College of Education *
College of Education *

International Education Policy Master's Program


Core Faculty:
Steven J. Klees
Jing Lin
Nelly P. Stromquist

Visiting Professors/Scholars:
Mark Ginsburg







Program Philosophy

The International Education Policy (IEP) program offers M.A. and Ph.D.degrees designed to provide an interdisciplinary understanding of today's educational policy and practice. The focus is on the relation of education to economic, political, and social development in both developing and developed countries at local, national, regional, and global levels. The IEP program gives comprehensive attention to education, considering both formal schooling, from pre-school to higher education, as well as non-formal, adult, and community-based education.

In the 21st century, marked by the rapid pace of global change, comparative and international education has become of paramount importance. Needed improvements in equity, social justice, and our ability to promote sustainable development and international peace at a global level require transforming our educational and social institutions. New actors in these processes have become important, such as non-governmental organizations and coalitions of civil society. By understanding and critically reflecting on current policies, practices, and conditions, the goal of the IEP program is to contribute to educational and social change. The IEP program aims at creating a community of faculty, students, and development professionals that strives to further cross-cultural and multicultural understanding and bridge the gap between scholars and practitioners. The IEP program is one of the top programs of its kind in the country.

IEP courses give students knowledge of the foundations of educational theory and practice, the nature of comparative and international education, and the application of cultural, economic, political, and sociological perspectives to understanding education and development. Beyond the core courses, an individually tailored program is designed for each student that uniquely reflects their background and career goals. Students are encouraged to draw upon the entire range of resources the University of Maryland has to offer and to choose courses appropriate to their interests in the social sciences, the humanities, cross-cutting areas (e.g., focusing on gender or race issues), professional educational specializations (e.g., early childhood, international exchange, or higher education), and regional emphases (e.g., Africa or Latin America). The University of Maryland has made a specific and strong commitment to internationalization throughout its programs and policies.

Advantages of Washington, D.C.

The University of Maryland is located a few miles from the Washington, D.C. border, is a stop on Washington’s green metro line, and therefore we have easy access to everywhere in the District. Our geographic proximity to Washington, D.C. offers unique advantages to the IEP program in terms of internships, employment possibilities, and access to seminars, workshops, and internationally renowned speakers. Cooperative arrangements with universities in the area, such as American University and George Washington University, give students access to courses and seminars offered by other strong programs in related areas.

Master's Program

The M.A. program in International Education Policy is looking for first-rate students with an interest in professional careers or further study in the field. This degree seeks to form professionals with an understanding of the complex array of issues concerning educational policies and practices in both developing and industrialized countries. It also seeks to form professionals who will join institutions working on projects that range from assistance to educational systems under times of crisis to efforts to improve educational curricula and to the conduct of exchanges of students and academics across countries.

The M.A. program requires a minimum of 30 credits and usually takes one and a half to two years to complete. The program is distinguished by the development of a unique program of study to suit the needs of each student. Initial program plans are flexible and are usually revised throughout a student's graduate work as particular directions and their implications for coursework develop. The M.A. program allows a student to specialize in one or multiple areas, as illustrated below.


Core Courses -- Select two of the following courses: 6 credits
Two out of the following three courses are required:
EDHI605 — Comparative Education
EDHI606 — Political Economy of Education in a Global Context
EDHI607 — Culture and Education in a Global Context
PROSEMINAR - Attendance required in at least 4 proseminars per academic year for first and second year students (0 credits)

Research Methods: 6-9 credits
EDHI672 — Modes of Inquiry
An Introduction to quantitative or qualitative methods course
An additional methods course if a master’s thesis option is selected.

International Education Specialization Course Electives: 6-12 credits
Select two to four of the following or equivalents:
EDHI608 — Gender and Education
EDHI630 — Analyzing Systemwide Education Policy
EDHI673 — Economic Evaluation of Education
EDHI680 — Gender, Education, and Development
EDHI681 — Education for Global Peace
EDHI682 — Ecological Ethics and Education
EDHI683 — World Religions and Implications for Education
EDHI684 — Alternative Education, Alternative Development
EDHI710 — Globalization and Education
EDHI713 — Nonformal Education
EDHI725 — Education in East Asia
EDHI750 — International Higher Education
EDHI788 — Contemplative Inquiry and Holistic Education
EDHI788 — International Education and Cultural Exchange: Policies and Practices

Disciplinary and Professional Course Electives: 3-6 credits
For example, courses may be selected in the areas of public policy, communications, anthropology, economics, sociology, gender studies, higher education, early childhood education, or elsewhere in the College of Education, the University, or the Washington Regional Consortium.

Internship -- Optional: 0-3 credits
EDHI889 — Internship in Education

Master's thesis or Master's paper -- Select one: 3-6 credits
EDHI679 — Master's Seminar
EDHI799 — Master's Thesis Research Total: 30 credits

Specializations While graduate degrees have traditionally encouraged high levels of specialization, in the field of comparative and international education, many researchers and practitioners are generalists, or have multiple areas of specialization. This is especially important in our field, as over a person’s career, she or he will likely work across considerable substantive and geographical diversity. The flexibility built into the IEP program structure is designed specifically to allow for this kind of diversity. All students receive the foundational knowledge necessary to understand multiple perspectives and issues. Beyond core courses, students choose specialization courses that contribute to a particular specialization. There are four organized specializations in the IEP program:

Gender and Development. Though attention to class, gender, and ethnicity permeates the courses in the IEP program, students can develop a specialization in gender and development which seeks to enhance their theoretical and practical understanding of how gender operates in society and thus influences a variety of educational outcomes. Students are prepared to draw policy implications and design concrete practices to diminish the impact of gender and to increase individual and collective action toward its transformation. Courses might include:

Gender, Development and Education (EDHI680)
Nonformal Education and Informal Learning (EDHI713)
Approaches to Women’s Studies (WMST602)
Gender and Development (WMST698R)

Peace and Environmental Education. This specialization provides students with an understanding of conditions, global and local, that lead to wars, violence, and conflicts. It informs students of theories and practices in peace education for peace keeping, peace making, and peace building. Also emphasized are understanding of political, economic, cultural, religious, and educational contexts for peace. Peace is also defined as a deep respect for nature and sustainable ecological ethics and education. Further, peace is seen as being achieved through both external efforts and internal endeavors to cultivate wisdom and equanimity. Through course work, students study alternative and transformative paradigms and acquire practical knowledge for peace and sustainable education. Courses might include the following:

Education for Global Peace (EDHI681)
World Religions and Implication for Education (EDHI683)
Ecological and Environmental Education (EDHI682)
Contemplative Inquiry and Holistic Education (EDHI788)

Political Economy of Education and Development. The term “political economy” is a contested one but generally has to do with a broad and integrated understanding of the politics and economics of issues. This specialization offers students an understanding of the debates about the theory and practice of political economy, current educational policies, and their relationship to development. Courses might include some of the following:

Political Economy of Education and Development (EDHI606)
Alternative Education, Alternative Development (EDHI684)
Globalization and Education (EDHI710)

Intercultural Education and International Student Exchange. Intercultural education is of paramount importance in today’s world where contact across cultures is increasing exponentially. This specialization offers an examination of the fundamental issues that combines culture, education, and development. These issues have recently been gaining importance to universities as they offer opportunities for much needed student exchange and study abroad. This specialization offers an examination of the higher education context in which those initiatives take place. Courses might include:

Education and Culture in a Global Context (EDHI607)
International Higher Education (EDHI750)
The College Experience (EDHI664)

In addition to the above specializations, others are possible. For example, students have developed specializations in professional education areas such as Early Childhood Education, Special Education, Primary and Secondary Education, Teacher Education, Education Leadership, Education Policy, Higher Education, and Public Health Education.

Specializations have also been developed in social science disciplines and applied areas such as Anthropology, Economics, Public Policy, Sociology, and Women’s Studies. The University of Maryland is a strong multiversity, offering many specializations, and we strongly encourage students to take courses outside of the IEP program from elsewhere in the Department, the College, the University, and the Region. IEP students are generally welcomed in all these places.

Master's International Peace Corps Program

The International Education Policy (IEP) program is very pleased to offer, in cooperation with Peace Corps, the Master's International (MI) program. Graduates of the MI program will receive an M.A. degree, earned through coursework at the University of Maryland and in the field as a Peace Corps volunteer. The IEP program seeks to form professionals with an understanding of the complex array of issues concerning educational policies and practices in both developing and industrialized countries.

The MI program requires a minimum of 30 credits and usually takes one and a half years to complete. The program is distinguished by the development of a unique program of study to suit the needs of each student. The MI program allows a student to specialize in one or multiple areas. This flexibility is what will allow students to develop proficiencies related to Peace Corps assignment areas, as illustrated below. The program provides useful skills as well as an understanding of the context of the Peace Corps experience and thus serves both as preparation for and as a vehicle for reflection on the experience.

As a prospective student, you should apply to the University of Maryland first and then, if accepted, submit your application to the Peace Corps. If accepted by both, you will begin your MI program by enrolling in the IEP program. After completing 1 or 2 semesters you will receive your Peace Corps placement and travel to your respective site and begin training. Once overseas, you are given a Peace Corps assignment according to the needs and requests of your host country. While overseas, your primary responsibility is the project and community to which you have been assigned but you will also be working to complete some of your academic requirements. These will grow out of your Volunteer work. You must be flexible and, in some cases, creative when transforming your Volunteer service into your graduate work. After completing your Peace Corps service, you will return to finish your graduate course work. Now, you have the advantage of having applied theory to practice, while working overseas. You will return with a changed worldview and the skills and education to continue to make a difference.

The overall structure of the MI program is as follows:
Core Courses: 6 credits
Research Methods Courses: 6 credits
Course Credits Related to Peace Corps Service: 6 credits
Electives: 12 credits

A detailed look at these courses follow:

Core Courses -- Two out of the following three courses are required:
Comparative Education (EDHI605)
Education and Culture in a Global Context (EDHI607)
Political Economy of Education in a Global Context (EDHI606)
PROSEMINAR - Attendance required in at least 4 proseminars per academic year for first and second year students (0 credits)

Research Methods Courses -- Two courses:
An introduction to quantitative or qualitative methods course
Modes of Inquiry (EDHI672 or equivalent)

Courses Related to Peace Corps Service -- Two course:
Internship in Education (EDHI889)
The course will be designed around reflection and analysis of the student’s Peace Corps experience.
Master’s Seminar (EDHI679)
The course will lead to a research-based paper that builds on the student’s Peace Corps experience and fulfills the MA capstone requirement of a seminar paper.

Electives – Students can draw on courses from around the College and University to develop a concentration in Peace Corps assignment areas (as numbered below) or in other areas of interest (all courses are subject to Department availability):

164 Youth Development
Special Topics in Human Development: Adolescents At Risk (EDHD779H)
Adolescent Violence (EDHD430)
Conflict Management (COMM626)
Nonformal Education and Informal Learning (EDHI713)
Curriculum Design for Adolescents (KNES646)

170 Primary Teacher Training
The Pedagogy of Teacher Education (EDCI882)
Curriculum in Early Childhood Education (EDHD605)
Teaching Strategies in Early Childhood (EDHD612)
Intellectual and Creative Experiences in Early Childhood Education (EDHD614)
Assessment of Student Learning and Development (EDCI612)
Student Assessment in the Second Language Classroom (EDCI631)
Multicultural Materials and Instruction for K-12 Readers (EDCI667)
Teaching ESOL Reading and Writing in the Elem. Classroom Areas (EDCI636)
Foundations of Reading (EDCI660)

171 Secondary Education English Teaching
Student Assessment in the Second Language Classroom (EDCI631)
Teaching for Cross Cultural Communication (EDCI633)
English Grammar for Teachers of Engl. to Speakers of Other Langs. (EDCI635)
Teaching ESOL Reading and Writing in the Elem. Classroom Areas (EDCI636)
Second Language Acquisition (EDCI732)

172 University English Teaching
College Teaching (EDPS757)
International Higher Education (EDHI750)
Seminar in Problems of Higher Education (EDHI850)
Intercultural Communication (COMM482)

173 Secondary Education Math Teaching
Methods of Teaching Mathematics in Secondary Schools (EDCI455)
Teaching and Learning Mathematics in Secondary Schools (EDCI651)
Teaching and Learning Mathematics in Secondary Schools (EDCI652)
Developing Understanding in Mathematics (EDCI653)
Assessing Mathematical Understanding (EDCI654)
Understanding and Engaging Students' Conceptions of Math (EDCI657)

175 Secondary Education Science Teaching
Trends in School Curriculum: Science (EDCI670)
Teaching Science in Elementary Schools (EDCI671)
Foundations of Science Education (EDCI770)
Seminar in Science Education (EDCI870)

177 Special Education Teacher Training
Introduction to Special Education (EDSP470)
Assessment in Elementary Special Education (EDSP455/654)
Assessment in Special Education (EDSP415/615)
Behavior and Classroom Management in Special Education (EDSP613)
Curriculum and Instruction: Elementary Special Education (EDSP652)
Curriculum, Assessment, and Instruction: Middle/Sec. Special Ed. (EDSP677)

191 Secondary Education English Teaching Training
Methods of Teaching ESOL (EDCI634)
Trends in Secondary School Curriculum: English (EDCI640)
Content Area Reading (EDCI661)
Diagnostic Reading Assessment and Instruction (EDCI662)
Issues in Reading Education (EDCI663)
Assessing, Diagnosing, and Teaching Writing (EDCI673)

Minority and Urban Education
Urban Education (EDCI776)
Black and Latino Education (EDCI786)
Power, Privilege, and Diversity in Teaching (EDCI782)

Other Electives – e.g.,
Alternative Education, Alternative Development (EDHI684)
Ecological and Environmental Education (EDHI682)
Education and Globalization (EDHI710)
Education for Global Peace (EDHI681)
Nonformal Education (EDHI713)
Gender, Education, and Development (EDHI680)

Additional electives are available in the program, department, college, university, and regional consortium of universities.

Through the IEP program, incoming MI students get broad preparation for their field work as well as specific training related to their assignment area. RPCVs coming back to finish the MA program get professional preparation in the field of comparative and international education. This preparation helps them make sense of their Peace Corps experience and prepares them for a fast-growing job market that requires international experience and the proven ability to demonstrate leadership and problem-solving skills.

For more information on the MI program, go to: