This programme focuses on major aspects of education, exploring current issues and trends in inclusive education and school management and leadership.
The Master of Education (MEd) aims to advance and consolidate scholarship in leadership, inclusive education, and curriculum development through coursework. The programme offers two specialisations: Special Needs and Inclusive Education and School Management and Leadership.
The specialisation in Special Needs and Inclusive Education is designed for teachers involved in, or interested in, serving students with learning disabilities within regular school settings. This MEd specialisation focuses on theoretical, evidence-based, methodological, and practical aspects of teaching and learning within inclusive and diverse classrooms. Professional competence is fostered to support students with special educational needs and gifted students.
The specialisation in School Management and Leadership is designed for teachers, middle or senior management school personnel, school administrators, or anyone pursuing a career in educational leadership. This specialisation aims to prepare students for all aspects of management and leadership by focusing on educational leadership, school curriculum planning and development, school evaluation, and resource management.
The programme coordinator is Frances Lee.
Note: This MEd programme does not lead to teacher accreditation. Students who hold a teaching qualification and complete the Special Needs and Inclusive Education specialisation modules are eligible to apply for recognition as a resource teacher.
During the two years of evening course work, Master of Education students hold full-time student status.
- Students build knowledge and expertise required to foster equity, social justice, and diversity in educational settings
- Students gain an understanding of contemporary education issues and develop critical analysis and problem-solving skills
- Students enhance their understanding of leadership and management theories and practice across education sectors
- Students design and generate meaningful educational research
- Educational consultant
- Management positions in schools
- Resource teacher
- Researcher
- Curriculum developer
- Hold a bachelor degree or equivalent qualifications in a related field (required)
- Have strong written and verbal communication skills
- Demonstrate independent learning ability and act autonomously in planning and completing tasks
Study plan & description of modules
For the programme’s government approval [in Chinese and Portuguese] click here.
Please click on any specific module below to see its description
Modules
Year 1
This module provides an overview of Macao’s social, demographic and economic developments. It aims at understanding Macao as a bridge between Western and Chinese cultures, and how this historical path has influenced educational policy and practices.
Analysis of the purpose, ends, and means of education and schooling is central to the module. Through lectures, readings and debates about Macao education laws and regulations it is hoped that participants will enhance their ability to understand the ultimate goals of education.
Emphasis will be placed on the development of students’ academic success, well being, and moral and citizen development. The impact of globalisation on education will also be examined, namely through the information and communication technology.
The aims of this module are to develop knowledge and understanding of the paradigms that underlie research and theories in educational psychology. It covers the study of cognitive, social and emotional development and learning in contemporary psychology. Prominence is given to a developmental approach to psychology within education.
The module addresses children's development in language, literacy, cognition and numeracy, as well as factors affecting cognitive, social, and emotional development of children and adolescents. An overview of the characteristics of motor, cognitive, social and emotional atypical developmental and disabilities in children and adolescents also form part of the module.
This module provides an analysis of Macau’s curriculum development reform and the curriculum framework for formal education. Participants will gain knowledge that will help them understand the relevant provisions of “The requirements of basic academic attainments” in Macau.
Multi-level curriculum development plans and the role of teachers and other education stakeholders will be examined.
Participants will examine the complex relationship between curriculum design, teaching, and evaluation. Students will also acquire knowledge on adjusting annual and subject plans to fit the needs of diverse learners, gifted learners and learners with disabilities.
This module aims at understanding the rationale of Macao’s Special Education Law with the purpose of developing inclusive schools. The participants will acquire knowledge and skills in curriculum, teaching and assessment differentiation for diverse learners. Topics considered include discussing cultural beliefs affecting policy implementation, parent-school communication and collaboration, resourcing issues, and the development of good practices in inclusive education. Participants will be made acquainted with the role and responsibilities of the special education resource teacher, and with the role and responsibilities of the school management team in promoting and monitoring inclusion in school settings. The rationale for home-school cooperation and the various types of home-school cooperation will be focused.
This module covers innovative technologies that are becoming an increasingly important part of non-tertiary education. These technologies enhance student learning, individualize instruction, and improve communication with parents. Some examples are web based tools, mobile devices, open content, and game-based learning. Ideas and skills for integrating technology effectively into teaching are part of the module.
This course enables participants to gain a greater understanding of their professional practice by considering research in the field, not only by reading research articles but also by producing a small-scale research project. Participants will learn to distinguish between ‘academic’ and ‘practitioner-based’ research, discussing the different goals and potentials of each. They will develop an understanding of the way research is shaped by the researcher’s beliefs and worldview. The module will cover various research methodologies, with emphasis on action-research, case study, ethnography, and life story, as well as research techniques relevant in the field of educational inquiry.
This module provides an examination of the prevalent theories and emerging concepts in the field of educational leadership and effectiveness. The students will be exposed to various policies and practices to promote school innovation and improvement, emphasising on the role of school management personnel. The establishment of school information network and the development of school public relations is viewed as one of the leadership roles and responsibilities. Strategies to foster positive school/home collaboration and school/community partnerships will be covered.
The module aims at supporting participants in examining, evaluating and developing their own knowledge and skills in school planning, and ultimately they will write and present a 3-year school development plan.
This module provides an overview of key issues in human and material resources in schools. Participants will understand the role of school leadership in resources management, its challenges and opportunities. Topics covered are: educational cost accounting and cost control; concepts and rules of school accounting records; organisation of school financial statements and related documents; school financial analysis; formulation, monitoring and reporting of financial budget; management of school funding; cost-benefit/cost analysis effectiveness; school human resources management; selection of teachers and administrative staff; formation of teacher system; and school crisis management.
This module aims at exploring and critically reviewing recent research on school evaluation and development in international and Macao context.
Specific topics covered are: analysis of the relevant provisions of “The System Framework for Private School Teaching Staff of Non-Tertiary Education” in Macao; internal and external evaluation and its relationship to school development and improvement; School evaluation indicators; rationale and development of performance appraisal of teaching staff; teaching staff performance appraisal indicators; professional development through Portfolio writing; and school-based teacher training for school improvement.
The module provides an introduction to the range of instructional strategies available to teachers working with pupils identified as gifted and students with learning disabilities or impairments.
The participants will gain knowledge about the development, characteristics and needs of gifted students, as well as students with learning disabilities. Issues such as the provision of appropriate challenge, motivation, social interaction and emotional well-being will be examined. Particular attention will be given to the promotion of social skills and peer relations.
The module also provides an overview of likely primary causes of learning disabilities, and examines several types of disability such as dyslexia, dyscalculia, and dysgraphia. Specific support strategies and interventions for pupils with learning disabilities are addressed.
The module will focus on current research about Autism Spectrum Disorders (ASD), namely Autism Disorder, Asperger’s Syndrome and other Pervasive Developmental Disorders as to increase students’ awareness of its causes and characteristics.
It examines several types of physical and sensory disabilities and / or impairments and their various categories. Participants will gain knowledge and skills to develop strategies for early intervention and to provide resource-based assistance to support effective participation of the identified pupils in the school and the society.
Classroom strategies for the inclusion of pupils with sensory impairments such as blindness, deafness, visual/hearing difficulties are also examined.
This module addresses internalising and externalising issues. It will equip participants with the knowledge and skills to interpret pupils’ behaviour in the classroom and school environment context, as well as their cognitive, social and emotional development. Participants will develop effective strategies to support pupils’ positive behavior, social integration and well-being. Great detail will be given to managing emotional problems such as depression and anxiety disorders and understanding how they can interfere with learning.
Participants will learn how to distinguish between Oppositional Defiant Disorder, Intermittent Explosive Disorder, Attention Deficit / Hyperactivity Disorder, and Conduct Disorder, and to develop effective strategies to manage pupils’ challenging behaviours in the classroom. The module follows an ecological intervention, involving the family, extra-curricular activities, health professionals and other contexts of the pupils’ context.
Year 2
The Dissertation is an empirical study, drawing on primary data and following the scientific canons by which educational studies are judged. A clearly structured conceptual framework and an appropriate form of critical analysis shall integrate the masterwork. The Dissertation is the capstone experience in the programme, allowing students to contribute to a better understanding of Macau educational trends, issues, and policies. It tests the student’s mastery of the field and their ability to work independently within it.
Each student is assigned to a supervisor who assists him/her throughout the process from approval of the Dissertation Proposal by the University to completion of the entire Dissertation.
