programs in Asia, learn about traditions and systems of education in other nations and cultures. They also acquire skills and experience relevant to working in these programs. A growing number of internship opportunities, both in the United States and abroad, are made available to our students, who consistently earn prestigious full-time positions after graduation. The international education program boasts highly placed alumni in organizations such as USAID, the World Bank, Save the Children, FHI360, the Institute of International Education, as well as in governments and universities all over the world. International education program faculty regularly draws on local experts and professionals from around the District of Columbia to enhance the curriculum. The program offers expertise in three areas: education and development; global education; and international higher education.

Students in this program also can enroll in and receive a graduate certificate in either:

  • Assessment Testing and Measurement in Education
  • Incorporating International Perspectives in Education (IIPE)
  • Teaching English Speakers of Other Languages (TESOL)

Certain credits are applied toward both the master's degree and the certificate.

Visit the  program website  for additional information.

Supporting documents not submitted online should be mailed to: Office of Graduate Admissions Graduate School of Education and Human Development The George Washington University 2136 G Street, NW Washington, DC 20052

Contact for questions: [email protected]  ~ 202-994-9283 (phone) ~ 202.994.7207 (fax) 9:30 am – 6:00 pm, Monday through Friday

Required: 30 credits, including 18 credits in required courses, 9 credits in courses in a specialization, and 3 credits in elective courses. 

 Up to 6 additional credits of internship may be required for students who do not have international education related experience.

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Professor Dana Burde smiling and in conversation with other faculty

International Education

Master of arts international education.

Learn how to design, implement, manage, and evaluate international education programs in a broad range of settings.

Application Extended: Still Accepting Applications

Two International Ed Master's Students standing and conversing with Professor Heddy Lahmann

Doctor of Philosophy International Education

Prepare for a faculty position in comparative and international education, or for a career as a professional educator in international and multinational settings.

Professor Carol Anne Spreen smiling and facilitating a discussion with students

Associate Professor and Director of International Education

Elisabeth King

Elisabeth King

Vice dean for faculty affairs and professor of international education & politics.

Carol Anne Spreen

Carol Anne Spreen

Associate professor of international education.

Hua-Yu Sebastian Cherng

Hua-Yu Sebastian Cherng (程華宇)

Vice dean for research and equity; associate professor of international education.

Heddy Lahmann

Heddy Lahmann

Clinical assistant professor and deputy director of international education, associated and affiliated faculty.

Faculty: Mercy Agyepong

Mercy Agyepong

Assistant professor of sociology of education.

photo

Rezarta Bilali

Associate professor of psychology and social intervention.

Erich Dietrich

Erich Dietrich

Clinical professor of higher education and international education.

John Gershman

John Gershman

Clinical professor of public service, co-director of capstone program.

Natasha Iskander

Natasha Iskander

James weldon johnson professor of urban planning and public service.

Thumbnail

Ritty Lukose

Associate professor.

Lara Nettelfield

Lara Nettelfield

Program director & clinical professor.

Hirokazu Yoshikawa

Hirokazu Yoshikawa

Courtney sale ross university professor of globalization and education at steinhardt, applied psychology, special research project.

Faculty and graduates of the International Education and Applied Statistics programs are renowned for their decades of research and teaching in education in emergencies and many of our projects reflect these efforts. The Journal on Education in Emergencies (JEiE) , for example, is a double-blind, peer reviewed academic journal founded in 2014 by the Inter-agency Network for Education in Emergencies (INEE) and housed at New York University’s International Education Program and Center for Practice and Research at the Intersection of Information, Society, and Methodology (PRIISM) . In addition to research articles, field notes, and book reviews, we produce a podcast, Behind the Pages , which features interviews with JEiE authors who describe their research, fieldwork, and new innovations in EiE programming.

International Educational Development MA

Master of arts in international educational development.

  • IED Professional Specializations
  • Program Life

A graduate student listens to a student in her cohort.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Master of Arts

  • Points/Credits: 32
  • Entry Terms: Fall Only

Application Deadlines

  • Spring: N/A
  • Summer/Fall (Priority): January 15
  • Summer/Fall (Final): April 1

Supplemental Application Requirements/Comments

  • Online Degree Application , including Statement of Purpose and Resume
  • Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
  • Results from an accepted English Proficiency Exam (if applicable)
  • $75 Application Fee
  • Two (2) Letters of Recommendation
  • Video essay required (included in online application)

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

International Educational Development (IED – code: INTL)

Check the Course Planning sheet in the Student Handbook for the most recent degree requirements.

Coursework (at least 32 graduate level credits).

M.A. coursework falls into four broad areas:

Area 1: Core Courses (12 credits)

ITSF 4580 International Comparative Education & Development Studies (Part 1) 

ITSF 4581 International Comparative Education & Development Studies (Part 2) 

Two Research Methods Courses (Not Limited to ITS Methods Classes)

Area 2: Cluster-related courses (at least 9 credits)

Courses counting towards the cluster must be faculty advisor- approved.

Students considering a change in cluster must discuss the change with the faculty advisor.

Area 3: Transcultural/Area Studies (at least 5 credits)

Courses must come from at least two of the following categories: topics, research methods, professional skills, internship/practicum.

Area 4: TC Electives (at least 6 credits)

To fulfill the TC breadth requirement, M.A. students must take at 6 points of courses that are at TC but outside of the International and Comparative Education Program.

Courses offered by other programs within the ITS Department (anthropology) can also count as TC breadth electives if they are outside of the student’s concentration.

Integrative Project (IP)

Completion of an IP is required for the M.A. degree. Please see the Guidelines for Master’s Integrative Project (IP) in the handbook.

Students should consult with the faculty advisor about the IP at least one semester before the intended graduation date. After the IP topic has been approved, the IP Advisors are available to guide students through the completion of the IP.

Students who are working on the IP but are not registered for any other classes may register for IND 4000 (Masters Candidate).

Full-time students may complete the M.A. degree within one academic year (fall semester, spring semester, and summer session).

In order to graduate, students need to review their coursework on Degree Audit (accessed through myTC portal) and have it approved by their faculty advisor. Once the IP is completed, the student's faculty advisor must approve it through Degree Audit. Students may contact the Registrar for specific deadlines. Students must submit a soft and hard copy of the IP to be filed in the International and Comparative Education Program office (374 GDH). Students will complete a release form indicating whether or not they grant permission for the IP to be viewed by other students.

For more information, review the full International and Comparative Education Student Handbook here .

  • View Other Degrees

Program Director : Garnett Russell, Associate Professor of International & Comparative Education

Teachers College, Columbia University 374 Grace Dodge Hall

Contact Person: Michelle Guo, Program Assistant

Phone: 212-678-3184 Fax: 212-678-8237

Email: iceinfo@tc.columbia.edu

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Master of Education Concentration in International Teaching

Note: Offered only through the international programs of the C. Louis Cedrone International Education Center. This program is only offered to teachers living and working abroad. It does not have any attachments such as licensure.

Program Coordinator: Dr. Robert Freyermuth

Program Advisors: Dr. Robert Freyermuth and Dr. Marguerite Mahler

The Master of Education (M.Ed.) with a concentration in International Teaching presents a unique opportunity for educators living and working abroad to advance both academically and professionally while working in overseas assignments. The program is designed to provide a quality education to English-speaking teachers in Central America, South America, Mexico, Europe, and Asia. Courses are provided in a condensed format supported by prior readings, and culminate in a final project.

Program Requirements

This program consists of a total of nine (9) courses as eight (8) core and one (1) elective. As a culminating experience, each matriculated student in the International Teaching program will be required to complete a portfolio to be turned in at the end of the student’s final course and submitted to the C. Louis Cedrone International Education Center at Framingham State University.

Required Courses (8):

  • EDUC 921 Supervision, Staff Development, and Collaborative Leadership
  • EDUC 926 Issues and Influences in Education
  • EDUC 932 Creative Teaching Techniques and Utilization of Multimedia
  • EDUC 999 Research and Evaluation
  • EDUC 925 Curriculum: Theory and Practice
  • LTRC 920 Issues and Strategies in Reading and Literacy Instruction
  • SPED 924 Special Education in the Regular Classroom
  • TESL 928 English as a Second Language and Cross-Cultural Awareness

Elective Course (1):

The elective course is determined by the program coordinator and reflects local interest and needs. Possible electives are listed below. Additional choices may be available.

  • EDLE 927 Advanced Teaching Strategies
  • EDUC 991 Philosophy of Education and Teaching Practice
  • EDUC 998 Language Development and Communication
  • LTRC 926 Teaching the Writing Process
  • SPED 960 Assessment of Learning Problems
  • SPEC 963 Behavior and Classroom Management

Portfolio Requirement for a Master’s Degree in the International Education Programs

As a culminating experience, each matriculated student, in the International Education Program (IEP) and Framingham State University is required to complete a portfolio to be submitted at the end of the final course and sent to the IEP office at Framingham State University. 

The portfolio includes an introductory page plus ten typed pages one for each course and an overall summary composed of the following parts:

  • An introductory page of one or two paragraphs that gives a brief biographical sketch about you as a student and professional educator.
  • For each course, a summary of an assignment, project or course experience that was especially meaningful to you.  A self-reflective statement that discusses how each course contributes to your ability to become a more effective educator and lifelong learner.  This part should also discuss how you plan to apply what you learned from this course.
  • At the conclusion of all course work, the student should prepare a summary statement that describes how the overall program has contributed to you professionally as an educator and a lifelong learner.

The portfolio is reviewed by a faculty committee of The International Education Program to determine if it has met the requirements stated above and will receive a Pass/Fail grade. It will be filed in the C. Louis Cedrone International Education Center at Framingham State University.  Students should submit the portfolio within thirty days after their final course.  The degree will not be granted until the portfolio has been graded and approved.

Admission Requirements

  • The applicant must have a baccalaureate degree from a regionally accredited college or university.
  • The applicant must have a minimum undergraduate minimum grade point average of 2.80 on a 4.00 scale.

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Empowering the Next Generation: Graduate Students in International Education

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She must balance her graduate studies with her responsibilities as a new mother. He’s working two jobs but still can’t pay for his schooling. She coaches undergraduates during the day and crams at night for her own exams.

The challenges of graduate students are unlike those of many undergraduates.

This is where international educators can step in—offering mentoring, networking and job opportunities, research and study assistance, and family support to help graduate students in the international education field manage the distinct challenges they face and further their professional and educational aspirations.

“I feel a lot of responsibility knowing this—[that] for graduate students in international education, it’s all about gaining the skills, knowledge, and networks that will allow them to find work and grow their careers,” says Sora Friedman, a faculty member and chair of the MA in international education program at the Vermont-based SIT Graduate Institute. “They see their graduate training and degrees as direct pathways to their future careers and want to know that their investments of time and money will meet their expectations.”

Graduate Students’ Priorities and Motivations

Graduate students typically focus on doing research and policy analysis and gaining practical experience to develop the specialized knowledge and skills that will prepare them to lead the field and address the complex challenges they’ll face in their careers.

“They see their graduate training and degrees as direct pathways to their future careers and want to know that their investments of time and money will meet their expectations.” —Sora Friedman

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What It’s Like To Be an International Student in Moscow?

  • December 4, 2021

What Its Like To Be an International Student in Moscow e1644839723168

If you have plans to study in Moscow, knowing a bit about the city can help manage your expectations. Plus, it gives you useful knowledge as an international student in the city.

You may be wondering if being a student in Moscow is any different from other Russian cities or any study destinations for that matter. To satisfy your curiosity, we listed out a couple of key things you should know.

Top-Tier STEM Programs

If you’re pursuing a STEM degree in Russia, you’re in for premium education. Big investments go into Russian Universities to support these programs with world-class facilities and research.

Apart from these facilities, faculty members are also a delight to learn from with their extensive knowledge. It’s no wonder why the country produced 31 Nobel Prize winners.

Fast and Efficient Public Transportation System

Mass transit will play a big role in your travels around Moscow. Fortunately, the city’s mass transportation system experienced transformative changes, making it more comfortable for passengers. 

You can take the metro, buses, trams, or taxis depending on where you’re going or how fast you want to get there. Study our guide to Moscow’s transportation system to learn more.

Hub of Innovation

Moscow universities alone are proof of how well-invested the Russians are in their science education. For example, the Peoples’ Friendship University of Russia (RUDN) has training simulation centers. Some medical students use these facilities for technical practice and communicating with patients.

RUDN also has a Mission Control Center for students of space technology. This center even gets the same live feed as Russia’s space agency!

Mouth-Watering Russian Cuisine

As the capital city of Russia, Moscow is brimming with places that offer delicious Russian food . There are mid-range restaurants, cafes and food parks you can visit for your mini food trips.

Some of the best dishes you can try are Pelmeni, Borscht, and Blini. You can also try street food like Pirozhki or take a bite of Shashlik, which is the Russians’ take on Kebabs.

Language Barrier Won’t Be a Problem

Most Russians don’t speak English, but in the university setting, your English skills will serve you well. Most faculty members can converse well in English.

Apart from this,  there’s also a wide selection of English-taught courses you can look into. Plus, you’ll most likely take a one-year Russian preparatory course first before your school starts.

There are Many Places to See

As an international student in Moscow, you’ll love the limitless opportunity to travel. The best part is most of these places are also budget-friendly. 

You can take a trip to the Red Square or visit Bunker 42. If you need more options, see our list of budget-friendly places in Moscow for international students.

Now that you have an idea of what it’s like to be an international student in Moscow, learn more about your study destination by checking out more articles  here at MSM Unify. You May Also like Things You Can Do in Moscow on a Budget

Budget-Friendly Places in Moscow

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McBee Institute Hosts International Masters Students

MARIHE at Meigs Hall

In February, the Louise McBee Institute hosted nine current students, alumni, and faculty members of the Master’s in Research and Innovation in Higher Education (MARIHE), a collaborative Erasmus Mundus program led by Professor and Department Head Attila Pausits from the University of Continuing Education, Danube University Krems.

Professor Emerita Karen Webber coordinated the week of activities for the international visitors. The study-away opportunity completed the final portion of coursework in the MARIHE institutional research and strategic planning specialization. Beyond required coursework, the program enabled visitors to learn more about US higher education and innovative initiatives at UGA.

"Our week was filled with insightful discussions and memorable visits," said participant Nino Gogadze, a student from the country of Georgia. She continued, "What truly made this trip unforgettable were the amazing people we met along the way. Their kindness and willingness to share their experiences made all the difference. I'm certain that the ideas exchanged will continue to shape my journey in higher education."

MARIHE and McBee students

The visitors joined a class led by Erik Ness on US higher education policy and state systems. In an exchange of information, they listened to MIHE student presentations on US state systems, and the visitors shared overviews on the education system in their home countries. State Systems students and the international visitors also spent a day in Atlanta with stops at the Georgia state capitol building and the University System of Georgia offices.

The itinerary included time to learn more about the history of MIHE’s public service mission from University Professor Libby Morris and specifics on the outreach programs housed at the McBee Institute from Alyssa Yuhouse, director of the Georgia College Advising Corps, and Naomi Norman, director of the Governor’s Teaching Fellows program.

"I feel really lucky to have taken part to this wonderful week of the MARIHE program at the University of Georgia," said Mattia Quinteri, a participant from Italy.

The unique MARIHE program enrolls students from 92 countries to take courses at several different universities around the world, including Finland, Japan, India, and Austria. Professor Webber and other MIHE faculty have taught courses in the program over the years, but this year is the first time that a MARIHE student cohort has visited Athens.

For some of the students this opportunity was their first visit to the United States, and for all it was the first visit to UGA. In addition to coursework and meetings, they enjoyed interacting with MIHE students and experiencing some of the local foods and flavors of Athens.

Ijaz Ahmad, McBee PhD candidate, assisted with the visit. Ahmad earned a master’s degree from the MARIHE program in 2018 prior to enrolling in the doctoral program.

The 2024 MARIHE participants were Nivedita Anand, Katrin Ehetreiber, Nino Gogadze, Junaid Kajee, Birgit Kraus, Mattia Quinteri, Hesam Camilo Sadeghian Rios, and Heisler Samir Sosa Colindres from Austria, Colombia, Georgia, Honduras, India, Italy, and South Africa. They were accompanied by Professor Attila Pausits, a long-time collaborator with McBee Institute faculty members.

Karen Webber

Erik c. ness, robert k. toutkoushian, timothy r. cain.

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Education as an Instrument of Social Transformation: Synergies Between Key UNESCO Education Agendas and the Earth Charter

TOKYO & ONLINE: On 21 March 2024, UNU will host a BIG IDEAS Dialogue with Ms. Mirian Vilela, Executive Director of Earth Charter International.

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Mirian Vilela

On 21 March 2024, UNU will host “ Education as an Instrument of Social Transformation: Synergies Between Key UNESCO Education Agendas and the Earth Charter ”, a BIG IDEAS Dialogue with Ms. Mirian Vilela , Executive Director of Earth Charter International. This hybrid event (online and in-person) will start at 18:00 on Zoom and in the 12F Conference Room at UNU Headquarters in Tokyo. 

The Earth Charter is an ethical foundation for actions to build a more just, sustainable and peaceful global society in the 21st century. It articulates a mindset of global interdependence and shared responsibility. It offers a vision of hope and a call to action, while serving as an educational instrument and reference tool for development policies, planning and decision-making. 

Ms. Mirian Vilela will join UNU Senior Vice-Rector Sawako Shirahase to explore the work of the UNESCO Chair on Education for Sustainable Development (ESD) with the Earth Charter, which lies at the intersection of sustainability, ethics and education. The discussion will cover how this work is linked to the UNESCO ESD and global citizenship education agendas, as well as the Futures of Education initiative and UNESCO's Recommendation on Education for Peace, Human Rights and Sustainable Development.

This event will be an opportunity to consider the synergies among UNESCO efforts on education for change and the SDGs as well as to learn about the Earth Charter as an instrument of social transformation.

Please note this event will be in English; Japanese interpretation will not be provided. Advance registration by 20 March is required.

Additionally, please be prepared to present identification at check-in.

Registration

To attend this event in person at UNU Headquarters in Tokyo, register here: https://go.unu.edu/fI8E6

To attend this event online via Zoom webinar, register here: https://go.unu.edu/6LdKN

Online participants will receive an email on the day of the event with a link to join the Zoom webinar.

About the Speaker

Mirian Vilela is the Executive Director of the Earth Charter International and the Center for Education for Sustainable Development at UPEACE. Mirian has been working with the Earth Charter Initiative since early 1996. She coordinates the UNESCO Chair on Education for Sustainable Development with the Earth Charter and served as a member of the UNESCO Expert Reference Group for the Decade of Education for Sustainable Development (DESD).

Prior to her work with the Earth Charter, Mirian worked for the United Nations Conference on Environment and Development (UNCED) for two years in preparation of the 1992 UN Earth Summit and a year at the United Nations Conference on Trade and Development (UNCTAD). Mirian holds a PhD in Education from LaSalle University and a Master´s Degree in Public Administration from the Harvard Kennedy School of Government, where she was an Edward Mason Fellow. She is originally from Brazil.

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Program Highlights

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30 credit hours |  In-state tuition: $490/credit hour | Out-of-state tuition: $575/credit hours

  • Available in an easily accessible, 100% online format with asynchronous classes from UTEP’s College of Education
  • Can be completed within 12 months
  • Prepares students to lead Hispanic-Serving Institutions throughout the United States and address the learning and social needs of their college students.
  • Quality academic program with strong practical training and experiential learning for promising education professionals who value diversity and social justice.
  • Aligned with the professional competencies of the American College Personnel Association (ACPA), the Council on Standards in Higher Education (CAS) and the National Association of Student Personnel Administrators (NASPA)

PROGRAM ADMISSIONS REQUIREMENTS

Prepare to be an Effective Leader in Higher Education

The M.Ed. in Educational Administration with a concentration in Higher Education Leadership is perfect for those interested in a career in higher education with special emphasis and expertise in serving Hispanic, first-generation students. 

This is the only program of its kind focused specifically on preparing leaders for Hispanic-Serving Institutions that is taught by mostly Hispanic faculty who themselves were first-generation college students and have been living and working in one of the largest international borderplexes in the world. Accordingly, the curriculum is infused with the specific characteristics, needs, challenges and advantages of Hispanic-Serving Institutions based on current research and best practices.  

The program emphasizes equity and social justice in higher education and provides relevant and practical hands-on experience that will help students solve real-world problems. 

Ideal candidates for the program include: 

  • Adult professionals who are interested in managing, administering and leading undergraduate and graduate programs emphasizing student success at universities, community colleges, medical schools and nonprofit organizations
  • Recent college graduates that were engaged student leaders and are interested in pursuing a career in higher education and student affairs.
  • High school professionals and teachers looking to help their students succeed in college or transition into a career in higher education
  • Students who want to pursue a master’s degree at a leading Hispanic-Serving Institution as their first step to earn a doctorate and serve as professors.
  • Professional staff members working at community colleges and universities across Texas and the U.S. Southwest particularly in student affairs, academic affairs, new student programs, retention offices, advising and athletics.  

Develop Your Expertise and Focus on Hispanic Student Success

As a student of the program, you will learn how to:

  • Examine higher education and student affairs research, theories and practices in order to apply what is important in Hispanic-Serving Institutions.  
  • Evaluate the impact of higher education and student affairs governance structures and functions in order to improve Hispanic-Serving Institutions. 
  • Critically analyze legal, ethical, and philosophical dilemmas impacting the constituencies of Hispanic-Serving Institutions.   
  • Effectively communicate economic trends of financing and funding of higher education systems and institutions in order to advocate for and create equitable learning environments at Hispanic-Serving Institutions.  
  • Plan, assess and evaluate on a continuing basis in order to address the academic and social needs of Hispanic college students.  

The program fills a need for educators who are multilingual, multicultural, first-generation, and who demographically represent the growing populations of college students at colleges across the United States; so, multiple job opportunities in higher education are possible. 

Graduates of the program will be well-qualified for positions in the following areas of higher education:

  • Administration and leadership
  • Student affairs
  • Academic program planning, implementation and evaluation
  • Transition and retention
  • Student success

Course Overview

The 30-credit hour may be completed in 12 months  The program offers interested students with cutting-edge knowledge, skills and dispositions that foster collaboration, problem-solving skills, use of data for decision-making and communication skills to lead.

Required Courses

EDAD 5371: Leading Hispanic-Serving Institutions

EDAD 5394: Higher Education Organization and Governance

EDAD 5305: Educational Research Methods

EDAD 5397: College Student Learning and Development

EDAD 5383: Social Justice and Inclusion in Higher Education

EDAD 5396: Higher Education Finance

EDAD 5360: Higher Education Internship

EDAD 5393: Legal and Ethical Issues in Higher Education

EDAD 5392: The Community College

EDAD 5346: Program, Planning, Assessment, and Evaluation

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Learn more in our UW–Madison Master of Public Health program information session video .

Contact us with questions at 608-263-4889 or [email protected] .

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Minimum admissions requirements, degree and gpa.

A bachelor’s degree (BA or BS) from a regionally accredited U.S. institution or concurrent enrollment in a graduate or professional degree program is required. Official transcripts from all college and graduate work must be submitted. An undergraduate GPA of 3.0 or higher is expected. A cumulative GPA of 3.2 or higher is required for the BS Nursing to MPH Advanced Degree option.

Send transcripts directly to the UW–Madison MPH program office address. Do not send transcripts to the Graduate School — they will not reach the MPH program. You will also need to upload your unofficial transcripts. We will enter your GPA after receiving your official transcripts.

UW–Madison MPH program 750 Highland Avenue Suite 1170 Madison, WI 53705

You may also have your transcripts sent electronically to [email protected] .

*GRE and other standardized tests are not required for admission to the MPH program and if submitted will not be considered by the MPH Admissions Committee.

At minimum, candidates must have successfully completed at least one semester of college-level mathematics; that includes algebra and/or calculus (equivalent to MATH 112 at UW–Madison) or college-level statistics (STATS 201). In addition, candidates must have successfully completed at least one semester of college-level biology, chemistry or physics.

As required by our accreditation through CEPH, all students must meet one of two criteria to fulfill our Foundational Knowledge requirement:

  • A bachelor’s degree in public health from a U.S. accredited institution
  • Successful completion of UW–Madison undergrad course POP HLTH 370 Public Health: Local to Global Perspectives

Incoming students who do not meet either of the two criteria options will be required to take the MPH program’s free, online Foundational Knowledge course the summer prior to beginning the MPH program The MPH program will administer this course. You will be contacted by the program if you are required to take the course.

Public Health Experience

Public health-related experience is highly recommended. This includes working in public health departments, volunteer organizations and health care organizations that do not focus solely on patient care. Clinical care alone does not constitute public health experience.

Applicants who apply immediately or soon after completing their bachelor’s degree may have less experience than applicants with several years of work experience. Recent graduates may choose to reference courses taken as an undergrad, semesters abroad or volunteer experience that contributed to their interest in public health.

Recommendations and Personal Statement

Three letters of recommendation are required. (For dual degree students, one of these letters will be an automatically generated letter from your current program regarding your standing.)

A personal statement is most effective when it outlines why you are interested in public health and what you plan to do with your degree.

Dual Degree Applicants

Applicants currently enrolled in an approved MPH dual degree program must be in good academic standing in their current program. The MPH program will verify academic standing with the applicant’s home program. This letter counts as one of the three required letters of recommendation for the application.

For all dual degree programs, admissions decisions for each program will be made separately by each program. Following acceptance of a student into both programs (at the same time, or sequentially), the student is responsible for notifying both programs of their intent to pursue the dual degree and have credits counted accordingly.

MD-MPH, Nursing to MPH and PharmD-MPH Admissions

MD-MPH Students may apply to the MD-MPH program , through AMCAS, during the MD application process . This option is recommended for students who plan to complete their MPH year prior to starting the MD program. These applicants will be required to complete a streamlined application to the MPH program. Students will be notified by the program when this application must be filled out. Previously admitted MD students may also apply directly to the MPH program (not through AMCAS), during an MPH application cycle, within the first three years of the MD program.

Nursing to MPH Nursing students interested in the Nursing to MPH dual degree apply to the MPH program during their first year in the nursing program.

PharmD-MPH Students currently enrolled in the PharmD program may apply during an MPH application cycle, within the first two years of pharmacy school.

DPT-MPH, MGCS-MPH and MPAS-MPH Admissions

Applicants to these programs will be reviewed by the non-MPH program first, before being reviewed by the MPH program.

DPT-MPH Applicants to the Doctor of Physical Therapy (DPT) program apply to the DPT-MPH program , through PTCAS, during the DPT application process and submit an additional essay indicating why they are interested in the dual degree.

MGCS-MPH Applicants to the Master of Genetic Counselor Studies (MGCS) program apply to the MGCS-MPH program during the MGCS application process and submit an additional personal statement.

MPAS-MPH Applicants to the Master of Physician Assistant Studies (MPAS) program apply to the MPAS-MPH program , through CASPA, during the PA program application process and are required to complete a supplemental personal statement describing their interest and experience in public health.

DVM-MPH, JD-MPH and MPA-MPH Admissions

Students interested in the DVM-MPH , JD-MPH or MPA-MPH programs must apply separately to both programs and admissions criteria for both programs must be met.

Application Fee

A non-refundable fee of $75, paid using a debit or credit card, is required before applications are reviewed. The application fee is waived for applicants:

  • Currently enrolled in a UW–Madison graduate degree program
  • Currently enrolled in an approved MPH dual degree program
  • Previously enrolled in a UW–Madison graduate degree program, within the last five years
  • Currently applying for graduate studies in more than one area at UW–Madison and have already paid the $75 application fee to the UW–Madison Graduate School or other UW–Madison professional degree program

International Applicants

In addition to the required MPH application materials, international applicants are required to submit official scores from an English language proficiency test and their international academic records.

English Language Proficiency Tests

Applicants from countries where English is not the official language or whose undergraduate instruction was not in English must provide official scores from the Test of English as a Foreign Language (TOEFL) taken within the last five years. A score of 600 (written), 250 (computer-based) or 100 (online version) or above is required.

Alternative: International English Language Testing System (IELTS) (minimum score of 7.5)

International Academic Records

Applicants who attended a post-secondary institution outside of the United States must have their academic records evaluated by a National Association of Credential Evaluation Services (NACES) member. An official evaluation report from a NACES member organization must also be received for the application to be considered complete. Your NACES evaluation should be sent directly to the Master of Public Health program office.

Evaluations may also be sent electronically to [email protected] .

Evaluations mailed to an address other than the MPH program office will not be received by the MPH program.

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James Cleverly leaving No 10 Downing Street.

Foreign students may be undermining UK higher education, says Cleverly

Home secretary calls for visa review over concern that courses are being used as shortcut to gain work permits

  • UK politics – latest updates

The home secretary, James Cleverly, has said international students may be “undermining the integrity and quality of the UK higher education system” by using university courses as a cheap way of getting work visas.

In a letter to the Migration Advisory Committee (MAC), Cleverly asked the body to investigate whether the graduate visa entitlement – allowing international students to work for two or three years after graduating – was failing to attract “the brightest and the best” to the UK.

But university leaders fear that cutting or restricting the graduate visa route will lead to a drastic fall in international recruitment, and provoke a financial crisis for universities that rely on income from international tuition fees.

Cleverly told the MAC that while the government was committed to attracting “talented students from around the world to study in the UK”, it also wanted “to ensure the graduate route is not being abused. In particular, that some of the demand for study visas is not being driven more by a desire for immigration”.

Cleverly said: “An international student can spend relatively little on fees for a one-year course and gain access to two years with no job requirement on the graduate route, followed by four years’ access to a discounted salary threshold on the skilled worker route.

“This means international graduates are able to access the UK labour market with salaries significantly below the requirement imposed on the majority of migrant skilled workers.”

The home secretary instructed the committee, which gives independent advice to the government, to investigate “any evidence of abuse” of the graduate route, “including the route not being fit for purpose”, and to look at which universities were producing graduates who used the route.

He also asked the MAC to analyse “whether the graduate route is undermining the integrity and quality of the UK higher education system, including understanding how the graduate route is or is not, effectively controlling for the quality of international students, such that it is genuinely supporting the UK to attract and retain the brightest and the best, contributing to economic growth and benefiting British higher education”.

Rachel Hewitt, the chief executive of the MillionPlus group of universities, said the government’s review appeared to be deliberately aimed at undermining the success of British higher education.

“It is impossible to imagine the government going out of its way to make Britain less inviting to investment in almost any other sector – and yet every negative headline and policy reform makes Britain less attractive to international students,” Hewitt said.

“The graduate route is a key component of the offer that UK universities can make to international applicants, and its value should be recognised and not eroded.”

Jamie Arrowsmith, the director of Universities UK International, said universities were “deeply concerned” by the short notice given by Cleverly.

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“Post-study work matters for many international students, allowing those who have invested in our country the opportunity to find work and contribute to the UK economy​,” said Arrowsmith.

“Having publicly recommitted to the graduate route on its current terms in May 2023, any further changes would be extremely damaging to our reputation as a welcoming destination for international students, and risks undermining a UK success story that generates more than £20bn a year in export earnings for the economy​.​”

Cleverly said “early data” showed that just 23% of international students using the skilled workers route moved into graduate-level jobs, and that last year only a third moved into jobs paying more than £26,000 a year.

The committee is expected to report back in May, and its findings could come at a difficult time for the higher education sector. So far this year, enrolments from overseas have fallen by 40% compared with 2023.

Vanessa Wilson, chief executive of the University Alliance group, said: “It is important that international students have the opportunity to study at the full range of UK universities so they can select the option that is right for them, and so that all UK students and regions can benefit from their contributions.”

  • International students
  • Immigration and asylum
  • James Cleverly
  • University funding
  • Universities
  • Higher education

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