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Master of Philosophy in Education

Degree Level
Graduate
Duration
1.5 Years
Semester Fee
Rs. 200,000
Registration Fee
Rs. 25,000
Application Fee
Rs. 5,000
Scholarships
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Program Overview

The Master of Philosophy (MPhil) in Education program at the University of South Asia is dedicated to cultivating scholarly excellence and transformative leadership in the field of education. This program aims to equip emerging educators, researchers, and policymakers with advanced theoretical knowledge, critical thinking abilities, and rigorous research skills. Through a comprehensive curriculum that bridges educational theory with practical application, the program fosters innovation and scholarly inquiry to address pressing educational challenges.

Program Objectives (POs)

  • PO 1:
    Prepare competent, reflective, and innovative education professionals through academically rigorous and contextually relevant programs that bridge theory, research, and practice.
  • PO 2:
    Promote a culture of research and critical inquiry aimed at addressing educational challenges and advancing the discourse in teaching, learning, policy, and leadership.
  • PO 3:
    Foster an inclusive and dynamic learning environment that nurtures intellectual curiosity, creativity, and a strong sense of civic and ethical responsibility.
  • PO 4:
    Establish meaningful collaborations with educational institutions, industry, and communities to support mutual development and influence education policy and practice.
  • PO 5:
    Advance the national educational agenda by developing human capital capable of leading educational reforms and promoting lifelong learning for sustainable development.

Program Educational Objectives (PEOs)

The M. Phil in Education program aims to:
  • PEO 1: Develop Educational Leaders:
    Prepare students for leadership roles in both public and private educational institutions by enhancing their managerial and strategic skills.
  • PEO 2: Enhance Research Competencies:
    Equip students with advanced research methodologies to critically analyze and contribute to educational knowledge.
  • PEO 3: Foster Curriculum and Policy Expertise:
    Provide in-depth understanding of curriculum development and educational policies to drive effective educational reforms.
  • PEO 4: Promote Professional Development:
    Encourage continuous professional growth through engagement with current educational theories and practices.
  • PEO 5: Cultivate Ethical Practices:
    Instill a strong sense of ethical responsibility in addressing educational challenges and implementing solutions.

Program Learning Outcomes (PLOs)

After successful completion of the program, the graduates will be able to:
  • PLO 1: Advanced Research Skills:
    Graduates will demonstrate the ability to design, conduct, and critically evaluate educational research using advanced qualitative, quantitative, and mixed-method approaches. They will proficiently apply appropriate theoretical frameworks, ethical considerations, and analytical tools to investigate complex educational issues and contribute original knowledge to the field.
  • PLO 2: Critical Analysis:
    Demonstrate critical analysis of educational theories, policies, and practices through diverse epistemological and methodological lenses, fostering evidence-based inquiry to drive meaningful educational reform.
  • PLO 3: Curriculum and Policy Development:
    Graduates will critically analyze and design educational curricula and policies, integrating contemporary research, socio-cultural contexts, and global trends. They will formulate evidence-based recommendations that promote equity, inclusion, and quality education across local, national, and international settings.
  • PLO 4: Leadership and Management:
    Graduates will demonstrate the ability to critically assess and apply leadership and management practices in educational settings. They will be equipped to design effective strategies, lead organizational change, and make data-driven decisions that enhance equity, academic excellence, and institutional effectiveness, while fostering ethical leadership and collaborative decision-making.
Program Learning Outcomes (PLOs) Alignment with the Department Mission Statement
PLO 1: Advanced Research Skills To cultivate scholarly excellence and transformative leadership in education by emphasizing rigorous research skills and critical evaluation. It ensures that graduates are equipped to address pressing educational challenges through innovative and scholarly inquiry.
PLO 2: Critical Analysis By emphasizing critical analysis, diverse perspectives, and evidence-based inquiry, all of which are integral to cultivating scholarly excellence and transformative leadership in education.
PLO 3: Curriculum and Policy Development To cultivate scholarly excellence and transformative leadership in education by emphasizing critical analysis, research integration, and a commitment to equitable and inclusive educational practices.
PLO 4: Leadership and Management Through advanced knowledge and critical inquiry, this learning outcome ensures graduates possess a deep understanding of organizational dynamics and the strategic management skills necessary to influence policy and practice. The emphasis on ethical and effective leadership aligns with the program’s commitment to promoting excellence, equity, and transformative engagement in education.

Admission Criteria

1. Basic Academic Qualification:

  1. Sixteen years of schooling or 4 year education (minimum 120 credit hours) with at least 45% marks in the annual system or a minimum cumulative grade point average (CGPA) of 2.00 out of 4.00 (or an equivalent letter or numerical grade) in the semester system post Intermediate qualification or Equivalent shall be eligible for admission in the M. Phil. Education program.
  2. b. The candidate possessing a degree in relevant subject from a foreign University/ DAI shall provide a degree equivalence certificate from HEC Pakistan.
  3. c. In case the %age of marks or CGPA obtained by the candidate is not mentioned on his/her transcript the academic qualification marks shall be calculated as per USA evaluation policy.

2. Admission Test:

Department of Education will:

  1. Conduct a rigorous admission test as an eligibility condition for admission to M.Phil. Education program with a passing score of 50%.
    OR
  2. Accept the GRE* /HAT General/Equivalent tests, with a passing score of 50%.
  3. The above-mentioned test result(s) should not be more than two (2) years old at the time of application.

3. Interdisciplinary** Qualifications:

  1. The candidate may be allowed to pursue M. Phil. Education degree in an inter-disciplinary area, if the DRC is satisfied that the applicant’s knowledge of primary area that has sufficiently prepared them to undertake M. Phil. Education program and has taken additional 6 to 9 CH of deficiency courses of level-6 after starting the program.
* USA Regulations for MS/MPhil Programs 2024
**

Intra-disciplinary refers to sub-disciplines that occur within one of the ten broad disciplines defined by UNESCO’s International Standard Classification of Education (ISCED-F-2013).

(7) The DRC shall forward a merit-based provisional list of selected candidates to the concerned Dean and upon approval from the Dean, the Registrar shall notify the same.

(8) The selected candidate shall have to submit the required documents (if pending) and deposit the prescribed University fee and dues within the stipulated time frame in the authorized bank account, failure to which shall result in the cancellation of the provisional admission.

(9) The Registrar shall issue a University registration number to each student upon fulfillment of admission requirements and submit a duly signed confirm list of admitted students to the CoE for record. The Registrar and HOD concerned shall further maintain a personal file of each admitted student.

Admission Process

  1. The University shall offer admissions to M.Phil. Education programs only for regular (Spring/Fall) semesters through advertisement.
  2. The Registrar shall launch the advertisement for admissions in the newspaper(s), on the USA website and/or on its official social media platforms as per USA academic calendar, notifying well in advance, the subject/discipline wise list of MS/MPhil programs, criterion and procedure for admission and all other relevant information.
  3. The candidate shall apply for admission to a program in response to the advertisement on a prescribed form along with the required documents specified in the form and submit the same to the admission office.
  4. The DRC shall ascertain the eligibility of the candidate by scrutinizing the admission forms and academic documents. The list of candidates shortlisted for admission test shall be presented to respective Dean for approval.
  5. The syllabus of the University admission test shall consist of 50% of research methodology and 50% subject specific. The test shall be checked by examiners nominated by DRC and only successful candidates shall be called for the interviews.
  6. Admission to the program shall be made on the basis of cumulative score out of 100 including marks for previous academic record, admission test and interview as per below mentioned criteria:
MERIT DETERMINATION CRITERIA
Evaluation Criteria for Admission Marks
A Total Marks for BS (Hons) or equivalent degree

  • Annual System: 45.00% to 59.99% or Semester System: CGPA 2.00 to 2.49 (Out of 4) 35 Marks
  • Annual System: 60.00% to 64.99% or Semester System: CGPA 2.50 to 2.99 (Out of 4) 40 Marks
  • Annual System: 65.00% to 70.00% or Semester System: CGPA 3.00 to 3.49 (Out of 4) 45 Marks
  • Annual System: 70.00% or Semester System: CGPA 3.50 to 4.00 (Out of 4) 50 Marks
 50
B Total Marks for BS (Hons) or equivalent degree 30
C

Total Marks for Interview

  • Subject Knowledge 4 Marks
  • Research Aptitude 4 Marks
  • Communication Skills 4 Marks
  • Personality 4 Marks
  • General Knowledge 4 Marks
 20
TOTAL MARKS 100

Program Structure Overview

The M. Phil. Education is structured in accordance with the provisions of the HEC Graduate Education Policy (GEP) 2023. Standard structure of the program is as follows:

Summary of Courses and Credit Hours

Program Feature Details
Credit Hours 32 Credit Hours
Course Work 26 Credit Hours
Core Courses 14 Credit Hours (5 Courses)
Area of specialization 12 Credit Hours (4 Courses)
Thesis 06 Credit Hours
Program Duration The Minimum: 1.5 Years (3 Regular semesters)
Maximum: 4 Years
Semester Duration
  1. 16-18 weeks for regular semesters </li
  2. (1-2 weeks for examination)
  3. 8-9 weeks for summer semesters
  4. (1 week for examination)
Course Load (per semester)
  1. 09-13 credit hours for regular semesters
  2. Up-to 8 credit hours for summer semesters
  3. (For remedial/deficiency/failure/repetition courses only)
3 Credit Hours (Theory) 3 classes (1 hour each) OR 2 classes (1.5 hour each) OR 1 class (3 hours)

Program Curriculum

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Student Success Stories

The M.Phil. program deepened my understanding of educational policy and leadership. My thesis on inclusive learning models helped me secure a research associate position with an international NGO.
Hira Khalid – Lahore
Coming from a teaching background, I found the transition to academic research incredibly enriching. The exposure to qualitative methods and fieldwork sharpened my skills and led to a lecturer role at a teacher training college.
Ali Raza – Faisalabad
The course on curriculum development opened doors for me in textbook review and development at the Punjab Curriculum & Textbook Board. The program truly bridges theory with practical impact.
Nimra Yousuf – Rawalpindi
My focus on digital pedagogy during the M.Phil. led me to collaborate on an EdTech project aimed at underserved schools. The faculty’s mentorship and research-driven approach were key to my growth.
Zeeshan Akbar – Peshawar

FAQs

No, you can choose either the thesis or non-thesis track.

Leadership & Management, Curriculum Studies, Assessment and Evaluation, Teacher Education, Educational Entrepreneurship, STEM Education, Early Childhood Care and Education, Higher Education, Education Psychology, Inclusive Education, Comparative Education, Education for Sustainable Development