The broad aim of the MASTER OF SCIENCE IN INNOVATIVE EDUCATION & TEACHING is to prepare a more able, efficient, internationally oriented, skilled teaching force. The programme aims at equipping teachers with necessary knowledge and skills, as well as inculcate continuing education mindset to enable them to:

FEE

€ 1,499

DURATION

12-18 months

MODE OF LEARNING AND ASSESSMENT

Distance / 100% Online

PAYMENT TERMS

One-time or Installment Payments

7 CORE MODULES

+ 1 Action Research Paper

  • FEE

    € 1,499

  • DURATION

    1 year

  • MODE OF LEARNING AND ASSESSMENT

    Distance / 100% Online

  • PAYMENT TERMS

    One-time or Installment Payments

  • 7 core modules

    + 1 Action Research Paper

  1. EDUC510: EDUCATIONAL PHILOSOPHIES: AN OVERVIEW (7.5 ECTS)
    To introduce students to the broad philosophical ideas of education in classical times and to review the reception of these ideas for today’s classroom, such as idealism, realism, neo-scholasticism, perennialism, essentialism, futurism, re-constructionism, existentialism, humanism, pragmatism, progressivism, and behaviourism; to help students to understand how education has evolved and developed over the years beginning from the 19th century industrial revolution era up until today’s scientific and information technological era.
  2. EDUC520: CURRICULUM & INSTRUCTION PLANNING & DEVELOPMENT (7.5 ECTS)
    A survey of curriculum theories including theories pertaining curriculum planning and development, curriculum implementation and curriculum evaluation models: an overview of curricular frameworks as processes and plans embodying particular views of the role of education at philosophical, policy and practical level; relating these perspectives to international trends in curriculum constructs; contextualising curriculum stances and student needs; the role and purposes of assessment in curriculum plans and designs.
  3. EDUC530: DIMENSIONS OF LEARNING: APPLICATION IN CLASSROOM (7.5 ECTS)
    This module focuses on enhancing student teachers’ capacity to understand and plan for active learning in classrooms. The module will address class management; developing a community of learners (e.g. group work; cognitive strategy instruction), approaches to learning (cognitive and socio-cultural theories); and literacy across the curriculum. It would also address effective teaching and learning including active learning, constructivism, multiple intelligences, teaching and learning styles, classroom planning, interaction, differentiation and assessment.
  4. EDUC540: ASSESSMENT IN EDUCATION: MEASUREMENT & EVALUATION (7.5 ECTS)
    This module provides comprehensive definitions of test, measurement, evaluation and assessment, as well as roles of measurement and evaluation in education. Also, the interrelationship among evaluation, evaluation tools, and assessment techniques is explained. Students will evaluate and use appropriate tests in pupil diagnosis and attainment, interpret and apply tests results in appropriate teaching strategies. Taxonomy of educational objectives is also explained, laying emphasis on the cognitive and psychomotor domains.
  5. EDUC550: PSYCHOLOGY OF LEARNING: LESSONS FROM COGNITIVE PSYCHOLOGY (7.5 ECTS)
    This module deals on the theories and principles in educational psychology and applications to the problems of education in a variety of educational settings, applications to curriculum, teaching and learning; theories of human development; cognitive and constructive view of learning; behavioural and social cognitive perspective of learning. It examines the theoretical and applied aspects of learning motivation, personality, classroom management, culture and evaluation of learning outcomes.
  6. EDUC560: EDUCATIONAL TECHNOLOGY: THE 21ST CENTURY CLASSROOM (7.5 ECTS)
    Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. Our education institutions should be incubators of exploration and invention. Educators should be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students. Education leaders should set a vision for creating learning experiences that provide the right tools and supports for all learners to thrive.
  7. EDUC570: CLASSROOM DYNAMICS AND BEHAVIOR MANAGEMENT (7.5 ECTS)
    Exposing students of the range of theories and practices related to the management, motivation and maintenance of professional control involved in the education of children and adolescents. Emphasis will be placed on the essential need to create a suitable learning environment that is appropriate to the specific context of practice; Examination of the regulation of behaviour through the application of principles and theories of learning and motivation; Emphasis on behavioural management that results in optimum learning and development through the various stages of life. The module includes a focus on the application of behaviour management for classroom control and supervision.

    ACTION RESEARCH PAPER
  8. EDUC580: EDUCATIONAL RESEARCH: DESIGNS AND PROCEDURES (7.5 ECTS)
    This module will specifically place greater emphasis on and introduce students to action research, a form of self-reflective systematic inquiry by practitioners on their own practice. The goals of action research are the improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out.

The programme structure enables students to acquire the following knowledge and transferable skills:

  • Develop a comprehensive understanding of educational and psychological theories, principles and concepts that directly or indirectly affect teaching and learning.
  • Critically analyse and verify the application of such theories, principles and concepts in one’s own day-to-day teaching practices.
  • Construct models and plan strategies aimed at improving curriculum delivery.
  • Employ assessment techniques that are in alignment with teaching approaches and pedagogic soundness.
  • Develop a sound educational philosophy that would be reflected in every thought-pattern, action plan and execution of lessons.
  • Evaluate contemporary educational ideas and practices and critically examine their relevance, appropriateness, and benefit to improving student learning and achievement.
  • Embrace, practice and advocate for educational best practices that maximize teacher satisfaction and students’ success in learning.

Personalised exercises, assignments and/or quizzes are utilised throughout the course/programme to measure progress in learning. Such comprehensive assessment procedure is characterised by being diagnostic, formative (intervention-oriented), and summative.

Personalised, easy to understand text-based (reading materials) interactive resources that progressively and systematically takes the learner through various areas of competencies required at the workplace, in a specialised field of study.

  • Applicants should possess a high level of motivation and self-discipline
  • Applicants should be proficient in the English language
  • Applicants should possess a recognized Bachelor Degree in any field, or possess a recognized Post Graduate Diploma (PGD - Level 7 equivalent) in Teaching, Education Administration, or related areas of study
  • Applicants must possess basic smartphone or computer operating knowledge and skills
  • Applicants should possess at least one (1) year of professional working experience in the field of Teaching, Education Administration, or related areas of work

    Mature Entry Route (done on case-by-case evaluation basis only):
  • Applicants without any prior tertiary education and qualification should possess at least 10 years of professional working experience in the field of Teaching, Education Administration, or related areas of work
  • Applicants who possess HND Level 4 (Diploma) should possess at least 7 years of professional working experience in the field of Teaching, Education Administration, or related areas of work
  • Applicants who possess HND Level 5 (Higher Diploma) should possess at least 4 years of professional working experience in the field of Teaching, Education Administration, or related areas of work

The European International University (EIU-Paris), is a private higher education establishment authorized by the French Ministry of Higher Education, Research, and Innovation, in accordance to and in compliance with the French Education Act: Code de l’Education Articles L 444-1 to 444-11 and R 444-1 to 444-28.

EIU-Paris is also internationally accredited by the Accreditation Service for International Schools, Colleges and Universities (ASIC). EIU is accredited with Premier University status by ASIC, UK, since 2nd October 2018. ASIC is recognized by UKVI in the UK, is a member of the CHEA International Quality Group (CIQG) in the USA and is listed in their International Directory. It is also a member of the British Quality Foundation (BQF), an affiliate of European Network for Quality Assurance (ENQA) and an institutional member of European Distance and E-Learning Network (EDEN).

EIU-Paris has also obtained accreditation candidacy status, and is currently pursuing programmatic accreditation from the Accreditation Council for Business Schools and Programs (ACBSP), United States.

The European International University is further audited and quality assured, as well as ranked, by internationally acclaimed bodies such as QS, ACBSP, ECBE, BGA, ATHEA, and CEOWORLD Magazine.

For more information about EIU-Paris Recognition and Accreditation, please visit https://eiu.ac/recognition-and-accreditation/

  • Passport Copy.
  • Passport Size Photo (jpg format).
  • Latest CV / Résume.
  • Education Certificates + Transcripts.
  • Personal Statement (500 words).
  • 2-3 Reference Letters (past or current employer(s) or professors).

The grading system is defined as follows:

 Pass: 
 Higher   Distinction 90-100%
 Distinction 80-89%
 First Division 70-79%
 Second   Division 60-69%
 Satisfactory 50-59%
 Fail: 
 Unsatisfactory 49% and below

CERTIFIED COURSE-BY-COURSE FOREIGN ACADEMIC EVALUATION (U.S. EQUIVALENCY):

 

EIU's M.S.IET. degree has been reviewed and evaluated against U.S. standards and is certified to be equivalent to an M.S.IET. degree conferred by Regionally Accredited Universities in the United States.

 

This means that the EIU M.S.IET. degree meets full or partial requirements for U.S. Citizenship and Immigration Services (USCIS) promulgated by the United States Dept. of Homeland Security. Additionally, the EIU M.S.IET. degree also meets requirements for continuing education and/or employment in the U.S.

 

This evaluation is done following guidelines set by AACROA evaluation guidelines, as well as, based on best practices promulgated by The Association for International Credential Evaluation Professionals (TAICEP), the National Association of Graduate Admissions Professionals (NAGAP), The European Association for International Education (EAIE), and the Association of International Educators (NAFSA).

 

To see a sample of the CERTIFIED COURSE-BY-COURSE ACADEMIC EVALUATION (U.S. Equivalency) document for EIU degree, click here

  1. EDUC510: EDUCATIONAL PHILOSOPHIES: AN OVERVIEW (7.5 ECTS)
    To introduce students to the broad philosophical ideas of education in classical times and to review the reception of these ideas for today’s classroom, such as idealism, realism, neo-scholasticism, perennialism, essentialism, futurism, re-constructionism, existentialism, humanism, pragmatism, progressivism, and behaviourism; to help students to understand how education has evolved and developed over the years beginning from the 19th century industrial revolution era up until today’s scientific and information technological era.
  2. EDUC520: CURRICULUM & INSTRUCTION PLANNING & DEVELOPMENT (7.5 ECTS)
    A survey of curriculum theories including theories pertaining curriculum planning and development, curriculum implementation and curriculum evaluation models: an overview of curricular frameworks as processes and plans embodying particular views of the role of education at philosophical, policy and practical level; relating these perspectives to international trends in curriculum constructs; contextualising curriculum stances and student needs; the role and purposes of assessment in curriculum plans and designs.
  3. EDUC530: DIMENSIONS OF LEARNING: APPLICATION IN CLASSROOM (7.5 ECTS)
    This module focuses on enhancing student teachers’ capacity to understand and plan for active learning in classrooms. The module will address class management; developing a community of learners (e.g. group work; cognitive strategy instruction), approaches to learning (cognitive and socio-cultural theories); and literacy across the curriculum. It would also address effective teaching and learning including active learning, constructivism, multiple intelligences, teaching and learning styles, classroom planning, interaction, differentiation and assessment.
  4. EDUC540: ASSESSMENT IN EDUCATION: MEASUREMENT & EVALUATION (7.5 ECTS)
    This module provides comprehensive definitions of test, measurement, evaluation and assessment, as well as roles of measurement and evaluation in education. Also, the interrelationship among evaluation, evaluation tools, and assessment techniques is explained. Students will evaluate and use appropriate tests in pupil diagnosis and attainment, interpret and apply tests results in appropriate teaching strategies. Taxonomy of educational objectives is also explained, laying emphasis on the cognitive and psychomotor domains.
  5. EDUC550: PSYCHOLOGY OF LEARNING: LESSONS FROM COGNITIVE PSYCHOLOGY (7.5 ECTS)
    This module deals on the theories and principles in educational psychology and applications to the problems of education in a variety of educational settings, applications to curriculum, teaching and learning; theories of human development; cognitive and constructive view of learning; behavioural and social cognitive perspective of learning. It examines the theoretical and applied aspects of learning motivation, personality, classroom management, culture and evaluation of learning outcomes.
  6. EDUC560: EDUCATIONAL TECHNOLOGY: THE 21ST CENTURY CLASSROOM (7.5 ECTS)
    Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. Our education institutions should be incubators of exploration and invention. Educators should be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students. Education leaders should set a vision for creating learning experiences that provide the right tools and supports for all learners to thrive.
  7. EDUC570: CLASSROOM DYNAMICS AND BEHAVIOR MANAGEMENT (7.5 ECTS)
    Exposing students of the range of theories and practices related to the management, motivation and maintenance of professional control involved in the education of children and adolescents. Emphasis will be placed on the essential need to create a suitable learning environment that is appropriate to the specific context of practice; Examination of the regulation of behaviour through the application of principles and theories of learning and motivation; Emphasis on behavioural management that results in optimum learning and development through the various stages of life. The module includes a focus on the application of behaviour management for classroom control and supervision.

    ACTION RESEARCH PAPER
  8. EDUC580: EDUCATIONAL RESEARCH: DESIGNS AND PROCEDURES (7.5 ECTS)
    This module will specifically place greater emphasis on and introduce students to action research, a form of self-reflective systematic inquiry by practitioners on their own practice. The goals of action research are the improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out.

The programme structure enables students to acquire the following knowledge and transferable skills:

  • Develop a comprehensive understanding of educational and psychological theories, principles and concepts that directly or indirectly affect teaching and learning.
  • Critically analyse and verify the application of such theories, principles and concepts in one’s own day-to-day teaching practices.
  • Construct models and plan strategies aimed at improving curriculum delivery.
  • Employ assessment techniques that are in alignment with teaching approaches and pedagogic soundness.
  • Develop a sound educational philosophy that would be reflected in every thought-pattern, action plan and execution of lessons.
  • Evaluate contemporary educational ideas and practices and critically examine their relevance, appropriateness, and benefit to improving student learning and achievement.
  • Embrace, practice and advocate for educational best practices that maximize teacher satisfaction and students’ success in learning.

Personalised exercises, assignments and/or quizzes are utilised throughout the course/programme to measure progress in learning. Such comprehensive assessment procedure is characterised by being diagnostic, formative (intervention-oriented), and summative.

Personalised, easy to understand text-based (reading materials) interactive resources that progressively and systematically takes the learner through various areas of competencies required at the workplace, in a specialised field of study.

  • Applicants should possess a high level of motivation and self-discipline
  • Applicants should be proficient in the English language
  • Applicants should possess a recognized Bachelor Degree in any field, or possess a recognized Post Graduate Diploma (PGD - Level 7 equivalent) in Teaching, Education Administration, or related areas of study
  • Applicants must possess basic smartphone or computer operating knowledge and skills
  • Applicants should possess at least one (1) year of professional working experience in the field of Teaching, Education Administration, or related areas of work

    Mature Entry Route (done on case-by-case evaluation basis only):
  • Applicants without any prior tertiary education and qualification should possess at least 10 years of professional working experience in the field of Teaching, Education Administration, or related areas of work
  • Applicants who possess HND Level 4 (Diploma) should possess at least 7 years of professional working experience in the field of Teaching, Education Administration, or related areas of work
  • Applicants who possess HND Level 5 (Higher Diploma) should possess at least 4 years of professional working experience in the field of Teaching, Education Administration, or related areas of work

The European International University (EIU-Paris), is a private higher education establishment authorized by the French Ministry of Higher Education, Research, and Innovation, in accordance to and in compliance with the French Education Act: Code de l’Education Articles L 444-1 to 444-11 and R 444-1 to 444-28.

EIU-Paris is also internationally accredited by the Accreditation Service for International Schools, Colleges and Universities (ASIC). EIU is accredited with Premier University status by ASIC, UK, since 2nd October 2018. ASIC is recognized by UKVI in the UK, is a member of the CHEA International Quality Group (CIQG) in the USA and is listed in their International Directory. It is also a member of the British Quality Foundation (BQF), an affiliate of European Network for Quality Assurance (ENQA) and an institutional member of European Distance and E-Learning Network (EDEN).

EIU-Paris has also obtained accreditation candidacy status, and is currently pursuing programmatic accreditation from the Accreditation Council for Business Schools and Programs (ACBSP), United States.

The European International University is further audited and quality assured, as well as ranked, by internationally acclaimed bodies such as QS, ACBSP, ECBE, BGA, ATHEA, and CEOWORLD Magazine.

For more information about EIU-Paris Recognition and Accreditation, please visit https://eiu.ac/recognition-and-accreditation/

  • Passport Copy.
  • Passport Size Photo (jpg format).
  • Latest CV / Résume.
  • Education Certificates + Transcripts.
  • Personal Statement (500 words).
  • 2-3 Reference Letters (past or current employer(s) or professors).

The grading system is defined as follows:

 Pass: 
 Higher   Distinction 90-100%
 Distinction 80-89%
 First Division 70-79%
 Second   Division 60-69%
 Satisfactory 50-59%
 Fail: 
 Unsatisfactory 49% and below

CERTIFIED COURSE-BY-COURSE FOREIGN ACADEMIC EVALUATION (U.S. EQUIVALENCY):

 

EIU's M.S.IET. degree has been reviewed and evaluated against U.S. standards and is certified to be equivalent to an M.S.IET. degree conferred by Regionally Accredited Universities in the United States.

 

This means that the EIU M.S.IET. degree meets full or partial requirements for U.S. Citizenship and Immigration Services (USCIS) promulgated by the United States Dept. of Homeland Security. Additionally, the EIU M.S.IET. degree also meets requirements for continuing education and/or employment in the U.S.

 

This evaluation is done following guidelines set by AACROA evaluation guidelines, as well as, based on best practices promulgated by The Association for International Credential Evaluation Professionals (TAICEP), the National Association of Graduate Admissions Professionals (NAGAP), The European Association for International Education (EAIE), and the Association of International Educators (NAFSA).

 

To see a sample of the CERTIFIED COURSE-BY-COURSE ACADEMIC EVALUATION (U.S. Equivalency) document for EIU degree, click here