The Danish School of Education currently offers two post-graduate programmes in English and a bachelor Programme and 20 post-graduate Programmes in Danish.
Education, learning and knowledge continue to grow in importance. They are widely considered to be prime drivers of global mobility and of the processes of equal opportunity, economic development and citizenship – in the North as well as the South. The MA in Anthropology of Education and Globalisation aims to provide students with the competences necessary to work with the important topics of education, learning and knowledge in an increasingly globalised world.
(A two year, full time master's programme, 120 ECTS)
The LAICS programme focuses on how to create and lead innovation in complex systems, and centres on innovation and leadership from a 'real-world', practice-based and social skills perspective. Each LAICS class will form an innovative complex system that provides active reflection, knowledge, experimentation, and support on the issues faced by participants' in their home organisations.
(A two year, part time master's programme, 60 ECTS)
Master's Degree Programmes
The two PhD programmes of the Danish School of Education are organised under the Graduate School, Arts. The objective of the PhD programmes is to maintain and develop the quality of a strong and attractive PhD education at an international level, which will benefit future research into pedagogics and education as well as relevant labour markets for PhD graduates.
The programme focuses on the analysis of practice and policy in education, in particular of aim, content, form, organization and performance of learning, teaching and professional development in school and pre-school settings, and analysis of school development and of teacher education.
The programme in learning and education is concerned with processes of learning and becoming in a wide variety of formal and informal educational settings as well as with the organizational, political, economical, social, cultural, scientific, philosophical and historical contexts in which educationally relevant relations and processes are embedded.