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Master of International Education Degree

In cooperation with the American International College, ESI offers an opportunity for educators and administrators throughout Egypt to enhance their professional practice by earning a Master's Degree in International Education. The degree is offered through American International College AIC, and is presented here in Egypt through Edu Systems International (ESI). American International College is well known for its programs in Educational Leadership, and Teacher Training.

About the American International College AIC

American International College is a private, coeducational four-year, comprehensive institution located in Springfield, Massachusetts, USA. Founded in 1885, American International College is one of oldest institutions of higher education in the USA.

AIC is accredited by the U.S. Department of Higher Education, the New England Accrediting Association of Schools and Colleges, and the International Assembly of Collegiate Business Education. Its mission, embracing an international focus, has not changed in more than one hundred and twenty-five years. AIC aims "to prepare students for personal fulfillment, professional achievement, and civic engagement through educational experiences that transform lives."

The Master of International Education program is intended for practicing teachers, school administrators, and others with professional interest in education outside the United States.

Students may or may not be U.S. nationals, but the language of instruction is English. The degree in International Education is offered in quasi-modular format only in Cairo, Egypt. The degree is broadly based and requires 30 semester hours of credit for completion.


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Benefits of Master Degree

Enhances and enriches your professional knowledge and skills, with emphasis onpractical application of new concepts in the context of the local educational system.
Provides opportunities for collaboration and networking with other education professionals
Develops proficiency in use of technology for learning
Promotes a much deeper understanding in your specific field and professional practice through action research
Adds social and academic prestige
Often leads to a better position and opportunities for leadership
Develops a valuable professional style in performance
Increases confidence and self-satisfaction
Affords more employment opportunities and higher salary
Provides a gateway for further postgraduate study, PhD program


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Courses Offered

EDU 3210

Child Development

3 credits

EDU 5400

Foundations of Quality Education (Reflective Practitioner)

3 credits

EDU 6645

Classroom Assessment

3 credits

EDU 5624

Curriculum Design & Development

3 credits

EDU 6629A
EDU 6679A

Field-Based Research A

3 credits

EDU 5410

Special Education

3 credits

EDU 6486

Diagnostic Teaching

3 credits

EDU 6610

Behavior Management

3 credits

EDU 5030

Foundations of Administrative Leadership

3 credits

EDU 6629B – 6679B

Field-Based Research B (Thesis)

3 credits


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Select One of the Following - 3 credits

EDU 6629                 Elementary/Early Childhood
EDU 6669                Middle/Secondary
EDU 6639                Moderate Disabilities
EDU 6649                Reading
EDU 6679                School Administrations 

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EDU 3210 - Child Development
This course provides a critical overview of key aspects of child development (cognitive, psychosocial and moral), examining and comparing the theories of Piaget, Vygotsky, Erikson and Kohlberg. The ages of 3 to 21 will be the focus of the information provided in this course since teachers, school counselors, and school psychologists work primarily within this age group.



EDU 5400 - Foundations of Quality Education
This course focuses on the elements of effective teaching: theories of learning, practical applications for educating all children, meeting the emotional needs of children, understanding the different learning styles, instructional planning, strategies for teaching, classroom management, and student assessment.

EDU 6645 - Classroom Assessment
This course examines the substantial variety of student-centered evaluation practices and their importance in instructional planning for diverse student populations. Beyond the consideration of various standardized measures and traditional classroom testing and grading techniques, students will study 21st century assessment practices such as performance-based assessment, formative assessment strategies, open-ended questions, portfolios, and affective assessment, all of which emphasize higher-order critical thinking. The development of checklists, rubrics, and other methods of data collection will be emphasized. This technology-intensive course requires a unit plan created according to the principles of backward design.

EDU 5624 - Curriculum Design and Development
In an era of standards-based instruction, administrators must have a sound working knowledge of the principles of curriculum design, development, and implementation. Educational leaders will gain knowledge on how to make important decisions regarding the content of curriculum, the selection of appropriate instructional materials, and the modification of teaching strategies to accommodate the needs of ALL learners.

EDU 5410 - Special Education
The purpose of this course is to investigate developmental factors and influences that impact child growth and learning for the special needs child. The course will provide students with the necessary knowledge and skills to identify those children who have special needs and study the ways and means that may be used to aid these children. Students will explore current early identification strategies and techniques as well as Response To Intervention (RTI) procedures used to assist struggling learners in the educational setting. Students will acquire knowledge of how to use technology and assistive technology with special needs students and its curriculum implications. Course participants will gain an understanding of the educational problems which mild, moderated or severe handicaps imposes on a special needs child or youth and how this applies to the preparation and implementation of the Individual Educational Plan (IEP).

EDU 6486 - Diagnostic Teaching
This course will develop a basis for creating a personal theory of instruction through knowledge of brain functions, cognitive functions, learning styles, and motivation. Students will learn to assess the strengths and weaknesses of their students, recognize the neurodevelopmental basis for these strengths and weaknesses, and diagnose problems based on specific, observed phenomena. Skill will be developed in the use of formal and informal measures for diagnosing problems, prescribing learning tasks and generating corrective means for solving them.

EDC 6610 - Behavior Management
Teacher success, in relation to both student learning and teacher effectiveness, can often be traced to the ability of the teacher to manage the classroom. Research shows that effective classroom organization and management are crucial in determining expectations, behavior patterns, and procedures that will persist throughout the school year. In this course, students will engage in a survey of current practices of classroom management for regular and special needs students. Students will become familiar with techniques and strategies that promote effective collaboration and reduce or eliminate disruptiveness and defiance. They will learn practical ways of achieving better home-school relations and learn how to meet the needs of exceptional students.

EDU 5030 - Foundations of Administrative Leadership
The course is designed to study the philosophical, sociological, historical, and psychological domains and basic issues facing education today by applying this knowledge to such issues as regular, vocational, business, technical, compensatory, and special education. Researching a current educational issue is required. Pre-practicum exercises are embedded within the assignments.

EDU 6629A – 6679A Field-Based Research A:
This course provides an opportunity for students, through readings, online research, and collaboration, to design an action research project which serves as the foundation for their thesis. Students are encouraged to reflect on areas of their practice that are intriguing or challenging, and using the principles and methodology of action research, to develop a framework for their research projects. After the course has ended, students will continue to work independently (Field Research B) to carry out their research and write their theses under the supervision of their Resident Advisors.

EDU 6629B – 6679B Field-Based Research B:
Students majoring in one of the above specialty areas may choose the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience.

Applications to the Master of International Education program in Cairo, Egypt, can be placed at EduSystems International, 1146 Abdul Wahab Selim Al Bishri St., Behind Masjid Abu Bakr Al Sadeeq, Sheraton Heliopolis Area, Cairo, Egypt. For further information please call: 2267 7012, Ext. 102.

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