Professional management of Driving School Programme description

Studiet skal kvalifisere studentene for faglig ledelse av en trafikkskole. Etter gjennomført studium skal de være i stand til å inneha en lederrolle i arbeidet med å legge til rette for en trafikkopplæring på høyt nivå. Faglig leder skal også bidra til å styrke det kollektive profesjonsfellesskapet for å utvikle egen arbeidsplass som en lærende organisasjon. En faglig leder på en trafikkskole er underlagt Forskrift om trafikkopplæring og førerprøve m.m. (trafikkopplæringsforskriften) (TROF) § 6-15, som setter krav til utvikling, vedlikehold og samkjøring av undervisningsopplegg slik at det harmonerer med gjeldende forskrifter og læreplaner.

Gjennom utdanningen skal studentene tilegne seg et bredt perspektiv på trafikkopplæringens og trafikkskolenes rolle med tanke på samfunnets mangfold og myndighetenes visjon om null skadde og null drepte i trafikken (0-visjonen). Studentene skal dyktiggjøre seg til å arbeide med både daglig drift, ledelse og kvalitetsutvikling av den faglige og pedagogiske kompetanse ved trafikkskolen. De skal også være i stand til å etablere drifts- og utviklingsplan for egen virksomhet. I tillegg må lederen kunne planlegge, gjennomføre, vurdere og dokumentere veiledning av kollegiet, individuelt og i gruppe, slik at forskrifter og læreplaner ivaretas.

Målgruppen er trafikklærere med godkjent utdanning som trafikklærer og som ønsker å utvide sin kompetanse til å bli leder av trafikkskole.

The Master¿s Programme in International Education and Development is a study programme that provides qualifications needed for international work in the education sector in the South, for work on international development issues in public, multilateral and voluntary organisations, and for other positions that require competence in the field of education or social sciences. The programme also qualifies students for admission to relevant PhD programmes, for example the PhD Programme in Educational Sciences for Teacher Education at HiOA.

Students who complete the programme will be awarded the degree Master in International Education and Development.

The target group for the programme is teachers and pedagogy students who wish to work in the field of education and development in the South, students with a bachelor¿s degree in development studies and students from programmes of professional study who wish to specialise in development studies. Applicants with another relevant bachelor¿s degree in social sciences can also apply to both specialisation courses.

Reference is made to the Regulations relating to Admission to Studies at HiOA. In addition, the following applies to the Master¿s Programme in International Education and Development:

The general basis for admission must be completed and passed:

• Three years of general teacher education or pre-school/early childhood education teacher education with 60 credits of specialisation in multicultural or international courses, social sciences or religious and ethical education (RLE).
• A bachelor¿s degree in general teacher education with 60 credits in social sciences or RLE.

• A bachelor¿s degree in development studies or relevant social science subjects.
• A bachelor¿s degree in pedagogy with 30 credits of specialisation in relevant social sciences.

International courses and relevant social science subjects include social geography, sociology, social anthropology, political science, economics, history and area studies that cover developing regions or other development-related areas.

When applying for admission to the programme, applicants choose either specialisation course 3a, Education, Culture and Sustainable Development or specialisation course 3b, Inequality, Power and Change.

After completing the programme, the candidate is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has thorough knowledge of and insight into different social and pedagogical perspectives applied to international education issues and social conditions in the South
• has in-depth knowledge of and is capable of applying philosophy of science and social science research methods
• has knowledge of how issues in the field can be analysed and is capable of making a critical assessment of the discipline¿s history, traditions, distinctive nature and place in society

Skills

The candidate

• is capable of applying and analysing multidisciplinary and interdisciplinary approaches to studies of education and development issues
• is capable of critically assessing and analysing different issues linked to the relationship between education and development, and of conducting research studies of relevant connections in the field
• is capable of contributing to the development of new research-based knowledge in his/her field
• is capable of making competent written and oral statements on his/her field

General competence

The candidate

• is capable of analysing relevant academic/scientific issues and conducting advanced tasks and projects in the field
• is capable of disseminating his/her own and other people's research orally and in writing in an academically sound manner
• is capable of contributing to innovation and development in his/her field

Arbeidskravene skal bidra til refleksjon og læring, og bidra til å sikre at studenten er aktive og medansvarlige for studieprogresjonen. Arbeidskrav skal være levert/utført innen fastsatt(e) frist(er). Arbeidskravene må være godkjent før eksamen kan avlegges.

Faglig innhold og arbeidsmåter i studiet er knyttet til erfaringsdeling og utvikling av praktiske ferdigheter. Slik læring og ferdigheter kan ikke tilegnes ved selvstudium, men må opparbeides gjennom reell dialog med medstudenter og lærere og ved tilstedeværelse i undervisningen. Det er derfor krav om tilstedeværelse. Fravær utover 20 % kan unntaksvis kompenseres etter avtale med faglærer.

Se for øvrig beskrivelse av arbeidskrav under hvert enkelt emne.

The programme is organised as a course of full-time study over two years. The master¿s degree programme emphasises independence, process and progress. Teaching therefore varies between lectures, seminars, seminar presentations, supervisor and student feedback, conversations, discussions in large or small groups, writing essays/scholarly articles and a master's thesis. Project descriptions of the master¿s theses are presented at thesis seminars in the second semester.

The students are encouraged to be open and humble in relation to new fields of knowledge. By challenging the students to use their own experience, different theoretical frames of reference and placing perspectives in new contexts, the programme will help to enhance the visibility and value of focusing on education and development. The programme¿s interdisciplinary approach will make the students proficient at placing a delimited topic in an interdisciplinary context.

Supervised teaching practice/practical training

Students admitted on the basis of three completed years of primary and lower secondary teacher education, will be offered ten days of teaching practice in connection with their specialisation during the first year of the master's degree programme. On admission, they must notify the Section for Practical Training at the faculty if they are interested. The teaching practice is carried out together with students in the fourth year of the primary and lower secondary teacher education programme.

The study programme focuses on international relations, and the study environment is international with students recruited from all over the world. The composition of the student group and the fact that classes are taught in English help the students to gain international experience and international perspectives.In addition to the international academic environment throughout the programme, the data collection component of the master¿s thesis can also be conducted abroad as a field study.