This Bachelor of Arts in Education is strategically aimed at addressing the evolving needs and
challenges and demands in the field of education.
This programme is tailored to equip aspiring teachers, educators and professionals with the
specialised knowledge and skills required to excel in these critical areas of education.
In an increasingly diverse, technological, and dynamic educational landscape, such a programme
offers individuals the chance to deepen their expertise, enhance their teaching abilities, and
contribute significantly to the development of learners at various stages of their educational
journey.
By offering specialised pathway specialisations in Early Childhood Education, Primary School
Education, Secondary School Education, Special Education Needs, Physical Education,
Curriculum Development, and TESL, this Bachelor of Arts in Education programme empowers
teachers-educators to cater to the unique needs of learners, fostering a holistic and inclusive
approach to education that prepares them for the demands of modern teaching and learning
environments.
Awards to be conferred: Bachelor of Arts in Education
Students have a choice of gaining a Bachelor of Arts in Education with specialism as set out below:
Early Childhood Education,
Primary School Education,
Secondary School Education,
Special Education Needs,
Physical Education,
Curriculum Development, and
Teaching English as a Second Language (TESL)
Dual Award:
- Bachelor of Arts in Education from IBES – Sample Certificate
- Bachelor of Arts in Education from IBES – Sample Transcript
- Titulo Propio—Bachelor of Arts in Education from UCAM Universidad Católica San Antonio de Murcia – Sample Certificate
- Titulo Propio—Bachelor of Arts in Education from UCAM Universidad Católica San Antonio de Murcia – Sample Transcript
Programme Aims
- Develop advanced teaching and instructional strategies tailored to the specific needs of Early childhood learners, Primary school learners, Secondary school learners, Special Education Needs, Physical Education, English language learners, and curriculum design for primary and secondary school levels.
- Deepen understanding of the theories, practices, and methodologies specific to each specialisation, allowing teachers-educators to become subject matter experts including special education needs and physical education.
- Equip educators with skills to create inclusive and equitable learning environments,addressing diverse needs, backgrounds of learners and the pervasive impact of education technology in a digital age.
Learning Outcomes
Upon successful completion of the Bachelor of Arts in Education, learners will be able to:
- Demonstrate a comprehensive understanding of pedagogical theories, principles, and practices relevant to their chosen specialisation.
- Analyse and critically evaluate various educational theories, models, and approaches applicable to the chosen specialisation.
- Communicate effectively using appropriate language, techniques, and technologies in educational contexts to engage learners, colleagues, and stakeholders.
- Formulate questions for research of an appropriate scope, based on information gaps or by re-examining existing information.
- Adapt to changing educational environments and integrate innovative approaches to enhance teaching, learning, and curriculum development.
Assessments
The modules are assessed through a work-based management report, an academic research paper, a reflective learning Log/ Journal and a practical project. The work-based management report shall be between 4,000 – 4,500 words.
Entry Requirements
The minimum entry requirements for this Bachelor of Arts in Education with named specialisations are:
- Admission to Year 1 of the Bachelor of Arts in Education requires applicants to have
successfully completed a recognized upper secondary school qualification that
demonstrates completion of approximately 11 to 12 years of formal education and satisfies
university entrance requirements in a respective national system. - Demonstrate English Language proficiency in order to participate in the programme taught
in English. Proficiency can be recognised based on completion of any programme with a
minimum duration of 6 months and taught and assessed in the English Language or IELTS
B1 (4.0-5.0) or equivalent such as TOEFL or completion of any programme with a
minimum duration of 6 months taught and assessed in the English language. - Student that has done a qualification examined in English at European Qualification
Framework (EQF) Level 2 and above would satisfy the English requirement. - The Regulated English Test administered by ESOL Awards and accredited by the Scottish
Credit Qualification Framework (SCQF) which is aligned with the CEFR grades of B1+
and above will satisfy the English Language requirement. Please contact IBES for details.
Advanced Standing/ Exemptions/ Credits Transfer (APL)
Consideration for the above for learners admitted onto the programme may be considered either at the beginning of a programme, or beyond the beginning of a programme, through an assessment of that learner’s prior learning, whether certificated or un-certificated.
Applicants may be eligible for advanced entry into Year 2 or Year 3 of the programme through Accreditation of Prior Learning (APL). APL may be awarded for prior formal learning (certificated) or informal/non-formal learning (experiential), provided that the applicant can demonstrate equivalency with the intended learning outcomes of the modules for which exemption is sought.
Advanced standing may be considered under the following conditions:
-Entry to Year 3 may be granted to applicants holding a recognised Diploma or Higher Diploma equivalent to 2 academic years (typically at RQF/EQF Level 4 and 5) in an education-related field with 120 ECTS or equivalent.
Programme Structure
|
Year |
Common Core Modules |
ECTS |
|
1 |
Educational Psychology |
10 ECTS |
|
Sociology of Education |
10 ECTS |
|
|
Education in a Changing World |
10 ECTS |
|
|
Needs Assessment and Planning |
10 ECTS |
|
|
Teaching, Learning and Assessment |
10 ECTS |
|
|
Learning Theories, Principles and Models |
10 ECTS |
|
|
Total ECTS |
60 ECTS |
|
|
Year |
Common Core Modules |
ECTS |
|
2 |
Education Technology |
10 ECTS |
|
Behaviour Management |
10 ECTS |
|
|
Lesson Planning and Resources |
10 ECTS |
|
|
Individualized Education Programme |
10 ECTS |
|
|
Assessment Principles |
10 ECTS |
|
|
Data Analysis and Decision Making |
10 ECTS |
|
|
Total ECTS |
60 ECTS |
|
|
Year |
Common Core Modules |
ECTS |
|
3 |
Contemporary Education Issues |
10 ECTS |
|
The Reflective Practice |
10 ECTS |
|
|
The Art and Science of Learning and Teaching |
10 ECTS |
|
|
Digital Competence for Educators |
10 ECTS |
|
|
Bachelor Of Education (Secondary School Education): Specialisation Modules 1. Secondary School Learners’ Diversity, Learning Styles and Teaching Strategies 2. Creating and managing conducive classroom environment |
10 ECTS 10 ECTS |
|
|
Bachelor Of Education (TESL): Specialisation Modules 1. Theories And Contexts in English Language Teaching 2. English Language Testing and Assessment |
10 ECTS 10 ECTS |
|
|
Bachelor Of Education (Curriculum Development): Specialisation Modules 1. Curriculum Development and Design 2. Online Instructional Design |
10 ECTS 10 ECTS |
|
Bachelor Of Education (Special Education Needs): Specialisation Modules 1. Developing Teaching, Learning and Assessment in Special Education Needs 2. Language & Learning Disability |
10 ECTS 10 ECTS |
|
|
Bachelor Of Education (Physical Education): Specialisation Modules 1. Administration of Physical Education, Sports, and Athletics 2. Advanced Pedagogy in Physical Education |
10 ECTS 10 ECTS |
|
|
Bachelor Of Education (Primary School Education): Specialisation Modules 1. Primary School Learners’ Development and Teaching Strategies 2. Primary School Learners’ Diversity, Learning Styles and Teaching Strategies |
10 ECTS 10 ECTS |
|
|
Bachelor Of Education (Early Childhood Education): Specialisation Modules 1. Global Early Childhood Education Practices 2. Pedagogy in Early Childhood Education and Care |
10 ECTS 10 ECTS |
|
|
Total ECTS |
60 ECTS |
|
|
|
Total Programme ECTS |
180 ECTS |
Mode of Delivery
* The Mode of Delivery is either fully online or blended learning, where some face-to-face classes are conducted at IBES centres outside France.
- Mode A: Blended Learning mode – Each taught module will have a total of 12 hours of face-to-face lectures and 8 hours of online tutoring and online interactions with the Module/ Module Leader.
- Mode B: Fully Online mode – Each taught module will have a total of 8 hours of Online Learning, tutorials, and interactions with the Module Leader.
Location
For the Blended Mode, please Contact Us to find an Approved Learning Centre near you.
For the Fully Online Mode, please Apply Now to sign up for the next available intake.
Notional Hours
Notional hours are defined in terms of the amount of time it should take a learner to achieve the learning outcomes. Each ECTS credit requires, on average, 25 notional hours of a learner’s time.
Duration
The Board of Examiners have the right to terminate any learner who does not successfully complete all the requirements of the programme within 36 months to a maximum of 42 months for the Bachelor of Arts in Education programme taken from the date of commencement on the programme unless prior extensions had been granted by the Board of Examiners.
Pricing
| French Residents Distance Learning |
International Distance Learning |
On Campus |
|---|---|---|
| Final Year Topup (60 Credits)€4,650 | Final Year Topup (60 Credits)€6,600 | Final Year Topup (60 Credits)€8,000 |
| 3 years (180 Credits) € 6,650 | 3 years (180 credits) € 8,600 | 3 years (180 Credits) € 10,000 |
