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In 2010, an estimated 524 million people were aged 65 or older—8 percent of the world’s population. By 2050, this number is expected to nearly triple to about 1.5 billion, representing 16 percent of the world’s population. Read more

Introduction

In 2010, an estimated 524 million people were aged 65 or older—8 percent of the world’s population. By 2050, this number is expected to nearly triple to about 1.5 billion, representing 16 percent of the world’s population. Provision of effective health and social care systems and associated professionals are key to supporting the increased and evolving requirements to support older people within society. Critical evidence has been amassed which shows that current standards of care often fail to deliver good quality care for the older person, therefore the need to improve the care and experience of the older person in health and social care have become significant policy drivers both in the UK and globally. Health and social care professionals are at the forefront of care delivery and are best placed to initiate and to drive forward innovations in care delivery. This programme provides professionals with the knowledge, skills and confidence to deliver informed standards of care, to act as change agents and develop leadership capacity in the care of older people.
The important values that inform this programme reflect the growing priorities that have been identified which support the need to provide an improved and more responsive level of care for older people. Furthermore, expertise around the care of the older person will inform new roles within health and social care, support career pathways and strengthen leadership in this growing area of care.
This programme provides students with the advanced knowledge and skills to support their personal and professional development in this dynamic area of practice. Specialist modules ensure students gain insight into the complexities of caring for older people enabling them to act as change agents, facilitating improvements in care. Optional modules provide students with a platform to progress their practice and academic knowledge and skills. Knowledge and skill development will be achieved through critical engagement with both the academic content and practice experience that directly relates to the care of the older person.

Key information

- Degree type: MSc, Postgraduate Certificate, Postgraduate Diploma
- Study methods: Part-time, Distance learning, Online, Stand-alone modules
- Start date: September and January
- Course Director: Dr Annetta Smith

Course objectives

The student will be able to
- Demonstrate a critical understanding of the principal theories, concepts, policies and practices that influence delivery of health and social care for the older person.
- Gain knowledge and expertise around specialist areas of care that is inclusive of Multimorbidity, Dementia and Pain in Older Adults.
- Critically apply new knowledge and skills to support collaborative working with other professionals that enables practice improvement in the care of older people.
- Evaluate models of practice development and service delivery in hospital, community or residential care settings.
- Develop original and creative solutions to problems and issues that arise in practice.
- Plan and execute a significant practice project which focuses on improvement of care for the older person.
- Demonstrate attributes of personal organisation, planning and evaluation skills that support effective academic and clinical work.
- Demonstrate development of attributes and skills commensurate with practice leadership that will contribute to the delivery of high quality care for older people.

English language requirements

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:
- IELTS: 6.5 with 6.0 minimum in each skill
- Cambridge Certificate of Proficiency in English (CPE): Grade C
- Cambridge Certificate of Advanced English (CAE): Grade B
- Pearson Test of English (Academic): 60 with 56 in each component
- IBT TOEFL: 90 with no subtest less than 20

For more information go to English language requirements https://www.stir.ac.uk/study-in-the-uk/entry-requirements/english/

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. View our range of pre-sessional courses http://www.intohigher.com/uk/en-gb/our-centres/into-university-of-stirling/studying/our-courses/course-list/pre-sessional-english.aspx .

REF2014
In REF2014 Stirling was placed 6th in Scotland and 45th in the UK with almost three quarters of research activity rated either world-leading or internationally excellent.

Career opportunities

This programme facilitates the development of expert knowledge in care of the older person and helps prepare health and social care professionals to deliver the specialist knowledge and skills required to support their practice.
All modules are related to NHS Knowledge and Skills Framework (KSF).

Employability

This programme equips students with the knowledge and skills that they can utilise within their professional practice and workplace, including health, social care and voluntary sectors. Students will have an in-depth knowledge of health and social care needs of older people and solutions to enhance that care. They will also have the opportunity to gain a range of transferable skills relevant to their professional careers. Importantly, students will be able to act as change agents by:
- Applying skills of critical analysis, evaluation and synthesis to issues which are at the forefront of developments in the care of the older person and their care delivery.
- Developing an in-depth understanding of policy development and implementation within the student's location of practice.
- Developing original and creative responses to challenging/complex situations and make informed decisions/judgements.
- Constructing, implementing and appraising a research project and engaging in a systematic appraisal of project methods and its findings.
- Undertaking a quality improvement initiative in practice and possessing an in-depth appreciation of quality improvement processes.
- Disseminating information through a variety of media.

Industry connections

The programme provides opportunities for students to fully appreciate the collaborative and interdisciplinary dimensions and skills essential to work within the health, social care and voluntary sectors and to utilise their knowledge to progress the care of the older person. The programme is strengthened by a multi-disciplinary collaboration with clinical colleagues across National Health Service Regional Boards, Social care agencies and the voluntary sector, for example Alzheimer Scotland.

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The Master of Social Work (Qualifying) prepares students to practice as accredited professional social workers in a range of fields including health and mental health, corrections, community work, aged care, women’s services, disability, child and family services, migrant and refugee services and international development. Read more
The Master of Social Work (Qualifying) prepares students to practice as accredited professional social workers in a range of fields including health and mental health, corrections, community work, aged care, women’s services, disability, child and family services, migrant and refugee services and international development. Applicants should have a previous Bachelor’s degree and extensive work experience in the human services field. Drawing on Australian and international perspectives, the program aims to graduate students able to take leadership roles in the social work profession, the health and community services sector and other fields of practice. The content of the MSW (Qual) is based on the values set out in the AASW Code of Ethics and the AASW Practice Standards. A commitment to social justice is a core value of the University of Sydney Master of Social Work (Qualifying).

To ask a question about this course, visit http://sydney.edu.au/internationaloffice/

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This part-time course is aimed at those who are caring for older people in a care setting. The course will reflect local, national and international agendas and your assignment work will focus on developing your practice. Read more
This part-time course is aimed at those who are caring for older people in a care setting. The course will reflect local, national and international agendas and your assignment work will focus on developing your practice.

The course can be accessed at degree or Master's level, with the assignment expectations different for each level. The aim is to improve service and care delivery for the growing population aged 65 years and over.

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Students completing this degree will become scientists/practitioners of a high calibre, well grounded in theory and practice, and capable of working within a range of clinically oriented areas, as well as assuming full independent professional responsibility in clincial settings and maintaining an enquiring research attitidue in day-to-day work. Read more

Overview

Students completing this degree will become scientists/practitioners of a high calibre, well grounded in theory and practice, and capable of working within a range of clinically oriented areas, as well as assuming full independent professional responsibility in clincial settings and maintaining an enquiring research attitidue in day-to-day work.

Students are eligible for general registration with the Psychology Board of Australia once they have completed all components of the degree.

The course consists of three main components:
- a series of theoretical and technical units in areas fundamental to practice and research in clinical neuropsychology
- supervised placement experiences in neuropsychological settings
- a research proposal and dissertation.

See the website http://courses.mq.edu.au/international/postgraduate/master/master-of-clinical-neuropsychology

Key benefits

- Lets you learn from visiting clinicians and staff, and offers the chance to present cases from your placement
- Ensures you have the skills to move across a range of clinically oriented areas and to assume full independent professional responsibility through supervised practical placement
- Gives you access to the Macquarie University Psychology Clinic

Suitable for

Psychology honours graduates (within the last 10 years) wanting a career as a clinical neuropsychologist.

PLEASE NOTE
Applications for this program are competitive. Satisfying the admission criteria does not guarantee a place on the program. Submission of supplementary details and 2 referees reports are required for the competitive selection process for ranking to the interview stage.

Work experience requirements

either through work or voluntary service.

English language requirements

IELTS of 7.0 overall with minimum 7.0 in each band, or equivalent

All applicants for undergraduate or postgraduate coursework studies at Macquarie University are required to provide evidence of proficiency in English.
For more information see English Language Requirements. http://mq.edu.au/study/international/how_to_apply/english_language_requirements/

You may satisfy the English language requirements if you have completed:
- senior secondary studies equivalent to the NSW HSC
- one year of Australian or comparable tertiary study in a country of qualification

Careers

- Accreditation
The degree is accredited by the Australian Psychology Accreditation Council and approved by the College of Clinical Neuropsychologists. Completion of the Master of Clinical Neuropsychology leads to registration as a psychologist with the Psychology Board of Australia and working towards endorsement as a clinical neuropsychologist in Australia.

- Career Opportunities
Clinical neuropsychologists work in hospitals, brain injury units, dementia and aged care units, paediatrics and development disorder units, psychiatric and neuropsychiatry units, neurology, neurosurgery and rehabilitation units.

See the website http://courses.mq.edu.au/international/postgraduate/master/master-of-clinical-neuropsychology

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This graduate entry master course enables science graduates to become registered pharmacists. It will provide you with a comprehensive theoretical base, including chemical, biological, physiological, pharmaceutical and pharmacotherapeutics studies. Read more
This graduate entry master course enables science graduates to become registered pharmacists. It will provide you with a comprehensive theoretical base, including chemical, biological, physiological, pharmaceutical and pharmacotherapeutics studies.

In this course you’ll complete two additional study periods over the summer period, as well as two usual semesters each year. The first study period is an intensive six-week training program involving 30 hours weekly contact and continuous assessment. In this period you’ll be introduced to important concepts in pharmaceutics, pharmaceutical chemistry and pharmaceutical practice.

The rest of your first year will focus on pharmaceutical science, pharmaceutical chemistry, pharmacology and pharmaceutical practice. At the end of your first year you’ll complete a community pharmacy placement under the supervision of a practicing pharmacist to develop skills in the clinical setting.

In your second year you’ll focus on pharmacotherapy and develop research skills. You’ll also complete a hospital placement to cement your practical skills.

Throughout this course you’ll use high quality laboratories and facilities designed to enhance teaching and provide you with essential practical skills. The school laboratories include a model dispensary, a manufacturing laboratory, an asepsis suite and laboratories for microbiological, chemical and pharmacological investigations.

Professional recognition

This course is accredited by the Australian Pharmacy Council.

Graduates are required to complete a preregistration training period and register as a pharmacist before being able to commence practice in most areas of the profession. Graduates are able to register to practice in all states and territories in Australia and New Zealand.

This course provides a great stepping stone to registration in other countries throughout Asia and in the United Kingdom and the Republic of Ireland. Some countries may require fulfilment of additional practical training programs.

Career opportunities

Graduates are both highly employable and sought after. As a graduate, you may seek a career in health care working in the fields of community, hospital or consult pharmacy.

The role of the pharmacist within community pharmacy has expanded to include assisting patients with the management of their chronic diseases, such as obesity, asthma and diabetes. In the future, pharmacists in the primary care setting are going to become increasingly involved in the care of patients through multidisciplinary teams. The setting of practice of pharmacy will expand from the community pharmacist to include medical clinics and the patient’s home. The role of pharmacists as prescribers is currently under investigation.

Within hospitals, pharmacists provide a diverse range of services from drug distribution and dispensing, provision of drug information and education, through to ward-based clinical pharmacy services where they participate in patient care as part of a team. Hospital pharmacists may also engage in quality assurance programs and clinical research.

Consultant pharmacists provide medication management review services. They work in collaboration with patients and their doctors to ensure the patient achieves the best outcomes from their drug therapy. Such pharmacists work in aged care facilities and/or patients’ homes.

Graduates may also develop a career in the pharmaceutical industry which employs pharmacists in a number of areas including research roles in the development of medicines, production of pharmaceuticals, quality assurance, regulatory services, marketing and drug information.

Graduates may also work for the State or Federal Government in regulatory and policy roles.

Credit for previous study

Applications for credit for recognised learning (CRL) are assessed on an individual basis.

2016 Curtin International Scholarships: Merit Scholarship

Curtin University is an inspiring, vibrant, international organisation, committed to making tomorrow better. It is a beacon for innovation, driving advances in technology through high-impact research and offering more than 100 practical, industry-aligned courses connecting to workplaces of tomorrow.

Ranked in the top two per cent of universities worldwide in the Academic Ranking of World Universities 2015, the University is also ranked 25th in the world for universities under the age of 50 in the QS World University Rankings 2015 Curtin also received an overall five-star excellence rating in the QS stars rating.

Curtin University strives to give high achieving international students the opportunity to gain an internationally recognised education through offering the Merit Scholarship. The Merit Scholarship will give you up to 25 per cent of your first year tuition fees and if you enrol in an ELB program at Curtin English before studying at Curtin, you will also receive a 10 per cent discount on your Curtin English fees.

For full details and terms and conditions of this scholarship, please visit: curtin.edu/int-scholarships and click on Merit.

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This course is aimed at people who are currently working with young children aged 0-5 years in early years settings including children's centres, schools and private day care. Read more
This course is aimed at people who are currently working with young children aged 0-5 years in early years settings including children's centres, schools and private day care. You deepen your knowledge and understanding of the Early Years Foundation Stage (EYFS) and early childhood development for young children.

During the course you cover developing the curriculum and pedagogy for the age phases 0-3 and 3-5 years. You also gain knowledge and understanding of transition issues, including children's progress through key stages 1 and 2.

Supported by experienced workplace mentors, you extend your knowledge and professional skills in key areas including:
-The observation and assessment of young children's development.
-Children's development and learning through play.
-Children's participation and inclusion.
-Collaborative working with parents and carers.
-The leadership of staff teams.

During your training you strengthen your expertise in teaching early literacy, including reading, and mathematics, including numeracy. The course also enhances your skills in supporting children's learning and development across all the prime and specific areas of the EYFS. You deepen your understanding of the characteristics of effective learning that are key to this stage of development.

You complete an assessed teaching practice in your home school or early years setting, and a second assessed placement with a younger or older age-group in a second school or early years setting. Placement experience is organised so that you cover the three age groups within the 0-5 age range.

Throughout your course you are supported to develop a range of relevant academic and professional skills at graduate and postgraduate level. This supports and enhances your career potential, opening up opportunities for higher level posts within early years services.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-early-childhood-education-and-care-05-with-eyts-graduate-employment-route

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Professional recognition

By meeting the standards for Early Years Teacher Status, you are recognised as an Early Years Teacher (0-5) with EYTS by the National College of Teaching and Leadership.

Course structure

One year part time. Starts September.

Course content
Key areas include:
-Child development for babies, toddlers and young children
-The Early Years Foundation Stage
-Play in early childhood
-Working with families
-Leadership
-Working across professional boundaries

Assessment: course work including reflective writing, presentations and e-portfolio; practice during placements.

Other admission requirements

You must hold the GCSE requirements before applying. If you are waiting to take up a post, you need evidence of at least 15 days of experience of working with children in an early years foundation stage setting gained within the last 12 months. You must also successfully complete QTS skills tests in numeracy and literacy as designated by the National College for Teaching and Leadership.

If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process: http://www.shu.ac.uk/selection-event/1279

As you will be working with children, you must complete a declaration of criminal convictions and health check forms.

If English is not your first language you need an IELTS average score of 7.0 with at least 6.5 in all skills or a TOEFL score of 235 (Internet based).

*GCSE mathematics and English equivalents
-12 Level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

*GCSE science equivalents
-12 level 2 credits from an Access course.
-Science equivalency test from http://www.equivalencytesting.co.uk
-OCR National Level 2 Science.
-BTEC National Level 2 Science, Applied Science or Medical Science.

Employment-based requirements
For the period of training all applicants employed at a school, excluding academies, independent schools and early years settings, must be employed as an unqualified teacher and paid in accordance with at least point one on the unqualified teacher's pay scale for the period of their training. You will not perform more than 90% of the duties normally completed by a full-time early years teacher.

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We are pleased to offer this postgraduate taught programme along with four others in the field of ergonomics and human factors. Read more
We are pleased to offer this postgraduate taught programme along with four others in the field of ergonomics and human factors. This interdisciplinary approach to teaching and learning means that you benefit from teaching provided by our specialist experts in each area, ensuring that you are trained to the highest professional standard. This streamed approach also provides a greater degree of knowledge and information sharing across the different aspects of ergonomics and human factors.

Study areas include ergonomics, data collection and analysis, human function, human factors and systems, physical health at work, human computer interaction, disability, ageing and inclusive design, patient handling, healthcare ergonomics and patient safety, and driver and vehicle ergonomics.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/design/ergonomics-health/

Programme modules

Taught modules:
- Introduction to Ergonomics
- Data Collection and Analysis
- Human Function
- Human Factors and Systems
- Physical Health at Work
- Human Computer Interaction
- Disability, Ageing and Inclusive Design
- Patient Handling
- Healthcare Ergonomics and Patient Safety
- Driver and Vehicle Ergonomics

Selection

Decisions are made on the basis of the application forms and documents provided. Additional materials may be requested, for example further documentary evidence or a piece of written work.

Assessment

Coursework and examinations, and for the MSc, a project report including viva voce.

Careers and further study

Successful completion of these programmes will enable you to become a professional ergonomics / human factors practitioner. The Masters programmes are accredited by the Charted Institute of Ergonomics and Human Factors.
Recent destinations include: BAE Systems, Systems Engineer; Rail Standards Safety Board, Human Factors Consultant; Motorola, Human Factors Engineer; and National Health Service, Moving and Handling Specialist.

Scholarships and Sponsorships

This programme is eligible for a number of competitive external scholarship schemes.

Why choose design at Loughborough?

At Loughborough Design School we want to share our world-leading expertise.

Offering eight postgraduate programmes, and a range of research opportunities, the School is proud to be helping to prepare the next generation of designers and ergonomists for highly successful careers.

The School is based within a £21M state-of-the-art building, with a fully equipped ergonomics laboratory based close by. This purpose built building has practical and theoretical teaching and research spaces at its heart, ensuring that you are given a professional and inspirational experience.

- Research
We have a thriving PhD population of around 100 full-time and part time UK, EU and international research students. You will be supervised by staff who are internationally recognised as experts in their field and will have access to the world class facilities you need to complete your studies. If you would rather do an MPhil, then we also offer these full-time or part-time.

- Career prospects
We are proud to say that 100% of our graduates were in employment and/or further study six months after graduating. The School has particularly close links with Adidas, Cadbury, Coca Cola, Health and Safety Executive, Department of Health, National Health Service, Help the Aged, Met Office, Ericson, IBM, Nissan, Hewlett Packard, BAE Systems, Rolls Royce, Ministry of Defence, Ford Motor Company, Jaguar Land Rover, E.ON, O2, and the Department for Transport.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/design/ergonomics-health/

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This course is designed for graduates with limited experience of working with children aged 0-5 years. Your studies are based around extended placements in at least two different early years settings to give you the confidence, skills and experience to work across the 0-5 age range. Read more
This course is designed for graduates with limited experience of working with children aged 0-5 years. Your studies are based around extended placements in at least two different early years settings to give you the confidence, skills and experience to work across the 0-5 age range.

Alongside this practical experience you attend taught sessions which provide you with theoretical knowledge of child development, pedagogy and the key areas of early years foundation stage (EYFS). You also gain knowledge and understanding of transition issues, including children's progress through Key Stages 1 and 2.

Supported by experienced workplace mentors during your placement, you develop your knowledge and professional skills in key areas including:
-The observation and assessment of young children's development.
-Children's development and learning through play.
-Children's participation and inclusion.
-Collaborative working with parents and carers.
-The leadership of staff teams.

During your training you also gain skills in teaching early literacy, including reading, and mathematics, including numeracy.

Throughout the course you are supported to develop a range of relevant academic and professional skills at graduate and postgraduate level. This enhances your career potential and opens up future opportunities for higher level posts within early years services.

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Professional recognition

By meeting the standards for Early Years Teacher Status, you are recognised as an Early Years Teacher (0-5) with EYTS by the National College of Teaching and Leadership.

Course structure

1 full time. Starts September.

Course content
Key areas include:
-Child development for babies, toddlers and young children.
-The Early Years Foundation Stage.
-Play in early childhood.
-Working with families.
-Leadership.
-Working across professional boundaries.
-During the course you complete two assessed teaching practice placements in different early years settings.

Assessment: coursework; assessed practice; professional development portfolio.

Other admission requirements

If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process: http://www.shu.ac.uk/selection-event/1342

If English is not your first language you need an IELTS average score of 7.0 with at least 6.5 in all skills or a TOEFL score of 235 (Internet based).

*GCSE mathematics and English equivalents
-12 Level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

*GCSE science equivalents
-12 level 2 credits from an Access course.
-Science equivalency test from http://www.equivalencytesting.co.uk
-OCR National Level 2 Science.
-BTEC National Level 2 Science, Applied Science or Medical Science.

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This programme is designed for nurses working in the specialist fields of eye care and ophthalmics, who are seeking a Masters qualification in their chosen specialism. Read more
This programme is designed for nurses working in the specialist fields of eye care and ophthalmics, who are seeking a Masters qualification in their chosen specialism.

Who is it for?

This course is suitable for nurses who see their medium or long term future within ophthalmics. In order to maximise the benefits derived from this programme, it would be helpful if you already have several months’ experience within ophthalmic care.

Objectives

This MSc programme is flexible and professionally orientated, seeking to prepare a specialist, research-focused workforce that will help revolutionise health and social care provision to better meet society’s changing demographic health needs, by using new technologies and more innovative and creative working practices.

The programme will prepare you for new, efficient and ethical ways of working that offer better quality of life and quality of care by placing service users and carers at the centre of decision-making and service. It will enable you to respond better to the increasing pressures on the current healthcare system.

We offer education in the latest theoretical and clinical developments relating to ophthalmic nursing. We will develop your research and critical thinking skills and provide the opportunity to conduct research under expert supervision, laying the foundations for independent practice and research in future.

Teaching and learning

The programme is taught by academic staff from the School of Health Sciences, supported by clinical colleagues. Most of the modules are worth 15 credits (or 1\8 of the total programme). However, some modules are worth 30 credits. A range of teaching and learning strategies are used, depending upon the nature of the material. These will include lectures and small group tutorials, group work, simulated practice and visits.

Similarly, the assessments are equally varied, and will include coursework, online projects, invigilated examination and objective structured clinical examinations (OSCEs).

Your dissertation is worth 60 credits (1\3 of the entire programme) and is a piece of research undertaken with the supervision of an academic member of staff with a special interest in ophthalmics. They are appointed by the programme director or the module leader.

Modules

The exact sequence of modules is negotiable, and will depend upon your availability to study your electives and the occurrence of the modules.

Core modules - you are advised to take:
-APM001 (Critical Approaches to Advanced Practice)
-HRM001 (Introduction to Research Methods and Applied Data Analysis)
You will undertake four discipline specific modules:
-OVM013 Vision in the aged
-OVM006 Glaucoma
-NMM024 Medicines Management
-OVM056 Medical Retina

Elective modules - you will have the option of taking one elective, which may be in opthalmics or from the broader module diet offered by the School of Health Sciences.

Career prospects

This programme will prepare you to work autonomously in the area of opthalmics and eye care, within the NHS or the private sector and in the acute hospital sector or the wider community.

You will develop specialist skills in working with people experiencing vision impairment and other sensory loss. You will develop skills in conducting research projects and in critiquing and applying research to your area.

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Whether you want to get ahead in your career faster, or improve your knowledge, a Monash postgraduate degree can give you a distinct advantage. Read more
Whether you want to get ahead in your career faster, or improve your knowledge, a Monash postgraduate degree can give you a distinct advantage.

Visit the website http://www.study.monash/courses/find-a-course/2016/public-health-0046?domestic=true

Overview

Public health skills and knowledge are fundamental to addressing many of the 21st century's complex health problems and to achieving public health objectives for improving the health of populations, communities and individuals.

This 12-unit course provides students with the full range of quantitative, analytical and communication skills necessary to work in the broad domain of public health. It especially focuses on developing skills in the quantitative methods of the population-based health sciences and their problem-solving application for public health, health care and emerging health issues in Australia, developing countries, and globally.

Our program offers you flexibility, with a range of unit choices and the opportunity to specialise in clinical epidemiology, clinical research, health economics, health services management, international health, public health, occupational and environmental health and research streams.

Undertaking the Master of Public Health at Monash University, a Group of Eight University and one that is ranked in the Top 100 Universities worldwide, will give you the knowledge and skills necessary to work in the broad domain of public health and a postgraduate qualification that is recognised around the world.

Graduate Jeff Davey, former CEO of one of Victoria's largest aged-care, not-for-profit organisations, chose the course because of its reputation and his desire for skills to gather evidence, measure outcomes, evaluate policies and work better with government.

"My experience, particularly within the aged-care sector, is that there are lot of people doing a lot of good things, but much of it is not evidence based. I believe there is a tremendous opportunity for managers and leaders to have a much more rigorous basis for their management and professional practice, and the MPH is a fantastic way to get that."

Undertaking a case study and practical experience can be specifically developed and supported as part of your program, which gives you further opportunity to improve the hands on skills required to work in this growing field of health.

Teaching is structured as a combination of face to face, including block days, teaching and on-line educational delivery, to suit working professionals and those who balance other responsibilities in their lives.

There are also specified exit points for both a Graduate Certificate and Graduate Diploma qualification if you meet the requirements.

Career opportunities

Graduates may move into careers in a diverse range of areas within the public health and wider health sector, or further develop and extend their current working career. These may include professional practice, research, public health management, health care facilities' management, international aid organisation roles and professional roles within developing countries.

The Master of Public Health is an internationally recognised qualification for working in the field of public health. The Monash degree fulfills the core discipline requirements of a Master of Public Health for the Australasian Faculty of Public Health Medicine.

Professional recognition (Australian)

This degree is recognised as a public health qualification in a number of professional fields. It fulfills the core discipline requirements of the Australasian Faculty of Public Health Medicine

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/medicine

Faculty of Medicine, Nursing and Health Sciences

The Faculty is also home to a number of leading medical and biomedical research institutes and groups, and has contributed to advances in many crucial areas: in vitro fertilisation, obesity research, drug design, cardiovascular physiology, functional genomics, infectious diseases, inflammation, psychology, neurosciences and mental health.

Notwithstanding the relatively short history of our University, the Faculty is ranked in the top 50 in the world for its expertise in life sciences and biomedicine by the Times Higher Education and QS World University 2012 benchmarks.

Courses offered by the Faculty include medicine, nursing, radiography and medical imaging, nutrition and dietetics,emergency health studies, biomedical sciences, physiotherapy, occupational therapy, and social work. A range of research and coursework postgraduate programs is also offered.

The Faculty takes pride in delivering outstanding education in all courses, in opening students to the possibilities offered by newly discovered knowledge, and in providing a nurturing and caring environment.

Further details may be found at: http://www.med.monash.edu.au/about.html

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/public-health-0046?domestic=true#making-the-application

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Take advantage of one of our 100 Master’s Scholarships to study Autism and Related Conditions at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Autism and Related Conditions at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

Autism is a spectrum of lifelong neurodevelopmental conditions that presents various challenges for those people living with Autism and the services in place to provide care, education, training and support. There is an emphasis on the need to increase general awareness and specialist training for all professionals involved in the delivery of autism related services. However, it has been recognised that Autism and its related conditions are prevalent globally, and this programme explores the international context to highlight best practice initiatives.

The Master's in Autism and Related Conditions, which is also available at Postgraduate Diploma and Postgraduate Certificate level as well as on a part time basis, is a unique training and development programme leading to a postgraduate qualification for those professionals who are seeking to advance and specialise their knowledge and practice in Autism.

Key Features of the Autism and Related Conditions Programme

In response to the Autism Act (2009), the UK government produced statutory guidance for health, social care and educational organisations, which highlighted the strategic need for staff training at all levels, service planning and the creation of local leadership. Part of this guidance places an emphasis on the need to increase general awareness and specialist training for all professionals involved in the delivery of autism related services.

Key features of the Autism and Related Conditions programme include:

- Innovative and integrated curriculum that reflects the various aspects in the provision of autism services (i.e. clinical, social care and specialist education).
- Flexibility for you to gain specialist knowledge in your respective professions
- People living with Autism are involved in the delivery of the programme
- Teaching is supported by online learning and support
- Strong links with various third sector organisations
- Research informed teaching
- Multiprofessional teaching team with vast experience and expertise in Autism and related conditions
- Choice between a research project or a work based portfolio for the MSc dissertation
- Available as either a full time or part time study

The Autism and Related Conditions programme is modular and structured in three levels, each building on the next. You can elect to take either the full Master's programme or the Postgraduate Certificate or Diploma, depending on need and circumstances. The programme is designed to allow you to complete either as full time or part time study. For part-time students, each of the three components are scheduled to take a year each to complete.

Who should take this course?

Any health care professionals (medical, nursing and allied health), educators (primary, secondary, FE and HE), social care professionals and psychologists who wish to develop their understanding, skills and leadership in Autism.

Attendance Pattern

Students are required to attend the University for 1 week (5 consecutive days) for each module in Part One (Taught Element). Attendance during Part Two (Dissertation or Portfolio) is negotiated with the supervisor, with a minimum of 4 supervisory meetings. You are also encourage to attend the Postgraduate Taught Induction Event during the induction week and any programme associated seminars.

Modules

Modules on the Autism and Related Conditions may include:

Diagnosis and Assessment of Autism and Related Conditions
Living with Autism and Related Conditions
Critical Appraisal and Evaluation
Data Analysis for Health and Medical Sciences
Management of Autism and Related Conditions
Foundations of Behaviour
Childhood and Adult Services for Autism and Related Conditions
Rights and Responsibilities for Autism and Related Conditions

Additionally, you will be able to choose to complete a research based dissertation or a work based reflective portfolio.‌

Meet our Alumni

Elizabeth Clatworthy was the first person to graduate from the MSc in Autism and Related Conditions course in 2014. She had both a personal and professional reason to be the first person to gain a Master’s degree in a new course that specialises in the study of autism, as she fosters an eight year old boy who has the condition. Elizabeth said: ‘However a five year old boy came to me to be fostered, which resulted in him being placed with me full time. He was non-verbal and had behavioural issues, but now he talks, has learned to manage his own behaviour and now I feel that there is no limit to what he can achieve. This experience led me to apply for my Master’s degree and I have found that my learning has helped me understand more about my foster child, and equally my foster child has helped me gain greater insight into my studies.”

Rhys Jenkins, now aged 24, was diagnosed with Autism when he was 16 years old. He had successfully completed a Law Degree at Cardiff University prior to coming to Swansea University to complete the MSc in Autism and Related Conditions course.

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Take advantage of one of our 100 Master’s Scholarships to study Gerontology and Ageing Studies at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Gerontology and Ageing Studies at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

This Gerontology and Ageing Studies course is designed to meet employer needs and prepares students with the knowledge and experience needed to work with older people, design policies, manage and deliver services and manufacture products for an ageing population.

Key Features of Gerontology and Ageing Studies

Performance:

- International approach that is unique in the UK
- Hosted in the internationally renowned research centre, the Centre for Innovative Ageing
- The centre is the largest gerontology research centre in Wales and the second largest in the UK
- The Centre hosts the Older People and Ageing Research and Development Network and the Wales Stroke Research Interest Group
- Offers strong national and international links as well as links with the Wales Dementias and Neurodegenerative Diseases Research Network.

Teaching and Employability:

- programme is designed to meet employer needs
- encompasses a range of disciplines delivered by subject leaders and experts from around the world
- opportunities for work placements within local NGO’s (non-Governmental Organisations)
- opportunity to study abroad at one of the College’s partner institutions in Alberta, Canada

The field of ageing is becoming increasingly important: Over the last 25 years the percentage of the population aged 65 and over increased from 15% in 1983 to 16 per cent in 2008, an increase of 1.5 million people in this age group. This trend is projected to continue. By 2033, 23 per cent of the population will be aged 65 and over compared to 18% aged 16 or younger. The fastest population increase has been in the number of those aged 85 and over, the 'oldest old'.

In 2012, the Welsh Government launched the third phase of the Strategy for Older People. Gerontology and Ageing Studies at Swansea looks at policy, practice and application to put you at the forefront of current developments.

Gerontology and Ageing Studies takes a holistic approach. It shifts the central focus from the medical model of ageing, to one that encompasses a range of disciplines including psychology, sociology and demography, viewing ageing more positively.

Why choose Gerontology and Ageing Studies?

The course in Gerontology and Ageing draws on the research and expertise of The Centre of Innovative Ageing (CIA) within the College of Human and Health Sciences.

The CIA is at the forefront of interdisciplinary work on ageing and provides the infrastructure, focus and leadership for ageing research across the University. The Centre houses a unique cluster of researchers and lecturers who contribute to each of the postgraduate courses in Gerontology and Ageing studies.

The Gerontology and Ageing Studies course is designed to meet employer needs and prepares students with the knowledge and experience needed to work with older people, design policies, manage and deliver services and manufacture products for an ageing population.

Modules

Modules on the Gerontology and Ageing Studies programme typically include:

• Population Ageing and Policy: An Introduction
• Perspectives on Ageing
• Foundations in Research
• Health and Ageing
• Policies and Practices for an Ageing Population
• Older People, Citizenship and Participation
• Critical Practice with Older People
• Environment and Ageing
• Psychology of Ageing

Gerontology and Ageing Studies Course Structure

The Gerontology and Ageing Studies course is offered on a full-time or part-time basis.

Full-time students normally complete six modules and submit their dissertation by the end of the first year. Part-time students will normally take two years to complete six modules, and one further year to complete the dissertation.

The MSc in Gerontology and Ageing Studies comprises 6 modules (120 credits) and a dissertation (60 credits). Four compulsory modules (20 credits each) cover the context of population ageing and explore theoretical perspectives on ageing.

Post-Graduate Certificate and Diploma Options in Gerontology and Ageing Studies:

These courses, similar to the MSc, can also be taken on a full-time or part-time basis.

Certificate students will take three modules totalling 60 credits, comprising two compulsory modules and one optional module selected from the College MSc catalogue.

The diploma students will complete the same 120 credits as the MSc but will not be required to complete the 60 credit dissertation.

Both options are flexible for students looking to study specific areas of interest whilst still obtaining a solid foundation in the principles of gerontology. These options provide the perfect alternative for individuals or employers who want the world-leading education provided by the Centre for Innovative Ageing, but for whom the research project is not integral to their learning experience.

Career Prospects

Other recent graduates work across a diverse range of sectors including:

- local government
- social worker/social services
- academic and policy research
- insurance and financial services
- architecture and town planning

The College of Human and Health Sciences offers full training in research methodology in addition to the core gerontology education which demonstrate a set of research and analytical skills that are fully transferable and highly desirable to employers.

Work Placements

Although not an assessed component off the course, students are provided with the opportunity to undertake volunteer placements within a local NGO (Non-Governmental Organisation). This enhances the student’s employment options and widens their exposure to the practical field of gerontology. Students who undertake a placement will receive a certificate from the NGO detailing the number of hours of their placement to act as a record for employment and development purposes.

Staff Expertise

Research undertaken by members of the CIA falls into seven broad themes:

Rights, Equality and Inclusion
Environments of ageing
Environmental hazards – Falls, shared space
Community, intergenerational and family relationships
Technology and its facilitation
Future of ageing
Social care – Health and wellbeing

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Early Years Teacher Status is a new graduate role in Early Years settings developed by the National College of Teaching and Leadership. Read more
Early Years Teacher Status is a new graduate role in Early Years settings developed by the National College of Teaching and Leadership. It aims to develop expertise in teachers of children aged between birth and five, boosting high standards, skills, experience, commitment and effective leadership in practice with children of this age group.

Leeds Trinity University offers the Graduate Practitioner Pathway to Early Years Teacher Status. If you are a graduate working with children aged between birth and five, it is likely that you will be able to access this training opportunity. There is no fee for the training programme, and your employer will be able to apply for cover costs accrued for the time you spend at University and in required personal study activities.

Benefits of Early Years Teacher Status (Postgraduate Employer Based)

- The Early Years Teacher will play a key role in raising standards in the education and care of children aged birth to five, within the ‘Early Years Foundation Stage’.
- They will lead practice with this age group, supporting innovative child-led/adult-directed learning activities that optimise young children’s social/emotional/intellectual development, working in partnership with other children’s workforce professionals and parents/families.
- The programme is supported by tutors who have substantial experience within early years education and care sector as practitioners, teacher trainers, researchers and writers.

Graduate Destinations

With the advent of the ‘two-year-old offer’, schools in particular now urgently require graduate practice leaders with expertise in working with the very young, in particular, those from socio-economically deprived backgrounds. The role of Early Years Teacher has been created to fill this gap and achievement of the status will offer exciting career development opportunities.

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Join us on this course and you will develop your systemic knowledge and skills, and increase the effectiveness of your direct work with children and families with children. Read more
Join us on this course and you will develop your systemic knowledge and skills, and increase the effectiveness of your direct work with children and families with children.

Designed as an intermediate year of training for systemic psychotherapy and end-stage training as a systemic practitioner, it is built on the theoretical and practice frameworks established in the foundation year.

It aims to deepen your confidence in employing different approaches encompassed by systems theory, and will encourage you to incorporate reflexive thinking in your work.

This course is delivered in partnership with the Institute of Family Therapy in London.

Choose Intermediate Child Focused Systemic Practice PgCert and:

• Study the application of systemic ideas and learn how they can help you understand the developmental stages of children
• Explore the five major models of systemic practice, including the philosophical underpinnings, main theorists, main theoretical principles, model of change and role of the practitioner with particular reference to work with families with minor aged children and their networks
• Develop your ability to apply systemic practice skills to a number of different client groups and across a range of practice contexts
• Gain the ability to work within the ethical and legal frameworks that are relevant to multiple practice contexts and the particular requirements of organisations
• Benefit from an enhanced ability to use relevant evidence-based research to make assessments, formulate interventions and review the effectiveness of your direct work.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/intermediate-child-focused-systemic-practice#about

Course detail

The course is designed to help professionals to develop and deepen systemic knowledge and skills in order to increase the effectiveness of direct work with individual children and families with minor children across a broad range of contexts. The course is both an intermediate year of training for systemic psychotherapy and end stage training as a systemic practitioner. It is built on the theoretical and practice frameworks established in the foundation year of training. It seeks to deepen students familiarity with and confidence in employing a number of approaches encompassed by systems theory.

The course is suitable for professionals who wish to increase their capacity to work directly with families with young children. This includes nurses, social workers, teachers, counsellors, other health professionals and those in front line services who wish to utilise a systemic approach with clients.

The course stresses the importance of understanding professional contexts and the way in which they relate to work with families with children. Particular emphasis is placed on thinking about ways of working which meet the needs of the most disadvantaged client groups and which take account of the legislative frameworks within which most practitioners will have to work. Attention to issues of difference and the promotion and development of anti-oppressive practice are central to the course philosophy and permeate all aspects of the teaching.

In addition the course focuses on the development of the therapeutic relationship and the use of self in direct work with individuals and families.

Modules

• Intermediate Systemic Child Focused Practice (ASS047-6) Compulsory

Assessment

The course is composed of graded and pass/fail elements of assessment. The pass/fail assessments do not contribute towards your overall mark, but must be completed to a pass standard. There are two pass/fail elements: your log of 60 hours of systemic practice, and your reflective journal which charts your journey through the course.

Careers

On completing the course students are likely to have access to posts that require therapeutic skills in working with families with minor children. One example is in the Health and Social Care fields following the Munro Report on Child Protection which promotes systemic ideas as essential skills for front line workers. This course provides Intermediate training in systemic ideas that are applicable to social care, health, education and other contexts. On successful completion of this course students may describe themselves as systemic practitioners, an end target in itself, and also an intermediate stage in the full systemic psychotherapist training.

Some students enter the course to enhance their current practice with families with minor children or their carers without changing their work context. One example are counsellors who have originally trained to work with individuals and who use this foundation training to move towards working with families in the voluntary sector or as a stepping stone to further training.

For those in the statutory sector, many use the course to expand their practice and to develop routes to promotion into social care, management or supervision.

Students are encouraged to apply all of the learning to their work context which will enhance their career management skills. The course develops a range of practice skills which the student transfers directly into the work place; these include direct work and consultation skills.

On successful completion of the course you can use the title `Systemic Practitioner. This is a title recognised by the Association of Family Therapy and Systemic Practice and is highly regarded by employers in social care, education and the voluntary sector.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. Read more
This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. The programme is fully funded by the NCTL, for those who qualify, and bursaries are also available.

It’s particularly aimed at graduates who don’t already work in early years but who may be looking for a career move. It’s also a great option for overseas graduates who are looking to enter the teaching profession within England.

This course is offered on both a full- and part-time basis. The full-time course is a School Direct programme delivered in partnership with the Durham and Newcastle Teaching Alliance. The course is school or early years setting-led, which means you’ll spend most of your time within a designated school or early years setting. It underpins all of the training requirements outlined by the National College for Teaching and Leadership (NCTL) and has been flexibly designed to suit your needs.

This is a School Direct Route which includes substantial placement experience, for graduates with little or no experience of working with children aged 0 to 5 years but wish to pursue a career as an Early Years Teacher. Tuition fees are funded by the National College for Teaching and Leadership (NCTL) and bursaries are payable to trainees with a first class (£5000), 2:1 (£4000) or 2:2 (£2000) classification of degree. Post Graduate Certificate in Early Years Education (Level 7) is also included at no extra cost.

Trainees on the School Direct Route will be taught the theoretical element of the programme by specialist practitioners from Northumbria University. Trainees will be placed in a range of good and outstanding schools and settings across the North East, led by the Durham Teaching School Alliance for the practical elements of the programme.

This course cna also be studied part time - for more information, please view this web-page: https://www.northumbria.ac.uk/study-at-northumbria/courses/early-years-education-early-years-teacher-status-dtpets6/

Learn From The Best

The academic staff delivering this course are research active with professional experience as educators specialising in the children’s workforce.

Having worked extensively with the under-3’s and pre-school aged children, with multi-agencies and in partnership with parents and carers, they have an excellent understanding of the challenges around researching in professional practice.

Teaching And Assessment

The course offers specialist training to enhance your skills in working with and teaching the under fives.

Your training will be delivered both at Northumbria and within your early years setting. You’ll spend one day per week at university and will complete at least 120 days on placement. If you already work within early years, this setting could be your current employment.

You’ll be supported by a dedicated mentor throughout, who will help you to develop your knowledge, understanding and related pedagogy of the early years.

Our teaching methods have been designed to support your individual learning style and critical reflective abilities and include lectures, seminars, group work, work based projects and assignments. They also involve unobserved and observed teaching practice, development of an individual training plan and a portfolio of documentary evidence.

Throughout the course, you’ll be encouraged to take part in collaborative teamwork through group work tasks, presentations and work-based projects.

Learning Environment

You’ll spend most of your time within your early years setting, supported by your mentor. For the remainder of your time, you’ll take part in lectures, seminars and other teaching and learning activities on campus.

Technology-enabled learning is a fundamental part of this course and you’ll be encouraged to use technology to be active, collaborative, reflective and research-orientated throughout your studies. Technology will help you to work with others, take part in relevant group discussions and reflect on your learning.

You’ll also be able to access a host of online learning materials and resources.

Research-Rich Learning

Research-rich learning is central to the design of this course. The academic staff teaching on this programme are actively involved in ongoing research projects, covering topics as diverse as attachment, infant mental health, emotional wellbeing, parental involvement and project evaluation.

These diverse and exciting research specialisms are used throughout teaching to both inform and enhance your learning.

As a postgraduate student, you will be encouraged to critically reflect upon and engage with the evolving nature of research, policy and practice. This will enable you to fully establish its impact on the teaching and delivery of early years care and education, giving you excellent insights into the contemporary issues at the forefront of this specialist field.

Give Your Career An Edge

This Post Graduate Certificate award has been specifically designed to support students wishing to gain Early Years Teacher Status and employment as an early years teacher. You’ll train to become a highly reflective early years practitioner with an excellent understanding of the impact that your practice has on children’s learning and development.

We work closely with local early years providers to make sure the course content remains really relevant and meets employers’ needs.

The work-based projects you undertake, as well as your observed teaching practice, will make you highly employable on graduation and you’ll be able to showcase quality examples of the impact of your practice, to future employers.

This Post Graduate Certificate can also be used as a progression award to further studies at Masters level.

Your Future

The framework of this course is geared towards enhancing your future employability within the Early Years sector and has been developed in collaboration with students and employers to provide a qualification that will survive any changes in government policy.

As such, you’ll leave as a flexible, highly employable graduate, equipped with the knowledge and skills you need for the next step in your career and you’ll be able to demonstrate your extensive work-based experience and practice.

As well as being a great early years practitioner, you’ll also have a really solid knowledge and critical awareness of the latest legislation, new insights, current problems and contemporary issues at the forefront of early years care and education.

The Durham Teaching School Alliance

Etherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools, primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new Early Years School Direct initial teacher training programme.

Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the accredited Initial Teacher Training Provider, to offer an innovative and specialized programme in early childhood development from birth to five.

Skills Tests

Entrants for Initial Teacher Education programmes need to be aware of Government regulations regarding mandatory skills tests in numeracy and literacy.The skills tests do not replace the GCSE grade C or above entry requirements. Applicants are encouraged to sit the skills tests prior to interview although this is not essential, however, a firm offer of a place on the programme can only be made once all entry requirements have been met.

Applicants are advised that they will receive one free test and two resit opportunities which will need to be self-funded. If applicants fail three tests, resits will not be allowed within a 24 month period. The skills tests are computerized and can be taken at any of a number of Learn Direct test centres throughout the UK. The Department for Education has developed guidance and support materials to help candidates pass the tests: candidates are strongly advised to review the support material before attempting the skills tests. If any candidate is likely to experience difficulties taking a test and has needs that entitle them to reasonable adjustments, they can apply for special arrangements.

Further information about the skills tests, including practice tests are available from the Department for Education Professional Skills Test Webpage or by contacting Learn Direct on 0300 303 9613.

Tests can be booked via the skills test registration page: http://sta.education.gov.uk/

Additional Information

Early Years Teacher Status is a non Qualified Teacher Status (QTS) programme.

Graduate entry routes of Early Years Initial Teacher Training do not attract student loan.

Early Years Education (Early Years Teacher Status) Post Graduate Certificate does not attract student loan.

It is anticipated that for the academic year 2017-2018, trainees will attend University each Thursday.

Further information about becoming an Early Years Teacher can be found on the Department for Education ‘Get Into Teaching’ website: https://getintoteaching.education.gov.uk/explore-my-options/become-an-early-years-teacher

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