This programme meets the increasing demand for a postgraduate qualification in Children's Rights, explicitly focused on interdisciplinary research and child rights-based research methods.
The programme aims to provide high-level knowledge and skills in children's rights law and practice of value to those working with and for children, including public officials and NGOs as well as educators, social workers and health care providers.
The programme will develop your expertise in two distinct but interconnected areas:
Children's Rights - using the United Nations Convention on the Rights of the Child and other relevant international standards to evaluate the laws, policies and practices which affect children.
Research with Children - evaluating the best methods of conducting research into children's lives with a particular focus on approaches which involve children actively in the research process.
The course will provide you with a thorough grounding in these two areas and the opportunity to explore a range of contexts in which these perspectives can be used to better understand children’s lives and secure improved outcomes for children.
Closing date for applications: Thursday 31st July 2025 at 4pm.
Over 83% of research submitted by colleagues based in the Education Unit of Assessment was judged to be ‘World Leading’ or ‘Internationally Excellent' by a peer review panel (REF2021).
Children's Rights highlights
Internationally Renowned Experts
This programme is linked to the Centre for Children's Rights (CCR), which has an international reputation in the area of children's rights with a focus on the implementation of children's rights, child participation, education, social care, youth justice and children with disabilities.
The CCR has a vibrant community of PhD students undertaking research on a range of issues and in several countries. http://www.qub.ac.uk/ccr
Student Experience
The programme has been designed to enable students to pursue individual interests and to maximise the range of modules available to students.
The programme can be taken full-time or part-time. Students can choose to follow an MSc pathway, or exit with a Postgraduate Certificate or Postgraduate Diploma.
The programme is designed for those working, or wishing to work with or for, children globally and is delivered via blended and online learning. It will be of particular value to public officials, policymakers and international and national NGOs as well as educators, social workers, those working in the criminal justice system and health care providers.
Credit transfer
Students who have completed other Master’s-level awards, e.g. PGCE, within the last 10 years are eligible to transfer credit.
Industry Links
We have extensive links with local and international NGOs and can provide some opportunities for students to undertake relevant research. This may be of particular interest if you want to gain experience in the children’s sector, perhaps to secure a job or to change position.
Internationally Renowned Experts
The programme features input from leading international Children's Rights scholars at Queen's and from around the world.
Deciding to study MSc Children’s Rights was the best decision I could have made. Although it was an area I had a lot of interest in, I had very little knowledge on the topic. The lecturers in this course provide a wide range of information surrounding children’s rights nationally and internationally. The course is largely research based which suits well for anyone wishing to go on to further study, but also helped in my current role when engaging with young people in the community and encouraging participation. You will find a wide variety of students in this course, coming from many different backgrounds with many different career paths, but we all have one thing in common; to encourage and empower children and young people to advocate for their rights. I really enjoyed my time on the MSc Children’s Rights at QUB, I met so many lovely, interesting people and cannot fault any of my fantastic lecturers.
Sinead McSorley, Youth Participation and Advocacy Worker, Children’s Law Centre
I work as a child rights officer for an international development organization. The MSc has equipped me with a deeper understanding of children’s rights and I have learned how to apply it to a wide range of fields. The focus on rights-based research is an added value of studying at Queen’s University. I am definitely a better child rights expert now.
Jonas Schubert, Terre des Hommes
As a program connected to an internationally-recognised research centre, the MSc in Children’s Rights gave me access to professionals and opportunities that would have been impossible to find elsewhere. The instructors were approachable and supportive and had plenty of insight to share from their own innovative and influential research. I graduated well prepared for a career dedicated to advancing children’s rights through research, participation, and advocacy.
Alexie Cossette, Senior Coordinator, Youth Participation, Unicef Canada
Hosted by the internationally renowned Centre for Children’s Rights, this MSc builds on existing specialisms across children’s rights law, policy and practice. A blended learning approach has been adopted which includes a mixture of face-to-face and online learning, traditional lectures, workshops, condensed modules, online discussion forums and guest speakers.
In addition to the core and optional modules listed on the Modules tab, you may choose modules from the School of Social Sciences, Education and Social Work.
The MSc is awarded to students who successfully complete 120 CATS points from the taught modules and a 15,000 word dissertation (60 CATS points).
Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.
Professor and Co-Director, Centre for Children's Rights
SSESW email:L.Lundy@qub.ac.uk
Teaching Times
Combination of block and weekly teaching.
Learning and Teaching
Learning opportunities available with this course are outlined below:
Contact hours
20 CATS modules generally involve 20 contact hours per semester, 10 CATS modules generally involve 10 contact hours per semester. Contact hours often include a blend of face-to-face lectures/ workshops and online sessions.
Learning and Teaching Methods
A combination of face-to-face sessions and online learning formats.
Virtual Learning Environment
Canvas is the university’s VLE (Virtual Learning Environment). You will be introduced to Canvas at the start of the course. You will have a unique username and password. You will have a Canvas site for each module which will work a little like a website where you can click on information to download or view it. For each module, the Canvas site will include: recorded audio/ visual lectures; readings (some of which are downloadable); video links; useful web links; discussion forums; activities. This is also where you will submit your coursework and receive feedback.
Assessment
Assessments associated with this course are outlined below:
There are no written examinations. A variety of assessment methods will be used including assignments, audits, research proposals, policy briefings and participation in workshops. Students will have the option of undertaking research work for external organisations to submit as part of their dissertation.
Facilities
The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
Explore the teaching and social spaces in our School through our 360 Virtual Tour: https://youtu.be/PJeiF24bjxE
"You will learn about the foundations of children's rights, education and participation rights, including the Lundy Model, and the rights of children with disabilities among other topics. You will hear from researchers on rights-based approaches to research with children and young people drawing on our many projects including #CovidUnder19. You will be a member of our Centre for Children's Rights community and take part in our dedicated postgraduate-led reading group, guest seminars and coffee mornings."
Professor Bronagh Byrne, Programme Director
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
The module will introduce students to the international children's rights laws affecting children, with a particular focus on the United Nations Convention on the Rights of the Child. It will locate children’s rights within the broader framework of human rights law and introduce the core
provisions of international children's rights, emphasising the research skills used to identify and
understand major human rights treaties and secondary documentation. It will explain the fundamental principles of children's rights and their implementation and introduce theory and ongoing debates in the field, such as the limits of children's autonomy and the potential tensions between children’s rights and parents’ rights.
Learning Outcomes
Students will be able to:
• find, read and apply international human rights texts
• understand the key human rights provisions which apply to children and how these are implemented in practice.
• develop a critical understanding of the research literature.
• understand and engage with the theoretical debates on children's rights.
• employ international standards to evaluate existing policies and practices in relation to children
& identify areas where change may be necessary in order to comply with international human rights principles.
Skills
Students will be able to:
• Use human rights research data bases to identify and evaluate information of relevance to specific areas of investigation.
• Conduct independent legal research and assess the usefulness of information.
• Explain core principles of human rights law as it affects children.
• Apply human rights law to professional practice, using it as a tool for critical evaluation of practice
This is an introductory module for students undertaking one of four pathways in the suite of Masters programmes on childhood and youth. It brings together students and academic staff from a range of areas to familiarise students with diverse disciplinary perspectives on children and young people.
Learning Outcomes
On successful completion of the module, students will be able to:
• Critical understanding of the range of perspectives used to study childhood and youth.
• Understanding of conventions for critical review of academic articles.
Skills
Students will be engaged in processes allowing them to:
• Develop skills of critically analysing argument, methodology, evidence and use of literature as appropriate.
• Develop skills to write within an identified disciplinary context, drawing on inter-disciplinary perspectives in order to develop criticality.
This is an introductory module for students undertaking one of four pathways in the suite of Masters programmes set up under the auspices of the Improving Children’s Lives Initiative. It brings together students and academic staff from a range of areas to showcase research, highlighting different
issues and looking at a variety of projects using both qualitative and quantitative methods.
1. Evolution of research practice with children and young people
2. Show case research examples from Psychology
3. Show case research examples from Nursing
4. Show case research examples from Sociology
5. Show case research examples from Education
6. Workshop on ethics and research governance
Learning Outcomes
1. An appreciation of the practical and methodological issues involved in carrying out research with children and young people in a chosen discipline / field.
2. Critical understanding of some of the ethical issues involved in research with children and young people.
Skills
Identify and justify a research question within a specific discipline.
Identify key ethical considerations in relation to a research question and / or research population.
Demonstrate ability to suggest realistic and informed strategies to deal with ethical and methodological issues in research with children and young people.
The module will introduce students to children’s right to participation as enshrined in Article 12 of the United Nations Convention on the Rights of the Child. It will locate this right within the broader critical and theoretical discourse on children’s participation and the perceived extent and limits of children’s autonomy.
The module will contextualise the right by drawing on children’s right to participate in decision making processes in relation to, for example, policymaking, medical decisions, and research processes. It will also explore how effective the right to participation is for different groups of children such as young children, children with disabilities.
Learning Outcomes
Students will be able to:
-understand the key conceptual components of Article 12 UNCRC, and the importance of related UNCRC articles
- Understand and engage with theoretical debates on the right to participation and the tensions surrounding the perceived extent and limits of children’s autonomy
- Critically evaluate the extent of children’s active involvement in a range of decision-making processes.
- Identify the challenges to participation for different groups of children and young people
Skills
Students will be able to:
- Provide a rationale for children’s involvement in decision-making processes
- Use Article 12 UNCRC as a benchmark against which to evaluate practice
- Identify ways and strategies of actively involving children
- Undertake independent legal and policy research on children’s involvement in decision-making processes
The module is concerned with the production of a 15-20k word dissertation. Supervision takes place on a one-to-one basis. The dissertation may be composed of a literature review, systematic review, meta-analysis, secondary data analysis or an empirical study in an area of educational research.
Learning Outcomes
By the end of the module students will be able to:
1. Identify and discuss the ethical issues involved in educational research
2. Discuss the strengths and weaknesses of quantitative and qualitative approaches to
research methods
3. Choose an appropriate research design and analysis to address a specific research question
Skills
Skills
Appropriate selection and use of a range of research methods and analysis techniques; Quantitative and / or qualitative data analysis Data presentation and report writing.
An Introduction to Research Methods: Children, Young People and Education
Overview
This introductory research methods module is compulsory for all Masters students in the School of Education and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research. The module aims to provide students with an understanding of the theory and an appreciation of the differing perspectives that underpin quantitative and qualitative methodologies. Students will be introduced to the ethical issues related to educational research as well as a range of methodological approaches, within which the key theoretical and practical issues will be addressed.
Learning Outcomes
By the end of the module students will be able to:
1. Critically discuss the historical development and philosophical underpinnings of educational research
2. Identify the key ethical issues involved in educational research
3. Demonstrate critical awareness and understanding by discussing the strengths and weaknesses of quantitative and qualitative approaches to research methods
4. Demonstrate conceptual understanding to formulate a research question and identify an appropriate methodological approach
Skills
On successful completion of this module students will have gained the following:
i) Key skills
- Develop critical, analytical and creative thinking and problem solving skills
- Enhance communication and ICT skills
ii) Subject specific skills
- Understand a range of research approaches in education
- Ability to select an appropriate research design to an education-related research problem
iii) Employability skills
- Awareness of the relevance and applicability of research in the educational setting
- Insight into the transferability of research skills to other areas of teaching and learning
This module introduces students to key concepts, theories and debates in youth studies, and to contemporary youth issues. It provides an understanding of the ways in which major social science disciplines have conceptualised and studied young people, alongside some of the contemporary issues that affect their lives. The module explores the framing, conceptualisation and theorisation of youth across time, considering the academic and political interest in young people. In doing so, it will consider the relationship between young people, social change and social policy. The module encourages students to apply critical thinking and theory to contemporary ‘youth issues’, and to critically consider institutional and policy responses. A key focus is the consideration of ways in which division and disadvantage are reproduced, and how social justice issues are responded to at policy, practice and societal levels.
Learning Outcomes
On successful completion of the module, students will be able to:
• Critically assess the representation of ‘youth’ and ‘youth problems’
• Demonstrate an understanding of theories and debates in youth studies
• Apply theory and critical analysis to contemporary ‘youth’ and ‘youth issues’
• Demonstrate a critical understanding of social and institutional processes on young people's lives
• Compile and upload a comment piece
Skills
Students will be engaged in processes allowing them to:
• Understand how theory relates to policy and practice development
• Develop skills in the critical evaluation of youth policy and practice
• Develop research and organisational skills by using library resources and electronic resources
• Develop and enhance skills in critical thinking and analysis
• Develop oral skills through participation in workshops and group work tasks
• Develop skills in digital literacy through blog postings and discussion forum activities
• Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material
Qualitative Research with Children and Young People
Overview
This module introduces students to some of the key qualitative approaches to carrying out research with children and young people and the realities and practicalities in doing so. The module begins by introducing the main issues and dilemmas in qualitative research with children and young people and moves on to critically interrogate the notion of participatory research. The adaption of ‘traditional methods’ of data collection is discussed alongside methods specifically designed to ‘engage’ children and young people in the research process. The strengths and weaknesses of various methods are discussed and each is illustrated through research examples. Practical tips in designing and ‘doing’ qualitative research are built into the sessions.
Learning Outcomes
On successful completion of the module, students will be able to:
• Evaluate the strengths and weaknesses of a range of research methods used to gain the views and experiences of children and young people;
• Critically evaluate the meaning of participatory research;
• Demonstrate understanding of some of the practical and methodological issues in carrying out qualitative research with children and young people;
• Design a piece of qualitative research to elicit the views of children and young people.
Skills
Students will be engaged in processes allowing them to:
• Apply theory and learning to practical/ research examples
• Develop skills in the critical evaluation of various research methods
• Assess appropriate methods for carrying out research with children and young people
• Design a sample piece of research with children and young people
• Develop oral skills through participation in tutorials and group work tasks
Develop skills in digital literacy through online interactive activities and taking part in discussion forums
• Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material
Disabled children and young people have only recently begun to be recognised as rights-holders. This module aims to provide students with a rich and considered understanding of children’s rights discourse as it applies to disabled children and young people’s lives. Students will be introduced to key theoretical perspectives and understandings of disability, and their criticisms, before examining the ways in which international human rights law has addressed the particular experiences of disabled children and young people. Students will gain an understanding of the complexities and diversities of disabled children and young people’s lives with respect to: education, health and social care, poverty, and transitions. By locating these thematic areas within the context of the United Nations Convention on the Rights of the Child (1989) and the United Nations Convention on the Rights of Persons with Disabilities (2006), students will also be able to outline how rights discourse specific to disabled children and young people has changed over time. The module will also draw on contemporary research and highlight childhood disability research methods As such, it is designed to help students consider the relationship between ‘rights talk’ and ‘rights in practice’.
Learning Outcomes
• be familiar with different theoretical perspectives on disability.
• understand and evaluate the ways in which these perspectives are reflected in international human rights law with respect to disabled children.
• gain a critical understanding of the lived experiences of disabled children.
• be able to identify and distinguish between the principal rights accorded to disabled children in the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities.
• be able to assess the strengths and weaknesses of rights discourse for disabled children.
Skills
Skills developed will include:
• Analytical, evaluative and interpretive skills;
• Independent learning and thinking;
• Critical reflection;
• Applied learning;
• Communication skills
The module covers key areas in youth justice including theories on causes of offending. The emergence of a separate response over time to young people who come into conflict with the law is critically explored. Current system and practice orientations such as prevention and early intervention are explored, as are interventions for young people who are processed through the youth justice system. Here students will learn about different philosophies, orientations and legal frameworks towards youth justice in local and international contexts. Students will be encouraged to critically reflect upon the merits and demerits of the panoply of different approaches towards youth and justice from restoration to responsibilisation, towards risk orientation and welfarism
Learning Outcomes
On successful completion of the module, students will be able to:
• Critically discuss the main theories relating to youth crime;
• Critically assess the impacts and outcomes of institutional and policy responses to youth crime;
• Critically apply an understanding of theories to contemporary youth justice contexts.
Skills
Students will be engaged in processes allowing them to:
• Understand how theory relates to policy and practice development;
• Develop skills in the critical evaluation of youth justice policy and practice;
• Develop research and organisational skills by using library resources and electronic resources;
• Develop and enhance skills in critical thinking and analysis;
• Develop oral skills through participation in workshops and group work tasks.
This module will examine some of the legal issues relating to schools in Northern Ireland. The topics to be covered will include school admissions, the curriculum, attendance, discipline and special educational needs. The international obligations arising under the European Convention on Human Rights and the U N Convention on the Rights of the Child will also be considered. The issues will be analysed from the twin perspectives of children's rights and teachers' obligations.
Learning Outcomes
The following are the learning outcomes expected with successful completion of this module:
Knowledge:
- of how education law is made in Northern Ireland;
- of the content of the law relating to primary and secondary education in Northern Ireland;
- of the international human rights obligations which pertain to education;
- of strategies for applying law to given fact situations;
- of legal research methods and databases;
- of the social and political factors which have influenced the development -- of the law in this area.
Professional/Personal development: experience and skill development in relation to
- understanding how law is developed;
- undertaking legal research;
- reading and interpreting legal texts;
- applying the relevant law to various fact situations and formulating an appropriate legal response;
- evaluating whether existing practice in their professional lives is compatible with the law;
- commenting critically on the social and political factors which have influenced the development of education law;
- employing international human rights standards to evaluate domestic law and policy;
- identifying alternative legal strategies.
Skills
Transferable Skills: Opportunities to develop competence in relation to:
- finding, reading and applying legal texts;
- using law to critically evaluate professional practice;
- conducting small scale research;
- learning with others;
- legal problem solving;
- using the internet and legal research databases;
- word processing and other ICT skills.
Introduction to the theory of child welfare economics, methods and perspectives for the economic evaluation of childhood interventions. Evidence of costs and benefits of interventions from pre-conception to adolescence on short term and long term, life-long development. Economic impact of early identification and implementation of appropriate childhood interventions in a range of settings. Practical approaches to the preparation of cost-benefit analyses for child health, psychological, educational and social care interventions.
Learning Outcomes
To enable the students to:
• Comprehend basic principles of child welfare economic theory
• Identify the most contemporary issues of child welfare economics
• Develop an in depth understanding of the economic impact of childhood interventions targeted at meeting the health, psychological, educational or social care needs of children and their families.
• Critically appraise methods of economic evaluation used to determine the impact of childhood interventions.
• Apply concepts from child welfare economics and cost-benefit analysis for promoting and implementing effective childhood interventions.
• Critically appraise the perspective of government policy and the role of economic analysis in shaping policy.
Skills
Knowledge and Understanding
Demonstrate a critical knowledge and understanding of theories, principles, concepts, frameworks, policies and practices relevant to child welfare economics, critical awareness of current issues affecting resource allocation to children’s services.
Cognitive Skills
Identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues. Develop creative and original responses to problems and issues, critical analysis/discernment and application of knowledge to practice.
Transferable Skills
Contribute to complex resource allocation decisions, ability to apply practice and research evidence to child health and social wellbeing, use a range of resources to support and enhance work, generate original ideas and articulate these clearly, offer informed judgements on new emerging issues.
Normally a strong 2.2 Honours degree (with minimum of 55%) or above or equivalent qualification acceptable to the University in any subject discipline.
Applicants with an acceptable 2.2 Honours degree below 55% or equivalent, may also be considered if they have at least two years of professional experience in an education, training or relevant context.
Closing date for applications: Thursday 31st July 2025 at 4pm
Late applications may be considered.
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the application portal against the programme application page.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
There is increasing demand for high-level skills in interdisciplinary research, participatory research methods and knowledge of children's rights. Professionals within children/human rights-focused NGOs, public officials, educators, social workers and health professionals who work with children should find this degree beneficial. The MSc is a good foundation for students wishing to pursue their own research through doctoral study.
Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes help our students gain key leadership positions both nationally and internationally.
Previous graduates have been successful in gaining jobs with international and national children’s rights NGOs while others have gone on to pursue doctoral study. Many of our graduates have also undertaken the course as a form of professional development within their existing careers in areas such as law, medicine, education, social work and policy development.
Prizes and Awards
Teachers working on classroom-based dissertation projects may apply for the Northern Ireland Centre for Educational Research (NICER) award.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Students who choose to conduct dissertation research in Northern Ireland, involving participants under the age of 18 or vulnerable adults, will be required to undergo an Enhanced Disclosure Check with Access NI costing £33. This cost will be incurred in Year 1 for full time students and in Year 3 for part time students.
Students who choose to conduct dissertation research in Northern Ireland, involving participants under the age of 18 or vulnerable adults, will be required to undergo an Enhanced Disclosure Check with Access NI costing £33. This cost will be incurred in Year 1 for full time students and in Year 3 for part time students.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
