LoadingLoadingLoadingLoadingScholar-practitioner doctorate for educational transformation
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The AFU Doctor of Education (EdD) is a professional doctorate for leaders who generate knowledge from and for the field. Unlike a pure PhD that prioritises theory contribution for academic careers first and foremost, the EdD centres problems of practice: school and university improvement, learning design, equity and policy implementation. You will complete structured doctoral coursework, defend a research proposal, and produce a dissertation that is both scholarly and actionable. Supervision pairs research faculty with practitioners who understand institutional complexity. Doctor of Education (EdD) is taught as one award, not a list of unrelated modules. The published length is 3–4 years, and the credit total is 54. Students move from Becoming a Scholar-Practitioner in Education through Becoming a Scholar-Practitioner in Education; Learning Sciences & Pedagogical Leadership; Education Policy, Equity & Systems Reform; Organisational Change in Education Settings; Ethics, Positionality & Professional Judgement; Improvement Science & Programme Evaluation, and finish on Doctoral Viva & Impact Dissemination. 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: Frame and investigate problems of practice with doctoral rigour Apply mixed methods appropriate to educational settings Generate findings that change institutional practice and policy 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.
The EdD is assessed at doctoral standard. Viva voce examination and ethical research conduct match the African Future University's doctoral regulations. Ideal for heads, deans, system leaders, instructional designers and education policy professionals.
Faculty spotlight
Professor Alex Morgan leads learning-sciences supervision; Dr. Aisha Okonkwo specialises in equity and comparative education systems reform.
Study online
Tuition is free. Examinations are free. There is no exam fee. Study from anywhere in the world.
| Code | Course | Credits · hours |
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| EDD701 | Becoming a Scholar-Practitioner in Education Becoming a Scholar-Practitioner in Education (EDD701) is a 3-credit course on Doctor of Education (EdD), 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 Becoming a Scholar-Practitioner in Education 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.
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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.
The published duration is 3–4 years. Teaching language: English. Actual time-to-complete depends on mode and any recognised prior learning.
Recognised & Accredited
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| EDD702 | Learning Sciences & Pedagogical Leadership Learning Sciences & Pedagogical Leadership (EDD702) is a 3-credit course on Doctor of Education (EdD), 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 Learning Sciences & Pedagogical Leadership 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.
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| EDD703 | Education Policy, Equity & Systems Reform Education Policy, Equity & Systems Reform (EDD703) is a 3-credit course on Doctor of Education (EdD), 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 Education Policy, Equity & Systems Reform 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.
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| EDD704 | Organisational Change in Education Settings Organisational Change in Education Settings (EDD704) is a 3-credit course on Doctor of Education (EdD), 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 Organisational Change in Education Settings 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.
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| EDD705 | Ethics, Positionality & Professional Judgement Ethics, Positionality & Professional Judgement (EDD705) is a 3-credit course on Doctor of Education (EdD), 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, Positionality & Professional Judgement 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.
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| EDD706 | Improvement Science & Programme Evaluation Improvement Science & Programme Evaluation (EDD706) is a 3-credit course on Doctor of Education (EdD), 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 Improvement Science & Programme Evaluation 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.
| 3 · 30 h |
| Code | Course | Credits · hours |
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| EDD711 | Qualitative Inquiry for Educational Practice Qualitative Inquiry for Educational Practice (EDD711) is a 3-credit course on Doctor of Education (EdD), 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 Qualitative Inquiry for Educational Practice 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.
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| Code | Course | Credits · hours |
|---|---|---|
| EDD802 | Doctoral Dissertation Research Doctoral Dissertation Research (EDD802) is a 24-credit course on Doctor of Education (EdD), with 240 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 Doctoral Dissertation Research 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.
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This is a fully online award. You study from your country. No student visa and no campus relocation are required.
Degree tuition for this award is published as £0 / tuition-free on the online pathway. All online degree examinations and certificates are 100% free and sponsored — the only cost for online study is the application fee. Campus tuition and campus examinations are charged separately. Check the Fees page for details.
Requirements are grouped on this page (academic, English, documents, research). Equivalent qualifications are considered. English may be waived after prior English-medium study.
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.
Recognition of the award for local employment, professional licence, or ministry attestation is decided by your employer or regulator. African Future University publishes verification pages for certificates. We do not claim automatic equivalence in every country.
Start an application on this website. Progress is saved from the first step. Admissions: admissions@afutureuni.com.
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| EDD712 | Quantitative Methods & Measurement in Education Quantitative Methods & Measurement in Education (EDD712) is a 3-credit course on Doctor of Education (EdD), 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 Quantitative Methods & Measurement in Education 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.
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| EDD713 | Mixed Methods Research Design Mixed Methods Research Design (EDD713) is a 3-credit course on Doctor of Education (EdD), 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 Mixed Methods Research Design 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.
| 3 · 30 h |
| EDD714 | Literature Synthesis & Research Proposal Writing Literature Synthesis & Research Proposal Writing (EDD714) is a 3-credit course on Doctor of Education (EdD), 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 Literature Synthesis & Research Proposal Writing 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.
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| EDD801 | Doctoral Research Proposal Defence Doctoral Research Proposal Defence (EDD801) is a 0-credit course on Doctor of Education (EdD), with 10 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 Doctoral Research Proposal Defence 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.
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| 24 · 240 h |
| EDD803 | Doctoral Viva & Impact Dissemination Doctoral Viva & Impact Dissemination (EDD803) is a 0-credit course on Doctor of Education (EdD), with 10 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 Doctoral Viva & Impact Dissemination 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.
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| 3 · 30 h |
| 3 · 30 h |