LoadingLoadingLoadingLoadingImprove in-post practice without claiming QTS or a ministry licence.
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In-post teacher education fails when a master’s programme talks about 20-student seminars while the candidate teaches 70 with one textbook. This MA starts from that classroom. You will design sequences, observe peers ethically, and write a mentoring note a head of department can use—without claiming a teaching licence. African Future University treats English–French and local-language interfaces as daily practice, not as exotic add-ons. Digital learning is identity-checked remote study plus paper packs, because that is how tuition-free online study reaches teachers outside fibre corridors. The award is academic. It is not QTS, not a ministry qualified-teacher stamp, and not an automatic promotion. It is for practitioners who must keep pedagogy honest when the chalk is finished and the inspector is a rumour. You will compare a multi-shift urban school with a rural school that shares one textbook. Identity-checked study is designed for teachers who mark at night on prepaid data. Promotion remains a ministry decision; this MA does not replace it. Tuition-free online delivery is the point of an in-post master’s, not a campus year the teacher cannot take or afford. MA Teacher Education (In-Post, Non-Licensure) 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 Large-Class Lesson Design through Large-Class Lesson Design; Assessment for Learning without Extra Staff; Multi-Shift and Rural School Realities; Peer Observation Ethics; Mentoring Conversations that Survive Hierarchy; Beginning Teachers and Attrition, and finish on Mentoring Cycle Documentation. 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: Design lessons for large classes with scarce materials Run a peer-mentoring cycle with ethical observation notes Write bilingual classroom and parent-communication texts 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.
Thirty-six credits: pedagogy in constraint, mentoring, bilingual communication, and a classroom capstone. Identity-checked exams. No licence to teach is awarded.
Study online
Tuition is free. Examinations are free. There is no exam fee. Study from anywhere in the world.
| Code | Course | Credits · hours |
|---|---|---|
| AFU601 | Large-Class Lesson Design Students design a short learning sequence for a named group of learners. The module is Large-Class Lesson Design.
| 3 |
| AFU602 | Assessment for Learning without Extra Staff Students write a task and the criteria that would mark it fairly. The module is Assessment for Learning without Extra Staff.
| 3 |
| AFU603 | Multi-Shift and Rural School Realities Students review a programme decision and its effect on students and staff. The module is Multi-Shift and Rural School Realities.
| 3 |
| AFU604 | Safeguarding and Professional Boundaries Students complete a curriculum or evaluation brief. This award does not confer a teaching licence. The module is Safeguarding and Professional Boundaries.
| 3 |
| Code | Course | Credits · hours |
|---|---|---|
| AFU605 | Peer Observation Ethics Students design a short learning sequence for a named group of learners. The module is Peer Observation Ethics.
| 3 |
| AFU606 | Mentoring Conversations that Survive Hierarchy Students write a task and the criteria that would mark it fairly. The module is Mentoring Conversations that Survive Hierarchy.
|
| Code | Course | Credits · hours |
|---|---|---|
| AFU609 | EN/FR and Local-Language Classroom Interfaces Students design a short learning sequence for a named group of learners. The module is EN/FR and Local-Language Classroom Interfaces.
| 3 |
| AFU610 | Low-Bandwidth Learning Resources Students write a task and the criteria that would mark it fairly. The module is Low-Bandwidth Learning Resources.
|
| Code | Course | Credits · hours |
|---|---|---|
| AFU613 | Practitioner Research Methods Students design a short learning sequence for a named group of learners. The module is Practitioner Research Methods.
| 3 |
| AFU614 | Classroom File Construction Students write a task and the criteria that would mark it fairly. The module is Classroom File Construction.
|
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 |
| AFU607 | Beginning Teachers and Attrition Students review a programme decision and its effect on students and staff. The module is Beginning Teachers and Attrition.
| 3 |
| AFU608 | College–School Partnerships without Licence Claims Students complete a curriculum or evaluation brief. This award does not confer a teaching licence. The module is College–School Partnerships without Licence Claims.
| 3 |
| 3 |
| AFU611 | Writing for Parents and School Boards Students review a programme decision and its effect on students and staff. The module is Writing for Parents and School Boards.
| 3 |
| AFU612 | Identity-Checked Study for In-Post Teachers Students complete a curriculum or evaluation brief. This award does not confer a teaching licence. The module is Identity-Checked Study for In-Post Teachers.
| 3 |
| 3 |
| AFU615 | Mentoring Cycle Documentation Students review a programme decision and its effect on students and staff. The module is Mentoring Cycle Documentation.
| 3 |
| AFU616 | Capstone: In-Post Practice Inquiry Students complete a curriculum or evaluation brief. This award does not confer a teaching licence. The module is Capstone: In-Post Practice Inquiry.
| 3 |