MA Education Studies (Non-Licensure, Minnesota)

Policy, adult learning, and campus operations—explicitly not a U.S. teacher licence.

Online or on campus

18 months36 creditsEnglish

MA Education Studies (Non-Licensure, Minnesota)

Overview

Minnesota’s licensure architecture is real, and this MA does not sit inside it. The degree is for advisors, programme coordinators, nonprofit educators, and campus staff who need academic literacy about how systems work—funding, adult learners, assessment integrity—without a back door into a teaching licence. You will read policy, design non-licensure curricula honestly, and refuse ‘leadership’ titles that imply principal licensure. Dual-pathway delivery is part of the content: how a Minneapolis campus and a tuition-free online pathway remain one award. Applicants state primary mode. Language waiver includes U.S. regionally accredited bachelor's. There is no student-teaching, no methods-of-teaching licence practicum, and no implied principal pathway. You will write education-studies inquiry that cites Minnesota policy as environment, not as a back door into PELSB. Faculty will fail capstones that market graduates as licensed teachers. Adult learners, dual-pathway assessment integrity, and public-information fences are core objects of study. Invented CAEP or teacher-education stickers are forbidden in student artefacts as well as in Mltio marketing. HLC and DEAC are Mltio’s published institutional story; this MA does not add a teacher-education accreditation Mltio does not claim for this programme. No CAEP sticker invented for the page. MA Education Studies (Non-Licensure, Minnesota) is taught as one award, not a list of unrelated modules. The published length is 18 months, and the credit total is 36. Students move from Minnesota Education Governance Literacy (Academic) through Minnesota Education Governance Literacy (Academic); Funding, Equity, and Rural Capacity as Data; Higher Education Dual Pathway as an Object of Study; Adult Learning and Working Students; Curriculum Design for Non-Licensure Awards; Indigenous and Immigrant Learners without Extraction, and finish on Dual-Pathway Teaching as Operations. Each course has a question, a method, and a submission. In this field, students design a short sequence for a named group of learners and the criteria that would mark it fairly. Reading is a curriculum extract, an assessment specification, and an evaluation summary. The artefact a marker expects is a plan with outcomes, a task, criteria, and a note on bias. The award is built so that a graduate can do the following in practice: Explain Minnesota education policy as context, not as a licence pathway Design adult and dual-pathway learning without licensure implication Write education-studies inquiry at MA standard Teaching assumes the student can read a source, attempt a problem before the seminar, and revise after feedback. Attendance at live seminars is part of the design. The capstone or final course must use the methods of the earlier courses; a project that ignores them does not pass. This course does not confer a teaching licence, QTS, or equivalent registration. The pages for each course name the topics that are examined. Those topics are the syllabus. A brochure line is not a substitute for them.

Thirty-six credits: policy literacy, adult and dual-pathway learning, assessment and ethics, and a non-licensure capstone. Three-credit courses. No practicum that implies classroom licensure.

Who This Program Is For

Campus and nonprofit education staff not seeking PELSB
Adult-education and workforce programme coordinators
Advisors and student-success staff
Policy and operations analysts in education-adjacent organisations

How you can study

Recommended

Study online

100% tuition-free online

Online tuition is free. Online examinations are free. There is no exam fee for online study.

✦ Tuition: / $0
✦ Examinations are free. There is no exam fee.
✦ Learn from anywhere · Live online seminars

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On-campus study

Study at our campus

Prefer to learn at our Minneapolis campus? On-campus delivery includes tuition fees, in-person seminars, and access to university facilities.

✦ Tuition: £9,500 / $12,000/year
✦ Location: Minneapolis, MN 55455, USA
✦ Campus examinations are charged
✦ In-person seminars, library & student services

Apply for campus →

What You Will Learn

Explain Minnesota education policy as context, not as a licence pathway
Design adult and dual-pathway learning without licensure implication
Write education-studies inquiry at MA standard
Repeat non-licensure in every public description
Keep identity-checked assessment as a taught practice

Curriculum

Module 1: Policy as environment

Code	Course	Credits · hours
MLT1401	Minnesota Education Governance Literacy (Academic) Minnesota Education Governance Literacy (Academic) (MLT1401) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can say who decides, under which rule, and draft a note a professional could read, using Minnesota Education Governance Literacy (Academic) as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a statute or instrument, a case or policy paper, and a commentary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a memo or draft clause with sources and a revision note. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course is academic. It does not admit the student to practise law and it is not a qualifying law degree. MLT1401-M1 · Forum, rule, and parties — Minnesota Education Governance Literacy (Academic) MLT1401-M2 · Claim, counterclaim, and the facts that would change the result — Minnesota Education Governance Literacy (Academic) MLT1401-M3 · A clause, briefing, or policy note for a named audience — Minnesota Education Governance Literacy (Academic) MLT1401-M4 · Sources, revision, and the strength of the authority — Minnesota Education Governance Literacy (Academic) MLT1401-M5 · Institutions and the limit of the award — Minnesota Education Governance Literacy (Academic) MLT1401-M6 · A supervised paper: question, sources, argument, and defence — Minnesota Education Governance Literacy (Academic)	3 · 30 h
MLT1402	Funding, Equity, and Rural Capacity as Data Funding, Equity, and Rural Capacity as Data (MLT1402) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can define a measurable question, fit a method that can be checked, and report where it fails, using Funding, Equity, and Rural Capacity as Data as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a dataset description, a methods note, and one published evaluation. Seminar time is for the decision, not for reading the materials aloud. Assessment is a project note with the question, the method, the result, and the limitation. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. MLT1402-M1 · The question, the unit of analysis, and data quality — Funding, Equity, and Rural Capacity as Data MLT1402-M2 · Features, baselines, and error — Funding, Equity, and Rural Capacity as Data MLT1402-M3 · Validation, leakage, and what the model must not decide — Funding, Equity, and Rural Capacity as Data MLT1402-M4 · Monitoring, drift, and human review — Funding, Equity, and Rural Capacity as Data MLT1402-M5 · Interpretation for a non-technical decision maker — Funding, Equity, and Rural Capacity as Data MLT1402-M6 · A supervised project with method, result, and limitation — Funding, Equity, and Rural Capacity as Data	3 · 30 h
MLT1403	Higher Education Dual Pathway as an Object of Study Higher Education Dual Pathway as an Object of Study (MLT1403) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Higher Education Dual Pathway as an Object of Study as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. MLT1403-M1 · Learners, outcomes, and a short teaching sequence — Higher Education Dual Pathway as an Object of Study MLT1403-M2 · Task design, criteria, and a sample answer — Higher Education Dual Pathway as an Object of Study MLT1403-M3 · Bias in assessment and how a criterion would be applied — Higher Education Dual Pathway as an Object of Study MLT1403-M4 · A programme decision and its effect on students and staff — Higher Education Dual Pathway as an Object of Study MLT1403-M5 · Evaluation evidence and what it cannot prove — Higher Education Dual Pathway as an Object of Study MLT1403-M6 · A curriculum or evaluation brief — Higher Education Dual Pathway as an Object of Study	3 · 30 h

Code

Course

Credits · hours

MLT1401

Minnesota Education Governance Literacy (Academic)

Minnesota Education Governance Literacy (Academic) (MLT1401) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can say who decides, under which rule, and draft a note a professional could read, using Minnesota Education Governance Literacy (Academic) as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a statute or instrument, a case or policy paper, and a commentary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a memo or draft clause with sources and a revision note. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course is academic. It does not admit the student to practise law and it is not a qualifying law degree.

MLT1401-M1 · Forum, rule, and parties — Minnesota Education Governance Literacy (Academic)
MLT1401-M2 · Claim, counterclaim, and the facts that would change the result — Minnesota Education Governance Literacy (Academic)
MLT1401-M3 · A clause, briefing, or policy note for a named audience — Minnesota Education Governance Literacy (Academic)
MLT1401-M4 · Sources, revision, and the strength of the authority — Minnesota Education Governance Literacy (Academic)
MLT1401-M5 · Institutions and the limit of the award — Minnesota Education Governance Literacy (Academic)
MLT1401-M6 · A supervised paper: question, sources, argument, and defence — Minnesota Education Governance Literacy (Academic)

3 · 30 h

MLT1402

Funding, Equity, and Rural Capacity as Data

Funding, Equity, and Rural Capacity as Data (MLT1402) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can define a measurable question, fit a method that can be checked, and report where it fails, using Funding, Equity, and Rural Capacity as Data as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a dataset description, a methods note, and one published evaluation. Seminar time is for the decision, not for reading the materials aloud. Assessment is a project note with the question, the method, the result, and the limitation. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone.

MLT1402-M1 · The question, the unit of analysis, and data quality — Funding, Equity, and Rural Capacity as Data
MLT1402-M2 · Features, baselines, and error — Funding, Equity, and Rural Capacity as Data
MLT1402-M3 · Validation, leakage, and what the model must not decide — Funding, Equity, and Rural Capacity as Data
MLT1402-M4 · Monitoring, drift, and human review — Funding, Equity, and Rural Capacity as Data
MLT1402-M5 · Interpretation for a non-technical decision maker — Funding, Equity, and Rural Capacity as Data
MLT1402-M6 · A supervised project with method, result, and limitation — Funding, Equity, and Rural Capacity as Data

3 · 30 h

MLT1403

Higher Education Dual Pathway as an Object of Study

Higher Education Dual Pathway as an Object of Study (MLT1403) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Higher Education Dual Pathway as an Object of Study as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

MLT1403-M1 · Learners, outcomes, and a short teaching sequence — Higher Education Dual Pathway as an Object of Study
MLT1403-M2 · Task design, criteria, and a sample answer — Higher Education Dual Pathway as an Object of Study
MLT1403-M3 · Bias in assessment and how a criterion would be applied — Higher Education Dual Pathway as an Object of Study
MLT1403-M4 · A programme decision and its effect on students and staff — Higher Education Dual Pathway as an Object of Study
MLT1403-M5 · Evaluation evidence and what it cannot prove — Higher Education Dual Pathway as an Object of Study
MLT1403-M6 · A curriculum or evaluation brief — Higher Education Dual Pathway as an Object of Study

3 · 30 h

Module 2: Learning without a licence story

Code	Course	Credits · hours
MLT1405	Adult Learning and Working Students Adult Learning and Working Students (MLT1405) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Adult Learning and Working Students as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. MLT1405-M1 · Learners, outcomes, and a short teaching sequence — Adult Learning and Working Students MLT1405-M2 · Task design, criteria, and a sample answer — Adult Learning and Working Students MLT1405-M3 · Bias in assessment and how a criterion would be applied — Adult Learning and Working Students MLT1405-M4 · A programme decision and its effect on students and staff — Adult Learning and Working Students MLT1405-M5 · Evaluation evidence and what it cannot prove — Adult Learning and Working Students MLT1405-M6 · A curriculum or evaluation brief — Adult Learning and Working Students	3 · 30 h
MLT1406	Curriculum Design for Non-Licensure Awards Curriculum Design for Non-Licensure Awards (MLT1406) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Curriculum Design for Non-Licensure Awards as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. MLT1406-M1 · Learners, outcomes, and a short teaching sequence — Curriculum Design for Non-Licensure Awards MLT1406-M2 · Task design, criteria, and a sample answer — Curriculum Design for Non-Licensure Awards MLT1406-M3 · Bias in assessment and how a criterion would be applied — Curriculum Design for Non-Licensure Awards MLT1406-M4 · A programme decision and its effect on students and staff — Curriculum Design for Non-Licensure Awards MLT1406-M5 · Evaluation evidence and what it cannot prove — Curriculum Design for Non-Licensure Awards MLT1406-M6 · A curriculum or evaluation brief — Curriculum Design for Non-Licensure Awards	3 · 30 h
MLT1407	Indigenous and Immigrant Learners without Extraction Indigenous and Immigrant Learners without Extraction (MLT1407) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Indigenous and Immigrant Learners without Extraction as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. MLT1407-M1 · Learners, outcomes, and a short teaching sequence — Indigenous and Immigrant Learners without Extraction MLT1407-M2 · Task design, criteria, and a sample answer — Indigenous and Immigrant Learners without Extraction MLT1407-M3 · Bias in assessment and how a criterion would be applied — Indigenous and Immigrant Learners without Extraction MLT1407-M4 · A programme decision and its effect on students and staff — Indigenous and Immigrant Learners without Extraction MLT1407-M5 · Evaluation evidence and what it cannot prove — Indigenous and Immigrant Learners without Extraction MLT1407-M6 · A curriculum or evaluation brief — Indigenous and Immigrant Learners without Extraction	3 · 30 h

Code

Course

Credits · hours

MLT1405

Adult Learning and Working Students

Adult Learning and Working Students (MLT1405) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Adult Learning and Working Students as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

MLT1405-M1 · Learners, outcomes, and a short teaching sequence — Adult Learning and Working Students
MLT1405-M2 · Task design, criteria, and a sample answer — Adult Learning and Working Students
MLT1405-M3 · Bias in assessment and how a criterion would be applied — Adult Learning and Working Students
MLT1405-M4 · A programme decision and its effect on students and staff — Adult Learning and Working Students
MLT1405-M5 · Evaluation evidence and what it cannot prove — Adult Learning and Working Students
MLT1405-M6 · A curriculum or evaluation brief — Adult Learning and Working Students

3 · 30 h

MLT1406

Curriculum Design for Non-Licensure Awards

Curriculum Design for Non-Licensure Awards (MLT1406) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Curriculum Design for Non-Licensure Awards as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

MLT1406-M1 · Learners, outcomes, and a short teaching sequence — Curriculum Design for Non-Licensure Awards
MLT1406-M2 · Task design, criteria, and a sample answer — Curriculum Design for Non-Licensure Awards
MLT1406-M3 · Bias in assessment and how a criterion would be applied — Curriculum Design for Non-Licensure Awards
MLT1406-M4 · A programme decision and its effect on students and staff — Curriculum Design for Non-Licensure Awards
MLT1406-M5 · Evaluation evidence and what it cannot prove — Curriculum Design for Non-Licensure Awards
MLT1406-M6 · A curriculum or evaluation brief — Curriculum Design for Non-Licensure Awards

3 · 30 h

MLT1407

Indigenous and Immigrant Learners without Extraction

Indigenous and Immigrant Learners without Extraction (MLT1407) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Indigenous and Immigrant Learners without Extraction as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

MLT1407-M1 · Learners, outcomes, and a short teaching sequence — Indigenous and Immigrant Learners without Extraction
MLT1407-M2 · Task design, criteria, and a sample answer — Indigenous and Immigrant Learners without Extraction
MLT1407-M3 · Bias in assessment and how a criterion would be applied — Indigenous and Immigrant Learners without Extraction
MLT1407-M4 · A programme decision and its effect on students and staff — Indigenous and Immigrant Learners without Extraction
MLT1407-M5 · Evaluation evidence and what it cannot prove — Indigenous and Immigrant Learners without Extraction
MLT1407-M6 · A curriculum or evaluation brief — Indigenous and Immigrant Learners without Extraction

3 · 30 h

Module 3: Evidence and ethics

Code	Course	Credits · hours
MLT1409	Assessment Integrity and Identity Checks Assessment Integrity and Identity Checks (MLT1409) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Assessment Integrity and Identity Checks as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. MLT1409-M1 · Learners, outcomes, and a short teaching sequence — Assessment Integrity and Identity Checks MLT1409-M2 · Task design, criteria, and a sample answer — Assessment Integrity and Identity Checks MLT1409-M3 · Bias in assessment and how a criterion would be applied — Assessment Integrity and Identity Checks MLT1409-M4 · A programme decision and its effect on students and staff — Assessment Integrity and Identity Checks MLT1409-M5 · Evaluation evidence and what it cannot prove — Assessment Integrity and Identity Checks MLT1409-M6 · A curriculum or evaluation brief — Assessment Integrity and Identity Checks	3 · 30 h
MLT1410	Programme Evaluation without Ranking Theatre Programme Evaluation without Ranking Theatre (MLT1410) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can read a set of figures, build a small case, and state which assumption moves the result, using Programme Evaluation without Ranking Theatre as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses financial statements, a recognition note, and a risk report. Seminar time is for the decision, not for reading the materials aloud. Assessment is a recommendation that separates the decision, the numbers, and the risk. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer an accounting, audit, or financial-services licence. MLT1410-M1 · Statements: income, position, and cash — Programme Evaluation without Ranking Theatre MLT1410-M2 · Recognition, ratios, and what the numbers cannot show — Programme Evaluation without Ranking Theatre MLT1410-M3 · Cash flows, discount rates, and sensitivity — Programme Evaluation without Ranking Theatre MLT1410-M4 · Market, credit, and operating risk — Programme Evaluation without Ranking Theatre MLT1410-M5 · Controls, exceptions, and reporting — Programme Evaluation without Ranking Theatre MLT1410-M6 · An investment or operating recommendation — Programme Evaluation without Ranking Theatre	3 · 30 h
MLT1411	Public Information and Non-Licensure Fences Public Information and Non-Licensure Fences (MLT1411) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Public Information and Non-Licensure Fences as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. MLT1411-M1 · Learners, outcomes, and a short teaching sequence — Public Information and Non-Licensure Fences MLT1411-M2 · Task design, criteria, and a sample answer — Public Information and Non-Licensure Fences MLT1411-M3 · Bias in assessment and how a criterion would be applied — Public Information and Non-Licensure Fences MLT1411-M4 · A programme decision and its effect on students and staff — Public Information and Non-Licensure Fences MLT1411-M5 · Evaluation evidence and what it cannot prove — Public Information and Non-Licensure Fences MLT1411-M6 · A curriculum or evaluation brief — Public Information and Non-Licensure Fences	3 · 30 h

Code

Course

Credits · hours

MLT1409

Assessment Integrity and Identity Checks

Assessment Integrity and Identity Checks (MLT1409) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Assessment Integrity and Identity Checks as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

MLT1409-M1 · Learners, outcomes, and a short teaching sequence — Assessment Integrity and Identity Checks
MLT1409-M2 · Task design, criteria, and a sample answer — Assessment Integrity and Identity Checks
MLT1409-M3 · Bias in assessment and how a criterion would be applied — Assessment Integrity and Identity Checks
MLT1409-M4 · A programme decision and its effect on students and staff — Assessment Integrity and Identity Checks
MLT1409-M5 · Evaluation evidence and what it cannot prove — Assessment Integrity and Identity Checks
MLT1409-M6 · A curriculum or evaluation brief — Assessment Integrity and Identity Checks

3 · 30 h

MLT1410

Programme Evaluation without Ranking Theatre

Programme Evaluation without Ranking Theatre (MLT1410) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can read a set of figures, build a small case, and state which assumption moves the result, using Programme Evaluation without Ranking Theatre as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses financial statements, a recognition note, and a risk report. Seminar time is for the decision, not for reading the materials aloud. Assessment is a recommendation that separates the decision, the numbers, and the risk. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer an accounting, audit, or financial-services licence.

MLT1410-M1 · Statements: income, position, and cash — Programme Evaluation without Ranking Theatre
MLT1410-M2 · Recognition, ratios, and what the numbers cannot show — Programme Evaluation without Ranking Theatre
MLT1410-M3 · Cash flows, discount rates, and sensitivity — Programme Evaluation without Ranking Theatre
MLT1410-M4 · Market, credit, and operating risk — Programme Evaluation without Ranking Theatre
MLT1410-M5 · Controls, exceptions, and reporting — Programme Evaluation without Ranking Theatre
MLT1410-M6 · An investment or operating recommendation — Programme Evaluation without Ranking Theatre

3 · 30 h

MLT1411

Public Information and Non-Licensure Fences

Public Information and Non-Licensure Fences (MLT1411) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Public Information and Non-Licensure Fences as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

MLT1411-M1 · Learners, outcomes, and a short teaching sequence — Public Information and Non-Licensure Fences
MLT1411-M2 · Task design, criteria, and a sample answer — Public Information and Non-Licensure Fences
MLT1411-M3 · Bias in assessment and how a criterion would be applied — Public Information and Non-Licensure Fences
MLT1411-M4 · A programme decision and its effect on students and staff — Public Information and Non-Licensure Fences
MLT1411-M5 · Evaluation evidence and what it cannot prove — Public Information and Non-Licensure Fences
MLT1411-M6 · A curriculum or evaluation brief — Public Information and Non-Licensure Fences

3 · 30 h

Module 4: Capstone

Code	Course	Credits · hours
MLT1413	Writing for Non-School Employers Writing for Non-School Employers (MLT1413) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Writing for Non-School Employers as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. MLT1413-M1 · Learners, outcomes, and a short teaching sequence — Writing for Non-School Employers MLT1413-M2 · Task design, criteria, and a sample answer — Writing for Non-School Employers MLT1413-M3 · Bias in assessment and how a criterion would be applied — Writing for Non-School Employers MLT1413-M4 · A programme decision and its effect on students and staff — Writing for Non-School Employers MLT1413-M5 · Evaluation evidence and what it cannot prove — Writing for Non-School Employers MLT1413-M6 · A curriculum or evaluation brief — Writing for Non-School Employers	3 · 30 h
MLT1414	Ethics Review of Education-Studies Inquiry Ethics Review of Education-Studies Inquiry (MLT1414) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Ethics Review of Education-Studies Inquiry as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. MLT1414-M1 · Learners, outcomes, and a short teaching sequence — Ethics Review of Education-Studies Inquiry MLT1414-M2 · Task design, criteria, and a sample answer — Ethics Review of Education-Studies Inquiry MLT1414-M3 · Bias in assessment and how a criterion would be applied — Ethics Review of Education-Studies Inquiry MLT1414-M4 · A programme decision and its effect on students and staff — Ethics Review of Education-Studies Inquiry MLT1414-M5 · Evaluation evidence and what it cannot prove — Ethics Review of Education-Studies Inquiry MLT1414-M6 · A curriculum or evaluation brief — Ethics Review of Education-Studies Inquiry	3 · 30 h
MLT1415	Dual-Pathway Teaching as Operations Dual-Pathway Teaching as Operations (MLT1415) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Dual-Pathway Teaching as Operations as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. MLT1415-M1 · Learners, outcomes, and a short teaching sequence — Dual-Pathway Teaching as Operations MLT1415-M2 · Task design, criteria, and a sample answer — Dual-Pathway Teaching as Operations MLT1415-M3 · Bias in assessment and how a criterion would be applied — Dual-Pathway Teaching as Operations MLT1415-M4 · A programme decision and its effect on students and staff — Dual-Pathway Teaching as Operations MLT1415-M5 · Evaluation evidence and what it cannot prove — Dual-Pathway Teaching as Operations MLT1415-M6 · A curriculum or evaluation brief — Dual-Pathway Teaching as Operations	3 · 30 h

Code

Course

Credits · hours

MLT1413

Writing for Non-School Employers

Writing for Non-School Employers (MLT1413) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Writing for Non-School Employers as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

MLT1413-M1 · Learners, outcomes, and a short teaching sequence — Writing for Non-School Employers
MLT1413-M2 · Task design, criteria, and a sample answer — Writing for Non-School Employers
MLT1413-M3 · Bias in assessment and how a criterion would be applied — Writing for Non-School Employers
MLT1413-M4 · A programme decision and its effect on students and staff — Writing for Non-School Employers
MLT1413-M5 · Evaluation evidence and what it cannot prove — Writing for Non-School Employers
MLT1413-M6 · A curriculum or evaluation brief — Writing for Non-School Employers

3 · 30 h

MLT1414

Ethics Review of Education-Studies Inquiry

Ethics Review of Education-Studies Inquiry (MLT1414) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Ethics Review of Education-Studies Inquiry as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

MLT1414-M1 · Learners, outcomes, and a short teaching sequence — Ethics Review of Education-Studies Inquiry
MLT1414-M2 · Task design, criteria, and a sample answer — Ethics Review of Education-Studies Inquiry
MLT1414-M3 · Bias in assessment and how a criterion would be applied — Ethics Review of Education-Studies Inquiry
MLT1414-M4 · A programme decision and its effect on students and staff — Ethics Review of Education-Studies Inquiry
MLT1414-M5 · Evaluation evidence and what it cannot prove — Ethics Review of Education-Studies Inquiry
MLT1414-M6 · A curriculum or evaluation brief — Ethics Review of Education-Studies Inquiry

3 · 30 h

MLT1415

Dual-Pathway Teaching as Operations

Dual-Pathway Teaching as Operations (MLT1415) is a 3-credit course on MA Education Studies (Non-Licensure, Minnesota), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Dual-Pathway Teaching as Operations as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

MLT1415-M1 · Learners, outcomes, and a short teaching sequence — Dual-Pathway Teaching as Operations
MLT1415-M2 · Task design, criteria, and a sample answer — Dual-Pathway Teaching as Operations
MLT1415-M3 · Bias in assessment and how a criterion would be applied — Dual-Pathway Teaching as Operations
MLT1415-M4 · A programme decision and its effect on students and staff — Dual-Pathway Teaching as Operations
MLT1415-M5 · Evaluation evidence and what it cannot prove — Dual-Pathway Teaching as Operations
MLT1415-M6 · A curriculum or evaluation brief — Dual-Pathway Teaching as Operations

3 · 30 h

Career Paths

Education programme coordinator (non-licensure)
Student-success or advising lead
Nonprofit education manager
Campus academic operations staff
Policy analyst (education, academic credential)

Program Highlights

Explicit non-licensure
Minnesota policy context
No invented CAEP/PELSB marks
Dual pathway
MA 36 credits

Assessment

Modules are assessed through a published mix of coursework, applied projects, and examinations. Exam windows are announced in advance so students in other time zones are not forced into overnight sittings. Alternative arrangements are available where documented.

Admission requirements

Academic entry

Bachelor's degree from a recognised institution (minimum 2:2 / GPA 2.5/4.0 or equivalent national scale)
Identity document for remote identity-checked assessment enrolment

English language

English proficiency: IELTS 5.5, TOEFL 46, or equivalent (waived for prior English-medium study, including U.S. regionally accredited bachelor's). Dual-pathway applicants state intended primary mode (online tuition-free or Minneapolis campus) without changing academic standards.

Documents

Statement of Purpose (500 words minimum) stating goals, professional context, and fit
Two academic or professional references with verifiable contact details
CV or résumé covering education and relevant work
Official transcripts (digital copies accepted at application; certified copies before award)
Applicants acknowledge in the statement that this MA does not lead to U.S. teacher licensure

Programme questions

How long is the MA Education Studies (Non-Licensure, Minnesota)?

The published duration is 18 months. Teaching language: English. Actual time-to-complete depends on mode and any recognised prior learning.

Can I study this from my country?

You may study this award fully online from your country, or — where published — on campus at Mltio. Online study does not require a student visa. Campus study may.

What does it cost?

Degree tuition for this award is published as £0 / tuition-free on the online pathway. Examination or administrative fees may apply at checkout — never an annual tuition invoice. Check the Fees page for any extras.

What are the entry requirements?

Requirements are grouped on this page (academic, English, documents). Equivalent qualifications are considered. English may be waived after prior English-medium study.

How is the programme assessed?

Assessment is typically a mix of coursework, projects, and examinations. Doctoral awards include a thesis or dissertation and an oral examination. Details sit in the programme specification and module outlines.

Will this award be recognised where I live?

Recognition of the award for local employment, professional licence, or ministry attestation is decided by your employer or regulator. Mltio University publishes verification pages for certificates. We do not claim automatic equivalence in every country.

How do I apply?

Start an application on this website. Progress is saved from the first step. Admissions: admissions@mltio.com.

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