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Bath Spa University

International Development and Education (Professional Placement Year)

UCAS Code: HH33

Bachelor of Arts (with Honours) - BA (Hons)

Entry requirements

A level


A Level - grades BCC-CCC accepted in Geography, Sociology, History, Global Citizenship, or related subjects.

Access to HE Diploma


Access to HE courses - typical offers for applicants with Access to HE will be the Access to HE Diploma or Access to HE Certificate (60 credits, 45 of which must be Level 3, including 30 at Merit or higher) accepted, in addition to evidence of an interest in Education.

International Baccalaureate Diploma Programme


A minimum score of 27 points with evidence of an interest in Education.

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)


BTEC- Extended Diploma grades Merit, Merit, Merit (MMM) preferred in a related subject.

UCAS Tariff


We've calculated how many Ucas points you'll need for this course.

About this course

Course option


Full-time with year in industry | 2021


Education studies

Taking a broad approach to education, this course explores the multifaceted role of education across all development goals. You'll explore the intersectionality of education - covering a complex array of interconnected and related challenges and issues, such as armed conflict, donor agendas, economic imperatives and teacher recruitment, training, and governance.

You'll critically explore the assumptions behind and evidence of the role of education in development, and the challenges faced by educational innovators when attempting to break the cycle of poverty and inequality. Theoretical approaches are contrasted with the realpolitik, through annual field visits focused on a specific set of issues.

**More about the Professional Placement Year**
A Professional Placement Year (PPY), traditionally known as a sandwich year, is where a student undertakes a period of work with an external organisation for between 9-13 months. The placement occurs between the students' second and third years of undergraduate study. Students can engage in up to 3 placements to make up the total time and are required to source the placement(s) themselves with support from the Careers and Employability Team.


Year one
We'll introduce you to the main development theories and approaches, and their history, and how these relate to the education sector. We'll explore the current donor and sector agendas, and how these reflect the different approaches.

This will provide a good foundation and overview, enabling you to confidently move into your second year. Year one will also include a core module with an overseas placement. We may, for example, travel to Catalonia to look at development issues around minority groups in a European context, relating your field experience to module theory.

Year two
You'll continue to draw on your knowledge and understanding of the theoretical underpinnings of the field, applying them to some contemporary dilemmas, including the very topical and timely issue of peace and conflict.

Understandings of different types of education, including youth programmes, adult learning, community capacity building, and activism and advocacy, will help you consider the multiple learning pathways that can meet the nuanced and diverse needs of different contexts.

An overseas visit is also included in this year. We'll be going further afield, for example to Zambia, where we might explore the outcome of private agendas around school management in the copper belt, an area of increasing foreign investment and industrial activity.

Year 3
If you're serious about getting more involved in the development sector, a placement year will be invaluable. Learning through hands-on experience, alongside colleagues with years of expertise in the field, will help you understand and consolidate what you've been learning on the course, while introducing you to a network of inspirational people and programmes.

Year Four
In your final year, you'll have the opportunity to dive deep into a subject that interests you, by conducting a piece of independent research. Your dissertation will give you the chance to apply the knowledge and skills learned on the course as you seek to consolidate your thoughts and experiences, ready to confidently move into the phase of your learning/ career.

The annual trip in year three will focus on research methodologies. You'll be able to explore educational responses to development issues through participation and observation. For example, you may visit an NGO (non-governmental organisation) in rural Nepal, to gain specific knowledge and experience of community education.

Assessment methods

You’ll be assessed through coursework. There are no exams. Assessments will include essays, placement reports/ journals, and, of course, your third year dissertation. However, assessments may also involve short research-based reports, participation in activities with reflective journal, and presentations. These may be individual or group work. Topics such as governance, representation and indigenous knowledge will be engaged with through a range of methodologies, including social theory, critical discourse analysis and ethnographic/ case-study approaches. Through fieldwork (negotiating access, dealing with gatekeepers, participant observation, interviewing etc.) you'll develop collaboration, communication, and critical thinking skills.

Tuition fees

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The Uni

Course location:

Bath Spa University


School of Education

TEF rating:
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What students say

We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

Education studies

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.


Teaching and learning

Staff make the subject interesting
Staff are good at explaining things
Ideas and concepts are explored in-depth
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

Library resources
IT resources
Course specific equipment and facilities
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

UK students
International students
Male students
Female students
2:1 or above
Drop out rate

Most popular A-Levels studied (and grade achieved)


After graduation

The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Academic studies in education

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

Average annual salary
Employed or in further education
Employed in a role where degree was essential or beneficial

Top job areas of graduates

Childcare and related personal services
Teaching and educational professionals
Sales assistants and retail cashiers

When you look at employment stats, bear in mind that a lot of students are already working in education when they take this type of course and are studying to help their career development. This means they already have jobs when they start their course, and a lot of graduates continue to study, whilst working, when they complete their courses. If your course is focused on nursery or early years education, a lot of these graduates go into nursery work or classroom or education assistant jobs; these jobs are not currently classed as 'graduate level' in the stats (although they may well be in the future as classifications catch up with changes in the way we work), and many graduates who enter these roles say that a degree was necessary.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Education and teaching

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.







Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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Teaching Excellence Framework (TEF):

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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