PMRETFTT3-2024-5-O - L-Università ta' Malta

Course Title

Master in Resilience in Educational Contexts

MQF Level

Duration and Credits

4 Semesters

120 ECTS

Mode of Study

Full-time

Information for International applicants

Applicants must be in possession of:

Refer to the list of country-specific qualifications

A Bachelor degree obtained with at least Second Class (Honours) in Education, Social Sciences or in any other related area considered relevant by the Board.

Applicants are required to demonstrate that their standard of English satisfies the University's English language requirement as published on the University's official website at the time of applications. The offer of a place on the Course may be made subject to the applicants obtaining such proficiency qualifications prior to the commencement of their studies.

All applicants shall be further required to submit with their application a letter written in English giving their motivation for applying for the Course.

The maximum number of students that can be admitted into the course is 31 students (13 self-funded, 18 scholarship).

If there are more eligible applicants than there are available places, applications shall be evaluated on the basis of the criteria as agreed by the Partner Institutions and published at the time of the call for applications.

Applicants who are accepted to join the Course will need to present a valid Police Conduct Certificate, prior to their registration as regular students on the Course.

Details on how to apply are available from here.

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Applications for our February and October intakes have been officially open since the third week in November. You can submit your application online. The deadlines for submission of applications vary according to the intake and courses. We encourage all international applicants to submit their applications as soon as possible. This is especially important if you require a visa to travel and eventually stay in Malta.

You can compare your national qualifications to the local requirements by visiting our qualifications comparability webpage. Access more information about our admission process and English language requirements.

The University of Malta has student accommodation on campus called Campus Hub. Campus Hub is just a 2-minute walk from the main campus. For more information, visit the accommodation website.

Our dedicated team at the student recruitment office is here to support you every step of the way. From the moment you start your application to the moment when you receive your decision letter, we're here to assist you. If you have any questions or need further information, don't hesitate to reach out to us. You can contact us at info@um.edu.mt, and our team will be more than happy to help.

After you receive an offer from us, our International Office will assist you with visas, accommodation and other related issues.

The overall aim of the Master is to contribute to the creation of environments that promote the resilience and growth of marginalised children and young people by providing them with the tools, resources and learning contexts which facilitate their social and emotional learning and wellbeing and consequently their social inclusion and active citizenship. It consists of a set of study units tailored to build up practitioners' competence in responding and addressing the needs of children and young people at risk in their development and education, particularly those from ethnic, linguistic, and migrant communities, from socio-economic disadvantage and children with learning difficulties and additional educational needs. The Master programme integrates theory, research and practice in developing the participants' professional learning. It consists of three major components, namely content-based study units on theory and practice in the promotion of resilience in children and young people, observation/practice placement, and a dissertation.


Semester 1

Partner 1 - University of Malta Compulsory Units

RSE5030	Resilience in Human Development	10 ECTS
RSE5031	Competences and Pedagogy in Resilience Education	10 ECTS
RSE5032	Planning, Implementing and Evaluating Resilience Interventions	5 ECTS

Elective Units Elective units are offered subject to availability and time-table constraints. Students are required to choose ONE* elective study-unit from the following.*

FSC5501	A Systemic and Family Understanding of Resilience	5 ECTS
PSY5629	Barriers to Learning Development	5 ECTS


Semester 2

Partner 2 - University 2 Compulsory Units

RSE5034	Contextual Processes in Resilience Enhancement: Classroom and School Climates	10 ECTS
RSE5035	Research Methods in Resilience in Education	10 ECTS
RSE5036	Working with Parents and Professionals in Enhancing Resilience	5 ECTS

Elective Units Elective units are offered subject to availability and time-table constraints. Students are required to choose ONE* elective study-unit from the following.*

RSE5037	Selected Topics on Resilience and Applications in Individual Educational Needs	5 ECTS
RSE5038	Prevention Programs for Vulnerable Preschool and Elementary School Children	5 ECTS
OPTIONAL Summer School Partner 7 (University of Pretoria, South Africa) The one-week summer school will be organised between the second and third semesters.


Semester 1

Partners 3 and 4 - University of Lisbon P3 or Stefan cel Mare University Suceava P4 Compulsory Units

RSE5039	Strengthening the Resilience of Educational Professionals	10 ECTS
RSE5040	Observation and Practice Placements	10 ECTS

Elective Units Elective units are offered subject to availability and time-table constraints. Students are required to choose TWO* elective study-unit from the following.*

RSE5021	Mind and Body Practices in Schools	5 ECTS
RSE5022	Behaviour Management and Change at Schools	5 ECTS
RSE5023	Project Management and Entrepreneurship	5 ECTS
RSE5024	Resilience in Occupational Systems	5 ECTS
RSE5041	Organisational Relationships and Supportive Networking in Resilience Enhancement	10 ECTS
RSE5042	Positive Psychology in Education	10 ECTS
RSE5046	Family-Community-School Relationship and Diversity	5 ECTS


Semester 2

Partners 1, 2, 3, or 4 (with possible co-supervision from P6-9) Compulsory Units

RSE5045	Dissertation	30 ECTS

This programme of study is governed by the Master in Resilience in Educational Contexts Degree Course Regulations, 2023 under the auspices of the Centre for Resilience and Socio-Emotional Health.

By the end of the course, you will be able to:

Critically examine and evaluate the main theories and models of resilience in children and young people, identifying the pros and cons of the universal approach in resilience.
Identify the risk and protective factors for children and young people from marginalised contexts and how protective factors may be applied to promote their resilience and wellbeing.
Identify the key resilience competences children need for healthy development and relate them to the relevant theory and research.
Critically analyse the processes and systems that influence children's acquisition of resilience skills both with regards to the practitioner's direct facilitation actions as well as to the contextual, systemic factors.
Critically review the evidence on the effectiveness of resilience programmes for children and young people, and identify the key processes which have been fond to work.
Identify the key factors that influence programme implementation quality, including adaptation and programme integrity.

Knowledge and understanding

Critically examine and evaluate the main theories and models of resilience in children and young people, identifying the pros and cons of the universal approach in resilience
Identify the risk and protective factors for children and young people from marginalised contexts and how protective factors may be applied to promote their resilience and wellbeing
Identify the key resilience competences children need for healthy development and relate them to the relevant theory and research
Critically analyse the processes and systems that influence children's acquisition of resilience skills both with regards to the practitioner's direct facilitation actions as well as to the contextual, systemic factors.
Critically review the evidence on the effectiveness of resilience programmes for children and young people, and identify the key processes which have been found to work
Identify the key factors that influence programme implementation quality, including adaptation and programme integrity
Analyse the use of experiential and collaborative approaches in resilience teaching and learning within universal interventions catering for diverse learning needs
Evaluate the different methods required for the assessment of resilience competences
Identify the key components of caring and inclusive classroom and school climates for the enhancement of studentsҠresilience within a whole school approach to resilience and wellbeing
Appreciate the importance of identifying the need for extra support of some students and ensure that they are adequately met
Appreciate the relationship between practitioner and children's resilience and the need to promote the practitioners' resilience within the systemic, ecological framework
Identify key strategies which promote the resilience of practitioners working with children and young people
Identify the different ways in which practitioners can collaborate with parents, carers and other professionals in the development of children's resilience within a transdisciplinary approach.
Demonstrate knowledge of quantitative and qualitative methodologies in research on the promotion of resilience in children and young people
Demonstrate knowledge of ethical dilemmas and ethical codes of conduct when engaging in research and practice in their profession

Skills

Apply the prevention science framework to promote the resilience of children and young people
Make use of an evidence-based framework in their resilience related practice
Implement, monitor and evaluate resilience programmes in different settings
Engage in positive interpersonal, collaborative and empathic interactions with children and - young people
Deliver and facilitate resilience activities in group contexts through the SAFE approach
Select and apply methods of assessment of resilience competences, with particular reference to formative assessment
Relate positively and effectively with children, parents, carers and other professionals to create the social processes that enhance children's acquisition of resilience skills
Identify student's needs for additional support and access the support without stigmatising the students using it
Create and contribute to caring, collaborative and inclusive classroom and school climates which promote the resilience and wellbeing of all children and young people
Critically reflect on their own level of socio-emotional and resilience competences and actively and proactively participate in actions to increase their own growth and resilience
Engage collaboratively with parents, carers and other professionals in initiatives to develop the resilience of children and young people within a transdisciplinary approach
Engage in adequate resilience competences within their practice settings that engage children and enhance their resilience skills
Engage in continuous self-reflection in seeking to improve their practice in relation to children's resilience and wellbeing
Demonstrate competence in identifying research questions, reviewing relevant literature, selecting appropriate methodologies, using quantitative and qualitative research methods, and presenting findings
Produce evidence of skills in applying a scientific approach to the study of a professional practice issue

Non EU Applicants:

This is an Erasmus funded programme and students apply with the University of Malta
Scholarship students will have their fees covered by the scholarship
Self-Funded Students: Eur 9,500 per annum

You are viewing the fees for non EU nationals. Switch to EU nationals if you are a national of any country from within the EU/EEA.

By completing the Master's programme successfully, you will be able to:

work directly with children and young people to develop their resilience and wellbeing;
support the wellbeing and healthy development of vulnerable and marginalised children and
their families;
provide staff training and mentoring;
work at community level on interventions, planning, implementing and evaluating policies;
provide such support at various systems and services, such as schools, early education, child
work at care centres, other educational services, child protection services, youth organisations,
work at agencies, services supporting vulnerable and marginalised children and families;
undertake further research in the area at doctoral level