My central professional goal is to contribute to making education in my country, China, more humanistic, instilling respect for ethnic and religious diversity and inalienable human rights, such as the human right to knowledge itself and at the very least a basic and adequate education that is available to all. I see XXXX University’s XXXX College as the flagship institution in international education; thus, it is my first choice for graduate school. AtXXXX, I seek preparation to help the Chinese educational system to grow and flourish democratically, by following the successful examples of other nations, not only in the West but in Asia as well.

Having obtained the degree of B.S. in Communication, I took up a post as a Program Supervisor with the Kuwait Foundation for the Advancement of Sciences. My duties included the monitoring of school educational programs aimed at developing scientific enrichment, evaluating teacher performance and developing techniques to improve science education. My main professional duties were to explore and apply the most effective ways to recruit and retain qualified, enthusiastic and effective teachers and to attract and retain the interest of students in science, and in the most effective ways of teaching this subject.

 My academic studies and professional experience have related mainly to science education and it was often demonstrated to me, that many, otherwise successful students, are reluctant to fully engage with science subjects, regarding them as the most demanding of their possible options. It seems clear that many potentially successful scientists have been lost to other fields of study and work merely because of an early aversion to the subject arising from insufficiently qualified, or unimaginative and uninspired, instructors. I truly believe that engaging as many potential scientists as possible as early as possible in their academic careers will ultimately result in more rapid and broader developments in many fields. This is also valid in any other subject e.g. English and Math.

I have also recognized situations in which students face linguistic, cultural and/or economic barriers to a successful scientific educational and professional careers. It is through these experiences, I realized, that being aware of a problem does not, in itself, enable a person to be part of the solution to it, which can only be achieved through rigorous research and careful application of the findings. I have acquired significant research experience during my post-graduate diploma studies in Science Education and Public Engagement at XXXX. I have undertaken ‘mixed method’ research applying qualitative and quantitative techniques. For example, one project involved a cross-cultural study of the perception of students, in several countries, of science education. The project included surveys, questionnaires and interviews. I worked with students, teachers, principals and civil servants. The results were published in the British Journal of Education and Social Sciences and I also presented my paper at an international educational conference in Florence, Italy.

I was also fortunate to be part of the Educational Leadership Master’s program.  The experiences provided through the program bestowed a deeper insight of how the educational system is organized and operates, as well as how political, cultural, economic, and systemic forces affect educational objectives. I also gained the perception how these forces are managed in an effort towards delivering optimal educational platforms to an array of learners. The EMPL Program has definitely opened up new lines of inquiry that reinforced my interest in educational research. After completing my Master’s, I was able to get a job at the Science museum as an educator. This direct teaching experience has been personally satisfying and very instructive. I get the opportunity to engage with children in an environment that is designed to inspire and encourage enquiry. It is my hope that one or two future scientists have found their ‘calling’ through my efforts and those of my colleagues.

 My academic and professional career has spanned different countries and cultures.  This background has provided me with an appreciation of educational challenges and differences in methods and emphasis. I am fluent in English and Arabic and have a basic grasp of French, in which I intend to acquire fluency over time. I am also very interested in acquiring knowledge of other cultures, especially as it affects educational success, and sharing information about my own. I believe that my academic experience has provided me with the analytical approach, academic curiosity, the ability to be innovative and the determination and patience necessary to conduct and complete successful research.

My work and studies have often required cooperation with others and in working as a member of a team. I enjoy team working and am always as ready to hear the opinions of others as to share my own. I am a firm believer in the effectiveness of a well-organized and motivated team to become ‘greater than the sum of its parts’ in delivering solutions to problems of many kinds.

My area of interest appears to overlap the boundaries of the specialist options offered but it seems that an emphasis on Policy and Organizations might be the most appropriate option for my purposes. Some of my initial research ideas include the use of experiential learning as an intervention tool in elementary schools and the extent to which experiential learning beneficially affects the gap between children from low- and high-income families. However, I would be happy to receive some guidance from the faculty in the matter of the most appropriate option.

I intend ultimately to utilize this PhD degree to be a college professor and a leader in educational policy and research and am confident that it will enable me to motivate, guide, mentor, inspire and communicate clearly and effectively. The EMPL program at XXXX is my first choice as I am confident that the program will provide the challenging but supportive academic environment delivered by a prestigious faculty, which will enable me to achieve my academic and professional goals. It would be a great honor to be admitted to your institution and I feel sure that I can be an asset to the faculty in its research endeavors. 

Thank you for considering my application.

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I am seeking to join the Education and Policy Management program to enable me to acquire the skills and knowledge to positively affect educational policy specifically in China. I am especially interested in improving educational outcomes in the kind of area in which I was born and raised, that is in predominantly rural border areas where multi-ethnic and multi-cultural populations uneasily co-exist and in which the general Chinese educational success is less apparent.

Education is one of the few genuinely universal experiences, whether acquiring simple agricultural skills from a grandparent or undertaking Ph.D. studies at XXXX. I am passionate about maximizing opportunities to enable those potential poets, engineers and physicians, whose parents hoe fields or mine coal or languish in unemployment, to achieve their potential and so add to the sum of personal fulfilment and promote society’s advancement. Voltaire said, ‘Judge a man by the questions he asks rather than his answers’. There are so many educational questions that remain to be answered and that will change many lives if we can find answers and act upon them: Why are some nation’s educational systems more successful than others? How can we close the gap between the attainments of rich and poor students? How can we encourage more students to engage in the ‘hard’ subjects of science and mathematics? How do we incorporate new technology in the teaching process most profitably? How do we deal with the exceptional student and with those who struggle? Etc. etc.

I was inspired and fascinated by an account by a prison teacher in the UK, who found an answer. He was teaching basic mathematics and found it very ‘hard going’. His students regarded engagement as ‘uncool’ and coming last in the weekly tests was a ‘badge of honor’.He decided to link all the problems to betting: ‘How much would you win if….’. Suddenly everything was reversed. Providing a rapid and correct answer was now the mark of a man of the world, someone who couldn’t be cheated by a bookmaker, arithmetic became ‘cool’, prisoners competed fiercely to come first in the weekly test and undertook private study. Prisoners became fascinated by numbers and budding mathematicians were identified. I want to bring change as he did, but on a much more ambitious scale.

Having obtained a Bachelor degree in Actuarial Science awarded by XXXX University in Edinburgh, U.K., I took up a post as an actuarial consultant. I worked in that role for X years but found myself unsuited to a dry ‘backroom’ role.I had taught Mathematics and Calculus to ‘A’ level students (the qualifying examination for university entry) as a volunteer both in the UK and in China and had gained great satisfaction when doing so and found myself yearning to return to the classroom. I abandoned my actuarial career and took up a post teaching English to graduates, this work has given me all the fulfilment, and more, that I had anticipated and I have never regretted this decision. My parents are both teachers and their challenges and successes were often discussed in our home. Clearly these experiences left their mark upon me and are what inspire my current passion for these same matters.

My success in the classroom at the XXXX International School resulted in an appointment as Director of the English Department & Professional Development Centre.  This role has enabled me to apply my statistical and analytical skills to measure outcomes and to significantly improve them. While working in this role, it occurred to me that my training in statistics and analysis, my strong interest in improving educational experiences and outcomes, together with the experience arising from exposure as student and teacher in two very distinct cultures and educational environments, have all provided me with an excellent foundation to become an excellent educational researcher and policy advisor/maker which is now my firm goal.

I believe that my actuarial studies have provided me with a firm basis to undertake successful research. Among other skills, both call for: numeracy, analytical skills, the ability to break down problems into discrete manageable parts, the ability to articulate a specific goal and a plan to achieve it; an ability to approach problems creatively and a willingness to co-operate with others to achieve common goals.

My cross-cultural educational experiences have, I believe, provided me with useful insights and also some questions that might also prove useful in the context of the program and beyond it. For instance, China is first in the OECD table for successful Mathematics teaching whereas the U.S. is 36^th. It might be thought that the above proves that the Chinese educational system is simply superior but, as usual, bald facts hide some truths that are not immediately obvious. The Chinese system is thought in the west to be highly rigid and inflexible but, in my experience, this is not the whole story. The government does provide a very clear framework in terms of set texts and teaching policies but, within that framework there, is significant room for the application of initiative and differences of teaching style which are certainly used, resulting in some notable variations between schools. The Chinese, it is true, generally have a reverence for education, and a respect for authority, to which children are susceptible (at least in their earlier years) but this culturally derived reverence and respect is not, of course, easily transferable to other cultures and is becoming less apparent in China.  It is also true that, in those subjects that require critical thinking and subjective opinion such as the study of literature, China is not notably successful compared to western nations. It also appears to be the case that in the case of teaching higher mathematics the gap is much less marked. I understand that the recognition of such apparent anomalies and problems in education is not an end in itself, but that establishing the background and reasons for them, and thus arriving at solutions, requires great subtlety of thought and extensive research, of which I hope to be a part.

The good teacher possesses the characteristics of a good leader. Both demand the ability to motivate, guide, mentor, inspire and communicate clearly and effectively.  I have always carefully studied the characteristics demonstrated by, and the techniques employed by, good teachers and leaders during my academic and professional careers. I have observed that an excellent leader is knowledgeable, patient, empathetic, approachable, a good listener and shows a readiness to be flexible in changing situations and with different people. I am seeking to develop and apply these characteristics in my work and intend to pursue excellence in the related skills throughout my career.

The idea of applying for the XXXX program, specifically, arose after reading Kathryn Parker Boudett’s book, ‘Data Wise’ which I discovered accidentally while undertaking some library research. As a trained mathematician, the book ‘spoke my language’ and provided practical solutions to problems which I was facing at the time. I was greatly impressed and grateful for this work and its author. This spurred me to research the HGSE program which I now know has an international reputation for breadth and excellence, provides a challenging but supportive academic environment, and has a first rate faculty and matchless facilities. I understand that being a graduate of the program will ‘open doors’ professionally and enable me to achieve my goal to be an effective researcher, an inspiring leader and an educational innovator.

I can assure the reader that I shall apply myself with exceptional diligence and enthusiasm to the program and will seek to ‘add value’ to it by sharing my insights and experiences while receiving the benefit of those shared by my fellow students and faculty.  

Thank you for considering my application.

A young American woman extremely dedicated to education, I am especially enthralled by the way in which learning takes place in children 3-6 years of age, by sheer absorption, and the vast potential for learning that takes place during this window of opportunity. At the soul of my passion for early childhood education stands the philosophy of Maria Montessori who I see as our foremost intellectual guiding light in the area of pedagogy, especially for young children. I read a great deal about Montessori and I very much appreciate how her philosophy and the movement and institutions that have developed in response to her pioneer thinking have flourished in England, in particular. Thus, I could not be more excited by the prospect of completing the AMI 3-6 Diploma through the Authentic Montessori Institute in London. I especially look forward to becoming part of a like-minded group of educators and educators in training, in a diverse and inclusive community, learning through sharing, especially as concerns strategies for the empowerment of young children.

My special interest in ‘gifted children’ arose during my undergraduate studies in Guidance and Psychological Counselling when I was exposed to the particular challenges that the gifted child and their families face. I seek to acquire the advanced skills and knowledge to enable me both to help the gifted to achieve their potential both in terms of personal happiness and in adding to the store of human knowledge for the common good.

My ultimate ambition is to be an authority in this field and to play a leading part in the formulation of policies and practices in my home country of Turkey in identifying the gifted and to provide guidance to the families, counsellors and educators of the gifted child. 

I began college after high school without a great deal of maturity or self-understanding beyond the fact that I love literature, in fact, words in all forms, speech, and communication. As I have matured through my studies, now 22, I am firmly convinced that my calling lies in helping those who are in greatest need of my assistance, as a friend, partner, help-mate in speech and communication, a selfless teacher who gives her all to her students. As a volunteer, I work with children with special needs and learning disabilities; after each day that I serve, I feel inspired and empowered by the sheer power and beauty of language, coming from those with the greatest odds stacked against them.