M.A. in Education
30 crore children. 15 lakh schools. 70 lakh teachers.
The system needs trained professionals.
Contributing to the improvement of public education in India requires capable and committed education professionals in
substantial numbers. We need a large number of people who understand the domain of education and can take
up a range of responsibilities, illustratively, classroom teaching, supporting teachers, curriculum
development, programme management, policy formulation and analysis. The number of professionals in the
education sector is grossly inadequate, given the scale, complexity of issues and the wide range of
competencies required to work in these areas.
Graduates of the MA Education programme from Azim Premji University have been contributing to the education
sector at various levels, taking on a variety of roles and responsibilities to help improve school education
in our country for the past ten years.
Azim Premji University is launching its revised MA Education programme from the academic year 2021.
The central purpose of the programme remains the same - to equip students with knowledge and competencies
required to contribute effectively to the education domain. Understanding fundamental ideas in education
through philosophy, sociology and child development continue to remain central to the programme.
The revised curriculum envisages courses with a strong practice connect, a deeper engagement
with school subject content and pedagogy, along with an intense and direct school and field experience.
The core of educational action is the classroom, where actual teaching and learning take place.
In order to understand the processes involved in teaching and learning, knowledge of a specific subject
area and first-hand experience of teaching in a classroom, are both essential. With increased emphasis
on early years education in the National Education Policy 2020, the need for educational professionals
with capabilities to understand the Early Childhood Education domain has become absolutely essential.
The revised curriculum provides students opportunities to develop in-depth knowledge of early childhood
education or a school subject area, and to work with children and teachers in a classroom for an extended
period of time. Students can choose Early Childhood Education, Science Education, Mathematics Education,
Language Education or Social Studies Education and work in areas of curriculum development, pedagogy and
assessment in any one of these areas. Through a series of field engagements, students will have the
opportunity to understand the ground realities of the public education system in India,
and the finer aspects of the workings of an organization in the education sector.
After M.A. in Education-
Students after successful completion of our programmes will develop the vision, social concern,
and motivation to create a basis for education action. They will develop as confident
professionals who can meaningfully contribute in the education sector.
They will take up roles such as Curriculum designer, Policy maker, School Leader, Teacher
Educator, Designer of learning materials, Researcher in education, Program Manager of
educational interventions, Associates working to address issues of access and equity in education
etc. In addition, they can also be social entrepreneurs capable of implementing path-breaking
solutions to social problems.
The Programme is designed as a 72-credit, 2-year full time postgraduate degree programme-
- Common core curriculum that build disciplinary perspectives and provides understanding of school systems, policy and research in education.
- Choice to pursue taught courses and field engagement in one of the five areas:
Science Education, Mathematics Education, Social Studies Education, Language
Education or Early Childhood Education.
- Extended field engagements spread over the four semesters-in organizations working
in Education as well as a 12 weeks internship in a field institute of the Azim Premji
|Philosophy of Education
|Sociology of Education
||Curriculum and Pedagogy-1
||Curriculum and Pedagogy-3
||Consolidation of Programme Experience
|Child Development and Learning
||Curriculum and Pedagogy-2
||Preparation for Field Practice 3
|Introduction to School System in India
||Schools as Organizations
||Curriculum and Pedagogy-4*
||Teacher Professional Development*
||Elective-3 / Independent Study
*courses to be taught in the field.
Core Courses: Nearly 50% of the credits are allocated to 10 core courses that are considered
necessary for understanding education as a domain of study. These courses will introduce
students to key issues in educational thinking, critique and practice and serve purposes of
building a theoretical basis and critical thinking necessary to form education judgment, and
sensitive, reflective practice. The core curriculum includes courses that provide
philosophical, sociological and psychological perspectives on education as a domain of study,
courses which help understand school systems, policy and administration in India, as well as
courses in curriculum studies and teacher professional development that help to think about
educational action and interventions. These are compulsory courses for all students.
Electives: The elective courses are meant to supplement and extend understanding acquired
in the core areas through deeper engagement with specific aspects of educational theory and
practice. Students will obtain a total of 20 credits from elective courses.
Of these, 11 credits will be used for a set of four courses in curriculum and pedagogy of
school subject areas. The aim of the four courses is to help students understand one school subject
area in depth, including an understanding of the nature of that school subject, curricular and
pedagogic knowledge, and issues in assessment and material development in the teaching and
learning of that subject. The Curriculum and Pedagogy courses include Mathematics Education,
Science Education, Language Education, Social Studies Education and Early Childhood Education.
All students entering the programme would be expected to opt for one of these five areas.
The remaining 9 credits would accrue from 3 courses selected from a range of 8-10 courses,
that would be offered in the fourth semester. These may include courses in educational
practice, or courses that enhance perspective or disciplinary understanding in education. The
option of choosing a course of Independent Study would also be available in lieu of one of
the elective courses.
Field Engagement: Engagement with field practice forms an integral part of this
programme. The objective is to expose students to a variety of field settings in Indian
educational contexts in order to sensitize them to issues related to the practice of education.
The multiple opportunities for field engagement, starting from the first semester onwards,
would allow students to introspect on their own role and work. It is hoped that the experience
will build humility, empathy, optimism and conviction in their intervention. Field practice
experiences will be offered in different educational settings such as public schools, non- governmental
or governmental organizations working in education, and through interaction with children and
teachers in classroom settings, and teacher professional development centres at the field institutes of
the Azim Premji Foundation. The field practice component is summarised below:
||Time of Offering
|Field Practice 1
||Field Institutes, Azim Premji Foundation
|Field Practice 2
||End of Semester II
||Organizations working in Education
|Field Practice 3
||Field Institutes, Azim Premji Foundation