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Essay on My Aim in Life

• Updated on  
• Apr 15, 2024

Writing an essay is like searching for your inner self. Have you ever wondered why professors or your teachers assign you these writing tasks ? Why don’t they simply ask you to express yourself in oral form? The logic behind their asking you to write an essay is fairly simple. It is easy for you to express yourself more logically when you write an essay. By assigning you an essay task, your teachers are trying to help you develop your writing skills, vocabulary , and your unique writing style. Essays form an integral part of many academic and scholastic exams like SAT, and UPSC among many others. It is a crucial evaluative part of English proficiency tests as well like IELTS , TOEFL , Duolingo , and many more. In this blog, we will learn how to write an essay on My Aim in Life.

This Blog Includes:

Why should you have an aim in life, how to achieve your aim, essay on my aim in life in 100 words, essay on my aim in life in 200 words, essay on my aim in life in 500 words, essay on my aim in life to become a doctor, essay on my aim in life to become a teacher, essay on my aim in life to become an engineer.

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A man with no career goals in life will never be successful. All of his goals will be shattered or fail at some time. He walks with a limp in his daily existence. In life, it is essential to have a realistic objective or goal. It will give your existence a new layer of meaning. When you accomplish it, you will be able to discover your true purpose in life and set an example for others on how to live life to the fullest. Not only that but completing your objective will bring you and your family a great deal of joy and happiness.

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The first and most important job is to exercise extreme caution when making a decision. A goal leads to the correct career. So, here are a few steps to remember at every stage of your existence.

• Be proactive at all times
• Keep a healthful and balanced lifestyle
• Keep pessimism at bay
• Procrastination should be avoided
• Increase your skills
• Accept your mistakes
• Seek professional advice
• Consider your ultimate destination
• Keep track of your accomplishments
• Maintain your concentration

The aim in life is really important because an aimless person is like a rudderless ship in the sea and does not know the direction of their destination. Likewise, if we also don’t have an aim in our life, we won’t know where to reach. So if you want to be successful and do something in your life then you just need to pick an aim. There are so many aims in human life. I have an aim also. I want to become a professor. I hope I will be able to become a professor one day and I will study hard for it.

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The aim in life is really important because an aimless person is like a rudderless ship in the sea and does not know the direction of their destination. Likewise, if we also don’t have an aim in our life, we won’t know where to reach. I always wanted to be a professor and now my family is inspiring me to become a professor too. My parents are really supportive and they respect my decision. My favourite subject is English . My teachers are really helpful and they help me a lot to understand everything on this particular subject. They also guide me a lot about future decisions.

Ms. Divya is my English professor and she knows about my future plans. She always inspires me to do better and work harder. The reason behind My Future Plan: I have a few specific reasons for my future plan. I was once explaining some doubts of my classmates and I realized that I really like explaining and teaching. After my English Honours degree, I will prepare for the Master’s degree. I am pretty much confident about that and I know I will work hard to pursue my dream. Everyone should have a reasonable aim in their life that will help them to reach success.

Also Read : IELTS Essay Topics

The aim in life is really important because an aimless person is like a rudderless ship in the sea and does not know the direction of their destination. Likewise, if we also don’t have an aim in our life, we won’t know where to reach. Thus to achieve it one has to overcome many obstacles and setbacks from time to time. I always wanted to be a professor and now my family is inspiring me to become a professor too. My parents are really supportive and they respect my decision. I have seen lots of my friends want to become a professor, and some of them want to pursue an MBA . There are a lot of aims and goals available that students can choose in their lives. Right now in this world, the top trending professions are Doctor, Teacher, Programmer, Designer, Architect, Marketer, Supervisor, Manager, Engineer, etc. Maybe you have something unique in you and you want to pursue that. So different people adopt different aims according to their inclinations, tastes or perceptions about life. My teachers are really helpful and are always guiding and helping me with my future plans. 

They have always inspired me to do better and work harder. I was once explaining some doubts to my classmates and I realized that I really like explaining and teaching. Later, I experienced teaching while doing an internship with an NGO. I went to a slum and taught kids there. I felt a different kind of satisfaction after teaching them. At that time I realized that I had never felt happier than this and decided to become a professor. I am one who enjoys exploring new places and getting to know new cultures, languages, and cuisines, and working as a professor offers many chances for me to develop those interests. After my English Honours degree, I will prepare for the Master’s degree. Then I am planning to take the UGC NET exam . Another big plus is the working hours that academia can offer, which are frequently more flexible than in other professions.

The biggest advantage of being a professor is that I find jobs in many places worldwide. I am really honest and passionate about my aim in life. It is surely a long journey but I will try my best to reach my goal and I suggest everyone do the same. According to me, timely execution of an action plan with a proactive attitude is the key to success. One of the best ways to stay motivated is by visualizing the change and likewise by achieving step-by-step milestones.

My aim in life is to grow to be a doctor in the future. I believe that medicine is one of the noblest professions to pursue in the world. I belong to a family of doctors and just like my mother, I aspire to be a neurosurgeon. The study of neurology and its impact on our behaviour, personality, and character is what intrigues me the most about the field. My curiosity towards the medical world and ambition to be a doctor is what motivates me to study harder and more diligently. The study of medicine is not easy but it opens up a whole new world of interaction. Learning about basic cell function to discovering the mechanisms of our brain is a fascinating journey. As a school student, I wish to excel in certain subjects like biology, chemistry, physics, maths, and psychology so that I can pursue my dream of becoming a doctor and a neurosurgeon. I hope to participate in different charities, health clinics, and services to gain the relevant skills one needs to be a doctor. I wish to work upon my social and communication skills because good communication is the backbone of every industry. I have the confidence and hope that one day I will achieve my aim in life to become a doctor.

“A good teacher can inspire hope, ignite the imagination, and instil a love of learning.” Teachers are the foundation of a good society, they not only facilitate learning but also inspire children to follow their dreams and goals in life. This is why my aim in life is to become a teacher. My teachers have had a tremendous impact on my life, they taught me to believe in myself and follow my path no matter what. I wish to inculcate this belief and nurture it. Becoming a teacher can help me spread this knowledge and belief of believing in one’s ability to achieve their goals, to be individualistic and creative. I believe that I can be a good teacher because of my experience, humility, and caring nature. I possess all the skills and qualities that a promising teacher should possess. I hope one day I get the opportunity to follow my passion for teaching and educating the world in the future.

My aim in life is to become an engineer. Belonging to a family of engineers I have aspired to become a mechanical engineer like my father. Efforts anyone puts in becoming an engineer will be the best investment ever. I will face many challenges at work but it will open an array of opportunities for me around the world. My curiosity towards the engineering world and ambition to be an engineer is what drives me to study harder and more diligently. I have started to prepare myself for this journey from the school level. Engineering is all about creating new products and bringing up changes in the existing ones for better functioning. I have started participating in various Olympiads, competitions to level up my knowledge and turn my passion into a career. I hope one day I get the opportunity to follow my passion for engineering and bring a change in the future.

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The aim of my life is a common essay topic for students. It focuses on their ambitions, goals, and what they aspire to be when they grow up. It is a great learning and language exercise for school students.

The best answer is to provide a representation of your ambitions and ideal life. Students can talk about why they wish to pursue a particular course or career and how it aligns with their future ambitions.

The aim of a student should be to learn and improve upon their existing knowledge systems.

The word aim means something that you intend to do or a purpose in life.

My life aims to become a pilot.

An essay should be at least 100 words long.

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We hope this blog gives you an idea about how to write and present an essay on My Aim in Life that puts forth your opinions. For more information on such informative topics for your school, visit our essay writing and follow Leverage Edu .

Nikita Puri

Nikita is a creative writer and editor, who is always ready to learn new skills. She has great knowledge about study abroad universities, researching and writing blogs about them. Being a perfectionist, she has a habit of keeping her tasks complete on time before the OCD hits her. When Nikita is not busy working, you can find her eating while binge-watching The office. Also, she breathes music. She has done her bachelor's from Delhi University and her master's from Jamia Millia Islamia.

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Aim Of Life Quotes

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Aim for the moon. If you miss, you may hit a star.

Life is not a problem to be solved, but an experience to be had.

My mission in life is not merely to survive, but to thrive

There are two things to aim at in life: first, to get what you want; and after that, to enjoy it. Only the wisest of mankind achieve the second.

If you aim at nothing, you will hit it every time.

A great goal in life is the only fortune worth finding.

The aims of life are the best defense against death.

A goal is not always meant to be reached, it often serves simply as something to aim at.

Life is not a problem to be solved, but a reality to be experienced.

The aim of life is self-development. To realize one's nature perfectly - that is what each of us is here for.

Happiness is the meaning and the purpose of life, the whole aim and end of human existence.

The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.

Things must be felt with the heart.

Aim at heaven and you will get earth thrown in. Aim at earth and you get neither.

The best and most beautiful things in the world cannot be seen or even touched - they must be felt with the heart.

My mission in life is not merely to survive, but to thrive; and to do so with some passion, some compassion, some humor, and some style

The aim of life is to live, and to live means to be aware, joyously, drunkenly, serenely, divinely aware.

The aim of life is to be fully born, though its tragedy is that most of us die before we are thus born.

The aim of life was meat. Life itself was meat. Life lived on life. There were the eaters and the eaten.

The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.

But to believe that getting stuff is the purpose and aim of life is madness.

Our plans miscarry because they have no aim. When a man does not know what harbor he is making for, no wind is the right wind.

The aim of life is appreciation; there is no sense in not appreciating things; and there is no sense in having more of them if you have less appreciation of them.

Genuine inner freedom is the ultimate aim of life. It is the unspoken goal of every thought you have and every action you take.

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My Aim In Life Essay for Students and Children

500+ words essay on my aim in life .

It is a well-known fact that a person without an aim is a person without a life. All the creatures in this universe have one or another specific aim. It is common for all things. As the human is the best creature among them all, he has been given a right to select what he wants to do in his life. The mindset of each and every person is of its own type. Therefore, his aim in life will also be different from others.

Life is God’s greatest blessing; nevertheless, if there is no purpose and aim, life is useless and meaningless. Every one of us is born with a mission. It is essential to have a goal in life. If you want to pursue something in your life, you must have a goal. Student life is the ideal time to set goals. A person with a defined objective outperforms someone who does not have a goal in life. And if you don’t know what you want, you’ll never be motivated to work hard. To live a good life and deal with challenges, we need a proper plan. As a result, it is critical for everyone to have a life goal.

What is the Aim?

In a generic term purpose or goal is an aim. A person in his childhood might want to be a famous astronaut or a movie star or a police officer or something like that.  Aim means to intend, to try, or to aspire. Each aim generally starts with a declaration of setting the goal, then breaking it into smaller pieces over a set timeline. Thus to achieve it one has to overcome many obstacles and setbacks from time to time.

Importance of aim in life:

There is a popular saying that a man without an aim is like an aim without a rudder. It means a ship without a rudder faces danger. Thus similarly a man without aim cannot reach towards his goal of life. He stumbles in his way of life.

So every person must have a definite aim. So, the aim of life is to give your life a purpose and meaning. Certainly, it is done by finding out what truly matters to you. Your purpose is to create more joy in life or to show others how you can live your life in the best possible manner.

How to find your Aim?

If you try to accomplish things that aren’t meant for you, that doesn’t offer you a sense of belonging and don’t provide you inner peace and happiness, you’re not in the correct field. You are not pursuing your goals and passions.

Everyone is unique in their own way. One may excel in academics while the other may be skilled in photography. Some people are born to aid the needy, others with bright brains, still others to pursue art and architecture, and still others simply write their way through life and become authors.

Simply close your eyes and think about something you appreciate the most on a larger scale, and that’s all there is to it. That is your life’s passion and goal. All you have to do is get closer to the part and shoot at it. By just following your passion, you can make your goal a reality.

Primary Aim in life:

A person can set the aim of his life by applying various parameters in life. Some of these maybe –

• To live with a specific purpose and passion every day
• To live for others by helping them.
• To become a great father, mother, son or daughter.
• To become a wildly successful entrepreneur and businessman
• To live a healthy, active and fit life
• To live with financial freedom in life.

Get the huge list of more than 500 Essay Topics and Ideas

Types of Aim:

Different people have different aims. Some people may want to become a doctor while others may want to start their own business. Likewise if engineering appeals, to some, the army may be the attraction for others. Some aim at becoming a teacher while social service or politics suits others. So different people adopt different aims according to their inclination or taste or perception about life.

How to Choose the right Aim of life?

It is the responsibility of the parents and the teachers to persuade their wards to select a profession according to their aptitude. Thus one can say that the right aim means right life and the wrong aim means wrong life. So, we should be very cautious while deciding on our aim.

Certainly, this is the most difficult problem that a young man faces is the selection of a profession.  If a person does not choose his aim rightly, he will be always misfitted in his life. Thus, the best aim would be for one in which one feels happy always and he can do something worthwhile. Also at the same time, he assures about bright prospects in life.

Everyone should set a goal that is personal to them and will always inspire them to reach new heights. Therefore, don’t follow the mob and mimic the ambitions of friends.

How to Achieve the Aim in Life?

We should never make wealth or power the end of our existence, whether we succeed or fail in accomplishing our aim. We must never chase the celebrity bubble. Our goal should be to achieve our set aim solely for our own good, for our own enjoyment and satisfaction.

Some non-avoidable points which must be remembered are-

• Be Proactive
• No More Negativity
• Always be balanced
• Fully Focused
• Break it down
• Embrace failure
• Tell everyone
• Get help and guidance
• Track your progress
• Visualize the end result
• Reset the action plan based on feedback

We should also jot down and make a list of all our aims to be achieved. This activity will help you in a lot many ways. A few of them are:

• It may help you live longer and be healthier.
• If others ask, you will be an inspiration to them.
• It will be a guide to the best version of yourself.
• Your aim preferences will be prioritised based on your requirements.
• It will serve as a progress tracker as you work your way up the achievement ladder.

Conclusion:

Thus it is a fact that setting an aim and acting to achieve it is very important for a successful life. Everyone must start working towards it. The timely execution of an action plan with a proactive attitude is the key to success. One of the best ways to stay motivated is by visualizing the change and likewise by achieving step by step milestones.

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70 Quotes On Aim in Life to Help You Achieve Your Goals

When it comes to Quotes on Aim in Life , there are plenty of options to choose from. But some examples perfectly capture the essence of what it means to live a good life. It’s important to have goals and aspirations, but it’s just as important to enjoy the journey along the way. There will be ups and downs, but always keep your eyes on the prize. The journey is just as important, if not more important than the destination.

Quotes on aim in life revolve around what gives someone purpose. People go through life looking for a reason to keep going and some sort of inspiration to hold onto. For some, Quotes on Aim in Life are that light at the end of the tunnel, something to make them feel not so alone in the world. There are an endless number of quotes out there to help you set an aim in life. So it’s important to find the ones that truly resonate with you.

Some great Quotes on Aim in Life can be motivational, inspirational, and simply make you feel good. A lot of famous people have said amazing things that can be applied to our lives. Here are some of the best quotes on aim in life to help motivate and inspire you.

• Related: Unique Quotes on Life

Contents Heading

Quotes on Aim in Life

There are many types of quotes that can inspire you, but today we will focus on quotes about aiming high in life. Quotes on Aim in Life will encourage you to chase your dreams and not be afraid to dream big.

Quotes are a great way to make a point and get your feelings across. They can be about anything and everything, and everyone loves a good quote. People are often lost and do not know what to do in life. They search for some source of inspiration that will show them the way. A lot of people find inspiration in quotes. Quotes give people a sense of direction and help them set their goals in life. Here are some Inspirational Quotes on Aim in Life that matter to get you thinking.

“A small aim is a crime; have a great aim.” – A. P. J. Abdul Kalam

“Cultivation of the mind should be the ultimate aim of human existence.” – B. R. Ambedkar

“Aim at heaven and you will get earth thrown in. Aim at earth and you get neither.” – C. S. Lewis

“The great aim of education is not knowledge but action.” – Herbert Spencer

“Don’t aim for success if you want it; just do what you love and believe in, and it will come naturally.” – David Frost

“If the highest aim of a captain were to preserve his ship, he would keep it in port forever.” – Thomas Aquinas

“We did it ourselves.” – Lao Tzu

“The greater danger for most of us lies not in setting our aim too high and falling short, but in setting our aim too low, and achieving our mark.” – Michelangelo

“The aim of argument, or discussion, should not be victory, but progress.” – Joseph Joubert

“Aim for the sky, but move slowly, enjoying every step along the way. It is all those little steps that make the journey complete.” – Chanda Kochhar

“Aim above morality. Be not simply good, be good for something.” – Henry David Thoreau

“Keep a cool head and maintain a low profile. Never take the lead – but aim to do something big.” – Deng Xiaoping

“My aim, then, was to whip the rebels, to humble their pride, to follow them to their inmost recesses, and make them fear and dread us. Fear is the beginning of wisdom.” – William Tecumseh Sherman

“I want to be motivational and inspirational for everybody: my big aim is for more women on bicycles.” – Marianne Vos

“Hire people who are better than you are, then leave them to get on with it. Look for people who will aim for the remarkable, who will not settle for the routine.” – David Ogilvy

“To aim and hit, you need one eye only, and one good finger.” – Moshe Dayan

“Only aim to do your duty, and mankind will give you credit where you fail.” – Thomas Jefferson

“Fame comes and goes. Longevity is the thing to aim for.” – Tony Bennett

“For lunch, I aim for a lean protein, some starch, and leafy greens, which are full of magnesium.” – Deshaun Watson

“I don’t aim for perfection. But I do want to try and come up with something interesting.” – Kate Bush

“Happiness is the target one only has to aim at to miss.” – John Cooper Clarke

“My aim in life isn’t so much the pursuit of happiness as the happiness of pursuit.” – Charles Saatchi

“Your aim will be knowledge and wisdom, not the reflected glamour of fame.” – Abbott L. Lowell

“Aim for the moon. If you miss, you may hit a star.” – W. Clement Stone

“Art aims to represent not the outward appearance of things, but their inward significance.” – Aristotle

“A goal is not always meant to be reached, it often serves simply as something to aim at.” – Bruce Lee

“A leader is best when people barely know he exists when his work is done, his aim fulfilled, they will say.”

Quotation About My Aim in Life

Quotation about My Aim in Life can provide motivation and inspiration on days when everything seems against you. From changing our thinking about the day-to-day ups and downs to learning how to readjust your expectations and set aside your preconceptions, these great life quotes teach you so much about how we can try to better our lives.

A quotation is a spoken or written phrase that is memorable due to its wisdom, truth, or eloquence. A good Quotation About My Aim in Life can be motivating, insightful, and inspiring. It can also make you think about life in a new way.

“If you aim at nothing, you’ll hit it every time.” – Zig Ziglar

“I still believe that if you aim to change the world, journalism is a more immediate short-term weapon.” – Tom Stoppard

“We aim above the mark to hit the mark.” – Ralph Waldo Emerson

“There are two things to aim at in life: first, to get what you want, and after that to enjoy it. Only the wisest of mankind achieve the second.” – Logan Pearsall Smith

“The ultimate aim of the ego is not to see something, but to be something.” – Muhammad Iqbal

“Aim for the sky and you’ll reach the ceiling. Aim for the ceiling and you’ll stay on the floor.” – Bill Shankly

“I aim to put down on paper what I see and what I feel in the best and simplest way.” – Ernest Hemingway

“The aim of a joke is not to degrade the human being, but to remind him that he is already degraded.” – George Orwell

“The grand aim of all science is to cover the greatest number of empirical facts by logical deduction from the smallest number of hypotheses or axioms.” – Albert Einstein

“For me, I aim to just be as good as possible. If people do look up to me, I have to set the best example I can.” – Dua Lipa

“My life has no purpose, no direction, no aim, no meaning, and yet I’m happy. I can’t figure it out. What am I doing right?” – Charles M. Schulz

“Those who aim at great deeds must also suffer greatly.” – Plutarch

“What is your aim in philosophy? To show the fly the way out of the fly bottle.” – Ludwig Wittgenstein

“Pursue one great decisive aim with force and determination.” – Carl von Clausewitz

“Marketing aims to know and understand the customer so well the product or service fits him and sells itself.” – Peter Drucker

“Not failure, but low aim, is a crime.” – James Russell Lowell

“All I ever aim to do is make beautiful evening wear.” – Jenny Packham

My Aim in Life Quotations in English

My Aim in Life Quotations in English can be a great source of inspiration. It’s important to set goals for ourselves and work towards them, but we shouldn’t let anyone or anything stand in our way. Everyone has a different aim in life, but for you, it is to make a difference. You want to be someone that people can look up to and trust. Here are some Quotes on Aim in Life from great authors and famous people around the world.

“Life aims to live and to live means to be aware, joyously, drunkenly, serenely, divinely aware.” – Henry Miller

“I believe in the saying, ‘If you aim at nothing, you’re going to hit nothing.’ So if you don’t set goals, then you have nowhere to go.” – Taylor Lautner

“Awards are an encouragement. An award is not something we aim at while making a film.” – Vetrimaaran

“If you play for a team like Chelsea, Real Madrid, Barcelona, Bayern Munich, or PSG, the aim is always to win the Champions League.” – Thibaut Courtois

“Singleness of purpose is one of the chief essentials for success in life, no matter what may be one’s aim.” – John D. Rockefeller

“Having an aim is the key to achieving your best.” – Henry J. Kaiser

“You need to realize that you must have something to aim for, something to drive you.” – Rohit Sharma

“If I’ve made money from music, it was never my aim to do that. I didn’t do it to become famous.” – Vangelis

“Fanaticism consists of redoubling your effort when you have forgotten your aim.” – George Santayana

“The aim, if reached or not, makes great the life: Try to be Shakespeare, leave the rest to fate!” – Robert Browning

“I never thought of myself as unlucky. When you aim high, it’s tough to get there unless something fortunate happens.” – Henry Cavill

“Scientific advancement should aim to affirm and improve human life.” – Nathan Deal

“Medicine aims to prevent disease and prolong life, the ideal of medicine is to eliminate the need for a physician.” – William J. Mayo

This article features a collection of some of the best quotes on aim in life. Quotes on Aim in Life was a compilation of thoughts on what it means to have a purpose in life. Each quote was chosen to inspire and motivate you to achieve your goals. If you are looking for motivation, be sure to check them out. LIKE, COMMENT, and SHARE this post if these quotes spoke to you.

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My Aim in Life Essay For Students: 100, 200 & 500 Words Essay

Writing an essay is equal to exploring your inner self. Teachers have a very straightforward justification for requesting you to write an essay. Writing an essay makes it simple for you to communicate yourself more rationally.

The lecturers are attempting to assist you in developing your writing abilities, vocabulary, and distinctive writing style by giving you essay assignments. Essays are a required component of many academic and scholastic tests, including the UPSC and SAT. It is also an essential evaluation component of English proficiency exams, such as the TOEFL, Duolingo, and IELTS.

Table of Content

Essay on My Aim in Life in 100 words

Essay on my aim in life in 200 words, essay on my aim in life in 500 words, what is the aim, importance of aim in life, how to find your aim, types of aim, how to choose the right aim of life, how to achieve the aim in life.

My aim in life is to become a doctor. I want to serve humanity by providing medical care to those in need. Healing the sick and alleviating their suffering is my passion. I aspire to make a positive impact on society and contribute to the well-being of others. Becoming a doctor requires dedication, hard work, and compassion, qualities that I am committed to cultivating. I believe that pursuing this noble profession will not only fulfill my personal aspirations but also allow me to make a meaningful difference in the lives of others.

My aim in life is to become a successful entrepreneur. I envision myself creating innovative solutions to address societal challenges and make a positive impact on the world. As an entrepreneur, I aspire to build a business that not only generates profits but also contributes to the greater good. I am passionate about entrepreneurship because it allows me to exercise creativity, take risks, and pursue my vision for a better future. I am committed to acquiring the necessary skills and knowledge to succeed in the business world, including leadership, problem-solving, and adaptability. By pursuing my aim of becoming an entrepreneur, I hope to leave a lasting legacy and inspire others to pursue their dreams.

My aim in life is to become a teacher. I believe that education is the key to unlocking opportunities and empowering individuals to reach their full potential. As a teacher, I aspire to inspire and motivate students to excel academically and personally. I want to create a nurturing and supportive learning environment where students feel valued and encouraged to explore their interests and passions. By instilling a love for learning and fostering critical thinking skills, I hope to prepare students for success in life and contribute to building a brighter future for society. Becoming a teacher requires patience, empathy, and dedication, qualities that I am committed to cultivating. I am passionate about making a positive difference in the lives of others and believe that education is the most powerful tool for driving social change. Through my work as a teacher, I aim to empower future generations to become compassionate, responsible, and engaged members of society.

An aim in life is like a guiding star that directs our efforts and shapes our journey towards success and fulfillment. It is the beacon that illuminates our path, providing clarity and purpose to our endeavors.

Having a clear aim in life is crucial for personal development and growth. It gives us a sense of direction, motivating us to strive harder and overcome obstacles. An aim provides focus, helps in prioritizing tasks, and ensures that our efforts are aligned with our aspirations. Without a defined aim, we may wander aimlessly, lacking purpose and satisfaction in life.

Discovering one’s aim in life is a process of self-reflection and exploration. It involves identifying our passions, interests, and values, as well as understanding our strengths and weaknesses. Engaging in activities that resonate with us and seeking guidance from mentors can also help in clarifying our aim.

Primary Aim in life

Our primary aim in life is the overarching goal that defines our purpose and drives our actions. It encompasses our long-term aspirations and reflects what we ultimately strive to achieve. Whether it’s pursuing a career, making a difference in society, or achieving personal fulfillment, our primary aim serves as the cornerstone of our life’s journey.

Aims can vary greatly from person to person, depending on individual values, aspirations, and circumstances. They can be categorized into various types such as career goals, educational aspirations, personal development objectives, and societal contributions. Each type of aim contributes to different aspects of our lives, shaping our overall growth and fulfillment.

Choosing the right aim in life requires careful consideration and introspection. It involves aligning our aspirations with our talents, passions, and values, ensuring that our aim is both meaningful and achievable. Assessing our strengths and weaknesses, seeking advice from mentors, and exploring different options can help in making an informed decision about our life’s aim.

Achieving our aim in life requires dedication, perseverance, and resilience. It involves setting clear goals, formulating action plans, and consistently working towards them. Staying focused, overcoming setbacks, and adapting to challenges are essential in the pursuit of our aim. Seeking support from mentors, acquiring relevant skills, and remaining adaptable to change can also facilitate our journey towards achieving our aim.

In conclusion, having a clear aim in life is essential for personal fulfillment, growth, and success. It provides direction, purpose, and motivation, guiding us through life’s journey and helping us realize our full potential. By identifying our aim, setting goals, and striving towards them with determination, we can chart a path towards a meaningful and fulfilling life. Let us embrace the power of aim-setting and embark on a journey towards realizing our dreams and aspirations.

Similar Reads: 500+Words Essay on My Hobby in English Essay on My House in English: Check 300, 500 & 800 Words Essay My Village Essay in English For Students

My Aim In Life Essay- FAQs

What is the best answer for aim in life.

The best answer for aim in life varies for each individual but generally involves a combination of personal passion, societal contribution, and self-fulfillment. It should reflect one’s aspirations, values, and long-term goals, guiding their actions and decisions towards a purposeful and meaningful life.

How do I write an essay about my aim in life?

To write an essay about your aim in life, start by reflecting on your passions, interests, and long-term goals. Define your aim clearly and concisely, explaining why it is important to you and how you plan to achieve it. Organize your essay with an introduction, body paragraphs discussing your aim and its significance, and a conclusion summarizing your main points.

What is the biggest aim in life?

The biggest aim in life is subjective and varies from person to person. It could be achieving personal fulfillment, making a positive impact on society, or leaving a lasting legacy. Ultimately, the biggest aim in life is one that brings a sense of purpose and fulfillment, guiding individuals towards their highest aspirations and deepest desires.

Why is aim important in life?

Aim is important in life because it provides direction, motivation, and purpose. It gives individuals a sense of clarity about their goals and aspirations, guiding their actions and decisions towards achieving them. Aim also helps in prioritizing tasks, staying focused, and overcoming obstacles, leading to personal growth and fulfillment. Without a clear aim, individuals may feel lost or directionless, lacking motivation and meaning in their lives.

What is full form of AIM?

The full form of AIM varies depending on the context. In the context of messaging and communication technology, AIM stands for AOL Instant Messenger, a popular instant messaging service. However, in the broader sense, AIM can stand for “Ambition, Inspiration, Motivation,” reflecting key elements of goal-setting and personal development.

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• My Aim in Life Essay in English for Students

Essay on My Aim in Life for Students

Essay writing is an essential skill that every student must have because words are the weapon of an educated man. Because by effectively using words you can make changes that are not possible otherwise. And therefore, in the English subject, the students are always required to write an essay.

An essay is a creative writing skill, and it is an important skill for the students to develop at an early stage of their life. Because it enables the students to express themselves in such a manner that it becomes easy for others to understand them in a better manner. Therefore, here we have provided a sample essay on the topic of, My Aim in Life. 

Essay writing is a pretty creative skill to develop at a very young age for every kid. Writing an essay or learning how to write an essay invokes interest in them from a tender age. Hence every parent should encourage and guide their kid about how to write an essay. 

Here we have provided a sample essay on ‘My Aim in Life’ for a reference that you can use to guide your kids or your kids can use it directly by using our website or downloading our app. There are many more essays on various topics that are also available on our site/ app in PDF format at absolutely free of cost. Download and use these as per your convenience. 

My Aim in Life

An aimless person is just like a ship without any direction. You cannot move forward without having an aim or goal in your life. Everyone has their own aim. Everyone’s aim is different from others. Having a potential goal in life helps you to define your existence. Not only that, but a goal or several goals also help one in understanding their career goals and life goals.

Why Should you have an Aim in Life?

An aimless man can never be successful in his life. All of his goals will either be shattered or fail at a certain point. He limps in his way of life. It is crucial to have a realistic aim or goal in life. It will add a new layer of meaning to your life. 

Once you can achieve it, you will be able to find the true purpose of life and set an example for others on how to live life in the best possible way. Not only that but also achieving your goal successfully will bring immense joy and happiness in your life and for your family as well. 

How to Choose the Right Aim for You?

Generally, a person chooses their ambition or goal by getting inspired by the people surrounding them. Parents or teachers or relatives play a very crucial role in selecting an aim. Choosing the right goal as per your aptitude will help you to drive your life towards the right path. But one small mistake or choosing a wrong goal can shatter that. Hence everyone must be cautious while making this decision. 

Your aim defines your career path. So, it could be really difficult to choose a career path at a very young age, it could be possible that a person fails to reach his goal after a certain point in time. But fixing the mistake and taking the right decision at that moment will show you light in the right direction. Therefore, do not give up hope and keep trying. And, be ambitious.  

How to Achieve That?

The first and foremost task is you have to be very careful while making the decision. An aim leads towards the right career. So, here are a few steps that you must remember in every phase of your life.

Always be Proactive

Maintain a healthy and balanced life

Stay away from negativity

Avoid procrastination

Gain more knowledge

Embrace your failures

Get expert opinions

Visualize your final destination

Track your progress

Stay focused

Every person decides at some point what he wants to become. And, in this era of modernization, I am aiming to become a doctor. Not just because my mom is a doctor but also it is a noble profession. 

Many people aspire to become an engineer, architects, dancers, interior designers etc. Amid all the other professions, there are some particular reasons behind my preference for becoming a doctor. 

A doctor is a person who saves others’ lives by treating them well. He helps people in curing all the diseases by giving them the required medicine or through surgery or various other procedures. Not only curing people by treatment but also a doctor must offer hope and joy to the patient and his family in times of difficulty. 

No One would be able to survive in this world if there was no doctor. Nothing could be greater than saving someone’s life and spreading joy in the world. 

However, it is not easy to become a doctor. I have to overcome a lot of hurdles to gain success. First I have to study hard and then I have to clear the medical entrance examination to secure a seat in a medical college first and then complete the programme to reach my goal. 

I want to be a doctor because I want to help those who cannot afford the cost of treatment of many difficult diseases. I have a goal of opening a hospital of my own that will be equipped with all the modern medical instruments. And those who require treatment but can’t afford the cost of it will be able to get treated in my hospital. I idolize Dr Devi Shetty, the well known cardiac surgeon. Hence I have decided to embark on this journey.

It is a long journey. But I am quite ambitious and I will put in a lot of hard work to fulfill my goal.

Characteristics of a Good Essay

It must be concise: Essays must always be concise. It does not mean that the essay is supposed to be the short one, but it must be of the length required to convey the idea, no more no less. In this instance, the idea of Aim in the life of the student.

It must be clear: Essays are supposed to be clear; it means the main argument or the central idea of the essay must be clear and not vague, and the same goes for each of the sentences of the essay.

For example, in the topic, My Aim in Life, if the student is writing, My aim in life is to become a doctor, then the next sentence must be something that adds meaning to it, such as because I like to help the people, and not something irrelevant, such as, I like singing.

It is very important to be successful in your life. Hence, fixing a goal and staying focused is crucial in your life. So, making a proper plan from a young age and timely execution along with the right attitude are the ultimate keys to success.

FAQs on My Aim in Life Essay in English for Students

1. Why is having an aim important?

If we want to travel from one place to another then the first thing we must know is the final destination, otherwise we may keep walking and walking, and at last we get tired without reaching anywhere. And the same goes for the aim in life, if you know your aim in life then you can make a map to reach there, and therefore you can avoid wasting the time on wrong pursuits of life, instead, you can give your complete focus to your aim.

2. What aim should I have in life?

Every person has a different aim in their life; therefore, the only person who can decide about the aim of your life is you and no one other. Because the life of each individual is different and so are the circumstances of their lives, which to a certain extent affects the aim of the individual. But on the other hand, you must develop a habit of reading the lives of great people such as Nelson Mandela, because doing so can inspire you and help you find your dream.

Also, if you wish you can read about Nelson Mandela here on Vedant u.  

3. How can I achieve My Aim in Life?

Achieving an aim in life is not an easy task. You need to develop many virtues, and many good qualities and habits in your life to fulfill that aim. But the three basic things you must always take care of are:

Patience: As already said, it takes time to set a goal in life. Rome was not built in a day, hence you must wait and have patience.

Consistency: Always be consistent at whatever you are doing, if you are aiming to become a doctor, then you must work consistently in that direction.

Hard Work: No great result can be produced without great efforts, hence you have to work hard to achieve your aim in life.

4. Why is it necessary to write an essay on a topic such as My Aim in Life?

As said earlier, writing is a skill that students need to develop to express themselves. But before expressing oneself the important thing is to know oneself. And hence writing forces the students to know themselves, especially the topics such as My aim in life. Also, it makes them think and imagine the possible scenarios of their lives, and therefore it helps in the cognitive development of the child. Also, a topic such as My aim in life helps the students in being clear about their lives.

5. Why should I use the essay on My Aim in Life, provided by Vedantu?

Vedantu has a team of expert teachers who prepare all the study materials that Vedantu provides. And hence it is prepared very carefully, and the same goes for the essay on the topic, My aim in life. Since our expert teachers know the capabilities of the students according to their class, the essay is written accordingly. Also, this essay serves as an example of how to write an essay on such a topic. Additionally, the essay is available for download in a PDF file format, and it is free of cost.

My Aim in Life Essay With Quotations

by Pakiology | May 17, 2024 | Essay | 1 comment

Explore the role of passion, dedication, and service in the pursuit of happiness and fulfillment in this thought-provoking essay on the topic of my aim in life. Read about the importance of pursuing our passions and helping others along the way.

Page Contents

My Aim in Life Essay 1

My aim in life essay 2, quotations for my aim in life essay.

Life is a journey filled with opportunities and challenges, and each individual has a unique destination to reach. The destination is not just a physical place, but rather a state of mind that represents one’s goals, aspirations, and purpose. This journey is what we call life, and it’s up to us to chart our own course and determine our own destiny. The aim of life is what gives meaning and direction to our existence. It is what drives us forward and motivates us to strive for greatness. In this essay, we will delve into the topic of my aim in life, and explore the role of passion, dedication, and service in the pursuit of happiness and fulfillment.

The great philosopher Aristotle once said,

“Pleasure in the job puts perfection in the work.”

The same can be said for our life’s aim. If we pursue a career or endeavor that aligns with our passions, then we are more likely to put in the necessary effort and dedication to achieve success. This is because we are drawn to what we love, and our passions give us the drive and motivation to work hard. Moreover, when we follow our passions, we are more likely to experience a sense of fulfillment and satisfaction in our lives. As Confucius said,

“Choose a job you love, and you will never have to work a day in your life.”

However, it’s important to note that simply having a passion is not enough. We must also have the dedication and commitment to turn our passions into a reality. This requires hard work, discipline, and a willingness to take risks. In the words of the famous writer, J.K. Rowling,

“It is impossible to live without failing at something unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.”

Thus, to achieve our aim in life, we must be willing to take chances and embrace challenges, even if it means we may sometimes stumble along the way.

In addition to pursuing our passions, it is also important to consider the role of service in our lives. Whether it be volunteering, donating to charity, or simply lending a helping hand to those in need, serving others is a crucial aspect of personal fulfillment. By helping others, we not only make a positive impact on their lives but also enrich our own. As the famous humanitarian, Mother Teresa, once said,

“I alone cannot change the world, but I can cast a stone across the waters to create many ripples.”

By serving others, we can make a difference in the world and feel a sense of purpose and satisfaction in our own lives.

In conclusion, my aim in life is to pursue my passions and help others along the way. This requires hard work, dedication, and a willingness to take risks, as well as a commitment to serving others. By following our passions and giving back to the world, we can live lives filled with happiness, fulfillment, and meaning. As the great poet, Robert Frost, once said,

“The purpose of life is not to be happy. It is to be useful, to be honorable, to be compassionate, to have it make some difference that you have lived and lived well.”

My Life’s Purpose: A Journey of Passion, Dedication, and Service

Life is an intricate tapestry of experiences, opportunities, and challenges, and within this grand tapestry, each of us holds a unique thread that we weave into our individual narratives. Our journey through life is not merely a passage of time; it’s a profound exploration of self-discovery and purpose. This essay seeks to delve into the depths of my aim in life, a pursuit that defines my existence and drives me toward a life filled with passion, dedication, and service to others.

Aristotle, the great philosopher, once proclaimed, “Pleasure in the job puts perfection in the work.” These words resonate deeply with me, as they encapsulate the essence of my life’s aim. I firmly believe that aligning one’s career or life’s purpose with their passions is the key to unlocking boundless potential. When we are passionate about what we do, we are naturally inclined to invest unwavering dedication and effort into our endeavors. Passion is the spark that ignites our inner fire, propelling us forward even in the face of adversity.

Moreover, when we pursue our passions, we experience a profound sense of fulfillment and contentment. Confucius astutely noted, “Choose a job you love, and you will never have to work a day in your life.” This timeless wisdom emphasizes that a life driven by passion is a life devoid of the burdensome toil often associated with work. Instead, it becomes a joyous and purposeful journey where challenges are welcomed as opportunities for growth.

However, passion alone is not the sole ingredient for success. It must be coupled with unwavering dedication and commitment. J.K. Rowling, the renowned author of the Harry Potter series, wisely observed, “It is impossible to live without failing at something unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.” Dedication entails persistently pushing boundaries, embracing failures as valuable lessons, and having the courage to step out of one’s comfort zone. It’s the determination to turn dreams into reality, regardless of the obstacles encountered along the way.

In addition to pursuing our passions and dedicating ourselves to our chosen paths, an essential facet of a meaningful life lies in service to others. Acts of service, whether through volunteering, charitable giving, or simply extending a helping hand, hold the power to enrich our lives in profound ways. Mother Teresa’s timeless wisdom reminds us, “I alone cannot change the world, but I can cast a stone across the waters to create many ripples.” Each act of kindness, no matter how small, has a ripple effect that touches not only the lives of others but also our own.

Service is the embodiment of empathy and compassion, traits that connect us to the greater human experience. It provides us with a sense of purpose beyond our individual pursuits and aligns us with a collective journey toward positive change. Through service, we contribute to the well-being of society and, in doing so, find deeper fulfillment within ourselves.

In conclusion, my aim in life revolves around the convergence of passion, dedication, and service. I believe that by pursuing my passions with unwavering commitment, I can not only achieve personal success but also inspire positive change in the world. It requires embracing challenges, learning from failures, and continuously pushing the boundaries of what is possible. Additionally, it entails recognizing the profound impact of serving others and understanding that our individual threads are woven into the larger tapestry of humanity. Ultimately, by following this path, I aspire to lead a life brimming with happiness, fulfillment, and purpose, echoing the sentiment expressed by Robert Frost, “The purpose of life is not to be happy. It is to be useful, to be honorable, to be compassionate, to have it make some difference that you have lived and lived well.”

Here are some quotes that could be used in an essay about one’s aim in life:

“The purpose of life is to live it, to taste experience to the utmost, to reach out eagerly and without fear for newer and richer experience.” – Eleanor Roosevelt

“The best years of your life are the ones in which you decide your problems are your own. You do not blame them on your mother, the ecology, or the president. You realize that you control your own destiny.” – Albert Ellis

“Your time is limited, don’t waste it living someone else’s life.” – Steve Jobs

“The only way to do great work is to love what you do.” – Steve Jobs

“The meaning of life is to find your own purpose.” – Confucius

“The journey of a thousand miles begins with one step.” – Lao Tzu

“The two most important days in your life are the day you are born and the day you find out why.” – Mark Twain

“The only thing that will stop you from fulfilling your dreams is you.” – Tom Bradley

“Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful.” – Albert Schweitzer

“Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do.” – Steve Jobs

What is an aim essay?

An aim essay is a written piece in which an individual writes about their aspirations, goals, and objectives in life.

What is the aim life paragraph?

An aim in life paragraph is a short section in which someone writes about their purpose, direction, or ambition in life.

What is the best aim in life?

The best aim in life is subjective and varies from person to person, as it depends on individual values, interests, and experiences. Some may find fulfillment in their career, while others may prioritize relationships, personal growth, or serving others.

How can I write my aim in life essay?

To write an aim in life essay, you can start by reflecting on your passions, skills, and values, and think about how you want to use these to make a positive impact in the world. You can also consider your long-term goals and how you plan to achieve them. It’s helpful to be specific and include examples, while also keeping your writing concise and focused.

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My Aim of Life Essay - 100, 200, 500 Words

Moving forward in life might be difficult if we do not have an aim or goal in place. While your goal or aim may be different from those around you, it will definitely help you move in a certain direction in life. Having a future life goal aids in defining who you are. In addition, having a plan or set of goals can assist a person in comprehending their personal and professional objectives. Here are a few sample essays on “My Aim In Life” .

100 Words Essay on My Aim of Life

200 words essay on my aim of life, 500 words essay on my aim of life.

Everyone has a goal in life that they are determined to accomplish at all costs. I have had a dream of working for the government since I was a young child. It is not money that a person has in mind when they say they want to be an officer. I've always been fascinated by how officers conduct themselves in public, which is why I want to become one.

Officer behaves in a way that is both disciplined and modest; they are both considerate and in charge. They are consistently cool-headed and reliable for support and counsel. In order to be a government officer, I first have to crack the UPSC exam. For that I need to work and have proper dedication.

Having an aim in life is important to get a direction and a sense of where we are moving in life. Your aim could emerge from a cause you believe in, something you truly identify with or wish to achieve, or by observing those around you. Parents, teachers, and family members can play a huge role in facilitating one’s decision of aim, since they are the closest influencers in a child’s life. Proper setting of goals will enable you to steer your life in the proper direction.

My Aim to Become an Engineer

My life's goal is to work as an engineer. I've always wanted to be an electronics engineer like my father because I come from a family of engineers. Working hard to be an engineer will present me with numerous problems, but it will also give me access to a wide range of global opportunities that will be extremely helpful towards achieving my aims. My desire to become an engineer and my curiosity about engineering motivates me to work harder and more assiduously in my studies. I have already begun preparing for my engineering entrances. Engineering is all about developing new products and making improvements to already-existing ones for improved performance. In the future, I want to pursue my passion for engineering and make a difference with it.

A doctor is someone who treats patients well and saves their lives. They assist people in recovering from illnesses by administering the necessary medications, performing surgery, or carrying out numerous other operations

My Aim to Become a Doctor

Every person decides their future at some point. In addition, I want to become a doctor in this modern period. My mother is a doctor and has always been an inspiration for me to be a doctor. She always took care of her patients. Seeing her saving all those lives really motivated me to become just like her.

A doctor must always treat patients to cure them and provide comfort and joy to the patient's family during their critical moments. Without doctors, nobody in this world would be able to survive. To succeed, I must face many obstacles. To achieve my objective, I must first put a lot of effort into my studies and then pass the medical admission exam to get a spot in a medical college.

I want to become a doctor to assist people who cannot afford the high expense of treating many serious illnesses. I dream of opening a hospital of my own, complete with the most cutting-edge technology. And those who need medical attention but are unable to pay for it will be able to receive it in my facility. I've decided to travel as a result. It's a protracted voyage. But because I'm so ambitious, I'll work extremely hard to achieve my goal.

From a small age I was fascinated with biology. And that is what has forced me to pursue a medical career. As a result I took biology in my class 12th, and started preparing for MBBS. For that, I need to crack the NEET exam , which is not easy at all. I have to study consistently every day to complete the syllabus and have enough time for a good revision.

Every day I have to maintain a proper timetable which I can follow to be more productive. My physics is a bit weak, so I am focusing on it more and will try to make it strong. AIIMS Delhi is my dream college. Thus I need an excellent rank to get into the college.

The preparation is very challenging and not easy. Maintaining the same consistency is difficult and requires extreme dedication and hard work. I am willing to give that and achieve my dream of being a doctor.

Parents and Friends Support

My parents have been the most supportive and helpful. They always motivate me to work hard and achieve my dreams. They also supported me by providing me with the best education and coaching they could afford, and I am genuinely thankful to them. Special thanks to my friends there with me and for helping me constantly with many things. Without their help, I couldn't achieve my aim.

Becoming a doctor is not easy. On the one hand, you must put in years of study, patience, and hard labour; on the other, you must be committed to serving the sick and the poor for the rest of your life. Despite the challenges, becoming a doctor is a charming and passionate job that is very respectful.

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Essay on My Aim in Life

Students are often asked to write an essay on My Aim in Life in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Aim in Life

Introduction.

Every person has a dream, a goal they want to achieve. My aim in life is to become a doctor.

Why a Doctor?

I want to be a doctor to help people. Health is wealth and doctors play a key role in maintaining it.

Preparation

To achieve my aim, I’m focusing on studies. Science, especially Biology, is my main subject.

Becoming a doctor is not easy, but I am ready for the challenge. I am determined to work hard and fulfill my dream.

Also check:

• Paragraph on My Aim in Life
• Speech on My Aim in Life

250 Words Essay on My Aim in Life

Defining life’s purpose.

Every individual’s life is a journey marked by personal goals and ambitions. These aspirations shape our future and give purpose to our existence. My aim in life, like many others, is intricately tied to my passion and innate curiosity.

Unveiling My Aim

My aim in life is to become a renowned researcher in the field of Artificial Intelligence (AI). I am fascinated by the transformative potential of AI and its capacity to revolutionize industries, from healthcare to transportation.

Why AI Research?

The appeal of AI research lies in its ability to create intelligent systems that can learn, reason, and self-correct. It offers the promise of machines that can augment human capabilities, opening new frontiers in science and technology. Moreover, AI has the potential to address some of the world’s most pressing challenges, like climate change and disease control, making it a field of immense societal relevance.

Path to Achievement

The path to becoming an AI researcher is challenging but invigorating. It requires a strong foundation in computer science, mathematics, and data analysis. Besides academic knowledge, it demands creativity, critical thinking, and perseverance. I am committed to honing these skills and expanding my knowledge base to achieve my aim.

In conclusion, my aim in life is not just a career goal, but a commitment to contribute to the advancement of humanity. It is a journey that I am eager to embark on, fueled by passion, curiosity, and the desire to make a difference.

500 Words Essay on My Aim in Life

Life is an exciting journey filled with opportunities and challenges. It is a canvas that we paint with our decisions, actions, and aspirations. My aim in life, which fuels my journey, is to become a successful entrepreneur. I aspire to establish a technology-based startup that contributes to society by solving real-world problems.

The Inspiration

My inspiration comes from the influential figures in the tech industry, such as Elon Musk and Steve Jobs. They have not only created groundbreaking products but also transformed the way we live our lives. Their entrepreneurial journeys, though fraught with challenges, have resulted in revolutionary changes in numerous sectors. I am particularly inspired by their resilience, creativity, and commitment to their visions.

The Motivation

Becoming an entrepreneur is not merely about owning a business or making profits. It’s about creating value, driving innovation, and making a positive impact. I am motivated by the prospect of designing solutions that can address societal challenges. The rapid advancements in technology offer a plethora of opportunities to create such solutions, and it is this potential that fuels my ambition.

To achieve my aim, I understand the need for a strong foundation in technology and business. Therefore, my immediate goal is to excel in my studies, focusing on subjects like Computer Science, Business Administration, and Economics. I also plan to participate in entrepreneurship programs and internships to gain practical experience and insights into the business world.

The Challenges

I am aware that the path to entrepreneurship is fraught with challenges. There are risks of failure, financial hurdles, and the pressure of making the right decisions. However, I believe that these challenges are essential components of the journey. They shape us, test our resolve, and ultimately lead us to growth and success.

As an entrepreneur, I aim to create a company that not only generates revenue but also contributes to society. I envision developing technological solutions that can improve quality of life, promote sustainability, and bridge the socio-economic divide. By doing so, I hope to inspire future generations to leverage technology for societal good.

In conclusion, my aim in life is to become a successful entrepreneur, driven by the desire to make a difference through technology. While the journey is challenging, the potential rewards – both personal and societal – make it a worthy pursuit. I am committed to learning, growing, and navigating the complexities of entrepreneurship, and I am excited about the opportunities that lie ahead.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Wonder Of Science
• Essay on Women Education
• Essay on Raksha Bandhan

Apart from these, you can look at all the essays by clicking here .

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How to write the perfect “my aim in life” essay!

Essay writing is a crucial part of your academic life and demonstrates your intelligence in a topic. essay writing is also an excellent tool to gain relevant research skills. here is a guide to writing an essay on the topic ‘my aim in life’, table of contents, how to write an effective essay on the topic ‘my aim in life’, how do i write the introduction of an essay titled ‘my aim in life’, how do i write the body of my essay on ‘my aim in life’ , how do i write the conclusion of my essay titled ‘my aim in life’, key takeaways.

Essay writing is often regarded as one of the most important activities you will have to participate in throughout your academic career. Writing often demonstrates how well you have learned a language, your knowledge, your research skills, and the ability to communicate effectively. 

An essay often includes a broad range of topics including women empowerment, social justice, pollution, and iconic figures such as Mahatma Gandhi. 

Learning how to write the perfect essay can help you put your thoughts across as clearly and confidently as possible.  Keep reading to learn more about how you should approach writing an essay on the topic “my aim in life”!

When diving into an essay writing task, you will first need to decide the basic structure of your ‘my aim in life’ topic. 

Conventionally, the basic structure of an essay consists of an introduction, a body, and a conclusion. Once your structure has been established, it becomes easier for you to organize the information and thoughts you have on the subject. 

A well-structured essay will consist of a coherent set of ideas that are successfully molded into formal content supported by logic. One of the key points to note about essays is that they are linear and present only one idea at a time. This ensures that the information is organized and expressed lucidly.

A good essay will have an opening paragraph demonstrating a detailed thesis or a single idea. The evaluation of an essay begins immediately with the opening paragraph. 

Therefore, the statement needs to be interesting, strong, and effective. 

One of the best ways to begin the introduction is with a ‘hook’ that catches the reader’s attention and motivates them to continue reading. 

The next few sentences of the introduction will build on the topic ‘my aim in life’, and will move on to the thesis statement which announces the purpose of the essay. 

Here is an example of how you can craft the introduction of your ‘my aim in life’ essay – 

It is a fact that a person without an aim is a person who moves through life without motivation and purpose. With or without their knowledge, every person has an inherent aim in life which is the purpose of their lives. The aim can be anything from achieving a goal to becoming a person in the future with remarkable potential. With this essay, I will be exploring what my aim in life is and how I can make my dreams a reality!

The paragraph that follows your introduction and forms the majority of your essay on ‘my aim in life’ is referred to as the body.

Depending on what you want to accomplish with your essay, each paragraph of the body can range between 2 to 8 sentences in length. The body of your essay should represent the key points with relevant information and data to support your assumptions. 

Ideally, each paragraph of the body should contain a single idea that is introduced in the first sentence and is supported by the subsequent sentences. 

Here is an example of how to write a paragraph for the body of your ‘my aim in life’ essay – 

My aim in life is to become a doctor. I realized I wanted to become a doctor during my childhood when I was brought up in a village. The 

villagers fell ill often and did not have access to adequate healthcare facilities and professionals. I want to be able to contribute to my community with my knowledge and expertise. Therefore, I aim to become a doctor and return to my village to establish a foundation in health services for all the villagers.

The conclusion of your essay is the final part of the content. The essay effectively summarizes all of your ideas presented in the introduction & body paragraphs. 

The conclusion is also written to demonstrate how the ideas stated in the introduction relate to the body paragraphs and general thesis of the essay. 

Ideally, the conclusion should begin with a brief and should be followed by a one-sentence summary of the thesis. 

Here is an example of a concluding paragraph to an essay on your aim in life – 

In conclusion, realizing my aim in life has become a fundamental part of my motivation to do well in academics. Spending time recognizing why I wanted to be something has allowed me to approach everyday life with a proactive attitude!

• Essay writing is a crucial part of language learning and development. Being able to write an essay demonstrates how good your written skills are. 
• Essay writing is also a skill that is tested in the selection process for colleges . 
• Being able to write an essay is as simple as structuring the information clearly and concisely.
• A good essay will have a clear introduction, body, and conclusion. 
• Learn how to write a good essay on the topic ‘my aim in life’ with the guidelines and examples provided in this blog! 

Was this blog informative? If yes, please share your thoughts in the comments below. Click here to reach out to us for more information on how to write an essay titled ‘my aim in life’. We would be happy to assist you with your queries!

Liked this blog? Read next: How to write the perfect discipline essay?

Q1. How do I know if my source is reliable? 

Answer – A good source will have the necessary credentials listed. This can help you recognize if the information you write about is trustworthy or not. 

Q2. How many times should I proofread my essay? 

Answer – Proofreading your essay properly once is more than enough to spot any errors that can be eliminated before submission. Consider going through your essay at least a couple of hours after completing the concluding paragraph for maximum effectiveness. 

Q3. How many sentences make up a business essay paragraph, on average? 

Answer – Business writing tends to have shorter paragraphs that are usually 4 to 5 sentences in length.

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Essay on My Aim in Life

Having an aim in life is like having a guiding star that helps us navigate the vast ocean of opportunities and challenges. In this essay, I will argue for the importance of having a clear aim in life, discussing how it can shape our future and lead us to success.

Finding Direction

An aim in life provides us with a sense of direction. It is like having a roadmap that helps us make choices and decisions that align with our goals. Without a clear aim, we might feel lost or unsure about our path in life.

Setting Goals

Having an aim allows us to set specific goals. When we have goals, we are more motivated and focused. Studies have shown that people who set clear goals are more likely to achieve them.

Staying Persistent

Life is full of challenges and setbacks, but having an aim gives us the strength to persevere. When we encounter obstacles, our aim reminds us of what we are working towards, motivating us to keep going.

Building Skills

To achieve our aim, we often need to acquire new skills and knowledge. For example, if your aim is to become a doctor, you will need to study hard and develop medical expertise. This process of skill-building is essential for personal growth.

Achieving Success

Aim-driven individuals are more likely to achieve success in their chosen fields. Successful people often credit their accomplishments to having a clear aim and working diligently towards it. Having an aim can lead to a fulfilling and prosperous life.

Inspiring Others

When we have a clear aim and work hard to achieve it, we become an inspiration to others. People admire individuals who have a sense of purpose and determination. You can become a role model for those around you.

Making a Difference

Having an aim in life can extend beyond personal success. Many people with noble aims, such as ending poverty or protecting the environment, work towards making a positive impact on the world. Your aim can be a force for good.

Flexibility in Aims

It’s important to note that our aims can change over time as we grow and learn more about ourselves. While it’s essential to have an aim, it’s also okay to adapt and adjust it to better reflect your evolving interests and values.

Conclusion of Essay on My Aim in Life

In conclusion, having an aim in life is not just a goal; it’s a roadmap to success, personal growth, and making a positive impact. It provides direction, motivation, and a sense of purpose. By setting goals, staying persistent, and building skills, you can work towards achieving your goal and realizing your dreams. Whether your aim is to become a doctor, a teacher, an artist, or to make the world a better place, having a clear aim will guide your journey and lead you to a fulfilling life. So, dream big, set your aim, and let it be the star that guides you to a bright future.

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Essay on Aim in Life

Here we have shared the Essay on Aim in Life in detail so you can use it in your exam or assignment of 150, 250, 400, 500, or 1000 words.

You can use this Essay on Aim in Life in any assignment or project whether you are in school (class 10th or 12th), college, or preparing for answer writing in competitive exams. 

Topics covered in this article.

Essay on Aim in Life in 150-300 words

Essay on aim in life in 400 words, essay on aim in life in 500-1000 words.

Having a clear aim in life is crucial for personal growth, motivation, and success. It provides a sense of direction and purpose, guiding our actions and decisions. An aim gives us something to strive for, inspiring us to work hard and overcome obstacles.

My aim in life is to become a successful entrepreneur. I have always been fascinated by the idea of creating something meaningful and making a positive impact on the world. I want to build a business that solves real-world problems, offers innovative solutions, and creates job opportunities for others.

To achieve my aim, I am committed to continuous learning and personal development. I am pursuing a degree in business administration to gain the necessary knowledge and skills. I am also actively involved in entrepreneurship-related activities and networking events to expand my knowledge and connect with like-minded individuals.

Alongside my entrepreneurial journey, I believe in giving back to society. I aim to create a socially responsible business that contributes to environmental sustainability and social welfare.

While the path to achieving my aim may be challenging, I am determined to persevere. I understand that success requires dedication, hard work, and resilience. I am prepared to embrace failure as a learning opportunity and adapt my strategies to overcome obstacles.

In conclusion, having an aim in life provides us with a sense of purpose and motivation. My aim is to become a successful entrepreneur who makes a positive impact on society. I am committed to continuous learning, personal growth, and contributing to the betterment of others. With determination and hard work, I believe I can turn my aim into a reality.

Having a clear aim in life is essential for personal fulfillment and success. It provides direction, motivation, and a sense of purpose. An aim serves as a guiding force, helping us make decisions and prioritize our efforts toward achieving our goals.

My aim in life is to become a doctor. From a young age, I have been deeply passionate about the field of medicine and the opportunity it presents to serve and make a positive impact on people’s lives. I want to dedicate my skills and knowledge to improving the health and well-being of individuals and communities.

To pursue my aim, I am focusing on my education and acquiring the necessary qualifications. I am studying diligently, maintaining good grades, and actively participating in extracurricular activities related to the medical field. I am also seeking opportunities to gain practical experience through internships and volunteering in healthcare settings.

Becoming a doctor requires lifelong learning and continuous professional development. I am committed to staying updated with the latest advancements in medical science and technologies to provide the best possible care to my patients. I aim to specialize in a specific area of medicine that aligns with my interests and allows me to make a significant impact.

Beyond the technical skills, I believe in the importance of compassion, empathy, and effective communication in the medical profession. I aim to develop strong interpersonal skills to establish trust and build meaningful connections with my patients. I want to provide them with not only medical treatment but also emotional support and reassurance.

As a doctor, my aim goes beyond individual patient care. I aspire to contribute to public health initiatives, promote preventive healthcare, and raise awareness about important health issues. I want to be actively involved in medical research and contribute to advancements in the field to improve healthcare outcomes on a larger scale.

While the journey to becoming a doctor may be demanding and challenging, I am prepared to put in the hard work and dedication required. I understand the responsibility and commitment that comes with the profession, and I am ready to embrace it.

In conclusion, having a clear aim in life is crucial for personal and professional growth. My aim to become a doctor is driven by my passion for helping others and making a positive impact on society. I am committed to continuous learning, empathy, and excellence in my pursuit of this aim. I believe that by dedicating myself to this noble profession, I can contribute to the well-being of individuals and communities, and fulfill my purpose in life.

Title: Aim in Life – Pursuing Passion, Purpose, and Personal Fulfillment

Introduction :

Having a clear aim in life is essential for personal growth, motivation, and a sense of purpose. It gives us a direction to follow, sets goals to strive for, and provides a framework for decision-making. In this essay, I will discuss the importance of having an aim in life, the process of discovering and refining one’s aim, and the impact it can have on personal fulfillment and success.

The Significance of Having an Aim

Having an aim in life gives us a sense of purpose and direction. It provides meaning and structure to our lives, guiding our actions and decisions. An aim serves as a source of motivation, helping us overcome challenges and stay focused on our goals. It instills a sense of determination and resilience, pushing us to pursue our passions and overcome obstacles along the way.

Discovering and Refining One’s Aim

Discovering one’s aim in life is a journey of self-discovery. It involves reflecting on personal interests, values, and strengths to identify areas that align with one’s passions and aspirations. It requires introspection, exploration, and a willingness to explore various paths before finding the right fit. Refining one’s aim involves setting specific goals, breaking them down into actionable steps, and continuously reassessing and adjusting as one progresses.

The Power of Passion

Passion is a driving force that fuels motivation and perseverance. When our aim aligns with our passions, we are more likely to invest time, effort, and dedication to achieve our goals. Passion ignites enthusiasm and a deep sense of fulfillment in what we do, enhancing our overall satisfaction and happiness. It helps us overcome setbacks and challenges, as our passion propels us forward, even in the face of adversity.

The Impact on Personal Fulfillment

Having a clear aim in life contributes to personal fulfillment. When we are aligned with our purpose, we experience a sense of satisfaction and contentment. We find meaning in our actions and a deep sense of accomplishment as we work towards our goals. Personal fulfillment comes from the journey of pursuing our aim, the growth and self-improvement we undergo along the way, and the positive impact we make on others and society.

Success and Achievement

Having an aim in life sets the stage for success and achievement. It provides a roadmap for progress and growth, helping us set goals and take steps towards their attainment. With a clear aim, we can channel our efforts and focus on the necessary skills, knowledge, and experiences required to succeed. It enables us to make informed decisions, seize opportunities, and persist in the face of challenges. By achieving our aims, we build a sense of accomplishment and create a legacy that reflects our values, passions, and contributions.

Conclusion :

Having an aim in life is instrumental in personal growth, motivation, and fulfillment. It guides our actions, sets goals, and gives us a sense of purpose and direction. It is through pursuing our aims that we can tap into our passions, overcome obstacles, and achieve success. Discovering and refining one’s aim is an ongoing process of self-discovery, reflection, and adaptation. It is through this journey that we find personal fulfillment and make a positive impact on ourselves and the world around us. Therefore, it is important to embrace our aims, follow our passions, and work towards the realization of our goals.

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Essay on My Aim in Life

Everything in the world has a destination. If we start travelling, we have a final point to reach. If we are hungry, we will eat until we are full. If when we study we surely have a goal to get good marks in examination. Similarly, we have aim in our life. Life is a blessing so we should enjoy this opportunity rather than wasting it. Without any aim in life, life will become dull and boring. Therefore, we choose appropriate aim in our life and work honesty upon it. So, today I will discuss My Aim in Life in detail.

Short and Long My Aim in Life Essay in English

Here, I’m presenting long and short essays on My Aim in Life in English for students under 100 – 150 Words, 200 – 250 words and 500 – 600 words. This topic is useful for students of classes 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 in English. The below provided essays will help you to write effective essays, paragraphs, and speeches on My Aim in Life. This topic is usually asked in interviews therefore, students preparing for competitive exams can also seek help from these essays.

My Aim in Life Essay 10 Lines (100 – 150 Words)

1) Aim means a strong desire to do something.

2) Aim is the important and meaningful part of our life.

 3) I have an aim to become a doctor.

4) I want to make my country healthy and happy.

5) I have already started working for my aim.

6) My parents always encourage me to attain my aim.

7) Doctor is among one of the most reputed profession.

8) I want to serve poor people without charging any fee.

9) The rise of Corona pandemic strengthens my aim to become a doctor.

10) I will work hard to accomplish my aim in life as soon as possible.

Short Essay on My Aim in Life (250 – 300 Words)

Every person on this planet has some goals. These goals help them to live a happy and peaceful life. Without an aim in life, people become useless. Aim encourages people to think and to work. Deciding aim at an early stage of life is beneficial and good for future. Selecting aim is the first step to achieve success in life.

An aim helps a person to grow and develop. If we do not set our aim, we will unable to figure out what we want to do in life. We will only live our life like a living thing. But adding an aim is just like adding flavors to our life. It gives us a purpose to work upon.

Achieving aim requires lots of potential and hard work. After deciding the aim, we should stay focused, dedicated, and determined to it. Through continuous hard work and confidence, people can accomplish their aim in life.

There are lots of professions in the world. Many people choose to be a teacher, a doctor, an engineer, social worker, and so on based on their interest. Like many people my aim in life is to become a famous businessman. I do not hail from a business family but famous businessmen like Bill Gates inspires me.

After conferring my aim with my parents and teacher, I gained their support. They guide me whenever I’m in need. I never miss out interviews of successful businessmen as it motivates me to work hard. I know becoming a successful businessman is a long journey but I have prepared best of myself to accomplish my aim. 

Long Essay on My Aim in Life (500 Words)

Introduction

The word “aim” refers to something you want to do or a reason for living. When a person sets the right goal, they are on the right path. It gives someone a reason to live. A purpose in life brings joy and happiness to a person and shows others how to live their lives in the best way possible. People can choose different aim according to their will. Some people may want to become doctors, some teachers, while others may want to become an engineer.

My Aim in Life

People have different aims in life. I have also set my aim to become a writer. I love writing since my childhood days. By becoming a writer I will have the power of words, which I love the most. I also have a great interest in reading different books and novels. I have won many writing competitions in school. I have a good imaginative power, which helps me in writing.

Once when I participated in inter-school story writing competition, I realized that I can do a lot more in this field. I confessed my aim with my father and then with my closed ones. Everyone supported and encouraged me to work harder. My teachers also support me and they guide me whenever I feel difficulty.

Importance of Aim in Life

The more important life is, the more important it is to have a goal in life. Picking a goal is all it takes to achieve success and go forward in life. A person needs to work hard to reach their goal, and goals will help people to find their place in society.

The goal in life is very important because a person without a goal is like a ship at sea without a steering. They don’t know where they’re going and what they are doing. In the same way, we won’t know where to go in life if we don’t have a goal. Aim adds meaning to life.

How to achieve your Aim

The first and most important thing is to be careful when making a choice. One should not choose the aim under pressure. The goal should be chosen for our own pleasure and happiness. Choosing incorrect aim will lead to the wrong path in life.

If you want to reach your aim, you need to be focused, well-balanced, positive, confident, and discipline. The Individual should avoid negative thoughts and should not afraid of failure to achieve success. You can also seek help and guidance from elders. One should stay motivated always. Working continuously with well-managed schedule will surely help you to achieve your aim in life.

Everyone has dreams about what they want to do in their lives. However, achieving the goals is not easy. Many people fail to accomplish their goals and lose their hope. But we should understand that failure is a part of success. Constant hard work and excellent dedication will surely help you to fulfill your aim in life. 

I hope the above provided essays on My Aim in Life will be helpful to you in understanding the importance and role of aim in making people successful.

FAQs: Frequently Asked Questions on My Aim in Life

Ans. One should decide aim early in their life. Student life is the ideal time to decide aim in life.

Ans. Ambition is your “determination” to do something you are interested in. Your aim is what you want to do.

Ans. Students can seek help from their parents, elders, teachers, and well-wishers while deciding their aim. However, it is recommended that decision should not be taken under pressure.

Ans. No, different people have different aim in their life.

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PhD Education / Overview

Year of entry: 2024

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• Bachelor's (Honours) degree at 2:1 or above (or overseas equivalent); and
• Master's degree in a relevant subject - with an overall average of 60% or above, a minimum mark of 60% in your dissertation (or overseas equivalent)

Full entry requirements

Apply online

Please ensure you include all required supporting documents at the time of submission, as incomplete applications may not be considered.

Application Deadlines

For consideration in internal funding competitions, you must submit your completed application by 19 January 2024.

If you are applying for or have secured external funding (for example, from an employer or government) or are self-funding, you must submit your application before the below deadline to be considered. You will not be able to apply after this date has passed.

• For September 2024 entry: 30 June 2024

Programme options

Programme overview.

• 2nd in the UK for Education (Complete University Guide 2024).  
• The University of Manchester was ranked in the top 10 in the UK for Education research (overall GPA, REF2021).
• Learn with research-active experts in the field of education and work with highly diverse cohorts of students and staff.
• Contribute to improvements in the overall wellbeing of students, their families and communities throughout the world through research.

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The University holds regular open days, where you will have the opportunity to tour the campus and find out more about our facilities and programmes. On this day, you will find out more about the School of Environment, Education and Development (SEED) and meet academic and admissions staff who will be able to answer any questions you have.

For more information, see Open days.

We will be conducting our PGR virtual open week in October 2024. Find out about future events and postgraduate research sessions by signing up for our email alerts.

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• PhD (full-time) UK students (per annum): £6,000 International, including EU, students (per annum): £21,500
• PhD (part-time) UK students (per annum): £3,000 International, including EU, students (per annum): £10,750

Further information for EU students can be found on our dedicated EU page.

Your fees will cover the cost of your study at the University, as well as charges for registration, tuition, supervision, examinations and graduation (excluding graduation robe hire).

Payment of tuition fees will also entitle you to membership of The University of Manchester library, the Students' Union and the Athletic Union.

Scholarships/sponsorships

There are a range of scholarships, studentships and awards to support both UK and overseas postgraduate researchers, details of which can be found via the links below.

To apply University of Manchester funding, you must indicate in your application the competitions for which you wish to be considered. The deadline for most internal competitions, including School of Environment, Education and Development studentships is 19 January 2024.

All external funding competitions have a specified deadline for submitting the funding application form and a separate (earlier) deadline for submitting the online programme application form, both of which will be stated in the funding competition details below.

For more information about funding, visit our funding page to browse for scholarships, studentships and awards you may be eligible for.

• ESRC North West Social Science Doctoral Training Partnership (NWSSDTP) PhD Studentships - Competition Closed for 2024 Entry
• School of Environment, Education and Development Postgraduate Research Studentships 2024 Entry - Competition Closed for 2024 Entry
• China Scholarship Council - The University of Manchester (CSC-UoM) Joint Scholarship Programme - Competition Closed for 2024 Entry
• Commonwealth PhD Scholarships (Least Developed Countries and Fragile States)
• President's Doctoral Scholar (PDS) Awards - Competition Closed for 2024 Entry
• Trudeau Doctoral Scholarships 2024 Entry
• Commonwealth PhD Scholarships (High Income Countries)
• School of Environment, Education and Development Enhancing Racial Equality (SERE) Studentship - Competition Closed for 2024 Entry
• Humanities Doctoral Academy Humanitarian Scholarship 2024 Entry

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Use the links below to view lists of programmes in related subject areas.

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You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

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Education PhD

For 2024-2025 £4,778 full time (UK)  £2,389 part time (UK) £21,360 full time (International) £10,680 part time (International)

More  Fees and funding details.

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Employability

The School of Education has a national and international reputation as a centre of excellence and provides wide and varied opportunities for students to undertake full or part-time research.

The School of Education has a national and international standing as a centre of excellence for research in education which is recognised by consistently scoring high in the national assessment of the research (REF) which takes place across all UK universities approximately every 6 years. The results of the latest  2021 Research Excellent Framework (REF)  show that the School of Education is ranked 3rd in the UK for its research. 

The original Department of Education was founded in 1896 and became the School of Education in 1947. It is one of the largest research-led schools of education in the UK employing over 100 academic staff who teach more than 2,500 students. It is also home to a number of  departments and research centres . The university also has a Doctoral Training Centre (DTC) which has been accredited by the Economic and Social Research Council (ESRC). 

Our strategy towards research and research degrees is centred on three key principles:

• Research should seek to combine scholarly and empirical work on fundamental issues with a concern for development work linked to practice; a dialogue between fundamental study and development work can enrich both
• Research should recognise the importance of professional practice and be pursued through active collaboration with schools, colleges, local authorities, and voluntary and other professional bodies in the UK and internationally
• Research is often a multidisciplinary activity and strong links across specialisms must be encouraged and supported

The interdependence of research with development and professional practice means that we particularly welcome the contribution of research students to our work. We provide a comprehensive programme of research training, together with opportunities to take part in research seminars where speakers with national and international reputations present work that is at the forefront of current debates within the field.

The Education PhD

A PhD requires a minimum period of study as a registered student of normally three years full-time or six years part-time. It is assessed by thesis only, and is examined by a work of a maximum of 80,000 words and an oral examination. You will be required to complete a research training programme, normally within the first two years of registration.

Please visit our school postgraduate research pages  to find out more about all our postgraduate research degrees, including our taught doctoral programmes. You will also be able to find out more about the support we can offer you whilst you are undertaking your research. You will also be able to view the profiles of some of our current doctoral researchers to find out more about their research topics.

We also encourage you to visit the school  research pages  to find out more about our current research.

Scholarships

Scholarships may be available.

I decided to apply for postgraduate study because I wanted to become a researcher and this job requires a postgraduate qualification. The UK maintains its leading status in educational research, and applying to the University of Birmingham, one of the leading research-intensive universities in the UK, was an obvious choice for me. Kristina Gruzdeva, PhD Education

Fees 2024 - 2025

• Code 2606 - £4,778 full-time
• Code 2607 - £2,389 part-time

International

• Code 2606 - £21,360 full-time
• Code 2607 - £10,680 part-time

The fees shown above are the annual fees for students starting their PhD in September in 2024. Please note that the annual fees for subsequent years on the course may increase due to inflation. 

Learn more about fees

Scholarships and Loans

Please visit our dedicated Postgraduate funding database for further information on scholarships you may be eligible to apply for or contact the Funding, Graduation & Awards Office via  online enquiries.  

Eligible Doctoral students can now apply for a government loan of up to £28,673 (for 2023/2024 entry) to contribute to overall costs. 

• How To Apply

PhD applications will normally need to be received by June 2024 for a September start.

When applying for a PhD programme you will be required to submit a detailed proposal, which outlines the nature of your proposed study. This proposal will not be held as a final contract and may change in negotiation with your supervisor. However, it is an indication that you have the background ideas and knowledge to begin independent research in the broad area of your interest. It also enables us to send your application to appropriate members of staff for consideration.

• How to apply

To apply for a postgraduate research programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the research programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

When you apply, the application system will ask you to upload a research proposal for submission together with your application. 

We require an IELTS 7 or other equivalent English language qualification with no less than 6.5 in any band.

Learn more about entry requirements

International Requirements

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 14/20 from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

Applicants who hold a Masters degree will be considered for admission to PhD study.

Holders of a good four-year Diplomstudium/Magister or a Masters degree from a recognised university with a minimum overall grade of 2.5 will be considered for entry to postgraduate research programmes.

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0-3.3/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

• A grade of 7.5/10 for entry to programmes with a 2:1 requirement
• A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good post-2001 Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below.  Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table)  ,  Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。 请注意，中国院校名单参考 软科中国大学排名2022（总榜） ，  软科中国大学排名2023（总榜） ，以及 软科中国艺术类高校名单2023 。  

Business School    - MSc programmes (excluding MBA)  

商学院硕士课程（MBA除外）入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学 学院部分硕士课程入学要求 MA Education  (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies  全部硕士课程 International Development Department  全部硕士课程

  All other programmes (including MBA)   所有其他 硕士课程（包括 MBA）入学要求

Please note:

• Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求（5%以内），但具有出色学术背景，优异的专业成绩，以及（或）相关的工作经验，部分课程将有可能单独酌情考虑。
• Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问，请联系伯明翰大学中国办公室   [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below.  Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 6.5 out of 10, or a GPA of 3 out of 4, and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalár from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), or a good post-2002 Magistr (Masters), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence and will usually be required to have completed a good Masters/ Magisterkonfereus/Magister Artium degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalaurusekraad from a recognised university with a minimum overall grade of 4/5 or B, or a good one- or two-year Magistrikraad from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees. 

Holders of a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 4/5, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a should hold a Bachelors degree and will usually be required to have completed a Masters/Maîtrise with a minimum overall grade of 13 out of 20, or a Magistère / Diplôme d'Etudes Approfondies / Diplôme d'Etudes Supérieures Specialisées / Mastère Specialis, from a recognised French university or Grande École to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university with a minimum overall grade of 2.5, or a good two-year Lizentiat / Aufbaustudium / Zweites Staatsexamen or a Masters degree from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a good four-year Ptychio (Bachelor degree) with a minimum overall grade of 6.5 out of 10, from a recognised Greek university (AEI), and will usually be required to have completed a good Metaptychiako Diploma Eidikefsis (Masters degree) from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2.  Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés or Egyetemi Oklevel from a recognised university with a minimum overall grade of 3.5, or a good Mesterfokozat (Masters degree) or Egyetemi Doktor (university doctorate), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a 60% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree from a recognised institution, with 100 out of 110 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees.  Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of  2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/50

Holders of a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10, or a post-2000 Magistrs, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 16/20 or 80% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10, or a good post-2001 Magistras, will be considered for entry to postgraduate research programmes

Holders of a good Bachelors degree from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20, or a Diplôme d'Études Supérieures Spécialisées (comparable to a UK PGDip) or Masters degree from a recognised Luxembourgish Higher Education institution will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from the University of Malta with a minimum grade of 2:1 (Hons), and/or a Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a Bachelors degree, licence or Maîtrise and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Doctoraal from a recognised Dutch university with a minimum overall grade of 7 out of 10, and/or a good Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, and will usually be required to have completed a good Masters, Mastergrad, Magister. Artium, Sivilingeniør, Candidatus realium or Candidatus philologiae degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0/4 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.    

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent.  The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters.  Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Licenciado, with at least 13/20 may be considered as UK 2.1 equivalent. The Grado de Bachiller is equivalent to an ordinary degree, so grades of 15+/20 are required.  Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good pre-2001 Magister from a recognised Polish university with a minimum overall grade of 4 out of 5, dobry ‘good’, and/or a good Swiadectwo Ukonczenia Studiów Podyplomowych (Certificate of Postgraduate Study) or post-2001 Magister from a recognised Polish university with a minimum overall grade of 4.5/4+ out of 5, dobry plus 'better than good', will be considered for entry to postgraduate research programmes.

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, and/or a good Mestrado / Mestre (Masters) from a recognised university, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10, and will usually be required to have completed a Masters degree/Diploma de Master/Diploma de Studii Academice Postuniversitare (Postgraduate Diploma - Academic Studies) or Diploma de Studii Postuniversitare de Specializare (Postgraduate Diploma - Specialised Studies) to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Диплом Специалиста (Specialist Diploma) or Диплом Магистра (Magistr) degree from recognised universities in Russia (minimum GPA of 4.0) will be considered for entry to taught postgraduate programmes/PhD study.

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’, and/or a good Inžinier or a post-2002 Magister from a recognised Slovakian Higher Education institution will be considered for entry to postgraduate research programmes.

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10, and/or a good Diploma specializacija (Postgraduate Diploma) or Magister (Masters) will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 7 out of 10 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or a CGPA 3.30/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good "PostGraduate Certificate" or "PostGraduate Diploma" or a Masters degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) may be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0, 3.5/5 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Masters degree from a recognised institution will be considered for entry to our postgraduate research programmes.

Holders of a good Masters degree or Mphil from a recognised university will be considered for entry to postgraduate research programmes.

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

• Ateneo de Manila University - Quezon City
• De La Salle University - Manila
• University of Santo Tomas
• University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25 

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study.  Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree / Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised Ukrainian higher education institution with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

• 2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement 
• 3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement 

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study.  Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1.  Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level.  Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees. 

In addition to our standard academic and English language requirements, applications to study a PhD in Education are judged on the quality of the research proposal submitted and we advise you to carefully read the information outlined below before applying. 

Your Research Proposal

Your research proposal should illustrate your ability to plan an independent research study in Education and  the relevance of your topic to the research interests and expertise of staff in the School of Education. You need to demonstrate that you understand the field that you plan to research, identify an interesting and original research question, develop a tentative plan of study and connect your work with our research in the School. It is critical that your research proposal is written to the guidelines specified below.

Guidelines for the Research Proposal

You are free to write your Research Proposal in a format that suits you, however it should be no more than 2,500 words, excluding references.

However, please be sure that your Research Proposal includes the following minimum information.  

• Provide a title for your proposed research
• Identify the Department  or Research Centre you wish to join and select two or three potential supervisors you would like to work with.
• Provide an overview of your research question, explaining why it is of academic and/or practical importance.
• Discuss the importance of previous related research and how your own research question might make a useful contribution to the area.
• State the main research techniques and data collection procedures you propose to answer the research question you have proposed. Justify why these are appropriate.
• Explain how you will collect data for your study. Justify why your strategy is a good one and explain how you can successfully collect the data you need in the timeframe.
• Outline your proposed timetable of activities.

Common mistakes made in a research proposal

• The research topic is too general. Your research proposal needs to state clearly what you plan to research, why and how.
• The proposal is not well-informed, theoretically. Your proposal may identify a real-world educational issue or problem, but it does not demonstrate its theoretical importance to the study of education. Your proposal must identify the theoretical insight your research will bring to our discipline. What will be the significance of your work? Why is your research question original and interesting?
• The research proposal does not fit with our academic expertise. 

The stages of a PhD application

• Develop your research proposal
• Ensure that your proposal matches our research expertise in the School of Education
• Identify a potential supervisor and department; list these clearly on your application form, in your personal statement and in your research proposal
• Make informal contact with your potential supervisor via email and discuss your proposed research with them if you wish
• Finalize all of the supporting material for your application (including a 2 – 3 page CV, a personal statement, academic references, copies of academic transcripts/degrees, evidence of a successfully completed English Language Test if applicable)
• Submit your application online

Perhaps the most important step in the formulation of your research project is to identify a member of academic staff with appropriate expertise to supervise your area of interest. Your supervisor will act as the main source of academic supervisory support and research mentoring during your time as a doctoral researcher at the University and as such, it is vital that you ensure that the department to which you are applying is able to offer appropriate supervisory support in your relevant research area. Before submitting your application to the University you will need to identify potential supervisors in your desired field of research and contact them directly about your research proposal.

Whilst we accept applications covering all aspects of educational research, we particularly welcome applications for our  current priority areas . Applicants are encouraged to view the research activity within each  department in the school  as well as on individual staff profiles. 

Individual staff research interests

Professor Julie Allan Disability and children’s rights, educational theory.

Professor Kalwant Bhopal Race, racism, gender, class, intersectionality, educational inequalities, schools and higher education, qualitative research, case study research, ethnography, Gypsy and Traveller groups, social justice, equity.

Dr Helen Breadmore Reading, spelling and writing. Causes and consequences of low literacy. Morphological awareness and processing. Evidence-based practice in literacy education. Randomised controlled trials.

Dr Laura Day Ashley Non-state education, Education in India, The history of schooling, Cross-cultural education, Alternatives to education and progressive education, Qualitative approaches, Ethnography, Case Studies, Anthropological approaches, education and marketisation / privatisation / the private sector; NGOs and education (especially developing countries).

Dr Laura D'Olimpio Moral education; Moral philosophy and applied ethics; Aesthetics; particularly aesthetics and ethics; Philosophy in schools; Media, mass art, technology and digital literacy; Philosophy of film and literature; Virtue ethics and character education; Public philosophy.

Professor Graeme Douglas Visual impairment; Educational outcomes and SEN; Transitions from school; Curriculum balance; WHO ICF model of disability; The views of disabled people; Technology and SEN / disability.

Dr Reza Gholami Impact of transnationality and diversity on education practice and policy; Citizenship education, subjectivity and social change in the contemporary/future world; Educational responses to extremism and counterextremism.

Dr Celia Greenway Early Years workforce reform; Early Years practitioners professional identity; Gender issues connected to the recruitment of males into Early Years; Leadership and Management within the nursery sector; Creative Curriculum with reference to young children’s social and emotional development; Outdoor learning and Forest schools.

Dr Karen Guldberg Technology Enhanced Learning for children with autism; social learning theory and inter subjectivity theory; Evidence Based Practice in Education; participatory methodologies

Mr Neil Hall Assessment and intervention in child and adolescent mental health; understanding how family mental health and trauma affects children’s learning and well-being, behaviour and development; teachers’ models of child and adolescent mental health.

Dr Sarah Hall Holocaust and genocide education within a school context, and post-holocaust theology in the classroom; Literary theory and re-reading narrative within Biblical texts especially through a feminist lens; RSE (Relationship and Sex Education): policy and school context; PSHE (Personal, Social, Health Education): policy and school context including work on RSE and Mental Health; Secondary School based subject mentors as ‘HEI teachers’ through their work with students undertaking professional courses; Tutoring and managing ‘the tutor’ in a HEI context.

Professor Michael Hand Philosophy of education; moral education; religious education; political education; teaching controversial issues; philosophy in schools.

Dr Tom Harrison Character, virtue, citizenship, cyber-phronesis, youth social action.

Dr Julie Howe Professional practice in educational psychology services; social constructionism with a particular interest in gender; anti-oppressive practice in educational psychology; the educational implications of acquired brain injury.

Dr Dina Kiwan Citizenship, civil society, activism, conflict, human rights, ethnic and religious diversity, disability, gender, sexuality, migration, refugees, intersectionality.

Dr Ben Kotzee Philosophy of education; virtue theory; ethics in education; professional education.

Professor Kristján Kristjánsson Moral education, virtue ethics, well-being, educational values, teacher/student emotions and self-concepts.

Dr Andrea MacLeod Adults with autism spectrum conditions; models of support; self-advocacy; higher education students with autism; participatory methodologies.

Dr Eleni Mariou Multilingualism in educational and social contexts; Language ideology and discourse; Cultural and political implications of English as an International Language; Language education.

Professor Jane Martin Biography, history and education, Comprehensive education, Gender and education, Education and politics, Education and social movements, Identities and social action, Teacher unions.

Dr Ian McGimpsey Youth Work.

Dr Kevin Myers History of education; history and heritage; social history of childhood and youth.

Dr Jawiria Naseem Dynamics of Higher Education and the labour market in France and Britain; Socio-economic inequalities among (female) graduates; Citizenship and belonging among second generation and Muslim minority ethnic groups.

Dr Prithvi Perepa Most topics related to autism, specifically Intersectionality of autism with different factors such as culture or ethnicity, bilingualism, gender and sexual orientation, and religion; educational support; family experiences and family support.

Dr Siân Roberts Twentieth century educational interventions with children and refugees in contexts of war or displacement; pedagogic contributions by refugee educationalists who arrived in the UK , 1914-1950; transnational interventions by British Quaker women in education, social justice and humanitarian aid, 1914-1950; visual representations of children by humanitarian and political activists; the history of educational broadcasting.

Dr Nicola Smith Children and families with EAL; children as researchers and parental involvement in early years education.

Dr Anita Soni Early years; Children's Centres; personal social and emotional development in young children; key person approach; supervision and group supervision.

Dr Tonie Stolberg Science education, Sustainable development education, Science and the creative arts, The teaching of and learning about controversial issues Religion and science, The impact of faith on teaching and learning, Cultural influences on education, Pedagogy, Values and education, Philosophy of education, Phenomenological education.

Dr Emmanouela Terlektsi Education of deaf and hearing impaired children, Literacy skills of deaf children and young people, socioemotional development of deaf children and young people.

Dr Ruth Wareham Philosophy of education, religious education and schooling, moral education, relationships and sex education, political education, citizenship education, human rights education, education policy.

Dr Kirsty Wilson Mathematics education; algebraic thinking; pedagogy and teachers' practices, including use of technology; primary and early years mathematics; primary teacher education.

As a postgraduate researcher you will have one-to-one supervision with a lead supervisor and also a second supervisor or academic advisor. Your supervisor is the key person in providing support and guidance in your research. Students who are involved in similar areas may also have some group supervision.

You will have 24 hour access to work space in our research suite, where there are computer and telephone facilities. You also have access to the University's libraries and computer facilities, as well as other entitlements such as grants towards conference attendance, printing and photocopying. Many of our postgraduate researchers work with supervisors in publishing articles and making their work public. Although students will register with the School of Education, they are also automatically members of the Graduate School, with access to facilities such as the Graduate Social Centre and the opportunity to meet with other researchers from a wide range of academic disciplines. As a doctoral student, you will also be able to join the College of Social Sciences Doctoral Training programme which has ESRC recognition.

The School of Education also runs an annual Doctoral Research Conference which is which brings together doctoral researchers, academics and practitioners to explore key issues and developments in educational research, theory, policy and practice. The conference, which is organised and run by the doctoral researchers, includes a keynote presentation, an expert panel debate, papers in parallel sessions and a poster exhibition.

Over the last five years, an impressive 95.8% of Education postgraduates have been in work and/or further study six months after graduation.

Birmingham’s Education graduates choose to work in variety of education roles in schools and administrative roles in public and private sector organisations. Some chose to continue their education and apply for professional courses such as teacher training. Some of our graduates are attracted to careers in education such as teaching, community and youth work or other public sector occupations such as social work, police, housing and probation. New opportunities in partnership enterprises within sport, leisure, education and community schemes appeal. Some graduates also consider work in the private sector such as retail, finance or marketing.

What type of career assistance is available to doctoral researchers in Education?

The College of Social Sciences, to which the School of Education belongs, has specially designated careers advisors and careers consultants who can provide guidance for doctoral researchers on career paths, CVs, training opportunities, application and interviews. The University’s central Careers’ Service also runs workshops and offers personally tailored advice and guidance including 1-1 careers advice and 1-1 CV advice. The Career’s Service runs CV writing workshops especially for postgraduates in the College of Social Sciences, giving advice on how to compile CVs for both employment and for academic roles. The University also has dedicated careers advisors who run workshops and provide networking opportunities with potential employers. These are especially popular with international postgraduate researchers.

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PhD in Education

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Programme Leader:   Dr Sally Hancock

The PhD in Education is available to be studied in 3 modes: part-time, full-time, and  distance learning

In order to apply for a PhD place, we ask that you first submit an application form.  We cannot accept a CV or any other documentation in place of a formal application.  When you apply for a PhD place, you must submit a research proposal about 1,500 words in length. More information about the PhD application and admissions process can be found on the How to apply and FAQ  pages . Apply now for the PhD in Education

The PhD in Education is designed to enhance specialised knowledge through academic study and research.

The programme aims to enable students to gain a solid grounding in research methodology, and to successfully carry out a substantial piece of academic research.

Our PhD research students in recent years have come both from the United Kingdom and from many overseas countries. Many of our overseas students have chosen to conduct studies which involve collecting fieldwork data in their home country. Proposals to conduct a study which involves collecting fieldwork data overseas are welcomed.

• Entry requirements

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline although candidates with other evidence of ability to succeed at PhD level will also be considered.

If English is not your first language, we do expect you to be able to demonstrate a high level of proficiency.  The minimum requirement for PhD in Education is IELTS 7.0 withno less than 6.5 in Reading, Writing, Listening and Speaking.  For further information please see  English language requirements .

Information on the application procedure can be found at the  University postgraduate pages .

Apply now for the PhD in Education

Apply now for the PhD in Education (Distance Learning)

Applying for a PhD How do I apply for a PhD? Scholarships and funding Tuition fees and expenses York Graduate Loyalty Discount UK government postgraduate loan scheme

Further information Our Research Centres York Graduate Research School Meet our PhD students Educational Research Group  (ERG) Writing Centre

Department of Education University of York , Heslington , York , YO10 5DD , UK Tel: work +44 (0)1904 323460 | [email protected]

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DPhil in Education

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About the course

The DPhil in Education is intended to provide graduates with a wide range of research skills, as well as in-depth knowledge, understanding and expertise in their chosen field of research.

There are full-time and part-time routes available. Currently the overall expected contact time for the part-time route is thirty days at Oxford per year, but the majority of this will take place across the three eight week terms, and will include supervision meetings and core research training. Part-time students will normally be expected to be in the department every Thursday during term time in the first year and every Wednesday during term time in the second year. In later years there is greater flexibility and contact time will be agreed between the student and their supervisor.  

The department's doctoral students develop their skills through a range of research methods and skills training courses in their first year (for full-time students) and in their first two years (for part-time students). At the heart of the skills provision is the Research Training Seminar, where students present and develop their research ideas and proposals with the benefit of feedback and support from their peers. 

You will work closely with supervisors on literature review and study design for your thesis, and you are encouraged to make the most of the doctoral training and research methods provision available across the Social Sciences Division. 

You are also encouraged to join one or more of the department's research groups, becoming part of a vibrant educational research community with an active set of doctoral student-led events, seminars and conferences. All DPhil students are given opportunities to present their work at a variety of seminars and sessions in the department.

Supervision

The allocation of graduate supervision is the responsibility of the Department of Education and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Under exceptional circumstances a second or co-supervisor may be found outside the Department of Education. 

A full-time student will typically have three supervisions per term, with some variance according to stage or if they are on fieldwork.

All students will be initially admitted to the status of Probationer Research Student (PRS). Within a maximum of four terms as a full-time PRS student or eight terms as a part-time PRS student, you will be expected to apply for and achieve transfer of status from Probationer Research Student to DPhil status. This application is normally made by the third term for full-time students and by the sixth term for part-time students.

A successful transfer of status from PRS to DPhil status will require submission of a research proposal. Students who are successful at transfer will also be expected to apply for and gain confirmation of DPhil status to show that your work continues to be on track. This will include submission of two chapters from your thesis (methodology and a findings chapter) and a framing document, and will need to be achieved within nine terms of admission for full-time students and eighteen terms of admission for part-time students.

Both milestones involve an interview with two assessors (other than your supervisor) and therefore provide important experience for the final oral examination.

Full-time students will be expected to submit a substantial thesis of at most 100,000 words after three or, at most, four years from the date of admission. If you are studying part-time, you will be required to submit your thesis after six or, at most, eight years from the date of admission. To be successfully awarded a DPhil in Education you will need to defend your thesis orally (viva voce) in front of two appointed examiners.

Graduate destinations

The most recent Oxford University Destination of Leavers from Higher Education Survey made contact with 635 master's course students who graduated from the Department of Education between 2012 and 2014. 90.2% of alumni were in work and 5.8% in further study with only 2.0% looking for work, ranking the department in the best 3 of the 15 departments in Oxford's Social Sciences Division.

Past DPhil students from the Department of Education have gone on to academic and research careers at universities in the UK (eg Oxford, Edinburgh, Warwick, UCL, King's College, St. Mary's, Liverpool) and across the world (eg Stanford, Princeton, MIT, Hong Kong, Chile, Norway), or are employed across a wide range of other sectors such as policy for government departments or NGOs, international organisations such as OECD, think tanks and administration at local and national levels. The department’s ‘Conversations with Alumni’ feature includes interviews with two DPhil alumni on their career paths after Oxford.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a master's degree , normally with a mark of at least 68 and at least 68 in your dissertation, in a relevant subject;  and
• a first-class or strong upper second-class undergraduate degree with honours in a relevant subject, preferably in the social sciences.

For applicants with a degree from the USA, the minimum GPA sought is 3.6 out of 4.0.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

• Part-time applicants will also be expected to show evidence of the ability to commit time to study and, if applicable, an employer's commitment to make time available to study, to complete coursework, and attend course and University events and modules. Where appropriate, evidence should also be provided of permission to use employers’ data in the proposed research project.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are held as part of the admissions process.  

Interviews are normally held with two interviewers using Teams videoconferencing. The interview will normally cover issues related to your research proposal, your fit with departmental research groups, and your career plan. Interviews normally take place in February.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Initiatives to improve access to graduate study

This course is taking part in  the 'Close the Gap' project  which aims to improve access to doctoral study.

For this course, socio-economic data (where it has been provided in the application form) will be used to contextualise applications at the different stages of the selection process.  Further information about how we use your socio-economic data  can be found in our page about initiatives to improve access to graduate study.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

The Department of Education has been making a major contribution to the field of education for over 100 years and the department has a world class reputation for research, for teacher education and for its master's and doctoral programmes. We combine international standing as a research-intensive department with the highest quality teaching.

In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (i.e. world-leading in terms of originality, significance and rigour) in Education in the UK. The department has ESRC recognition for its graduate training, and its teacher training was rated ‘outstanding’ by the Office for Standards in Education (OfSTED) in its most recent inspection in 2019.

Research in the department is organised around three major themes:

• Language, Cognition and Development
• Policy, Economy and Society
• Learning: Pedagogy, Learning and Knowledge.

Within each of these themes there are several research groups and centres. All staff and doctoral students belong to one or more of these research groups; each has its own seminar programme to which postgraduate students often contribute. In addition, the department as a whole sponsors regular seminars and public lectures which attract distinguished national and international speakers.

The Bodleian Education Library, located at the centre of the Department of Education, specialises in material on education and related fields. As well as a print collection of books, journals and statistics, the library provides access to a wide range of electronic resources. The library also houses a collection of teaching resources, primarily in support of subjects covered by the department's secondary PGCE course. The Social Sciences Library provides valuable additional resource to students pursuing programmes in the Department of Education.

Oxford has been a major contributor to the field of education for over 100 years and today the University’s Department of Education has a world class reputation for research, for teacher education and for its graduate courses.

The department offers one of the strongest graduate studies programmes in the UK with a range of full- and part-time MSc courses and a lively doctoral programme (DPhil) which is recognised for national funding by the ESRC.

The department's masters' courses are delivered by academics and research experts, the majority of whom are permanent staff engaged in their fields of research. The department's DPhil in Education has excellent facilities for the large number of full-time research students who are well integrated into the research of the department.

The department has an outstanding research profile. In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. A wide range of funded research projects are based in the department and many of these projects have had a major impact on national policy.

Oxford’s PGCE course has an international reputation for the quality of its work, undertaken in close collaboration with local Oxfordshire secondary schools. Over many years, it has consistently received the highest possible designation (Outstanding) from Ofsted in inspections.

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The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2024-25

Full-time study.

Further details about fee status eligibility can be found on the fee status webpage.

Part-time study

Information about course fees.

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Continuation charges

Following the period of fee liability , you may also be required to pay a University continuation charge and a college continuation charge. The University and college continuation charges are shown on the Continuation charges page.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees (or, after fee liability ends, continuation charges) and living costs. However, please note that, depending on your choice of research topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Please note that you are required to attend in Oxford for a minimum of 30 days each year, and you may incur additional travel and accommodation expenses for this. Also, depending on your choice of research topic and the research required to complete it, you may incur further additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

• Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

If you are studying part-time your living costs may vary depending on your personal circumstances but you must still ensure that you will have sufficient funding to meet these costs for the duration of your course.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The following colleges accept students for full-time study on this course:

• Blackfriars
• Brasenose College
• Campion Hall
• Green Templeton College
• Harris Manchester College
• Hertford College
• Jesus College
• Kellogg College
• Lady Margaret Hall
• Linacre College
• Mansfield College
• New College
• Regent's Park College
• Reuben College
• St Anne's College
• St Antony's College
• St Catherine's College
• St Cross College
• St Edmund Hall
• St Hilda's College
• St Hugh's College
• Wolfson College
• Worcester College
• Wycliffe Hall

The following colleges accept students for part-time study on this course:

• Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines  in our Application Guide.

Application fee waivers

An application fee of £75 is payable per course application. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Readmission for current Oxford graduate taught students

If you're currently studying for an Oxford graduate taught course and apply to this course with no break in your studies, you may be eligible to apply to this course as a readmission applicant. The application fee will be waived for an eligible application of this type. Check whether you're eligible to apply for readmission .

Do I need to contact anyone before I apply?

You do not have to contact anyone before you apply. You are encouraged, however, to approach academics whose research interests overlap with yours to informally solicit their capacity and interest in supervising you. You may also ask them to share with you specific publications that they have authored that you can’t access otherwise and that may help inform your research proposal. Details of academic staff, including their research interests and contact details, can be found on the departmental website.  

In making this informal contact, you may wish to also provide some information about yourself. Please note that potential supervisors receive large numbers of informal requests each year, as such the department recommends getting in contact with a potential supervisor as early as possible. Please also note that final decisions about admission are not made by individual academics but by an appointed panel at the department level - supervisors will also be ultimately be allocated by the department.

General queries should be directed to the course administrator via the contact details provided on this page.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Proposed field and title of research project

Under the 'Field and title of research project' please enter your proposed field or area of research if this is known. If the department has advertised a specific research project that you would like to be considered for, please enter the project title here instead.

You should not use this field to type out a full research proposal. You will be able to upload your research supporting materials separately if they are required (as described below).

Proposed supervisor

Under 'Proposed supervisor name' enter the name of the academic(s) who you would like to supervise your research. 

You are strongly encouraged to enter the names of two proposed supervisors.

Referees: Three overall, academic and/or professional

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

One of your references should be from your most recent academic tutor. If you are currently in employment, you would be expected to provide a reference from your employer alongside academic references which comment on your academic suitability for the course.

Your references will support intellectual ability, academic achievement, motivation and ability to work in a group.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Personal statement and research proposal: Statement of a maximum of 1,000 words and proposal of a maximum of 2,500 words 

Your statement of purpose/personal statement and research proposal should be submitted as a single, combined document with clear subheadings. Please ensure that the word counts for each section are clearly visible in the document.

Personal statement

You should submit a convincing personal statement (statement of purpose) explaining your reasons for applying to the programme and highlighting your relevant academic and professional experience. The final part of your personal statement should indicate your future plans after a doctorate.

Your personal statement should be written in English and should be a maximum of 1,000 words.

If possible, please ensure that the word count is clearly displayed on the document.

Research proposal

You should also submit a research proposal that should focus on your proposed research topic, rather than your personal achievements, interests and aspirations. Your proposal should include:

• an indicative title;
• a short introduction that introduces the topic and explains its importance;
• a discussion of the most relevant scholarly literature; 
• research questions or hypotheses, and a description of the methods you plan to use to address them; and
• an indicative bibliography.

The issue or question should emerge from your review of the literature. Please also provide a rationale for the importance of this research topic.

Your research proposal should also indicate your proposed methodological approach. This will depend on the kind of research you envisage. If empirical research is planned, then please discuss the likely ‘data’ to be collected. At this stage these ideas are exploratory, and likely to develop and change once you are admitted to the course and start working with your supervisor.

Your research proposal should be written in English and should be a maximum of  2,500 words (not including the indicative bibliography).

Your research proposal will be assessed for your potential to carry out doctoral research, the quality and coherence of the proposal, the rigor of the proposed research design, and the originality of the project.

It will be normal for your ideas to subsequently change in some ways as you develop your project. You should nevertheless make the best effort you can to demonstrate the extent of your research question, sources and method at this moment.

Written work: Two essays, a maximum of 2,000 words each

The written work should be related to the DPhil in Education and should be on separate topics. If you do not have any existing material that fits this requirement, you may wish to critique an article or write a book review based on the course subject.

You may submit written work completed for a prior course of study if the topic is relevant, eg an assignment or chapter of a dissertation etc, provided it meets the requirements. If your work is longer than the guide length it should be edited to meet the requirements.

A list of relevant references is required for your written work and should be included in your word count.

This will be assessed for understanding of the subject area, an ability to construct and defend an argument, and proficiency in academic English.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice . You'll find the answers to most common queries in our FAQs.

Application Guide   Apply - Full time Apply - Part time

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Friday 5 January 2024 Latest deadline for most Oxford scholarships Final application deadline for part-time study

Friday 1 March 2024 - Full-time study only Full-time applications reopened 7 February 2024 Final application deadline for full-time study

*Three-year average (applications for entry in 2021-22 to 2023-24)

Further information and enquiries

This course is offered by the Department of Education

• Course page on the department's website
• Funding information from the department
• Academic and research staff
• Departmental research
• Social Sciences Division
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0)1865 274183

Application-process enquiries

See the application guide

Visa eligibility for part-time study

We are unable to sponsor student visas for part-time study on this course. Part-time students may be able to attend on a visitor visa for short blocks of time only (and leave after each visit) and will need to remain based outside the UK.

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Department of

Dphil in education, scholarships.

The DPhil in Education is a full-time programme which takes 3-4 years and is intended to provide graduates with a wide range of research skills as well as in-depth knowledge, understanding and expertise in their chosen field of educational research.

The DPhil in Education is an advanced research degree of a high standing and is awarded on the basis of a thesis and an oral examination.

A full-time programme takes 3-4 years to complete and is intended to provide graduates with a wide range of research skills as well as in-depth knowledge, understanding and expertise in their chosen field of research.

About 80 DPhil students are attached to the Department, researching a wide range of topics, normally linked to one or more of the Department’s Research Groups. Students come from over 40 different countries and are supported by a variety of scholarships and grants. Entry is highly competitive, and applicants are required to have a strong academic background and are required to submit a research proposal.

It is also possible to study part-time for a DPhil in the department. For more information, visit our part-time DPhil page .

The Department offers some part and full scholarships to attract the very strongest students who would otherwise not be able to come and study in Oxford.

It is committed to developing the number of fully-funded studentships it can offer to DPhil students, given their importance to the Department’s research culture. The funding deadline for all graduate courses in the Department of Education is January application deadline. Applications submitted after this date will not be considered for funding offered by Oxford. Funding deadlines for other University courses can be found on the relevant course page on the Graduate Admissions website . These are all highly competitive, and require high-quality, well-crafted research proposals.

All eligible applicants for graduate study are automatically considered for the University’s prestigious Clarendon Scholarships and the departmental scholarships. You will be notified around the beginning of March if you are being considered for any of these funding opportunities.

Reparative Futures of Education Scholarship

The Reparative Futures of Education (REPAIR-ED) research project is awarding two fully-funded doctoral scholarships based within Oxford University’s Department of Education.

The REPAIR-ED project involves working with primary school communities in the city of Bristol to examine the features and mechanisms of structural inequities in education. The project will use its empirical findings to facilitate dialogues with stakeholders (schools, their communities, policy-actors and the broader public) to explore how reparative justice in education might be conceptualised and enacted.

More information about the REPAIR-ED scholarships and how to apply.

Economic and Social Research Council (ESRC)

The ESRC is the UK’s largest organisation for funding research on social and economic issues. The University, in collaboration with Brunel University and the Open University, hosts the Grand Union Doctoral Training Partnership – one of 14 Doctoral Training Partnerships accredited by the ESRC as part of a Doctoral Training Network.

In order to be considered for a Grand Union DTP ESRC studentship, you must select ‘ ESRC Grand Union DTP Studentships in Social Sciences ’ in the University of Oxford scholarships section of the University’s graduate application form. You must also complete a  Grand Union DTP Application Form and upload it, together with your graduate application form, by the funding deadline for your course.

Information about ESRC studentships at Oxford can be found here . Please ensure you have read all of the guidance available on the website before you complete the Grand Union DTP Application Form . If you have any questions, get in touch with the Grand Union DTP Office .

Talbot Scholarships

This scholarship fund is the result of a bequest to the Department in honour of Ms Elfrida Talbot, who ran the first women’s hostel for Education students in the University in the early years of the twentieth century. It is normally used to part-fund a UK/EU doctoral student for three years who was seen as strong contender for an ESRC doctoral studentship. Strong contenders for ESRC studentships will be automatically considered for this scholarship: no separate application process is needed. This scholarship is usually offered once every three years.

Clarendon scholarships

The very strongest applicants for all our MSc and DPhil programmes are automatically considered for University Clarendon scholarships. There is no separate application process. These are highly competitive and each year only one or two of our students are successful. During our initial admissions screening, supervisors nominate applicants with outstanding academic records to be considered. These supervisors then prepare a supporting statement.  A departmental panel ranks these candidates and the Director of Doctoral Research puts forward a shortlist of the strongest applicants to the divisional committee.

Departmental studentships

The Department is keen to attract the very strongest MSc students and encourage them to stay on for doctoral study. The shortlist will normally be made up of those students shortlisted for the ESRC and Clarendon scholarships. Interviews and decisions will be made once the ESRC and Clarendon awards are announced.

Awards will vary in range, but will seek to make a significant contribution to the overall cost of fees. Successful candidates will be expected to make an active contribution to the academic and professional life of the doctoral students within the Department. These scholarships may not be offered every year.

Further information on graduate scholarships and awards offered by the University and external agencies can be found on the  Student Funding Services  website.

Self-Funding

Scholarships are awarded on entry to the doctoral programme, not at any later point. If you are not awarded a scholarship in your first year, but elect to self-fund, you will be asked by the University to sign a declaration that you have the money to cover your fees and your living expenses for the first year. It should be noted that although you are only asked about the first year, it is extremely unlikely that you will acquire funding after that. There are no additional scholarships within the University for continuing doctoral students. The Department in general and individual staff members work hard to bring in funding for doctoral students, but we cannot fund everybody. It is worth carefully considering which colleges might have scholarships for which you are eligible when you apply.

Most colleges will offer some very small grants for fieldwork, travel or conference attendance. These are in the region of a couple of hundred pounds at most.

You can work part time during your doctorate, subject to the requirements of your visa, but you must obtain the support of your supervisor to do so, and it can have detrimental effects on your progress. There are occasionally some paid research assistant posts within the Department which are advertised to the doctoral cohort but these tend to be highly sought after. We do not have undergraduates so you are unlikely to be able to supervise as graduate students outside Education do.

There are some charitable trusts outside of the University to which you might be able to apply for some funding; we cannot keep track of all the potential requirements, so you should seek these out for yourself. However, they are not likely to be sufficient to cover fees and living expenses in their entirety.

Financial assistance run by colleges tends to be for ‘unexpected circumstances’; self-funders not getting any funding in second or subsequent years is not seen as unexpected. Both the University and the Department have some limited funds for those writing up the final stages of their doctorate. These are highly competitive and there are always more requests than there is money to fulfil them.

This advice is not intended to put you off, but it is important for self-funders to have a realistic view.

WHAT QUALIFICATIONS DO I NEED TO APPLY?

For more specific details of our admission criteria please visit the DPhil in Education course page .

HOW MANY STUDENTS DO YOU RECRUIT TO THE DPHIL IN EDUCATION PROGRAMME?

Approximately 25-35 students are recruited to our DPhil in Education programme each year.

CAN I STUDY ONLINE OR THROUGH DISTANCE LEARNING?

It is not possible to study at a distance or on-line on our DPhil programme.

What if I have already completed research training as part of a Masters degree?

All PRS students no matter what their previous training are required to undertake the Research Training Seminar course. This is the seminar specifically for PRS students, preparing you for the Oxford DPhil structure, creating a supportive cohort and enabling you to begin professional development for an academic or non-academic career. Other research training courses are: Beginners and Intermediate Quantitative Methods; Perspectives and Debates in Qualitative Research and Philosophy of Educational Research. The exact courses you will be required to take will depend on your previous training and experience, and the decision will be based on the evidence you provide in your application and in discussion with the Director of Doctoral Research on matriculation.

WHAT ARE THE BACKGROUNDS OF STUDENTS RECRUITED TO YOUR PROGRAMMES?

The Department offers a very wide range of courses. As well as a comprehensive Doctoral programme attracting students from all over the world, we offer full-time one year MSc in Education and in MSc Applied Linguistics and Second Language Acquisition (ALSLA) courses, as well as a range of part-time courses, some aimed primarily at UK teachers (e.g. MSc Learning & Teaching, MS Teacher Education) and some at distance learning (e.g., Applied Linguistics and Language Teaching). Consequently our courses cater to students from a diverse range of backgrounds.

For example in 2021/22, the Department had a total complement of 780 students of whom 414 were studying full-time and 366 were studying part-time. For 2021/22, across the MSc Education, MSc ALSLA, and DPhil programmes, approximately 29% of our students came from the UK, and the remaining 71% from the EU or overseas. The cohort from those programmes included students from Afghanistan, Australia, Japan, Germany, India, Malaysia, China, Mexico, Estonia, Australia, Russia, South Africa, South Korea, Turkey and the United States, among many others.

What our students share is exceptional academic achievement in their previous learning and an ambition to excel academically.

CAN I STUDY PART TIME?

Although doctoral research training programmes across the University tend to be structured around the needs of full-time students, we are able to offer a part-time DPhil option for students who reside and are employed locally.   See here for more information about studying for a part-time DPhil with us .

HOW MUCH WILL IT COST TO STUDY AND LIVE IN OXFORD?

To find out how much it will cost to undertake your studies at the University, please  visit the Fees and Living Costs webpage  for details.

CAN I APPLY FOR MORE THAN ONE COURSE?

We would strongly encourage you to focus your application on the course for which you have the most interest and experience.

CAN I APPLY FOR YOUR COURSES IF I AM IN THE PROCESS OF ACHIEVING MY QUALIFICATION TO GAIN ENTRY ONTO THE PROGRAMME?

Yes, you may apply for any of our courses whilst studying for another degree. If you are successful in achieving a place on one of our programmes, we would make a conditional offer which would include the condition of you achieving your qualification. You are required to submit an interim transcript at application. However, your final outcome would need to be available prior to you commencing the course at Oxford.

CAN SOMEONE CHECK IF MY RESEARCH PROPOSAL FITS INTO THE RESEARCH INTERESTS OF CURRENT MEMBERS OF STAFF BEFORE I SUBMIT AN APPLICATION?

Prospective DPhil applicants are expected to browse the online profiles of current members of staff to identify academics whose research interests overlap with theirs. If you can’t locate any academics with overlapping interests with yours, it is likely that your proposed area of research does not fit into the interests of current members of staff or the Department’s research centres.

ENGLISH IS NOT MY FIRST LANGUAGE; WHICH HIGHER LEVEL LANGUAGE QUALIFICATION IS ACCEPTABLE? AND WHAT SCORE DO YOU REQUIRE?

If you do not have English as your first language, we would like you to have achieved the higher level competence in English Language proficiency i.e. IELTS 7.5 overall with at least 7.0 in each component, or TOEFL 110 (Internet-based).

We do not accept tests which are more than 2 years old. We encourage applicants to apply with a successful IELTS test. If evidence that you successfully meet the English language condition cannot be provided with your application, the language requirement will be set as a condition if an offer is made.

For further information, please  visit the Application Guide .

CAN I APPLY FOR A WAIVER OF PROOF OF PROFICIENCY IN ENGLISH?

For information on applying for a waiver of the English test requirement, please  visit the application guide .

HOW DO I APPLY?

For information about applying, see the University Admission’s DPhil page . For a more detailed explanation of the process, please  click here for the application guide .

NOT ALL OF MY QUALIFICATIONS WILL FIT ON THE APPLICATION FORM, WHAT SHALL I DO?

If you require more space on the application form, please contact Graduate Admissions for advice.

I HAVE BEEN OUTSIDE OF AN ACADEMIC SETTING FOR SOME TIME NOW; WHO SHALL I HAVE TO ACT AS MY REFEREES?

We strongly recommend that you have at least one reference from your most recent academic tutor. If you are currently in employment, you would be expected to provide a reference from your employer as well as an academic referee who is able to comment on academic capability/suitability for Higher Degree study.

WHAT DO I NEED TO INCLUDE FOR THE SAMPLES OF WRITTEN WORK?

Two essays, a maximum of 2,000 words each.

You may submit written work previously completed for a prior course of study if the topic is relevant, eg an assignment or chapter of a dissertation etc, provided it meets the requirements. If your work is significantly longer than the guide length it should be edited to meet the requirements.

A list of relevant references is required for your written work and should be included in your word count. [If possible, please ensure that the word count is clearly displayed on the document.] This will be assessed for understanding of the subject area, an ability to construct and defend an argument, and proficiency in academic English.

WHAT DO I NEED TO INCLUDE IN THE RESEARCH PROPOSAL AND PERSONAL STATEMENT?

If you are applying to the DPhil programme you need to submit a personal statement of a maximum of 1,000 words and a research proposal of a maximum of 2,500 words. Your statement and proposal should be submitted as a single, combined document with a clear subheading for each.

You should submit a convincing personal statement (statement of purpose) explaining your reasons for applying to the programme and highlighting your relevant academic and professional experience. The final line of your personal statement should indicate your future plans after a doctorate.

You should also submit a research proposal written in English. An indicative bibliography is required but you do not need to include this in your word count. Your proposal should include an indicative title and a short introduction/synopsis, a discussion of the most relevant scholarly literature, and a research question or hypothesis. This issue or question should emerge from your review of the literature. Please also provide a rationale for the importance of this research topic.

Your proposal should also indicate your proposed methodological approach. This will depend on the kind of research you envisage. If empirical research is planned, then please discuss the likely ‘data’ to be collected. At this stage these ideas are exploratory, and likely to develop and change once you are accepted.

This will be assessed for your potential to carry out doctoral research, the quality and coherence of the proposal and the originality of the project.

Your proposal should focus on your proposed research topic, rather than personal achievements, interests and aspirations.

HOW IS MY SUPERVISOR DECIDED?

Although supervisors will be allocated by the Department and it is not necessary for you to contact academic members of staff directly, prospective applicants are encouraged to approach academics whose research interests overlap with theirs to informally solicit their capacity and interest in supervising new DPhil students. You may also ask them to share with you specific publications that they have authored that you can’t access otherwise and that may help inform your research proposal. There is a section in the application form in which you can indicate your suggested supervisors. You are strongly encouraged to fill it in with two names of suggested supervisors when you apply.

AM I REQUIRED TO ATTEND FOR INTERVIEW?

Interviews are normally held with two interviewers using Microsoft Teams. Interviews will normally take place in February.

WHAT WILL THE INTERVIEW BE LIKE?

We are keen to find out more about you and your interests, and how these might tie in with the research specialisms of academic staff within the department.

For DPhil applicants, we will ask you to talk in detail about your research proposal, its design, your methodological choices and potential challenges you might face. For MSc applicants, we will ask you about your knowledge of the course, your reasons for wanting to study in this area, and initial ideas for their dissertation research.

Applicants may be asked to explain how their areas of interest link to those of the departments’ research groups, centres and academic staff.

WHEN WILL THE OUTCOME OF MY APPLICATION BE KNOWN?

Applications will be considered by the admissions panel within the Department and decisions will be made in accordance with the following deadlines:

January application deadline – mid March

You will be informed of our decision by email to ensure that you receive the outcome as soon as possible.

In the event that we are not able to offer you a place, we regret that it is not possible to provide you with feedback on your application.

CAN I DEFER ENTRY TO A COURSE?

The University will only consider requests for deferral of entry due to exceptional unforeseen circumstances, and only after all conditions set for the offer (both academic and financial) have been met.

Couldn’t find your answers under our FAQ section?

Please direct all enquiries to our Higher Degrees Office and a member of the administrative team will be happy to assist you.

Email: [email protected]

• Fees and Funding

Meet our DPhil Students

• Faculty of Social Sciences
• School of Education
• Research degrees

Doctor of Philosophy (PhD)

A PhD is an internationally-recognised research qualification.

Studying for a PhD in Education will allow you to become an expert in a specialist area and gain high-quality research training, which will equip you to undertake further educational research projects.

As a PhD candidate, you will carry out original research work under the guidance of one or more supervisors.

An initial priority for a doctorate degree is refining your research plan and establishing a feasible timescale for the project. During the early part of the PhD programme, you will embark on various research methods modules to support your research activities.

We award the Doctor of Philosophy degree on the basis of a PhD thesis in which you present the rationale, methods and findings from your original study.

A PhD can be taken full-time (three years) or part-time (five years).

Areas of supervision

Postgraduate researchers are at the centre of the School of Education’s work.

We undertake impactful research in key areas of educational policy and practice, placing particular emphasis on the relevance of our work for practitioners and policymakers.

Our PhD supervision offers a wide breadth of research activity across our research centres and groups:

• Collective for Curriculum, Pedagogy and Policy
• Digital Education
• Inclusion, Childhood and Youth
• Language Education

Many of our academic staff are also involved in the Leeds Social Science Institute which fosters interdisciplinary research collaborations and provides training for our postgraduate researchers.

Split-site PhD

Our split-site PhD allows international candidates to study for a PhD part-time.

You can find more details and an application form for the split-site PhD via the Student Education Service . 

The difference between a PhD and an EdD

The PhD and EdD are both supervised research degrees involving the submission of a thesis and a viva voce (oral) examination.

The PhD is awarded entirely on the basis of research, leading to a thesis of up to 100,000 words. 

The EdD combines taught modules and research, leading to a thesis of up to 55,000 words, and is also called a professional doctorate.

The taught component of the EdD means that this route is suitable for people without a Masters degree.

The EdD programme forms part of our Continuing Professional Development provision.

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• Requirements

Course closed:

Education is no longer accepting new applications.

The PhD in Education is a research degree, the main purpose of which is to prepare a substantial piece of original research.

Our postgraduate students, from all over the world, make an important contribution to their respective fields and to the vitality of the Faculty's research culture. 

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. All doctoral students in the Faculty conduct their research with the guidance of a supervisor. All doctoral students also participate in a guided programme that introduces them to the key questions and concerns of contemporary, world-leading educational research. Students are encouraged to play an active role in research seminars and engage in opportunities for acquiring transferable skills.

The UK's Research Excellence Framework exercise assesses the quality of research produced by UK Higher Education Institutions.  The Faculty of Education at the University of Cambridge, based on Power Ranking scores, placed 4th overall in the UK in the most recent results. The research environment score for the Faculty (UoA23) as part of REF 2021 attained the maximum score of 100%, with the profile of  “world leading” outputs and impact case studies among the strongest in the UK (full UoA23 results:  https://results2021.ref.ac.uk/profiles/units-of-assessment/23 ). 

Continuation to the PhD from Masters programmes within the Faculty of Education is not automatic, and students wishing to do so must submit a PhD application by the usual deadline. 

The Postgraduate Virtual Open Day usually takes place at the end of October. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the  Postgraduate Open Day  page for more details.

See further the  Postgraduate Admissions Events  pages for other events relating to Postgraduate study, including study fairs, visits and international events.

Key Information

3-4 years full-time, 4-7 years part-time, study mode : research, doctor of philosophy, faculty of education, course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, michaelmas 2024 (closed).

Some courses can close early. See the Deadlines page for guidance on when to apply.

Funding Deadlines

These deadlines apply to applications for courses starting in Michaelmas 2024, Lent 2025 and Easter 2025.

Similar Courses

• Education (Research in Second Language Education) MPhil
• Master of Education (Mathematics Education) PACES entry only MEd
• Education (Critical Approaches to Children's Literature) MPhil
• Education (Mathematics Education) MPhil
• Education (Critical Approaches to Children's Literature) PGCE entry only MEd

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Education PhD/MPhil

• Full-time: Up to 3 years
• Part-time: Up to 6 years
• Start date: 1 October 2024
• UK fees: £5,100
• International fees: £21,500

Research overview

Researchers in the School of Education are committed to investigating and advancing social justice within and through education. You will undertake your doctoral study in a supportive international and interdisciplinary research community. 

The school has over 150 years of experience in educational research and draws researchers and teachers whose work addresses current issues affecting educational practitioners, theory, institutions and systems. Our researchers have strong relationships with local and international organisations, and you will work with two supervisors who share interest in your field.   

Education research areas include: 

• literacies and literacy practices
• education for human flourishing 
• education and international politics and development 
• education and social justice
• higher, adult and vocational education 
• language education
• informal and non-formal education
• learning sciences 
• learning through the arts, creative pedagogies and science 
• mathematics education 
• refugee/migrant education
• school leadership and improvement 
• teachers' work, professionalism and education policy 

Entry to our postgraduate research programme is competitive and having a strong  research proposal  is therefore very important. 

Course content

Phd/mphil .

A PhD is awarded on the successful completion of supervised research, verbal examination and final thesis. An MPhil, which is narrower in scope, is awarded on the successful completion of supervised research and submission of a final thesis.

Supervision 

Full-time doctoral students should meet with their supervisors at least 10 times each year. Part-time doctoral students should meet with their supervisors at least 6 times each year.

Assessment 

PhD students must submit and verbally defend a thesis (maximum 100,000 words), demonstrating to the examiners' satisfaction that the research project and thesis represents a knowledgeable and original contribution to the field(s) of scholarship and research.

MPhil students must submit a thesis (maximum 60,000 words), presenting the results of their scholarship and research. The thesis must demonstrate to the examiners' satisfaction that the research project and thesis represents advanced knowledge in the field(s) of scholarship and research. In some cases, examiners may require a verbal examination of the thesis.

Confirmation of studies review 

All doctoral students are required to successfully complete a 12,000-word confirmation of studies review within one year of full-time study. Confirmation of studies is approved on the basis of the 12,000-word written academic paper and report as well as a verbal defence with an internal assessor assigned from within the school.

Annual review

Following the successful completion of the confirmation of studies review, all doctoral students are required to submit further annual reviews at the end of each academic year.

In year two of full-time study, you also will need to submit a piece of academic writing of 7,000 words alongside an annual review report to be examined by an internal assessor through a verbal defence.

For all annual progress review assessments, records of regular supervisory meetings will need to be submitted with annual progress review reports as evidence of ongoing and consistent engagement in your studies.

All elements and milestones of your programme need to be passed annually for you to continue your research programme.

Doctoral training

Doctoral students also will be required to participate fully in doctoral training seminars and events throughout their studies with us, through the School of Education as well as the Researcher Academy. This includes full participation in annual doctoral student-led PGR conferences as well as mandatory seminars such as those on ethics and research integrity.

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.

Meeting our English language requirements

If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our  Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.

If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.

For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance.

Visa restrictions

International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.

We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.

We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.

If you are unsure whether your qualifications or work experience are relevant, contact us .

Our step-by-step guide contains everything you need to know about applying for postgraduate research.

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .

This course does not incur additional costs beyond tuition fees and living expenses, but you should factor in other possible expenses for travel and other needs. Many resources for research (such as books, articles and equipment) are accessible for loan within the university. You may apply to the Researcher Academy and School of Education for support with research expenses, conference presentation and attendance, as well as DBS checks if your research requires UK-based fieldwork.

There are many ways to fund your research degree, from scholarships to government loans.

Check our guide to find out more about funding your postgraduate degree.

Research training

All research students in the School of Education have access to a range of free short courses and research training events offered by the school and the university's Researcher Academy.

First-year PhD students are also required to complete the school's doctoral training programme during the first year of their study.

You may also apply to the Researcher Academy and School of Education for financial support to attend training that is necessary beyond the university.

Researcher training and development

The Researcher Academy is the network for researchers, and staff who support them. We work together to promote a healthy research culture, to cultivate researcher excellence, and develop creative partnerships that enable researchers to flourish.

Postgraduate researchers at Nottingham have access to our online Members’ area, which includes a wealth of resources, access to training courses and award-winning postgraduate placements.

Student support

You will have access to a range of support services , including:

• academic and disability support
• childcare services
• counselling service
• faith support
• financial support
• mental health and wellbeing support
• visa and immigration advice
• welfare support

Students' Union

Our Students' Union represents all students. You can join the Postgraduate Students’ Network or contact the dedicated Postgraduate Officer .

There are also a range of support networks, including groups for:

• international students
• black and minority ethnic students
• students who identify as women
• students with disabilities
• LGBT+ students

SU Advice provides free, independent and confidential advice on issues such as accommodation, financial and academic difficulties.

Where you will learn

Library facilities - education.

Situated within the Djanogly Learning Resource Centre (DLRC) on Jubilee Campus, the education library provides group study rooms, computer facilities and an extensive collection of books, journals and manuscripts. The library catalogue, including links to full texts of articles, e-books and databases, can be accessed via the internet from any location.

Jubilee Campus

Jubilee Campus has eco-friendly buildings, alongside green spaces, wildlife and a lake. 

This campus is home to our business, education and computer science schools, as well as a sports centre and student accommodation.

You can walk to  University Park Campus  in around 20 minutes or catch a free hopper bus. Nottingham city centre is 20 minutes away by public bus.

School facilities - Education

Our postgraduate researchers have access to excellent facilities, including an ICT and resource centre, the full Microsoft Office suite and a range of social research and education-specific software.

Full-time students may apply for personal workspace and part-time students have a dedicated drop-in workspace. All computers on campus have internet access and are networked to printers/photocopiers.

Whether you are considering a career in academia, industry or haven't yet decided, we’re here to support you every step of the way.

Expert staff will work with you to explore PhD career options and apply for vacancies, develop your interview skills and meet employers. You can book a one-to-one appointment, take an online course or attend a workshop.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

Our postgraduate researchers go on to work as:

• academic teachers and researchers
• counsellors
• educational policy and practice advisers
• educational leaders
• language tutors
• primary and secondary teachers
• vocational or industrial trainers and instructors

Many of our postgraduate researchers are working in professional careers while undertaking part-time study.

95.2% of postgraduates from the School of Education secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £28,108.*

* HESA Graduate Outcomes 2020/21 data published in 2023. The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time, postgraduate, home graduates within the UK.

Related courses

Professional doctorate in education edd, research excellence framework.

The University of Nottingham is ranked 7th in the UK for research power, according to analysis by Times Higher Education. The Research Excellence Framework (REF) is a national assessment of the quality of research in UK higher education institutions.

• Vast majority of our outputs were assessed as internationally excellent
• Over half of our outputs were given the highest score of 4*
• 90%* of our research is classed as 'world-leading' (4*) or 'internationally excellent' (3*)
• 100%* of our research is recognised internationally
• 51% of our research is assessed as 'world-leading' (4*) for its impact**

*According to analysis by Times Higher Education ** According to our own analysis.

This content was last updated on 03 January 2024 . Every effort has been made to ensure that this information is accurate, but changes are likely to occur between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.

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International Education and Development PhD

Key information.

• 1st   in the world for Development Studies   (QS World University Rankings by Subject 2024)

The PhD in International Education and Development gives you the opportunity to develop specialist knowledge in the field of development and education and to hone advanced research skills in methodologies appropriate for contexts in low-income countries.

Our doctoral researchers come from all over the world and this PhD will help advance your professional career.

Areas of study

Doctoral researchers will become members of the Centre for International Education (CIE) , a global leader in this field, and will be based in the Department of Education, located in the School of Education and Social Work.

Your supervisors are generally members of CIE and are global in outlook. They all share an understanding that education lies at the heart of development and poverty reduction.  Their r esearch interests include conflict and peace-building, refugee education, gender justice, critical pedagogies, inclusion, governance and global education policy.

You will have opportunities to engage with other research centres in the School and across the University and to work in international and interdisciplinary ways.

We understand that deciding where and what to study is a very important decision. We’ll make all reasonable efforts to provide you with the courses, services and facilities described in this prospectus. However, if we need to make material changes, for example due to government or regulatory requirements, or unanticipated staff changes, we’ll let you know as soon as possible.

Masters and P h D events

Meet us on campus or online

Book your place

• UK requirements
• International requirements

Please select your country from the list.

Philippines

Saudi arabia, south africa, south korea, switzerland, united arab emirates, my country is not listed.

If your country is not listed, you need to contact us and find out the qualification level you should have for this course. Contact us

English language requirements

Ielts (academic).

Advanced level (7.0 overall, including at least 6.5 in each component).

IELTS scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course.  Find out more about IELTS

We accept IELTS One Skills Retake.

We do not accept IELTS Online.

Check full details of our English Language requirements and find out more about some of the alternative English language qualifications listed below

Alternative English language qualifications

Proficiency tests, cambridge advanced certificate in english (cae).

176 overall, including at least 169 in each skill.

We would normally expect the CAE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Advanced

Cambridge Certificate of Proficiency in English (CPE)

We would normally expect the CPE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Proficiency

LanguageCert International ESOL SELT

Advanced level (International ESOL SELT C1 with a minimum of 33 in each component)

LanguageCert International ESOL scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. Find out more about LanguageCert SELT

We only accept LanguageCert when taken at SELT Test Centres. We do not accept the online version.

Pearson PTE Academic

Advanced level (67 overall, including at least 62 in all four skills)

PTE (Academic) scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course. Find out more about Pearson (PTE Academic)

We do not accept the PTE Academic Online test.

TOEFL (iBT)

Advanced level 95 overall, including at least 22 in Listening, 23 in Reading, 23 in Speaking, 24 in Writing. 

TOEFL (iBT) scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course. Find out more about TOEFL (iBT)

We do not accept TOEFL (iBT) Home Edition.

The TOEFL Institution Code for the University of Sussex is 9166.

English language qualifications

As/a-level (gce).

Grade C or above in English Language.

Hong Kong Advanced Level Examination (HKALE)/ AS or A Level: grade C or above in Use of English.

GCE O-level

Grade C or above in English.

Brunei/Cambridge GCE O-level in English: grades 1-6.

Singapore/Cambridge GCE O-level in English: grades 1-6.

GCSE or IGCSE

Grade C or above in English as a First Language (Grade 4 or above in GCSE from 2017).

Grade B or above in English as a Second Language.

Ghana Senior Secondary School Certificate

If awarded before 1993: grades 1-6 in English language.

If awarded between 1993 and 2005: grades A-D in English language

Hong Kong Diploma of Secondary Education (HKDSE)

Level 4, including at least 3 in each component in English Language.

Indian School Certificate (Standard XII)

The Indian School Certificate is accepted at the grades below when awarded by the following examination boards:

Central Board of Secondary Education (CBSE) – English Core only:  70%

Council for Indian School Certificate Examinations (CISCE) - English:  70% 

International Baccalaureate Diploma (IB)

English A or English B at grade 5 or above.

Kenya Certificate of Secondary Education

Grades A - C in English language

Malaysian Certificate of Education (SPM) 1119/GCE O-level

If taken before the end of 2008: grades 1-6 in English Language.

If taken from 2009 onwards: grade C or above in English Language.

The qualification must be jointly awarded by the University of Cambridge Local Examinations Syndicate (UCLES).

West African Senior School Certificate

Grades A1-C6 (1-6) in English language when awarded by the West African Examinations Council (WAEC) or the National Examinations Council (NECO).

Country exceptions

Select to see the list of exempt english-speaking countries.

If you are a national of one of the countries below, or if you have recently completed a qualification equivalent to a UK Bachelors degree or higher in one of these countries, you will normally meet our English requirement. Note that qualifications obtained by distance learning or awarded by studying outside these countries cannot be accepted for English language purposes.

You will normally be expected to have completed the qualification within two years before starting your course at Sussex. If the qualification was obtained earlier than this, we would expect you to be able to demonstrate that you have maintained a good level of English, for example by living in an English-speaking country or working in an occupation that required you to use English regularly and to a high level.

Please note that this list is determined by the UK’s Home Office, not by the University of Sussex.

List of exempt countries: 

• Antigua and Barbuda
• New Zealand
• St Kitts and Nevis
• St Vincent and the Grenadines
• The British Overseas Territories
• Trinidad and Tobago
• United Kingdom

** Canada: you must be a national of Canada; other nationals not on this list who have a degree from a Canadian institution will not normally be exempt from needing to provide evidence of English.

English language support

If you don’t meet the English language requirements for your degree, you may be able to take a pre-sessional course

• Visas and immigration

Admissions information for applicants

If your qualifications aren’t listed or you have a question about entry requirements, contact us

If you’d like to join us as a research student, there are two main routes:

• browse funded projects in this subject area
• browse our potential supervisors and propose your own research project.

Find out how to apply for a PhD at Sussex

Our supervisors

Prof Janet Boddy

Professor of Child, Youth and Family Studies

[email protected]

View profile of Janet Boddy

Dr Rachel Burr

Senior Lecturer in Education

View profile of Rachel Burr

Prof Barbara Crossouard

Professor of Theory in Education

View profile of Barbara Crossouard

Dr Emily Danvers

Senior Lecturer in Higher Education Peda

View profile of Emily Danvers

Dr Marcos Delprato

Senior Lecturer

View profile of Marcos Delprato

Prof Mairead Dunne

Professor of Sociology of Education

View profile of Mairead Dunne

Prof Louise Gazeley

Professor of Educational and Social Disadvantage

View profile of Louise Gazeley

Dr Christina Hancock

Lecturer in Primary Education

View profile of Christina Hancock

Dr Sean Higgins

Lecturer in International Education and Development

View profile of Sean Higgins

Dr Tamsin Hinton-Smith

Senior Lecturer In Higher Education

View profile of Tamsin Hinton-Smith

Dr Nimi Hoffmann

View profile of Nimi Hoffmann

Prof Lisa Holmes

Professor in Applied Social Science

View profile of Lisa Holmes

Dr Perpetua Kirby

Lecturer in Childhood and Youth

View profile of Perpetua Kirby

Dr Nigel Marshall

Reader in Education

View profile of Nigel Marshall

Prof Linda Morrice

Professor of Education and Migration

View profile of Linda Morrice

Prof Mario Novelli

Professor Of The Political Economy Of Education

View profile of Mario Novelli

Dr Keith Perera

Lecturer in Education

View profile of Keith Perera

Dr Marcelo Staricoff

View profile of Marcelo Staricoff

Dr Julia Sutherland

View profile of Julia Sutherland

Prof Simon Thompson

Head of School ESW

View profile of Simon Thompson

Dr Gunjan Wadhwa

Lecturer in International Education

View profile of Gunjan Wadhwa

Dr Rebecca Webb

Senior Lecturer in Early Years and Primary Education

View profile of Rebecca Webb

Prof Jo Westbrook

Professor of International Educationand Pedagogy

View profile of Jo Westbrook

Dr James Williams

View profile of James Williams

Funding and fees

How can i fund my course, funded projects and scholarships.

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals. Don’t miss out on scholarships – check the specific application deadlines for funding opportunities. Note that funded projects aren’t available for all our PhDs.

£3,000 scholarships available to environmental influencers bringing about real-world behaviour change

Find out more

£800 scholarship available to reward talented organ player studying on any course at Sussex.

Scholarships of £800 are available to reward talented musicians studying on any course at Sussex

Cash scholarships available for students who have demonstrated sporting excellence

University of Sussex Stuart Hall Doctoral Scholarship

Applying for USA Federal Student Aid?

If any part of your funding, at any time, is through USA federal Direct Loan funds, you will be registered on a separate version of this degree which does not include the possibility of distance learning which is prohibited under USA federal regulations. Find out more about American Student Loans and Federal Student Aid .

Part-time work

We advertise around 2,500 part-time jobs a year so you can make money and gain work experience. We have a special scheme to employ students on campus, wherever possible.

Find out more about careers and employability

How much does it cost?

Fees for self-funding students.

Home students: £4,786 per year for full-time students

Channel Islands and Isle of Man students: £4,786 per year for full-time students

International students: £21,500 per year for full-time students

Home PhD student fees are set at the level recommended by United Kingdom Research and Innovation (UKRI) annually, rising in line with inflation. Overseas fees are subject to an annual increase - see details on our tuition fees page

Note about additional costs.

Please note that all costs are best estimates based on current market values. Activities may be subject to unavoidable change in response to Government advice. We’ll let you know at the earliest opportunity. We review estimates every year and they may vary with inflation. Find out how to budget for student life .

Empirical research costs

On top of your PhD fees and living costs, you may also need to cover some research and training costs, relevant to your research project. These costs will depend on your research topic and training needs, but may include: - travel (to archives, collections or scientific facilities) - a laptop - overseas fieldwork costs (travel and accommodation, and language training) - conference costs (travel, registration fees and accommodation) - laboratory consumables and workshop materials - participant costs - transcription or translation costs - open-access publication costs. If you have a scholarship from one of the UK Research Councils, your scholarship should cover these types of costs. You'll receive details of how to claim this additional funding. If you're self funded, or if your scholarship doesn’t cover these costs, check with the Research and Enterprise Co-ordinator in your School for details of School or Doctoral School funding that may be available.

Find out typical living costs for studying at Sussex

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Experience Sussex life in our virtual tour.

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Course enquiries

+44 (0)1273 876787

Send us a message

Admissions enquiries

If you haven’t applied yet:

+44 (0)1273 678464 eswpgradmin@​sussex.ac.uk

Find out about the School of Education and Social Work

After you’ve applied:

+44 (0)1273 877773 [email protected]

Find out how to apply

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Education MPhil/PhD

Distance learning programme

IOE, UCL’s Faculty of Education and Society offers world-leading doctoral programmes in education and related social science. Our Education (Online) MPhil/PhD distance learning students undertake their research project, working closely with their supervisor(s) online (e.g. using Teams/Zoom and email) to develop each stage of their research, whilst engaging in a tailored programme of online research training courses and activities available from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

The normal minimum requirement is a Master’s degree from a UK university in a subject appropriate to the programme to be followed, or a qualification of equivalent standard appropriate to the programme to be followed awarded by a university (or educational institution of university rank) outside the UK. The majority of our successful applicants hold a Merit at Master’s level, and may have additional relevant experience. Students without a Master’s degree who have completed the UCL PGDip in Social Science Research Methods, obtaining a grade B or above in any two or more modules, may also be considered for admission to this programme.

The English language level for this programme is: Level 4

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

IOE has specialised, research-active staff who are able to supervise students in education and related social sciences, including leadership, management, and teaching and learning in all phases of education, from early years through schooling and post-compulsory education to professional and lifelong learning. Other areas include health, the life course and economics.

Who this course is for

The MPhil/PhD is for applicants with a strong interest in an aspect of educational and social research, which may be understood broadly across the life course, in relation to other subject areas and wider social, economic, political and cultural changes. You should normally have completed an MA to merit level and want to develop a specific area of research. You may have a background in education or a cognate area of study. It is suitable for both recent graduates and those progressed in a career.

What this course will give you

IOE is a world-leading centre for research in education and related social science. We host the UK's largest doctoral cohort in these areas. In the QS World University Rankings by Subject (2023), the Institute was ranked first for education for the tenth year running, ahead of Harvard, Stanford, Oxford and Cambridge. In the UK's recent Research Excellence Framework (2021), we were ranked first for research strength and research power in Education, according to the Elsevier REF 2021 Results Analysis Tool. We attract extensive research funding each year and host many prestigious research centres and projects.

There are no residency requirements and the programme has been designed to engage students in distance learning so it is not necessary to attend.

Students undertake their research project, working closely with their supervisor(s) online (e.g. , using Teams/Zoom and email) to develop each stage of their research, whilst engaging in online research training courses modules and activities.

The viva examination takes place in-person at UCL or online. Students are welcome to visit and use campus facilities including the library, attend seminars etc.

The foundation of your career

Students gain experience of planning and implementing research methodologies, academic writing and presentation, management of their own research projects, and engagement with a wide range of researchers, practitioners, policymakers and other groups relevant to their chosen topic.

IOE doctoral graduates progress to a diverse range of careers in research, policy, management and practice, within education, cultural sectors and related areas of social science.

IOE is a leading centre for education and social science research. Students will have the opportunity to network with other doctoral students from around the world, as well as with world-leading academics within their field of study. The institute hosts several online seminar series as well as both national and international conferences. In addition, students are encouraged to take part in conferences elsewhere, expanding networking opportunities.

• Teaching and learning

Distance learning students engage in independent learning supported through: (i) individualized online supervision (e.g., via Teams/Zoom and email) and (ii) peer group (cohort) learning through asynchronous and synchronous learning activities following a robust Online Research Training Programme (Online RTP). However, students are welcome to visit and use campus facilities to engage in in-person research training, access the library, attend seminars etc.

Education (Online) MPhil/PhD engages distance learning students in a robust Online Research Training Programme (Online RTP) to complement their individualized online supervision.

The Online RTP comprises of six `core' modules with asynchronous and synchronous learning activities introducing social science research in education.  Modules build students' critical perspective in: approaches to educational research, research and the theoretical field, research methods, qualitative and quantitative analytic procedures and academic writing and presentation.  Learning activities engage students in developing their doctoral research through independent study, peer group study and module tutor feedback.

Students with prior learning have flexibility in opting to engage in advanced online courses from the UCL Doctoral Skills Development Programme, IOE Research Training Programme, Bloomsbury Postgraduate Skills Network and other sources, as agreed with supervisors.

Full-time students typically study 2 modules per term over one year while part-time students study 1 module per term over two years.  Modules run for 4-9 weeks and are awarded 6-10 `training points'.  

Students also undertake two `core skills' courses to: (i) introduce UCL and IOE academic regulations, prepare for upgrade and ethics application and, (ii) enhance students' use of digital information and resources.  

Assessment is undertaken through completion of a thesis and viva examination. The maximum word length for a PhD degree thesis is 100,000 words. This includes footnotes, tables and figures but excludes bibliography, appendices and supporting data. In some instances, supervisors may wish to recommend a shorter length. Students should therefore consult with their supervisors on the length of theses in their subject area or topic, including the minimum length. The viva examination takes place in-person at UCL or online.

Education MPhil/PhD students engage in self-directed learning. Duration of full-time study is 3 years and part-time study is 5 years. Typically, full-time students engage in their doctoral studies for at least 35 hours a week, whilst part-time students engage in at least 15 hours a week.

Research areas and structure

Applicants to the IOE Education MPhil/PhD programme must apply to one of the six departments within the IOE: Culture, Communication and Media; Curriculum, Pedagogy and Assessment; Education, Practice and Society; Learning and Leadership; Psychology and Human Development; or the UCL Social Research Institute.

Applicants should look at the departmental websites to find out more information about the work of each department, and to identify one or more potential supervisors for their work. Even though applicants apply directly to the MPhil/PhD programmes in the department of their principal supervisor, the programme they follow once enrolled will be identical.

Research environment

You will have the opportunity to access to the wider UCL community. The Institute’s programme has been designed to provide comprehensive and broadly based research training and to meet the requirements of the Economic and Social Research Council (ESRC), the Arts and Humanities Research Council (AHRC) and the UK Researcher Development Framework.

As a research student at IOE, UCL’s Faculty of Education and Society you have the opportunity to participant in online seminar groups when engaging in distance learning as well as in-person seminar groups when visiting campus, along with seminars organised by research centres or according to interest groups.  This promotes collegiality and enriches learning.

The length of registration for the research degree programmes is 3 years for full-time.

You are required to register initially for the MPhil degree with the expectation of transfer to PhD after successful completion of an upgrade viva 9-18 months after initial registration.

Students undertake their research project, working closely with their supervisor(s) online (e.g., using Teams/Zoom and email) to develop each stage of their research, whilst engaging in online research training courses and activities.

IOE Centre for Doctoral Education provides an extensive Research Training Programme. Courses are available from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources. The training offers a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

A mandatory core course is provided online and in-person that aims to meet the needs of early-stage doctoral students. In addition, distance learning students are required to take six tailored online research training core modules (Approaches to Educational Research; Research and the Theoretical Field; Research Methods; Qualitative Data Analysis; Quantitative Data Analysis; Writing and Presenting Educational Research) in their first year of full-time study or first two years of part-time study, and are then able to choose from a selection of advanced online courses.

Full-time MPhil/PhD students are required to fulfil minimum 20 ‘points’ of training activity in their first year, and are encouraged to fulfil the same in their subsequent years of study. Each point is worth approximately a half-day of face-to-face training, or an online equivalent.

Other activities such as attending and presenting at conferences also count towards research training. Students may undertake additional training beyond these minima, as relevant to their research and/or as agreed with their supervisors.

You are expected to upgrade from MPhil to PhD status towards the end of your first year of study if full-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Processes aimed at assisting you during your course of study include the Research Student Log (an online project management tool), and periodic reviews of students’ progress.

Upon successful completion of your approved period of registration you may, if necessary, register as a completing research status (CRS) student while you finish writing your thesis.

The length of registration for the research degree programmes is 5 years for part-time.

Students   undertake their research project, working closely with their supervisor(s) online (e.g. , using Teams/Zoom and email) to develop each stage of their research, whilst engaging in online research training courses and activities.

IOE Centre for Doctoral Education provides an extensive Research Training Programme. Courses are available from the UCL Doctoral Skills Development Programme, IOE faculty's Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources.

The training offers a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

A mandatory core course is provided online and in-person that aims to meet the needs of early-stage doctoral students. In addition, distance learning students are required to take six tailored online research training core modules (Approaches to Educational Research; Research and the Theoretical Field; Research Methods; Qualitative Data Analysis; Quantitative Data Analysis; Writing and Presenting Educational Research) in their first year of full-time study or first two years of part-time study, and are then able to choose from a selection of advanced online courses .

Part-time students are required to fulfil minimum 12 ‘points’ of training activity in each year of study. Each point is worth approximately a half-day of face-to-face training, or an online equivalent.

You are expected to upgrade from MPhil to PhD status at around 18 months if part-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Students should take into account any travel, accommodation and expenses involved in their thesis.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding webpage: https://www.ucl.ac.uk/scholarships/funding-students-postgraduate-research-courses

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

After choosing a programme to apply for, you should develop a research proposal and identify a potential supervisor. For more information, visit our website to find a supervisor and get in touch with departmental graduate tutors.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

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Studentships and doctoral training

Get a studentship to fund your doctorate.

UKRI studentships offer funding for doctoral research. They also offer you access to training, networking and development opportunities to help you build a research and innovation career.

Our expectations for research organisations, supervisors and students are set out in the statement of expectations for doctoral training .

You could get:

• a minimum stipend of £19,237 per year for your living costs, which is paid to you in regular instalments
• support for your tuition fees (minimum £4,786 per year)

The stipend is usually non-taxable and does not need to be paid back. Some research organisations may offer more if you study in London, or they or one of their collaborators might decide to top up the payment. This will be outlined in the studentship advert from the research organisation.

We normally pay the support for tuition fees directly to your research organisation.

The levels given here are for the academic year 2024 to 2025. UKRI’s approach to doctoral stipend and fee levels will be reviewed through the  new deal for postgraduate research .

Additional support for your doctoral studies

As a UKRI-funded doctoral student, you may be able to access additional funding to cover the cost of other related training and development opportunities.

This could include:

• conference attendance
• language training
• overseas research visits
• internships or placements with a non-academic partner

The availability of support will depend on the research organisation and the training grants they have on offer. You should contact the research organisation you are interested in applying to, to find out what you could get.

Extra support if you have a disability

If you have a disability, you may be entitled to a Disabled Students’ Allowance (DSA) on top of your studentship.

You should speak to your research organisation’s disability advisor to assess your needs. They can help put the right support in place, including a DSA application if necessary. You cannot claim DSA directly from UKRI.

DSA helps to cover the cost of any additional support that a person studying for a doctorate might need as a result of a disability, mental health problem or specific learning difficulty.

The allowance covers:

• non-medical personal assistance
• specialist equipment
• extra travel costs
• general expenses

Find out more about DSA in our framework .

If you are a research organisation you can download claim forms and guidance for DSA .

Who can apply

Any prospective doctoral student wishing to study at a UK research organisation, including prospective international students, can apply for a UKRI studentship.

All UKRI-funded doctoral students will be eligible for the full award, both the stipend to support living costs, and home-level fees at the UK research organisation rate.

How to find opportunities

Many UK research organisations offer some form of studentship funding from UKRI. These opportunities will depend on the subject you want to study and will normally be advertised by the research organisations.

Research organisations may have additional opportunities that do not involve UKRI. UKRI supports around 20% of all UK-based postgraduate researchers. You should speak to the research organisation you are interested in to find out what studentships are available.

You could also consider using a specialist website like   FindaPhD  to look for opportunities.

When to apply

Research organisations set their own deadlines for applications.

Many open for applications early in the academic year and close in January or February. This is not a hard and fast rule. It is important that you check the deadlines for the research organisation where you want to study.

You cannot apply to UKRI for a studentship. You must contact the research organisation you are interested in studying with and use their application process.

For doctoral students who are already studying with a studentship, there are opportunities to get additional funding to support placements that are separate from your doctorate.  Find training and development opportunities .

Last updated: 14 February 2024

This is the website for UKRI: our seven research councils, Research England and Innovate UK. Let us know if you have feedback or would like to help improve our online products and services .

• Find a course

Psychology Conversion MSc

Search the website.

Study a BPS accredited Psychology Conversion master's at Middlesex University and learn from our highly respected team

Register your interest

• Book an open day

Viewing course details for 2024 year of entry

• Course overview

About your course

Facilities and support.

Entry requirements.

• Download prospectus

Why choose a Psychology Conversion masters degree at Middlesex University?

This course is accredited by the British Psychological Society (BPS) which means you'll gain Graduate Basis of Chartered Membership once you successfully complete this master's course.

If you want to start a career in psychology and/or acquire the Graduate basis for Chartered Membership of the British Psychological Society, this course is for you.

You may have a degree in another subject but wish to change career or pursue your interest in psychology in more depth. We will teach you a broad range of theoretical and methodological approaches and encourage you to develop a critical approach to studies, evaluating theory and evidence.

We have been teaching Psychology for over 50 years and are one of the largest providers of Psychology education in the UK.

What you will gain

By the end of this course, you will be able to perform quantitative and qualitative data analyses and use statistical software to analyse complex data. You will design, implement, analyse and communicate independent and group project work to an advanced level culminating in a dissertation on an agreed topic. You will also be able to design and run experiments to gather and interpret data. You will have gained knowledge in the core areas in psychology and be able to apply research skills across domains.

You will learn using cutting-edge facilities including fully equipped lecture theatres and tutorial spaces, a psychophysiology laboratory, social observation laboratories, an auditory cognition laboratory, and testing cubicles.

Accreditations

Our course is accredited by the British Psychological Society (BPS) . This accreditation means that successfully completing the graduate course with an average of 50% or better confers the Graduate Basis for Chartered (GBC) Membership with the BPS.

The BPS is a professional body of graduates, many of whom work as psychologists and the main aim of the association is to maintain high standards in the discipline. Some of the benefits of being eligible to become a member of the BPS include being able to join special interest sections and divisions of the BPS (e.g. Developmental Section, Cognitive Section, etc.) receiving The Psychologist house journal and appointments memorandum, as well as being able to order books and journals at special reduced rates.

After completion of our course, many students go on to study in a more specialised area in psychology. A BPS-recognised degree is often a necessary first step for those who wish to pursue further training and careers in particular areas of psychology such as Clinical, Counselling, Educational, Forensic, Health & Occupational Psychology and for those wanting to obtain chartered status as a practicing psychologist.

3 great reasons to pick this course

Use specialist facilities and equipment.

Use our state-of-the-art facilities and specialist equipment include a psychophysiology laboratory, social observation laboratories, an auditory cognition laboratory, and testing cubicles

BPS accredited course

This course is accredited by the British Psychological Society (BPS), so you’ll gain Graduate Basis for Chartered (GBC) membership

International Research

Our academics are regularly and widely published, and 95% of our research is internationally recognised.

You will learn cognitive skills through class discussion, guided independent study and lecturer feedback, as well as learning practical skills through presenting your ideas in written and oral form along with participation in practical exercises.

You will gain an in-depth understanding of your subject through participation in teaching sessions and independent research, with tutor support. Your learning will also be supported with online self-study materials.

Here is a brief overview of what you will study each year

Social, Personality & Developmental (30 credits)

This BPS core module aims to develop your expertise and mastery of primary and contemporary theory and research in three essential areas: social psychology, developmental psychology and individual differences.

The subject matter is introduced and investigated through topic-focused lectures and augmented with advanced research workshops. A focus on developmental psychology will see you study the biological, social, emotional and cognitive processes and changes of infancy and childhood as these are the periods during an individual's lifespan when the most change occurs.

In social psychology, interpersonal and intergroup processes will be studied with the objective of developing your understanding of the social dimension to human psychology. Throughout the module, several aspects of psychological approaches to understanding individual differences will be considered such as humanistic theories of development and social learning theory.

Research: Practice and Reporting (60 credits)

This module aim to provide you with an opportunity for an in-depth, advanced study in a specific area of applied psychology, pertinent to the degree for which you are registered, guided by, but largely independent of, tutor support. You will apply appropriate principles of empirical research, and present your research study in the form of a written journal article, using appropriate styles and conventions.

Research Methods (30 credits)

This module conforms with the statistics and methodology requirements of the British Psychological Society’s Graduate Basis for Chartered Membership (GBC). The module enables you to understand & critically evaluate psychological research & to understand how research design relates to research questions. It provides you with advanced skills in a variety of statistical analyses and enables them to conduct ethical psychological research at masters level utilising quantitative and qualitative methods. It provides skills in interpretation & critical discussion of published psychological research. It prepares you for your dissertation and enables you to choose appropriate methodologies and analyses for research.

Research and Issues in Applied Psychology (30 credits)

The aim of the module is to provide an intellectual setting within which you can both develop a fuller appreciation of substantive areas of applied psychology and improve their practical and analytical skills. The main aim is to direct you to develop an appreciation of the controversies and issues related to traditional and contemporary research, ethical issues, and up-to-date knowledge in the domain of applied psychology such as neuropsychology, infertility, sports and exercise and literacy acquisition.

Brain, Body and Mind (30 credits)

The module will give you an overview of biological and cognitive psychology as well as an introduction to the biological basis of heritable traits. The anatomy and physiology of the nervous system is considered; attention is focused on aspects of behaviour that have a clear biological component, with an emphasis on individual differences in biology. Through a series of psychophysiology lab sessions you will investigate specific central and peripheral nervous system variables and their relation to behaviour and individual differences. The cognitivist approach to psychology will be outlined and key theories relating to major cognitive faculties explored. Understanding of these is enhanced through a series of interactive seminars, consisting of group problem-solving activities. Both cognitive and biological approaches will explore pathology and neuropsychological case studies.

To find out more about this course, please download the Psychology Conversion MSc specification (PDF) .

Sign up now to receive more information about studying at Middlesex University London.

You'll be taught by an experienced teaching team with a wide range of expertise and professional experience.

How we'll teach you

Coursework and assessments.

You will participate in practical sessions, lectures, seminars and workshops, where you will take part in class discussions, and work on research projects, group assignments and critical analyses. Teaching is in person, on campus and supplemented with bespoke online resources. You will also be expected to engage in independent study and tutorial support is available for all modules.

The MSc can be studied over 12 months full-time or 24 months part-time. Part-time students take 60 taught credits and start their dissertation in year 1 and 60 taught credits and complete their dissertation in year 2.

The course is assessed at 180 credit points. Each 30-credit module represents approximately 300 hours of student study time, with two-four hours of contact time per week. The postgraduate dissertation module is 60 credits and encourages students to work independently, develop expertise in a particular area of psychology and demonstrate advanced research skills.

For two of the taught modules, some lecture content will be taught along with our undergraduate students. All modules include small group teaching sessions which are specifically designed and exclusive for the MSc Psychology conversion students. Staff are also available for individual tutorials. You will supplement all this with your own independent study and will submit a dissertation. There is a specific module on research methods for conversion students and the course also aims to improve your analytical, statistical and IT skills.

Where will I study?

You'll be based at our Hendon campus, north London.

Whether you are studying full or part-time – your course timetable will balance your study commitments on campus with time for work, life commitments and independent study.

We aim to make timetables available to students at least 2 weeks before the start of term. Some weeks are different due to how we schedule classes and arrange on-campus sessions.

Teaching vs independent study

In a typical year, you’ll spend about 1200 hours on your course.

Outside of teaching hours, you’ll learn independently through reading articles and books, working on projects, undertaking research, and preparing for assessments including coursework and presentations.

Typical weekly breakdown

The table below gives you an idea of what learning looks like across a typical week. Some weeks are different due to how we schedule classes and arrange on-campus sessions.

You'll receive full information on your teaching before you start your course. 

A typical week looks like this:

Learning terms

On-campus: This includes tutor-led sessions such as seminars, lab sessions and demonstrations as well as student-led sessions for work in small groups.

Online learning: This is teaching that is delivered online using tools like Skype or Zoom, as well as work that you do yourself using online teaching resources.

Independent study: This is the work you do in your own time including reading and research.

You can also study this course part-time.

Academic support

We have a strong support network online and on campus to help you develop your academic skills. We offer one-to-one and group sessions to develop your learning skills together with academic support from our library, IT teams and learning experts.

A wide variety of assessment methods are employed on the course including laboratory reports, essays, poster presentations, other written assignments and practical tests.

A major part of your assessment will be your 7,000 to 10,000-word report in the style of a journal article. We will be looking, among other things, at your ability to look critically at both theory and empirical research, and material from different sources.

You will receive regular feedback on your work.

North London campus

Our north London campus is 23 minutes away by underground train, travelling from London Kings Cross.

Our Sheppard Library provides a wide range of resources and support to help you to succeed in your studies.

Over 1,000 study spaces including rooms for group study and over 500 computers available.

We have one of London's biggest and best university campuses with everything you need in one place.

Student support.

We offer lots of support to help you while you're studying including financial advice, wellbeing, mental health, and disability support.

Additional needs

We'll support you if you have additional needs such as sensory impairment or dyslexia. And if you want to find out whether Middlesex is the right place for you before you apply, get in touch with our Disability and Dyslexia team .

Our specialist teams will support your mental health. We have free individual counselling sessions, workshops, support groups and useful guides.

Work while you study

Our Middlesex Unitemps branch will help you find work that fits around uni and your other commitments. We have hundreds of student jobs on campus that pay the London Living Wage and above. Visit the Middlesex Unitemps page.

• International entry

We welcome your application regardless of your background or experience.

For this course, we are looking for these minimum qualifications:

• 2:1. but applicants who have a 2:2 with high module grades may be considered
• Other relevant qualifications equivalent to an honours degree
• Three years' relevant work experience and the ability to study at postgraduate level.

If you have relevant qualifications , we may be able to count this towards your entry requirements.

We welcome students from the UK, EU and all over the world. Join students from over 122 countries and discover why so many international students call our campus home:

Quality teaching with top facilities plus flexible online learning

Welcoming north London campus that's only 30 minutes from central London

Work placements and networking with top London employers

Career support to get you where you want to go after university.

Qualifications

Here are our requirements for this course:

If you have relevant qualifications or work experience , we may be able to count this towards your entry requirements.

English language

You'll need good English language skills to study with us. Find out more about our English language requirements. And, don’t worry If you don't meet our minimum English language requirements, as we offer an intensive pre-sessional English course .

To study with us in the UK, you will need a Student Route visa .

Apply as early as possible to make sure you get a place. You can submit your application before you receive your final qualification.

Personal statements

Make sure that you highlight your best qualities in your personal statement that are relevant to this course, such as your ability to be forward-thinking, creative and collaborative.

We'll invite you to attend an online interview. Visit our interview tips page for advice.

Find out how to apply for postgraduate taught courses and watch our step-by-step video.

How can the Psychological Therapies and Interventions MSc/PGDip support your career?

Our postgraduate courses have been recognised for their ability to support your career.

95% of our postgraduate students go on to work or further study – Graduate Outcomes, 2022

Career paths

There are excellent employment prospects for Psychology graduates. The range of professional skills that you will develop ensures that you are highly valued across the economy. You could progress into a successful career as a counsellor, social worker, teacher or academic, or pursue careers in areas such as law, business management or education.

Many of our graduates pursue further education in more specialised areas in psychology including clinical, forensic, health, educational and occupational psychology and our BPS-recognised degree facilitates this. Others have pursued careers in research and academia.

MDXworks, our employability service, will help you make the most of your experience and connections to achieve your career goals. You'll have unlimited access to one-to-one advice and support from specialists in your sector plus 24/7 online support. You can also make the most of events and networking opportunities, on and off campus.

Global alumni network

You’ll be studying with students from 122 countries who’ll become part of your personal global network. You'll learn how to work with a global mindset and make invaluable connections on your course for your chosen industry.

The fees below are for the 2024/25 academic year.

UK students 1

Full-time students: £10,500

Part-time students: £70 per credit

Part-time students: £35 per dissertation credit

International students 2

Full-time students: £16,800

Part-time students: £112 per credit

Part-time students: £56 per dissertation credit

We cover your costs for the day-to-day things that you need to do well in your studies.

• Free – laptop loans, Wi-Fi and printing
• Free specialist software for your course
• Free online training with LinkedIn Learning

The following course-related costs are not included in the fees, and you will need to budget for these:

• The cost of course-related books you may wish to purchase

Financial support

We offer lots of support to help you with fees and living costs. Check out our guide to student life on a budget and find out more about postgraduate funding .

Postgraduate scholarships

You may be eligible for one of our scholarships including:

• The Alumni Postgraduate Award – for all UK/EU Middlesex alumni a 20% fee reduction
• The Commonwealth Scholarship – full course fees, airfares and a living allowance
• The Chevening Scholarship – full course fees
• The European Academic Awards – £1000 to £7000 for students showing academic excellence
• Regional or International Merit Award – up to £2,000 towards course fees

For international students, we also have a limited number of other awards specific to certain regions, and work in partnership with funding providers in your country to help support you financially with your study.

Find out more about our postgraduate scholarships .

Help from your employer

Your employer can contribute towards the cost of your postgraduate study as part of their staff development programme.

Fees disclaimers

1. UK fees: The university reserves the right to increase postgraduate tuition fees in line with changes to legislation, regulation and any government guidance or decisions. The tuition fees for part-time UK study are subject to annual review and we reserve the right to increase the fees each academic year by no more than the level of inflation.

2. International fees: Tuition fees are subject to annual review and we reserve the right to increase the fees each academic year by no more than the level of inflation.

Any annual increase in tuition fees as provided for above will be notified to students at the earliest opportunity in advance of the academic year to which any applicable inflationary rise may apply.

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We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.

Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.

Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.

At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.

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Nonie lesaux named hgse interim dean.

• Posted April 25, 2024
• By Ryan Nagelhout

Professor Nonie Lesaux will become interim dean of the Harvard Graduate School of Education (HGSE), acting Harvard President Alan Garber announced today.

Lesaux, the Roy Edward Larsen Professor of Education and Human Development, will assume the role at the conclusion of Dean Bridget Terry Long ’s tenure at the end of the 2023–24 academic year. Long announced her pending departure as dean in January 2024.

In a statement, Garber announced Lesaux’s appointment and described the search process for a permanent dean. He also praised Lesaux’s commitment to education and to the HGSE community in replacing Long moving forward.

“Nonie is a widely respected scholar and educator whose work appears in numerous scholarly publications and has influenced state and national educational policy,” Garber wrote in an email to the Harvard community. “We are grateful to Nonie for her willingness to lead the school in this interim period, and we hope you will join us in congratulating her on this new role.”

Lesaux served as academic dean at HGSE from 2017 to 2021, succeeding Long, who held that post for four years. She was previously named the Juliana W. and William Foss Thompson Professor of Education and Society before her appointment to the Larsen chair in 2021.

“I am deeply honored to serve in the role of interim dean,” Lesaux said. “I have seen firsthand the positive impact that our exceptional faculty, dedicated staff, and inspiring students and alumni make in the field of education. Their steadfast commitment to our mission — and expanding educational opportunities for learners everywhere — is a source of energy and hope.”

A native of Canada, Lesaux earned her doctorate in educational psychology and special education from the University of British Columbia in 2003. Her research focuses on promoting language and literacy skills of children from diverse linguistic, cultural, and economic backgrounds. Working largely through partnerships with school districts, states, and communities, Lesaux has worked to improve literacy rates, including seven years with San Diego Unified and 10 years with the New York City Department of Education.

Lesaux serves as co-chair of the Saul Zaentz Early Education Initiative at HGSE, which addresses the global challenge of improving the quality of early education and has informed a new era of science and policymaking in early education, building a network and partnerships representing all 50 U.S. states and 92 countries.

A former chair of the Massachusetts Board of Early Education Care, Lesaux has been instrumental in efforts to improve third grade reading outcomes in Massachusetts. Her work authoring a state-level literacy report was the basis for a Third Grade Reading Proficiency bill passed in the state legislature. The bill established an Early Literacy Expert Panel, which Lesaux co-chairs, and is tasked with developing new policies and initiatives to impact early childhood literacy development.

The practical applications of her research are featured in several books for school leaders and educators. She is co-editor of the Handbook of Reading Research (2022) and recently published a series of literacy briefs for the New York State Department of Education along with Katie Carr.

Lesaux is a recipient of the William T. Grant Scholars Award as well as the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government for young professionals early in their research careers. She later served on the U.S. Department of Education’s Reading First Advisory Committee, as well as the Institute of Medicine and National Research Council’s Committee on the Science of Children Birth to Age 8. Lesaux is an expert consultant to the U.S. Department of Justice, Civil Rights Division, Educational Opportunities Section.

“At this complex time for our profession, HGSE’s role in supporting educators is even more vital,” Lesaux said. “I am confident that, building on Dean Long’s legacy, our community will continue to make a lasting difference for learners around the world.”

On Thursday, Garber also announced opportunities for student and faculty involvement and input in the search for a new, permanent dean. Harvard also announced the formation of a Faculty Advisory Committee which will aid in the search for HGSE’s next dean. The committee includes a number of HGSE faculty members, including professors Ebony Bridwell-Mitchell, Andrew Ho, James Kim, Karen Mapp, Paola Uccelli, Meredith Rowe, Adriana Umaña-Taylor, Richard Weissbourd, and Martin West.

“The members of this faculty advisory committee,” Garber said, “bring a depth of wisdom and experience that will be critical as we work to develop a nuanced understanding of the school and search for an outstanding leader to help guide HGSE into the future. We are grateful to them for agreeing to serve in this capacity.”

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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Professor Nonie Lesaux will become interim dean of the Harvard Graduate School of Education (HGSE), acting Harvard President Alan Garber announced today.. Lesaux, the Roy Edward Larsen Professor of Education and Human Development, will assume the role at the conclusion of Dean Bridget Terry Long's tenure at the end of the 2023-24 academic year. . Long announced her pending departure as ...

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My aim in life | an essay for 2nd year students.

My Aim in life

             What makes life dreary is the want of motive .

To live without ambitions and desires is impossible. Everybody has his own dreams and goals to fulfill in his future life. The aim is significant in life to bring all the energies to one point. It is like a guiding star. It provides directions for our attempts. As Robert Browning says:

              The aim, if reached or not makes a great life.

It is our desires and ambitions, which give us the stimulus to work and act. They are the main source of inspiration. We must select our future career keeping in view our taste, temperament, and ability. A prince may have a dream to be a king and a king may have the aim to be an emperor.

There are as many aims as men. Some want to be doctors. Others to be engineers. Some wish to be civil and military officers. Others to be poets and writers. As far as my aim in life is concerned. I desire to become a professor of English.

Teaching is not a paying profession. Teachers are the low-paying community all over the world. Their services are not considered. That is why this becomes the cause of low pay. There are many reasons that I choose this profession of teaching.

First, teaching is not a paying profession. Teachers all over the world are those who teach others. To me, this profession is the only profession in which a man can serve his nation in the best possible manner.

Engineering may build grand buildings, roads, and massive dams. Doctors may become the cause of life or a cause of death for patients. Civil and military officers may boast of their services to the nation. However, could they be so without the guidance of their teachers?

A teacher is an engineer maker, a doctor maker, and an officer maker. He is like a ladder, which remains at its place but helps others to climb higher and higher. It is only the men that glorify the nation. These men are made in the teaching institution.

Secondly, I am suited to this profession. I am fond of reading and teaching. I feel happiness in solving problems and explaining them to others. By adopting the profession, I will be able to lead a life of learning.

Thirdly, some persons may ask if I want to be a professor, then why a professor of English. The answer is that English literature is my favorite subject. A man can serve his nation well if he is interested in his work and only then, he can inspire his students.

Realization of such a noble ambition is possible only when a man devotes all his time to studies. Keeping this in view, I work hard and make an intensive study of English literature. Whatever, others think of my aim, I am contented with it.it is according to my taste and nature. As Wordsworth says.

         A noble aim faithfully kept, is a noble deed.

Anila Ibrahim

An educationist, web content writer, equipped with an LLB and a Master’s degree in English Literature, as well as a Master of Philosophy in Entrepreneurship. I have a comprehensive understanding of both the English language and the educational landscape. This academic background empowers Anila to deliver content that is not only informative but also thoroughly researched.

14 thoughts on “ My Aim in Life | an Essay for 2nd Year Students ”

Thank U mam for everything AP hme English ki hr cheez define kerti h or urdu me translate kr k smjhati h jis leye hme bohat achi smaj Ati h and isi leye ap meri favourite teachers me se 1 ho❤

Brilliant lines…

Thanx student.More content is in the pipeline.you will be benefited with that.

Superb so interesting

Thank U mam apne essay bohat acha write kiya h or define to is se b acha kiya h or jo aim apne us me write kiya h wo actually hi mera aim h ke me professor bnana chahti hun pr ye mere father ka dream h ke me English ki professor bnoo😊and this essay is according to my aim and mind

That's very nice.every person should have aim and work to fulfil that aim

thanx student,wait for the more data

Mam ap nei jo qutations hmein dei thn un se kafi help mili the. Mam ap nei selfwriting skills hum studnts mn promote kein. JzakAllah

Good morning mam assalam o Alaikum and jumma MUBARAK🥰

Weldone anila keep it up.your's is very helpful for the student

Good morning Mam g

You have to choose carefully. DigitalEssay.net   offers a professional writing service. I highly recommend them. The papers are delivered on time and customers are their first priority. This is their website: DigitalEssay.net  

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Essay on My Aim in Life to Become a Teacher with Quotations – Kips Notes

My aim in life essay in english with quotations for fsc 2nd year.

This post contains an example of English Essay on My Aim in Life to become a Teacher with Quotations for Students Class 12 and Graduation. Students of FSc 2nd Year can prepare this essay for exams because it is specially posted here for 2nd Year students. However, outstanding students of Class 10 can also prepare this essay. Intermediate students and students of other classes can write the same essay under the title, Essay on my Ambition, Essay on the Profession of my Choice, Essay on Career I like to choose and Essay on My aim in life. For more quality essays you can visit English Essays .

Essay on My Aim in Life to become a Teacher With Quotations

“The ambition if reached or not makes great the life.” (Robert Browning)

Aristotle maintains that man is a goal seeking animal. His life becomes meaningful only when he struggles for his goals. Many people fail in life because they fail to organize their energies and focus on something. People, like nails lose their effectiveness when they lose direction and begin to bend.

“Not failure but low aim is a crime”

My philosophy of life is that we should set our goal and then we should try hard to achieve it. The progress and prosperity of a country is the result of the great endeavours of the dedicated men who have high ambitions in life.

There are as many ambitions are men. Some want to be doctors, others to be engineers. Some crave to be civil and military officers, others to be poet and novelists. My ambition in life is to have neither power nor wealth. I do not want to be a king but a kingmaker I believe only in the well-being of mankind, and they can only be achieved by education and reeducation of my fellow countrymen.

“A teacher affects eternity.” – (Henry Adams)

I want to be a teacher, no matter how strange it may sound to others. I want to be a teacher of English. Teaching is very different and important. It is of supreme importance to influence those who are going to grow up and matter to the world. There are many reasons for my choice.

“4 teacher influences those who matter to the world.” – (James Hilton)

Teaching has been the profession of prophets, priest’s saints and moralists. I have got a good temperament and taste for teaching. As a good mother rears good children a teacher builds up a good nation, Allah sent our beloved Prophet (P.B.U.H) to this world as a teacher for the whole of humanity. I think the best people are those who teach others. Engineers build grand buildings, roads and dams; doctors treat the patients; civil officers run the administration; military officers defend the country, but it is their teachers who make them so. A teacher is an engineer maker, a doctor maker, and an officer maker.

“Fame is the perfume of heroic deeds.”- (Socrates)

Some people may ask who I want to be an English teacher. The answer is that English is the language that is spoken and understood by most of the people in the world and it is the Lingua Franca of the world. Books on modern science, philosophy, history, commerce and other subjects are mostly in English. So, if we want to produce good engineers, doctors, administrators and lawmakers, the study of English language in inevitable.

To achieve my ambition, I work day and night. I devote all my time to study English language and literature. Whatever others may think of my aim, I am satisfied with it. In the final analysis, I must say that aims and ambitions are very important to determine a career or profession for us.

“ A future belongs to those who believe in the beauty of their dreams. You only live once ———but if you work it right once is enough”

Relevant 2nd Year English Essay Notes

For the Students of FSC par 2 I have 2 special posts which they should visit on priority basis. The 1st one is for those who want complete essay with quotations and the 2nd one is for those who have essay content but need only quotations.

• Essay with Quotations for 2nd Year
• English Essay Quotations for Class 12

If you want Short Essay on My Aim In life Click Here and if you want another My Aim in Life Essay, visit this .

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One comment.

May 18, 2019 at 6:30 am

A very nice essay.

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My Aim in Life Essay

How can we define aim? The aim can be shortly defined as the ardent desire of an individual to achieve something in their life. Along with a strong will, the person has to put great effort to achieve their objective. With the assistance of activities like my aim in life essay for kids, parents can easily make them realise the significance of aim in life. Moreover, by practising essay writing, kids easily improve their vocabulary and general knowledge, making the learning process a simplified one. 

Aims play a very vital role in transforming individuals into better human beings. The journey of following a strong objective helps individuals to grasp enough ideas and information that will mould them to be better individuals in life. An aimless or goal-less person can be correlated with a kite without control. Along with the wind, the kite keeps flying undirected. Setting an aim is like tying a thread to a kite. It will help the kite to fly high aimfully. Practising essays in English helps kids to better their communication skills and strengthen their comprehension of different topics. BYJU’S my aim in life short essay in English will help them understand the necessity of setting goals in life. 

How to Achieve an Aim?

Setting an aim and working to achieve it plays a big role in structuring the lives of individuals. In one way, it gives meaning to an individual’s life. Different people have different aims or goals in their lives. Some may want to join the Indian Army and serve the nation, while another may want to be a teacher and educate kids. An aim is decided on the basis of the ideologies, politics, visions, beliefs and perceptions that the person believes in. 

The journey to achieve an aim is not as easy as setting it. To experience the sweetness of goals, there are some key qualities that kids have to keep in their minds. To reach the expectation, it is vital to work hard without giving up. Avoid negativity, be open to feedback, unlearn errors, and try to seek advice from successful people. Always stay positive and embrace failure. As we all know, failures are the stepping stones to success. So never doubt one’s ability and be confident in the actions that near one to their aim. Upholding these qualities will ease their voyage to success. If your kids are searching for resources to get motivated and set an ambition in life, then BYJU’S my ambition in life essay will be beneficial to refer to.

Why is Setting an Aim Important in Life?

‘Why is setting goals important in life?’ is one of the most repetitive questions that students put forward to their parents and teachers. Setting a goal in life is one of the initial steps that will assist a person in finding the true purpose in life. There are numerous benefits that individuals receive by setting an aim in their life. Individuals can simultaneously work to achieve a single and multiple aims in their lives. Setting an aim helps one to improve their focus. As they are determined to achieve their goals, they will not be ready to quit tasks easily. Goals help to stay motivated and to measure our progress. One can easily analyse their journey and can put effort to make their journey much faster. Without a proper aim, there is no point in working for success in life. There is a famous Japanese proverb, “Vision without action is a daydream. Action without vision is a nightmare.” So let us make our children understand the journey and motivate them to do action by keeping a precise vision of success. 

Children have to be provided with enough education to set positive goals and ambitions in their lives. By making them practise essay exercises on topics like my aim in life, parents can easily realise their passion and ambition from their writings. It will help parents to offer the support that kids want to achieve their aim in life. Moreover, exercising them on such topics will help them improve their self-awareness . For more essays, worksheets and stories , visit BYJU’S website.

Frequently Asked Questions

What are the benefits of setting aims in life.

Setting an aim helps individuals to improve their focus, measure progress, beat procrastination and stay inspired.

What makes a person’s voyage to success more undemanding?

Setting aims and working hard for them makes a person’s voyage to success more undemanding.

What do kids learn from BYJU’S my aim in life essay in English?

BYJU’S my aim in life essay in English will help kids understand the importance of setting aims in their lives. Practising such informative essay topics will help them improve their vocabulary and communication skills.

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