LoadingLoadingLoadingLoadingMA Education Planning & Management — an accredited Master's for people doing this work, not just reading about it.
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Education sector planning, financing, EMIS data, and school and system management — for officials in ministries of education and district offices. African Future University delivers this award fully online across African time zones. There is no campus. Assessment is identity-checked and the academic standard is the same for every student. This is an academic Master's award; where a field has a licensing or registration route, that remains a matter for your professional body or regulator. You will work through the material as a practitioner-researcher: applied methods, real or anonymised cases, and a supervised capstone or dissertation as the final component. Faculty mark whether you noticed the constraints a slide deck usually hides. MA Education Planning & Management is taught as one award, not a list of unrelated modules. The published length is 18 months, and the credit total is 36. Students move from Education Governance & Policy Literacy through Education Governance & Policy Literacy; Comparative & International Education; Inspection, Data & Professional Judgement; Curriculum, Assessment & Equity; Additional Support Needs as Systems; Learning Sciences & Pedagogical Leadership, and finish on Education Capstone Inquiry. Each course has a question, a method, and a submission. In this field, students design a short sequence for a named group of learners and the criteria that would mark it fairly. Reading is a curriculum extract, an assessment specification, and an evaluation summary. The artefact a marker expects is a plan with outcomes, a task, criteria, and a note on bias. The award is built so that a graduate can do the following in practice: Inquire into curriculum, assessment and inclusion as a practitioner-researcher Read education policy and inspection data without worshipping the dashboard Design and evaluate an improvement in a real setting Teaching assumes the student can read a source, attempt a problem before the seminar, and revise after feedback. Attendance at live seminars is part of the design. The capstone or final course must use the methods of the earlier courses; a project that ignores them does not pass. This course does not confer a teaching licence, QTS, or equivalent registration. The pages for each course name the topics that are examined. Those topics are the syllabus. A brochure line is not a substitute for them.
The programme carries 36 credits across four assessed modules. Delivery is tuition-free aside from the examination fee. Transcripts use letter grades and a GPA scale consistent with African Future University awards. No professional-body logo is used in marketing to imply endorsement.
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Tuition is free. Examinations are free. There is no exam fee. Study from anywhere in the world.
| Code | Course | Credits · hours |
|---|---|---|
| AFX71601 | Education Governance & Policy Literacy Education Governance & Policy Literacy (AFX71601) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can say who decides, under which rule, and draft a note a professional could read, using Education Governance & Policy Literacy as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a statute or instrument, a case or policy paper, and a commentary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a memo or draft clause with sources and a revision note. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course is academic. It does not admit the student to practise law and it is not a qualifying law degree.
| 3 · 30 h |
| AFX71602 | Comparative & International Education Comparative & International Education (AFX71602) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Comparative & International Education as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| AFX71603 | Inspection, Data & Professional Judgement Inspection, Data & Professional Judgement (AFX71603) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can define a measurable question, fit a method that can be checked, and report where it fails, using Inspection, Data & Professional Judgement as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a dataset description, a methods note, and one published evaluation. Seminar time is for the decision, not for reading the materials aloud. Assessment is a project note with the question, the method, the result, and the limitation. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone.
| 3 · 30 h |
| Code | Course | Credits · hours |
|---|---|---|
| AFX71605 | Curriculum, Assessment & Equity Curriculum, Assessment & Equity (AFX71605) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Curriculum, Assessment & Equity as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
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| Code | Course | Credits · hours |
|---|---|---|
| AFX71609 | Organisational Change in Education Settings Organisational Change in Education Settings (AFX71609) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Organisational Change in Education Settings as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
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| Code | Course | Credits · hours |
|---|---|---|
| AFX71613 | Research Methods for In-Post Study Research Methods for In-Post Study (AFX71613) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Research Methods for In-Post Study as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
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Modules are assessed through a published mix of coursework, applied projects, and examinations. Exam windows are announced in advance so students in other time zones are not forced into overnight sittings. Alternative arrangements are available where documented.
The published duration is 18 months. Teaching language: English + French assessment options. Actual time-to-complete depends on mode and any recognised prior learning.
This is a fully online award. You study from your country. No student visa and no campus relocation are required.
Degree tuition for this award is published as £0 / tuition-free on the online pathway. Examination or administrative fees may apply at checkout — never an annual tuition invoice. Check the Fees page for any extras.
Requirements are grouped on this page (academic, English, documents). Equivalent qualifications are considered. English may be waived after prior English-medium study.
Assessment is typically a mix of coursework, projects, and examinations. Doctoral awards include a thesis or dissertation and an oral examination. Details sit in the programme specification and module outlines.
Recognition of the award for local employment, professional licence, or ministry attestation is decided by your employer or regulator. African Future University publishes verification pages for certificates. We do not claim automatic equivalence in every country.
Start an application on this website. Progress is saved from the first step. Admissions: admissions@afutureuni.com.
Recognised & Accredited
| 3 · 30 h |
| AFX71606 | Additional Support Needs as Systems Additional Support Needs as Systems (AFX71606) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Additional Support Needs as Systems as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| AFX71607 | Learning Sciences & Pedagogical Leadership Learning Sciences & Pedagogical Leadership (AFX71607) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Learning Sciences & Pedagogical Leadership as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| 3 · 30 h |
| AFX71610 | Improvement Science & Programme Evaluation Improvement Science & Programme Evaluation (AFX71610) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can read a set of figures, build a small case, and state which assumption moves the result, using Improvement Science & Programme Evaluation as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses financial statements, a recognition note, and a risk report. Seminar time is for the decision, not for reading the materials aloud. Assessment is a recommendation that separates the decision, the numbers, and the risk. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer an accounting, audit, or financial-services licence.
| 3 · 30 h |
| AFX71611 | Working with Unions, Parents & Authorities Working with Unions, Parents & Authorities (AFX71611) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Working with Unions, Parents & Authorities as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| 3 · 30 h |
| AFX71614 | Dissemination that Does Not Identify Learners Dissemination that Does Not Identify Learners (AFX71614) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Dissemination that Does Not Identify Learners as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| AFX71615 | Education Capstone Inquiry Education Capstone Inquiry (AFX71615) is a 3-credit course on MA Education Planning & Management, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Education Capstone Inquiry as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |