To acquire a Master's degree, students should follow the following programme structures:

Option A: follow the course of studies and successfully pass examinations in four (4) Modules and complete a Master thesis.

Option B: follow the course of studies and successfully pass examinations in six (6) Modules.

Semester 1

• ELP511: Introduction to Organization and Management of Education
• ELP512: Applied Educational Research: Quantitative Methods

Semester 2

• ELP521: Evaluation of Teaching and Teachers
• ELP522: Management of Change, School Effectiveness and School Improvement

Semester 3

• ELP621: Strategic Planning in Education *
• ELP622: Program Evaluation in Education *

OR

• ELP701A: Master’s Thesis I* and
• ELP701B: Master’s Thesis II *

 *Electives

OBJECTIVES OF THE PROGRAMME

Τhe Postgraduate Programme in “Educational Leadership and Policy” aims a) to create the foundations for more effective organization and administration of schools and other educational organizations, and b) to provide students with a theoretical as well as applied understanding of the relationship between context variables of the educational system and their relationships with the roles, responsibilities and actions of educational leaders. It is deeply anchored in theory and research on educational leadership, management, administration and policy issues, as well as on contextual factors (e.g. culture, social structures, economic conditions, etc.) that influence educational institutions and leadership, teaching and learning principles.

The Programme’s main goals are to:

• prepare educational leaders who are aware of the complex educational context in which they operate, and who can act creatively and productively in a variety of professional and educational settings,
• conduct and facilitate research on leadership, management, administration and policy issues, and
• offer services to the wider educational community in organizational, management, evaluation and leadership issues.

Τhe programme is accredited by the Cyprus Agency of Quality Assurance and Accreditation in Higher Education. 

GRADUATES CAN BE EMPLOYED – CAREER PROSPECTS

The Programme aims for its students and graduates to develop knowledge and skills that will support their professional development in various educational organisations, such as Ministries of Education, Educational regional offices, schools and other educational institutions (school principals, teachers, administrators, school inspectors, educational policy officers/advisers, etc.).

The Open University of Cyprus (OUC), through its participation in the European project "Liaison Offices with the Labour Market", offers to students of all its programmes of study, the optional and free of charge Thematic Unit (i.e. Module) entitled "Industry Placement". This module provides students opportunities for a placement to gain professional experience in their particular field of study, and the hosting institution can be any public or private organisation operating in the Republic of Cyprus.

Each student has the right to participate in this offering once or twice during his / her studies, provided that s/he meets the required conditions.

The programme is taught over 24 months and includes three mobility periods (credit bearing The programme is taught over 24 months and includes three mobility periods (credit bearing placements), and a Master’s thesis.

There is a pathway choice in Semester 2: "Critical issues, Policy and Curriculum" or "Community Engagement and Education". Open University of Cyprus delivers all online courses.

Semester 1

• Introduction to Adult Education for Social Change(required)
• International Issues in Adult Education or Psychology of Adult Learning
• Practical Aspects of Adult Education (required)
• Placement (required)
• Teaching Adult Education Online (required)

Semester 2

Pathway A: Critical Issues, Policy and Curriculum

• Adult Education and Social Difference
• Adult Education for Sustainable Development
• Curriculum Development
• Placement
• Research Methods (online) (required)

OR

Pathway B: Community Engagement and Education

• Advanced Gender Studies in Adult and Community Education
• Advanced Theories in Adult and Community Education
• Power, Politics and Society: Adult Education in Context
• Placement
• Research Methods (online) (required)

Semester 3

• Critical Reflection in Adult Learning and Education (online) (required)
• Placement (required)
• Recognising Built Capacity: Career and Impact Pathways (required)
• Social and Professional Identity of Adult Educators (required)
• Theories of Change (required)

Semester 4

• Master's Thesis

This International Master is a joint degree delivered and awarded by five universities: University of Glasgow (UK), University of Malta, Open University of Cyprus, Tallinn University (Estonia) and University of Maynooth (Ireland).

• A distinctive feature of the programme is the connection between theory and practice, gained through focused placements and mobility periods between the partner universities.
• It draws together the recognized strengths of the consortium partners into a relevant, joint degree that engages with and responds to such issues as social inequality, migration and intercultural cooperation.
• The programme aims to deliver a curriculum that enables people to work with adults effectively and competently in changing socially diverse contexts.
• You will receive a theoretical grounding in adult education, as well as intercultural and practical skills development though teaching placements, focused seminars and online courses.

The MA in CALL course is a 3-semester course of 90 ECTS credit. The course covers areas such as Teaching Methodologies, Instructional Technology, Technology Enhanced L2 Curriculum Development & Evaluation, Research Methods in Applied Linguistics, Computer Assisted Language Assessment and Testing, Emerging Technologies in Language Learning, CALL from the student perspective and research in the area of CALL.

It consists of eight modules of 7.5-ECTS credit each, and a 30 ECTs credit module on research in CALL. 

Modules Descriptions

• Acquisition (7,5 ECTS)
• Teaching Methodologies  (7,5 ECTS)
• Instructional Technology (7,5 ECTS)
• Computer Assisted Language Assessment and Testing (7,5 ECTS)
• Research Methods in Applied Linguistics (7,5 ECTS)
• Technology Enhanced Curriculum Development & Evaluation (7,5 ECTS)
• Emerging Technologies in Language Learning (7,5 ECTS)
• Call from the Student Perspective (7,5 ECTS)
• Dissertation (30 ECTS)

The programme aims to meet the needs of the local community and language teachers worldwide. 

It aims to develop the knowledge and skills needed today for professional careers in teaching second / foreign language with the use of new technologies  at all levels of education (pre-primary, primary, secondary, tertiary). It  focuses on learning theories, pedagogical methods and technological applications in language teaching. It is consistent with contemporary learning theories and methods in language teaching and deals with the theories and methods of applying new technologies in teaching and learning languages taught as a second (L2) or as a Foreign Language (FL). Although not limited to the teaching of English as a second / foreign language, the objectives of the proposed Master’s programme are consistent with the technological standards for the teaching of English as a Second Language (Teaching English as a Second Language Technology Standards Framework, 2008).

Upon completion of the programme, it is expected that students will have acquired specialised knowledge, skills and experiences in Computer Assisted Language Learning and in Autonomous and Lifelong Learning.

Intended Learning Outcomes (ILOs)

By the end of the programme, students will be able to:

1. Identify, discuss and apply learning theories, pedagogical methods and technological applications in second (L2) or Foreign Language (FL) teaching.
2. Acquire and employ specialised knowledge, skills and experiences in CALL and in Autonomous and Lifelong Learning.
3. Produce, critically evaluate, and revise curricula, materials, tasks, lesson plans, tests and technology-mediated activities aligned with contemporary learning theories and methods in language teaching.
4. Articulate, present results and report on research in a scientific manner.

TYPE AND NUMBER OF STUDENTS

The MA in CALL programme aims to attract language teachers from around the world (from government and private schools as well as tertiary education in Cyprus and Europe, Middle East, Africa, Asia, North America and Australia), seeking to attend a graduate programme in this subject and in this particular mode. The maximum number of students admitted is 15-20, following a competitive process, in order to maintain the high level of quality.

Semester 1

• Exploring Language for TESOL (10 ECTS)
• Language Teaching Methods and Course Design (10 ECTS)
• Research Methods in TESOL (10 ECTS)

Semester 2

• Language Skills and Materials Development (10 ECTS)
• Second Language Acquisition (10 ECTS)
• Teaching English to Young Learners (10 ECTS)

Semester 3

• Bilingualism and Multilingualism in the Language Learning Classroom (10 ECTS)
• Sociocultural Perspectives in TESOL (10 ECTS)
• Teacher Education in TESOL (10 ECTS)

The above semester breakdown is an indicative one. A few of the courses are electives and can be substituted by others. 

Profile of the Programme

1. To provide students with a strong professional foundation for developing practical teaching skills in relation to TESOL;
2. To further students’ understanding of English language teaching.

Specific:

1. To develop in the student an understanding of a range of disciplines and areas of professional activity which underpin the field of TESOL and constitute its focus and its concerns;
2. To provide students with a solid theoretical foundation and the necessary professional skills in TESOL;
3. To equip the students with the linguistic knowledge, cultural understanding, and pedagogical training essential to the various aspects of TESOL;
4. To provide theoretical and/or practical support for actual situations within the language classroom,
5. To develop students’ skills in critical reading and ability to design a research project,
6. To provide the theoretical and/or practical basis required for the study of a doctoral degree.

Career Prospects

This is a postgraduate degree that opens many career opportunities. English is the language of global communication, and demand for TESOL professionals worldwide is greater than ever before. Our graduates can work for universities and other public and private schools, international corporations, governments, and in private practice locally and abroad. They can teach English to people of all ages and all walks of life, administering and designing ESOL courses and curricula, and developing new teaching methods. The MA TESOL is increasingly the degree of preference for employers both domestically and abroad.

Access to Further Studies

The graduate programme will provide the basis for acceptance to a doctoral degree in TESOL or Applied Linguistics.

Semester 1

• Exploring Language for TESOL (10 ECTS)
• Language Teaching Methods and Course Design (10 ECTS)
• Research Methods in TESOL (10 ECTS)

Semester 2

• Language Skills and Materials Development (10 ECTS)
• Second Language Acquisition (10 ECTS)
• Teaching English to Young Learners (10 ECTS)

Semester 3

• Bilingualism and Multilingualism in the Language Learning Classroom (10 ECTS)
• Sociocultural Perspectives in TESOL (10 ECTS)
• Teacher Education in TESOL (10 ECTS)

The above semester breakdown is an indicative one. A few of the courses are electives and can be substituted by others. 

General Objectives

To provide students with a strong professional foundation for developing practical teaching skills in relation to TESOL; to further students’ understanding of English language teaching.

Specific Objectives

• To develop in the student an understanding of a range of disciplines and areas of professional activity which underpin the field of TESOL and constitute its focus and its concerns;
• To provide students with a solid theoretical foundation and the necessary professional skills in TESOL;
• To equip the students with the linguistic knowledge, cultural understanding, and pedagogical training essential to the various aspects of TESOL;
• To provide theoretical and/or practical support for actual situations within the language classroom,
• To develop students’ skills in critical reading and ability to design a research project,
• To provide the theoretical and/or practical basis required for the study of a doctoral degree.”

Career Prospects

The MA TESOL programme prepares students and educators for global careers as ESL/EFL teachers and course developers. It is designed for those who may have little or no substantial teaching experience but who wish to gain a substantial postgraduate qualification early in their professional lives in the field of TESOL (Teaching English to Speakers of Other Languages). Graduates will be able to be employed as teaching professionals at private and state institutions, both in Cyprus and abroad, teaching English to non-native speakers of the language.

Access to Further Studies

The graduate programme will provide the basis for acceptance to a doctoral degree in TESOL or Applied Linguistics.

Semester 1

• Problems and Methods of Music Research (10 ECTS)
• Contemporary Methods of Music Analysis (10 ECTS)
• Post-Graduate Primary Study 1 (10 ECTS)

Semester 2

• Readings in Performance Studies (10 ECTS)
• Principles of Music Pedagogy (10 ECTS)
• Post-Graduate Primary Study 2 (10 ECTS)

Semester 3

• Thesis Writing Seminar (10 ECTS)
• Advanced Music Pedagogy (10 ECTS)
• Post-Graduate Primary Study 3 (10 ECTS)

The above semester breakdown is an indicative one. A few of the courses are electives and can be substituted by others.

The MMus programme aims to ensure the students’ ability to excel in today’s professional environment, where musicians must posses exceptional training as both teachers and performers. Specifically, it enhances and develops the students’ personal performance standards; the range of their performance experience; their effectiveness as pedagogues; and their problem-solving, critical thinking, and communication skills.

Career Prospects

The degree is primarily oriented towards students whose careers will involve a combination of performance and teaching, with a specialization on a particular performance medium. Graduates will be qualified for employment as instructors in private and public conservatories and music schools.

Examples:

Freelance Pianist and Piano Teacher

Violin Instructor in a private conservatory

Guitar Instructor in a public music lyceum

Access to Further Studies

Graduates of the programme can be accepted into Third Cycle degrees (Doctorate Degree)

All students pursuing a Master of Music in: “Music Pedagogy/Composition” program must complete the following requirements*:

Degree Requirements 

• Core Courses: 30 ECTS
• Concentration Courses: 30 ECTS
• Master Thesis/Portfolio: 30 ECTS
• Total Requirements: 90 ECTS

Core Courses

• Research Methodology in Music
• Theory and Principles of Ensemble Direction
• Topics in History, Repertoire and Theory of Music

Concentration Courses
The following three (3) courses from one of the two concentrations:

Music Pedagogy

• Philosophical and Sociological Dimensions of Music Education
• Diversity, Citizenship and Social Justice in Music Education
• Teaching Approaches and Music Curricula

Composition

• Form and Structure
• Compositional Techniques
• Interdisciplinary Approaches in Composition

Master Thesis
Master Thesis/Portfolio

• For Music Pedagogy: Master Thesis
• For Composition: Portfolio

*Students will be able to either choose exclusively Concentration Courses from one of the two concentrations (Music Pedagogy OR Composition) and thus they will be awarded the title Master of Music in: Music Pedagogy OR Composition, or they will be able to select Concentration Courses from any of the two concentrations. In that case, they will be awarded a Master’s degree in Music (without concentration).

The Master of Music program at EUC explores advanced concepts in music education including curriculum theory and design, psychology, teaching strategies and technology in the music classroom. Students are equipped with theoretical, philosophical and creative skills to support and enhance their teaching in varied educational and cultural settings. The Master of Music program offers two areas of specialization: Music Pedagogy and Music Composition.

As with all educators today, music teachers must leverage technology to engage students in the learning process and prepare them for careers of the future. The MMus at EUC will help you develop the teaching, technical and research skills that shape this specialization and reach your full potential in your chosen career path.

Semester 1

• Medical Education Theories to Practice (Compulsory) - 10 ECTS
• Research Methodology in Medical Education (Compulsory) - 10 ECTS
• Learning in Medicine: Infrastructure and Technologies (Compulsory) - 10 ECTS

Semester 2

• Principles of Assessment and Assessment in the Healthcare Setting (Compulsory) - 10 ECTS
• Advanced Clinical Education (Compulsory) - 10 ECTS
• Curriculum design and evaluation in Medicine (Compulsory) - 10 ECTS

Semester 3

Students select MDE670 Master Thesis

• Master Thesis - 30 ECTS

OR

The three (3) following Elective Courses:

• Leadership in Healthcare and Medical Education - 10 ECTS
• Cultural Competence in Medical Education - 10 ECTS
• Management in Medical Education and Higher Education Settings - 10 ECTS

The MSc in Medical Education at EUC prepares students to develop teaching and research skills in order to train health care professionals of the future. Students are equipped with knowledge and skills in teaching, learning and assessment for undergraduate and post-graduate students in healthcare and medical education, both in the conventional and virtual learning environments. The program can be completed with taught coursework only or with coursework and a master’s thesis.

Online delivery of the program allows working professionals (GPs, doctors, nurses and other healthcare providers including pharmacy and physical therapy students) the opportunity to upgrade their qualifications. Graduates are able to advance their careers in medical education at universities and other institutions.

SEMESTER 1

• ENVIRONMENT AND SUSTAINABLE DEVELOPMENT: CONCEPTS AND ISSUES
• FROM ENVIRONMENTAL EDUCATION TO EDUCATION FOR SUSTAINABLE DEVELOPMENT: A THEORETICAL FRAMEWORK
• RESEARCH IN EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT (PART I)
• ELECTIVE

SEMESTER 2

• RESEARCH IN EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT (PART II)
• CONTEMPORARY APPROACHES TO EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
• NON FORMAL EDUCATION AND EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
• ELECTIVE

SEMESTER 3

• DESIGNING EDUCATION PROGRAMMES FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
• RESEARCH IN EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT (PART III)
• ELECTIVE
• ELECTIVE

The Postgraduate Programme “MSc in Education for Sustainable Development and Social Change” focuses on theories and practices of Education for Sustainable Development (ESD) as a means of transforming thinking, influencing behaviour patterns and developing competences in order to empower individuals of various professions and backgrounds to enable through their professional positions and roles, the social change needed for achieving Sustainable Development.

The Program embraces a holistic, interdisciplinary approach that promotes the infusion of ESD through different disciplines being, therefore, appealing to a broad spectrum of different professions and social groups. It aims to help students of various backgrounds to become reflective practitioners and agents of change, locally as well as globally through their own professional practice. More specific objectives focus on developing students’ critical understanding of Sustainable Development (SD) issues, developing competences and pedagogical skills required for critical reflection, action-oriented transformative pedagogy and helping learners promote active and responsible citizenship for addressing sustainability. Objectives also seek to promote critical pedagogies for addressing SD issues through innovative approaches that encourage life-long authentic learning and social participation: values education for SD; the use of new technologies as sources and transformative tools; and alternative means of learning through the arts.

The Program’s structure ensures a balance between the academic dimension, research and practice based on pedagogical activities that can be applied in various educational contexts. Research in ESD is promoted through a research methods course, research-oriented assessment methods in the program courses, the compulsory Masters’ Thesis and through a well-established collaboration network between the university and other academic and social partners with common areas of research interests, on a local, regional (Mediterranean) and international level. Such collaborations build valuable experiences and can promote Education for Sustainable Development and Social Change as an issue of national and regional educational priority.

Key Learning Outcomes

By the end of their studies, students are expected to acquire a comprehensive set of knowledge, important skills and a mindset (values and attitudes) necessary for delivering ESD through formal, informal and non-formal educational settings. In particular, students should:

1.  Recognise sustainable development as a political, ideological, highly complex and contested concept.
2.  Analyse critically contemporary, global, regional and local SD issues, understand their universality and indivisibility and acknowledge that these are major development challenges for humanity.
3.  Explore Sustainable Development Goals (SDGs) as universal, transformational and inclusive goals that can be achieved through social engagement and responsibility.
4.  Reflect critically on one’s own theories, values, beliefs, learning and practice about SD issues.
5.  Acknowledge and deliver ESD as a transformative, critical pedagogy responsive to the systemic, holistic, and values-oriented nature of SD.
6.  Embrace ESD as a lifelong learning process and realise that beyond formal education it draws experiences, skills and action opportunities from non-formal and informal educational settings.
7.  Develop competences for ESD, be able to transfer these competences to learners in their professional environments and operate as multiplier agents for SD.
8.  Be able to apply basic principles and strategies of ESD and understand how these can foster the values and skills that will lead to sustainable, just and inclusive growth and peaceful living together.
9.  Analyse and critically discuss on the social – transformative impact of arts (visual arts, drama, literature).
10. Be able to use and develop ICT-enabled instructional materials and programs which will foster sustainability justice and the formation of positive values, attitudes and ethical behavior towards sustainable human development.
11. Demonstrate leadership for implementing whole institution approaches to ESD
12. Deconstruct and reconstruct the conventional discourse οn ESD curriculum, teaching, learning and research methodology; embracing principles of empowerment, change agency, active participation and critical reflection.

Delivery and Duration

1. The program is delivered face to face (conventional) and is based on the ECTS credit accumulation mode of study. The MSc Degree will be awarded upon successful completion of 60 ECTS in courses and 30 ECTS in writing a thesis.
2. The program has a duration of three (3) academic semesters.
3. The Program content is delivered by experienced international and in-house faculty and is available through the University’s e-learning platform.
4. The language of Instruction is Greek and/or English.

Career Opportunities

The design of the postgraduate program aims at providing students with the appropriate theoretical background based on the latest research findings, practical knowledge and skills, in order to become efficient scientists able to cope with the increasing education challenges in formal, informal and non-formal settings.

It prepares graduates for employment in NGOs, non-formal education (e.g. environmental education centers), local authorities and agencies of the public or private domain, active in areas of Sustainable Development. Educators already employed at any level and discipline of formal education can find the qualification useful for professional development and progress purposes.

Moreover, they can pursue further postgraduate studies at doctoral level.