Postgraduate Degree
Postgraduate Open Degree
The Masters in Education (MEd.) programme is a generalist master’s degree which seeks to provide you with the opportunity to ext[...]
Research Project Overview
Katy’s study investigates stakeholder perceptions of the sixth-form Liberal Studies programme delivered at a local secondary school. The programme has been part of the comprehensive post-16 curriculum since the 1980s but has not previously undergone formal evaluation. The research explores how students, teachers, and recent alumni understand the programme’s purpose, implementation, and perceived value.
This research explores an area of education that tends to receive less attention than qualification-based subjects. We are currently at a potentially pivotal moment for post-16 education, with national reviews underway in England, alongside a growing international focus on holistic learning, 21st-century skills, and preparing students for an increasingly global and dynamic society.
There is limited research on Gibraltar’s education system, which makes it especially important to include local voices. By centering the experiences of students, teachers, and alumni, this study provides context-specific insights into sixth-form education as experienced here. It contributes to local understanding of how such programmes are perceived and invites reflection on how we might shape our own educational direction, while also contributing to broader discussions about the future of post-16 education.
What potential impact could these findings have on educational practice or policy?
The findings may support reflective practice at the school level, informing decisions about curriculum design, delivery, and communication. They could also serve as a reference point for educational planners or policymakers considering how enrichment or non-qualification learning is integrated into post-16 education.
What has this research journey taught you about education, or yourself, that you didn’t expect?
Although I am still in the midst of the research process, I have already gained some valuable early insights. Beyond the logistical and theoretical aspects of conducting research, I’ve come to appreciate the importance of reflecting on, exploring, and including stakeholder perceptions when considering our education system. It has become increasingly clear that while Gibraltar aligns with the English National Curriculum model, there is meaningful potential for more locally responsive and contextually grounded approaches.
This experience has encouraged me to think more critically about how educational practice can reflect the specific needs, values, and strengths of our own community. It has also strengthened my belief in the value of teachers as researchers – those who are immersed in the classroom and committed to the profession are well-placed to contribute to meaningful educational development and inquiry.
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