Children, Youth and International Development MA
Please note that there is still time to apply for courses starting in September 2017, subject to course availability.
About the course
The Children, Youth and International Development MA will equip you with the conceptual understanding and breadth of empirical knowledge to critically evaluate policy and practice in the area of children, youth and development.
The core modules focus on key issues relating to children, youth and international development, including the rights and participation of young people. They also prepare students in research design and practice. The optional modules offer a unique opportunity to appreciate in depth how children and youth-related issues are addressed from alternative disciplinary perspectives.
This programme is unique within the UK in catering specifically for those working, or interested in working, in the field of children, youth and international development. It employs innovative teaching and assessment methods and offers students the opportunity to engage in placement learning or an Erasmus exchange with the Norwegian University of Science and Technology in Trondheim. Students can undertake a sustained project with an external organisation as part of a placement module. This may be an organisation with which they already have links, such as a current of former employer. They may also choose to apply their 60 credit dissertation to the needs of an identified community or organisation.
Working with and for young people in the Global South offers an exciting career full of challenges and rewards. This MA provides a varied programme with a global perspective that equips students for roles at senior levels in international development organisations, government ministries and global agencies.
The programme equips you with:
- The conceptual understanding and breadth of empirical knowledge that will enable you to critically evaluate research, policy and practice in the area of children, youth and development.
- An understanding of differing disciplinary perspectives on childhood and youth, and their theoretical and empirical contributions.
- The skills necessary to design and undertake research relating to children, youth and international development.
- Methodological, cognitive and transferable skills and substantive knowledge that will prepare you for employment, further study and civic engagement.
The programme combines three core taught modules (accounting for 90 credits) with 30 credits worth of options.
- Critical Perspectives on International Development
Indicative topics of study: Introduction to international development; anthropology and the colonial encounter; anthropology as critical political economy: questioning policy, practices and perceptions of international development; development and the nation-state; development and indigenous knowledge; education and development; poverty alleviation and development; gender and development; anthropological perspectives on the environment; hidden livelihoods: economic analysis and the informal economy; ‘compromising only to be compromised’: applied ethnography and participatory research; international development and human rights.
- Understanding Childhood and Youth
Indicative topics of study: Concepts of childhood and youth and their diversity across time and space; academic/theoretical approaches toward childhood and youth; intergenerational relations: families and social reproduction; the ‘ideal’ child and play; child labour/work; children’s rights; vulnerability and resilience; youth transitions; youth culture and globalisation; young people’s participation; young people, violence and class; youth migration and urbanisation.
- Researching Children, Childhood and Youth
Indicative topics of study: the nature and philosophical foundations of social research; politics and ethics of social research, including considerations for cross-cultural research; special considerations for researching with children (including ethical issues); designing a research strategy for academic and policy research; designing monitoring and evaluation of projects; researching with/ in organisations; data collection (secondary data sources, fieldwork, collecting quantitative data, collecting qualitative data, visual methods, PAR etc); data analysis (quantitative and qualitative, discourse analysis, policy analysis, programme evaluation); communicating research – writing up and other dissemination strategies.
The choice of the topic for the research project is suggested by the individual student, but is subject to the formal agreement of the module leader. In general the topic is likely to be developed from substantive material covered elsewhere in the programme, and related to individual interest, experience and opportunities. The dissertation is usually developed from the research proposal produced in the research methods module, in discussion with a member of staff – the project supervisor.
(Please note, not all options are available every year and some have capped intakes.)
- Sociology of Youth and Youth Work
Main topics of study: the study of the social world; society and social processes; the sociology of youth; deviance, control, crime and young people; sociology, youth work and the youth service; young people in non-western cultures.
- Contemporary Issues in Youth and Community Work
Main topics of study: education and lifelong learning: roles for youth work; dimensions of social cohesion: class, race, gender and disability in youth and community work; the significance of community and community work; listening to young people’s voices; youth work, citizenship and society.
Main topics of study: youth work, youth service and contemporary social policy; the welfare state, youth work and youth service in the 21st century; young people's position in neoliberal societies; youth service in the welfare state; consensus and conflict in welfare policy; local and national services and NGOS.
- Anthropology of Education and Learning
Main topics of study: education and learning: culture and cognition; learning and embodiment; education, learning and apprenticeship; learning, language and knowledge; learning, identity and social difference; learning and social memory
- Anthropological Perspectives on War and Humanitarianism
Main topics of study: contemporary warfare and complex emergencies; humanitarian responses to contemporary warfare; origins of humanitarianism: from the founding of the Red Cross to Médecins Sans Frontières; war and ethnic violence; war, famine and scarcity; refugees and mass forced displacement; international criminal justice and humanitarian assistance; re-building war-torn societies. Ethnographic case studies from East Africa, West Africa, South America, Eastern Europe and the Middle East will be used to engage with these topics.
- Psychological Development
Main topics of study: models and theories of development of children and young people; a critique of developmental norms, and of universalism; criticisms of the psychological gaze; a critique of developmentalism as applied to nations or individuals.
- Applied Learning for Children, Youth and International Development (placement option)
Students opting for this module will undertake a short placement (a day a week for ten weeks) with an organisation that works in the field of children, youth and international development. Through the placement, a series of workshops and coursework assignments they will examine the relevance and responsibility of their academic studies to community, voluntary action and paid work, as well as having the opportunity to develop transferable, personal and subject specific skills to enhance their employability on completing their postgraduate degree.
Read more about the structure of postgraduate degrees at Brunel
and what you will learn on the course.
- Awareness, empowerment, change: unveilling child sexual abuse through participatory action research in Munsieville, South Africa
- 'But they are wicked … we do not need them in this country': young offenders' understanding of their relationship with the police in Sierra Leone
- Children and adolescents from street situations in a drug rehabilitation residential setting - experiences and aspirations
- Children and young people's participation throughout the development project's life-cycle: a practitioners' perspective
- Conceptualisations of childhood embraced by INGO Vietnamese staff in Ho Chi Minh City, Vietnam
- Developing an understanding of the experience of children with international short-term volunteer tourists - a case study in an orphanage project in Ghana
- Emotional support program for children with HIV in Vietnam - Camp 'Colors of Love': a case study of global-local negotiation and internalisation
- Encouraging students to stay in primary school in Kenya: perspectives from students, parents and teachers
- Entrepreneurship: the best future for Ethiopia's youth?
- Evaluating the impact of participatory action research with young refugees and asylum seekers
- Exploring the individualised relationships between donors and recipients that are created through child sponsorship programmes
- Exploring the reasons behind girls' attractions into Kayayoo (portering) in urban Ghana: a case study from Madina and Makola in Accra
- Finding your voice in a culture of silence: a study of youth engagement with an INGO activism project in The Gambia
- Gap year projects abroad: young people's motivations, experiences and challenges
- How do cultural conceptions of care transform within a UK context? Experiences of young carers from minority ethnic backgrounds in the UK
- 'It's all about children with their necks out like dinosaurs': exploring British Black Africans' views and attitudes towards images of African children
- 'Our film is very good … and the London film is good too': children's experiences of creating their own films to explore and exchange their everyday life experience
- The impact of large-scale land acquisitions on children and young people's rights: the case of Dominion Farm Ltd in Kenya - children and young people, NGOs and government officials' perspectives
- The impact of school linking projects upon young people's perceptions of the Global South - a case study
- The negotiation of children's knowledge of the distant 'other': the role of the link between Oriel West London Academy in the UK and Victory School in Uganda in shaping children's understanding of life in Africa
- The Trinidad Youth Council perspective on policymaking and implementation
- Unaccompanied minors and the transition to adulthood: a qualitative study of their experiences in the care system of the UK and Spain
- Young people experiences of business trading apprenticeships in Anambra State, Nigeria
- Young people with disabilities' perceptions of self-efficacy and sport: a case study of Action Network for Disabled Youth (ANDY) in Nairobi, Kenya
Besides the optional Applied Learning module, students develop their employability through a dedicated 'Academic Skills' study block which is delivered through small group tutorials.
Students from the programme have progressed to a variety of careers in different types of organisations, primarily in international development NGOs or in government ministries and agencies in countries in the global south. A number have pursued PhDs following completion of the MA. Here are a few examples:
National / International NGOs
- Anti-Slavery International
- Community Development Foundation
- Fairtrade Foundation
- Feed the Children
- Operation Mobilisation
- Restless Development
- Save the Children
- SOS Children’s Villages.
Government ministries / agencies
- Ministry of Gender, Youth and Child Development, Trinidad and Tobago
- British Council
- Commonwealth Secretariat (Youth Affairs).
Education and youth work
- Social worker in Mexico
- Teachers in India and Zambia
- Youth work in the UK and elsewhere.
- PhD Studentship at University of Reading (Geographies of Care, Disability and Family Relationships in Sub-Saharan Africa)
- PhDs at Liverpool John Moores University and University of Manchester
- Consultation with Overseas Development Institute
Students may opt for the 'Applied Learning' module which involves a short placement (one or two days a week for 10 weeks) with an organisation that works in the field of children, youth and international development. Through the placement, a series of workshops and coursework assignments they will examine the relevance and responsibility of their academic studies to community work, voluntary action and paid work, as well as having the opportunity to develop transferable, personal and subject specific skills to enhance their employability on completing their postgraduate degree. Examples of the placements students have undertaken on the Applied Learning module include:
- Action Aid – The student worked on a campaign targeting exploitation in the garment industry.
- Anti-Slavery International – A Nepalese student worked on a project aiming to eradicate caste-based bonded labour from her home country. She created district profiles for 10 areas and communicated with project partners in order to identify cases for ASI to follow up.
- Basti RAM – This is a very small organisation run from the home of its founders which seeks to improve health and education in rural India (especially Rajasthan). The student’s task was to plan lessons for a Global Citizenship project.
- BookAid International – The Brunel student built up an evidence base for Book Aid’s international programmes.
- Commonwealth Secretariat – The students worked on the CS’s Youth Programme in Uganda.
- International Refugee Trust – A Brunel student helped to develop an online classroom from which children could learn about refugees. She posted articles on their blog and created some online learning activities.
- National Deaf Children's Society – The student helped to develop a programme of international exchanges for deaf young people.
- Oxfam – The student mobilised groups of UK school children to get involved in Oxfam campaigns.
- Project Hope – A number ofBrunel students have undertaken projects including designing a module for a survey on youth experiences, developing leaflets to help South African adults to identify signs of mental illness in children and developing web content to publicise campaigns.
- The Mouth That Roars – The student worked with children in London and Saudi Arabia to create videos through which they communicated their everyday lives to each other.
"Five years ago, Project HOPE UK accepted an important challenge: to rethink the standard NGO approach to the empowerment of impoverished communities in sub-Saharan Africa and discover truly sustainable models of community mobilisation focused on the health and total well-being of seriously vulnerable children. Brunel students have been some of the most creative, innovative and enthusiastic fellow-travelers on that journey of discovering, each leaving their own unique footprint on the path to excellence and contributing directly to life-changing benefits to thousands of children."
Paul H Brooks
Executive Director: Project HOPE UK
At Brunel we provide many opportunities and experiences within your degree programme and beyond – work-based learning, professional support services, volunteering, mentoring, sports, arts, clubs, societies, and much, much more – and we encourage you to make the most of them, so that you can make the most of yourself.
» More about Employability
Entry Criteria 2017/18
- A UK 2.2 Honours degree or equivalent internationally recognised qualification in a social science, education studies, childhood studies, youth work, international relations, development studies or related discipline.
- Other disciplines and qualifications with relevant experience in international development work or work with children or young people will be considered on an individual basis and an interview may be required.
Entry criteria are subject to review and change each academic year.
International and EU Entry Requirements
If your country or institution is not listed or if you are not sure whether your institution is eligible, please contact Admissions
This information is for guidance only by Brunel University London and by meeting the academic requirements does not guarantee entry for our courses as applications are assessed on case-by-case basis.
English Language Requirements
- IELTS: 6.5 (min 6 in all areas)
- Pearson: 58 (51 in all subscores)
- BrunELT: 65% (min 60% in all areas)
Brunel University London strongly recommends that if you will require a Tier 4 visa, you sit your IELTS test at a test centre that has been approved by UK Visas and Immigration (UKVI) as being a provider of a Secure English Language Test (SELT). Not all test centres have this status. The University can accept IELTS (with the required scores) taken at any official test centre or other English Language qualifications we accept as meeting our main award entry requirements.
However, if you wish to undertake a Pre-sessional English course to further improve your English prior to the start of your degree course, you must sit the test at an approved SELT provider. This is because you will only be able to apply for a Tier 4 student visa to undertake a Pre-sessional English course if you hold a SELT from a UKVI approved test centre. Find out more information about it.
Brunel also offers our own BrunELT English Test and accepts a range of other language courses. We also have Pre-sessional English language courses for students who do not meet these requirements, or who wish to improve their English. Find out more information about English course and test options.
Teaching and Assessment
A range of teaching and learning techniques are employed on the programme, most of which stress the active involvement of students in discussion and debate. The MA also emphasises reflective, independent learning, both by individuals and groups, and students are well supported to achieve this - through tutorials, workshops and seminar discussions.
Staff place a strong emphasis on tutorial support and all students are assigned to a tutorial group. Regular tutorials focus on the development of study skills (critical reading and writing), careers support, exam and assignment preparation, feedback on assessments and help in developing research proposals.
A variety of forms of assessment are employed on the course, which are intended to be formative as we as summative. These include essays, reports, student-led seminars, research proposals and presentations.
- The programme is intended to relate to the needs of organisations working in the field of children, youth and international development. Students will have the opportunity to undertake a sustained project with an external organisation as part of a placement module. This may be an organisation with which they already have links, such as a current of former employer. They may also choose to apply their 60 credit dissertation to the needs of an identified community or organisation.
- An Erasmus agreement exists between the Brunel University’s MA in Children, Youth and International Development, and the MPhil in Childhood Studies at the Norwegian Centre for Child Research (NOSEB), Norwegian University of Science and Technology (NTNU) in Trondheim. The exchange programme has two places for students from the MA Children, Youth and International Development. The exchange period is the second term / semester (approximately January to May). Erasmus students do not pay tuition fees at NOSEB, and are entitled to an Erasmus grant (€375/month) to cover any additional costs.
- In both core and specialist option modules, students will be exposed to innovative high profile research in the field of children, youth and international development.
Facts and Figures
The programme has been running since 2008 with students from 47 different countries.
Fees for 2017/18 entry
Additional course related costs
Read about funding opportunities available to postgraduate students
UK/EU students can opt to pay in six equal monthly instalments: the first instalment is payable on enrolment and the remaining five by Direct Debit or credit/debit card.
Overseas students can opt to pay in two instalments: 60% on enrolment, and 40% in January for students who commence their course in September (or the remaining 40% in March for selected courses that start in January).