Postgraduate Diploma in Education

The purpose of the qualification is to extend and deepen the professional competence of a range of practitioners (teachers, lecturers, trainers, managers, designers, developers, assessors, researchers, learning support specialists, etc).

Formally Accredited Learning

The typical applicant has a professional Bachelor's degree of the University or an Honours level degree of the University, or equivalent University-approved qualification - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

Qualified learners will

1. Identify major issues and debates from the literature in the field or sub-field, and argue for and against a position
2. Assess and comment critically on policy initiatives or implementation strategies
3. Consider and discuss the implications of various approaches to facilitating and managing learning
4. Develop a rich understanding of knowledge, theory and principle in the field or sub field
5. Facilitate discussion and learning amongst actors in ETD practice
6. Use information technology and other sources responsibly to select and access a range of resources relevant to an enquiry
7. Demonstrate an understanding that ETD concepts, theories, principles and practices do not exist in isolation, and are best understood in relation to one another, and in a wider context
8. Apply critically and creatively knowledge reported in local and international literature to a selected area of enquiry and related practice
9. Become a member of a community of practice by facilitating working collaboratively.

Critical Cross-field Outcomes

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 2.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 3, 7 & 9.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 5 & 9.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 2, 6 & 8.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 2, 3, 5 & 6.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 2 & 6.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 2, 7 & 9.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

• (i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 3, 5 & 9 and implicit in 1-9.
• (ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 7, 8 & 9; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.
• (iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 7.
• (iv) "Exploring education and career opportunities" - see ELO 9.
• (v) "Developing entrepreneurial opportunities" - see ELO 2 & 3.

The qualifying learner demonstrates ability to

1. Produce texts on areas of enquiry in ETD practice showing critical understanding of the area and literature under investigation, using information technology and other resources responsibly
2. Communicate and facilitate discussion and learning amongst actors in ETD practice
3. Critically analyse ETD concepts, theories, principles, practices and contexts.

Integrated Assessment

Formative assessment is undertaken on a continuous basis, incorporating seminar presentations and papers, coursework assignments and tasks. Such methods assess students' progress towards the professional and academic competencies set out in the exit level outcomes listed above. Formative assessment uses the modes of self-assessment, peer assessment and internal assessment by members of the academic staff of the Faculty of Education.

Summative assessment may by conducted by means of oral and written examinations, examination equivalent assignments, practical projects and reports. These assessment instruments are designed to integrate practical, theoretical and reflexive competence.