Department of Educational Foundations
This is one of the departments in the school of education. As schools in the twenty first century become an increasingly core societal institution, educationists have directed continuous, concerted effort toward understanding both their structure and their effects on individuals. Over the past century, scholars who developed the theoretical framework for the disciplines offered in educational Foundations as a whole (e.g., Emile Durkheim, Max Weber, Talcott Parsons, Pierre Bourdieu, James Coleman and John Meyer), also directly focused and wrote on the role of education in society. Because schools are complex institutions, educational theorizing is multi-dimensional and multi-layered.
The courses offered in the department are considered foundational because they provide broad basic content that has wide applicability to common issues of the student's specialization and profession as teachers.
M. Ed Program
The M.Ed. program gives students a strong disciplinary grounding that allows them to approach education questions. The M. Ed program consists of a set of common mandatory courses in the first year and a series of specialized courses in the second year. Topics covered include various statistical and research methods, as well as substantive issues focusing on various aspects of the functioning of education in society in the various Educational Foundations areas of specialization.
Graduates of the master's program are well equipped to pursue careers in research, evaluation; education policy; government agencies; and youth and community service organizations. Many are also well-equipped to apply for and pursue doctoral-level work in the Educational Foundations disciplines.
The Department of Educational Foundations offers doctoral programmes in education. Our PhD students undertake research projects, working closely with their supervisors to develop each stage of their research projects. The PhD in the Department of Educational Foundations aims to foster professional development through research as well as meeting the requirements of rigour and originality expected of a doctorate. The department has specialized, research-active staff who are able to supervise students in education, including teaching and learning in all phases of education, from early years through schooling and post-compulsory education to professional and lifelong learning.
When doctoral students begin the program, they are assigned academic advisors/ supervisors with whom they develop their research proposals. Students are expected to become thoroughly familiar with the main concepts and theories in their specialization. They are also required to develop substantial awareness of the problems investigated by educationists in their areas of specialization and the major empirical findings in these areas.