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Humber’s Regulatory Affairs graduate certificate program focuses on developing the concepts, skills and techniques required to work in regulatory affairs in the pharmaceutical, medical device or biotechnology industries. Read more
Humber’s Regulatory Affairs graduate certificate program focuses on developing the concepts, skills and techniques required to work in regulatory affairs in the pharmaceutical, medical device or biotechnology industries. You will gain knowledge of the regulatory system, legislation, procedures and practices which relate to the development, manufacture, quality assurance and marketing of health-related products.

The importance of internationally harmonized regulations and future trends in the industry will be examined by analyzing relevant international and Canadian legislation and regulations. You will study a wide range of regulations and standards including good manufacturing practices, good laboratory practices, good clinical practices, good documentation practices, the International Organization for Standardization (ISO), the Canadian Food and Drugs Act, the Environmental Protection Act, principles of regulatory compliance and inspections, drug establishment licensing, and related standards and guidelines. Teamwork and communication skills are emphasized and you will acquire information technology skills that assist communication and data management specific to regulatory affairs.

You will become familiar with the steps necessary for product submission; how to assemble documents and statistical evidence; the complexity of product registration, negotiation and follow-up, and how these are linked to the federal government and provincial formularies.

Course detail

Upon successful completion of the program, a graduate will:
• Describe the government processes within the Canadian health care system and provincial formularies.
• Explain the roles and responsibilities of a regulatory professional in industry.
• Explain the concepts in pharmacoeconomics as they relate to the socioeconomic aspects of health care and health care products.
• Explain Canadian and international health care legislation and regulations including (as examples) Good Manufacturing Practices, Good Laboratory Practices, Good Clinical Practices, Good Documentation Practices, International Standards Organization (ISO), Food and Drug Act Regulations, the Environmental Protection Act, Regulatory compliance/inspection, Drug Establishment Licensing and related standards and guidelines.
• Describe international harmonization of regulations and the impact on manufacturing and the submission process.
• Explain the Product Development Process.
• Outline the Quality Control Process.
• Demonstrate information technology skills in the use of software applicable to regulatory affairs submissions, in document and database management systems, in data correction techniques and in the use of the Internet for research.
• Define drug (prescription and non-prescription)/medical device/biologic submission process requirements.
• Prepare a drug/medical device/biologic submission to the Therapeutic Products Program (TPP) including supplemental documentation.
• Demonstrate the problem solving process as it relates to pharmacovigilance and post-marketing surveillance.
• Demonstrate effective interviewing and negotiating skills in managing a clinical study.

Modules

Semester 1
• REGA 5020: Health Care Legislation, Regulation and Guidelines
• REGA 5021: Product Development-Premarket
• REGA 5022: Product Development-CMC
• REGA 5023: Medical Products Safety
• REGA 5024: Communication
• REGA 5025: Pathophysiology and Pharmacology

Semester 2
• REGA 5030: Management of Regulatory Submissions
• REGA 5031: Management of Global Regulatory Submission
• REGA 5033: Regulation of Food Products and Agrichemicals
• REGA 5034: Medical Devices
• REGA 5035: Provincial Formularies and Reimbursement Policy
• REGA 5036: Emerging Biotechnology

Semester 3
• REGA 5040: Internship
• REGA 5041: Integative Seminar

Work Placement

Following two academic course-based semesters, students complete a three-month placement that provides opportunities to apply and integrate theoretical knowledge and skills into real-world work settings. Most placements are in the following sectors: pharmaceutical, biotechnology, medical device organizations, government agencies or food industries.

Your Career

Our graduates work in a spectrum of fields such as pharmaceutics, biotechnology, medical devices, natural health product industries or in government.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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This part-time course enables suitably-qualified pharmaceutical industry employees to. - acquire the necessary knowledge base to submit themselves for nomination as a Qualified Person (QP). Read more

Why this course?

This part-time course enables suitably-qualified pharmaceutical industry employees to:
- acquire the necessary knowledge base to submit themselves for nomination as a Qualified Person (QP)
- develop relevant academic knowledge and skills at postgraduate level
- develop research and investigative skills in the area of pharmaceutical quality and good manufacturing practice

The course is provided in a unique collaboration between:
- Strathclyde Institute of Pharmacy and Biomedical Sciences (SIPBS)
- NSF Health Sciences (formerly known as NSF-DBA and David Begg Associates (DBA))

NSF-Health Sciences are leading experts in the pharmaceutical and medical devices industries offering training, consultancy and auditing services.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/pharmaceuticalqualitygoodmanufacturingpractice/

You’ll study

You’re required to complete six of the NSF-DBA modules for consideration for the Postgraduate Certificate. For the Postgraduate Diploma you need to complete twelve modules.

Modules run over a 21-month period as a series of 13 one-week residential courses. You complete additional study before sitting examinations for the award of the Certificate or Diploma.

The Diploma can be converted to the MSc by completion of a research project which is normally undertaken at your workplace.

The course is by part-time study only.

Curriculum

The course is based on the syllabus in the European-approved 'Qualified Person' (QP) study guide as used in the pharmaceutical industry.

The course content includes all the diverse elements required to ensure that each batch of a medicinal product meets the quality requirements of the relevant product and manufacturer's licences. This includes:
- an understanding of the pharmacology and chemistry of the product's active and other ingredients
- a knowledge of how the product was manufactured
- how the product delivers the drug in the patient's body
- how the patient's body is expected to handle the drug by way of excretion and metabolism

You’re also made aware of the statutory framework which is applied in the control of the manufacture and distribution of medicinal products.

Facilities

The Strathclyde Institute of Pharmacy & Biomedical Sciences (SIPBS) offers an excellent environment for research and teaching. It’s located in a new building with several laboratories. All are fitted with modern equipment.

Teaching staff

Lecturers include:
- NSF-DBA staff
- personnel from the regulatory authorities and the pharmaceutical industry
- University of Strathclyde staff with expertise in pharmaceutical quality

Pre-Masters preparation course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form. To ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Learning & teaching

Each module consists of:
- lectures
- tutorials
- laboratories
- discussion groups
- relevant visits

The cohesion of the student group rapidly develops as all participants are generally working in some aspect of quality assurance in the pharmaceutical industry. As such, the informal aspects of each module can become an important part of the knowledge-gathering process.

Assessment

Modules are assessed individually. You’ll sit formal examinations. MSc students write and submit for examination a thesis based on their research project.

Careers

Gaining knowledge and skills will enhance your career progression in the pharmaceutical industry.

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

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Focusing on the interface of theories of the good society, globalisation, legitimacy and power. Political theory is the soul of political science. Read more

Master's specialisation in Political Theory

Focusing on the interface of theories of the good society, globalisation, legitimacy and power.
Political theory is the soul of political science: it’s not about determining what the facts are but about determining what they mean and what should be done with them. It’s about the genuine and the deceptive arguments used to interfere in other people’s lives and business. We need political theory anywhere where power is used both covertly and openly, where policies are made and where choices are questioned and criticised.
As a political theorist, you will ask what would be sensible instead of what people call sensible. Just a handful of questions you will be asking and seeking the answers to: Is there a moral foundation for national sovereignty or self-determination? How far should tolerance go? What can and should be our ambitions for local community building? When does a political theory become a weapon or a form of power? Can authority ever be legitimate? Do we owe anything to future generations, animals, the global poor or minority groups?
This Master’s specialisation offers students an unprecedented opportunity to learn to assess political values, aspirations and dreams in terms of their desirability and reasonability. You will also discover how political theoretical work can be introduced fruitfully in other relevant contexts. This will enable you to help civil initiatives and governmental institutions, not to mention the public at large by imagining and designing policies and ambitions that are both viable and defensible.

See the website http://www.ru.nl/masters/pt

Why study Political Theory at Radboud University

- Our programme is consistently ranked the best Political Science/PT programme in the Netherlands
- The programme has a unique focus on justification and recognition, globalisation and their relationship with power
- Teaching takes place in a stimulating, collegial setting with small groups
- You are encouraged to critically reflect on the staff’s ongoing research in the Nijmegen Political Philosophical Workshop
- We are the conscience of real-world politics and policies and prepare you to interpret and contribute to real-world politics

Career prospects

Graduates of political theory are academics, not politicians. We believe that to be a good policy advisor, manager or administrator, you need to have good research skills. Research is what is going to make your advice be both valid and practical: both sides of the coin of policies are equally important to the political theorists.

Job positions

Our graduates find employment in a variety of settings, including in consulting, national and international diplomacy and EU institutions. They can work as policy advisors, managers and leaders in local, regional and national government, as well as in business, media, NGOs, think-tanks and civic organisations. Quite a few go on to pursue a PhD degree.

Our approach to this field

Don’t rules, laws, commands and regulations always imply a violation of human autonomy? Are they not insults to humanity? Is there a way to escape from power?

Political theory is the key to good and valid politics. It is practice-oriented and should not be confused with political philosophy. Political theory is more than a reflection on eternal truths and the essence of concepts; it makes the difference between knowing and understanding. Compared to classical political philosophy it is more concrete, more interdisciplinary in nature, and sensitive both to the workings of power and the limits of feasibility.

Political Theory at Radboud University focuses on four aspects:
1. Critical understanding of theories of the good society
Of course, just like most Political Theory programmes we take a critical look at the theories of the good society. Who is – but also who should be – included in the theories: families or individuals, distinct people or everyone, animals and environment or humans only, future or only present generations?

2. Globalisation
We focus on globalisation in the broadest sense: the globalisation of people, money, technology and values so that we address global, ecological, intergenerational justice, multiculturalism and agonism. We definitely do not limit ourselves to the dominant redistributive justice discourse.

3. Justification and legitimisation
We start off by justifying and discrediting particular policies by the standards of theories of the good society. But we go further. What values, rules, tests and mechanisms are there to help design and assess political choices? Which are appropriate and when? Are they biased? We will discuss deliberative democracy, Habermas’s domination-free discourse, Rawls’s reflective equilibrium, the agora of agonists like Mouffe and, of course, foundationalism.

4. Power
Power is the mother of all political concepts; it is a concept that is too easily taken for granted or ignored by political scientists, political philosophers and politicians. We recognise that power, ultimately the threat of violence, will always be part of politics and that there will always be a gap between what you think you can justify and what others will embrace. At Radboud University we train students to try and chart where power hides in justification practices, both in political theory and political practise.

The combination of these aspects is what makes the Political Theory Master’s specialisation at Radboud University unique.

See the website http://www.ru.nl/masters/pt

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The LLM in International Commercial Law covers the core issues relevant to the resolution of commercial disputes together with contractual principles. Read more
The LLM in International Commercial Law covers the core issues relevant to the resolution of commercial disputes together with contractual principles.

This course will provide you with the skills and knowledge needed to thrive in the area of corporate law with subjects specifically pertaining to e-commerce, intellectual property, contracts and more.

Why study International Commercial Law at Dundee?

The International Commercial modules that we offer will provide you with a detailed understanding of core issues relevant to the resolution of commercial disputes and an appreciation of contractual principles.

Central to this are the courses in International Business Transactions, Problems in International Commercial Litigation and International Dispute Resolution. These modules are complemented by the comparative contract law course, Principles of International Contract Law.

What's so good about International Commercial Law at Dundee?

In the Times Good University Guide 2012 Dundee Law School was placed 7th in the United Kingdom law school rankings, and we were ranked 1st in Scotland in the 2011 National Student Survey (NSS).

In the 2008 Research Assessment Exercise Dundee Law School was one of only two law schools in the United Kingdom to achieve a 100% international standard classification, with half of our submissions being graded internationally excellent or world leading. Our commitment on is to provide high quality instruction, with a focus on matters of practical relevance, to prepare students for a successful legal career, whether at home or abroad.
Postgraduate culture

Dundee Law School prides itself as being a friendly Law School where all members of staff are accessible and students are treated as individuals and valued members of our legal community.

We offer all new students an induction programme at the start of each semester, to ensure that all students have the necessary understanding of the UK and European legal systems as well as core principles of public and private law.

We seek to integrate all LLM students into the life of the Law School, and invite you to all guest lectures and seminars. We also have an annual reading party to a beautiful country house location, where you are joined by senior staff and can work on academic skills and dissertation preparation.

"Studying at Dundee University helped me develop my legal writing, speaking, and analytical skills and as a result to become a real specialist in the legal field."
Margarita Khegay, LLM 2009

Who should study this course?

This course is designed for individuals with a background in law, i.e. a good honours degree in law (acquired or anticipated to have by the expected start date), or in exceptional circumstances non-law graduates with a considerable amount of relevant legal experience.

This course has January and September start dates and can be taken part time and full time.

How you will be taught

Students are taught through a mix of lectures, seminar discussions and tutorials.

What you will study

Core modules

Principles of Corporate Law
Competition Law
Corporate Governance
International Taxation Law
Intellectual Property Law

Candidates for this programme must take at least two of the following modules:

International Business Transactions I
Principles of International E-Commerce
Principles of International Contract Law

Private International Law (Common Law Perspectives)
International Insolvency Law
International Dispute Resolution

How you will be assessed

Substantive modules: continuous assessment plus end of semester examinations in December and March/April. Compulsory dissertation: 12-15,000 words.

Careers

Dundee graduates have reached the highest levels of success in the profession as senior partners, Queen's Counsel, judges and front bench politicians.

We have close links with employers and we offer programmes to support and develop the employability of our students. Our good reputation throughout the profession and close links to employers help Dundee graduates find employment.

The Law School runs an annual Law Fair which attracts law firms and employers from around the UK and further afield. Law firms also regularly visit the law school on an individual basis for recruitment purposes.

While many students study law in order to qualify to practise, the skills acquired in a law degree are also attractive to many prospective employers in professions such as:

The Police
Banking
Journalism
Management
Civil service

Find out more about legal careers from our Careers Service.

"At present I do work at Deloitte TCF, LLP as a legal consultant in Tax and Legal Department. Our Department deals with clients from various professional fields: construction, telecommunications, energy resources and others. In future I ... hope to be able to draw on my good experience and skills from the School of Law of Dundee University and make my own contribution on the commercial issues in my country, on the development of International Commercial Law in Kazakhstan."
Margarita Khegay, LLM 2009

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Becoming an expert designer and coordinator of information systems projects, with knowledge in data analysis and cyber law, and thus enabling you to take a leading role when tackling any ICT project. Read more

Overview

Becoming an expert designer and coordinator of information systems projects, with knowledge in data analysis and cyber law, and thus enabling you to take a leading role when tackling any ICT project.

There is hardly a company in the world that doesn’t use ICT in some shape or form and many of them face problems in getting ICT to do what it’s supposed to do. So they turn to ICT technicians for advice. However, more often than not, technical problems are only the tip of the iceberg, and a broader perspective is needed to understand and solve them. Radboud University’s Master’s programme in Information Sciences will teach you to become a digital architect who can look beyond mere technical sides to ICT adoption and assist in designing competitive business solutions.

We’ll teach you the broad theoretical foundations you’ll need to understand the technological aspect of any ICT project that may come your way and we’ll help you look beyond technological concerns when tackling ICT-related problems in practice. Radboud University is well known in the field of information architecture, systems theory, and the quality and security of information systems.

There is a large demand for well-trained information experts who can help implement sound, secure, user-friendly technology. Many of our students are offered jobs even before they graduate, as consultants, project managers or ICT specialists.

See the website http://www.ru.nl/masters/toxicology

Why study Information Sciences at Radboud University?

- Data analysis, privacy and cyber law are the essential components of modern ICT. Radboud University is unique in offering this combination within the field of Information Sciences.
- This programme offers a good mix: forming a solid technical, organisational and legal foundation, getting hands-on experience and developing the insights needed to take a leading role in successful change programmes with active engagement from both technical savvy people and those unfamiliar with the field.
- The field of Information Sciences has the highest chance of finding employment and graduates are offered some of the highest salary for starter position in the Netherlands.
- The second half of your programme offers the possibility of an internship, which in this field is paid and can contribute to financing your Master’s study. We have close contacts with the private sector which can help you to find your own internship position.
- Electives enable you in fine-tuning the focus of this specialisation to meet your own academic and professional interests.
- You will be taught by top researchers and ICT experts of the Institute for Computing and Information Sciences (iCIS), which was ranked first in the latest national research assessment.
- Some graduates even start their own businesses, something that the Mercator Incubator right here in Nijmegen could help you with.

Technical and management students

This programme is suited for both students with a technological background with management ambitions, as those with a management background and a strong affinity with technology wanting to specialise in ICT. As the programme is a technological programme we do expect the management students to have taken a minor in Information Sciences during their Bachelor’s study, or they will need to take a half-year pre-Master’s programme before being admitted

Our approach to this field

At Radboud University, we believe that a good information specialist is more than an expert in information architecture, systems theory, and the quality and security of information systems. They form the bridge between the people involved. You’ll therefore need to learn to work together with different stakeholders within a project, for example, the super technical programmer, the demanding client and, in some cases, the computer illiterate user. You’ll need to be able represent all their interests and find a solution that’s satisfactory to all. By the end of the programme you’ll be a well-trained digital architect with the necessary managerial skills.

Radboud University's information specialists also work closely with colleagues from other disciplines, such as law, medicine, brain research, and artificial intelligence. Because information systems have a wide application, this Master’s programme shows you how to look beyond the borders of your own discipline. And the annual study trips in the elective ICT in a Different Culture – to countries such as India, Brazil, and South Africa – will also enable you to extend your own boundaries.

Career prospects

There is a big demand for highly trained information experts who can apply good, user-friendly technology. Many of our students are offered jobs even before they graduate. Most go into industry, banking and insurance, or to public-sector organisations such as schools and hospitals.

Students with this Master’s could think of positions as consultants, project managers or ICT specialists. And more companies are adding the position of Chief Information Officer (CIO) to their board of directors. This Master’s programme is definitely a good stepping stone to reaching this kind of position in your future career.

- Your own company
Some students develop their own ideas and innovations while taking part in this Master’s. They see what’s on offer, understand what’s lacking and realise where the possibilities lie. In Nijmegen there are plenty of opportunities for those wanting to start their own business. For example, the Mercator Incubator could help those with a good business plan with advice or even by offering affordable accommodation and other facilities for the first year or two of setting up a company.

See the website http://www.ru.nl/masters/toxicology

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School Direct is an employment based model of teacher education where you will gain qualified teacher status as well as a Postgraduate Certificate in Education (PGCE). Read more
School Direct is an employment based model of teacher education where you will gain qualified teacher status as well as a Postgraduate Certificate in Education (PGCE). School Direct involves schools working in partnership with LSBU to deliver the training. You'll be based in your school, but supported by LSBU throughout.

School Direct supports the Department for Education in giving schools:

• Opportunities to design training fit for purpose to meet the needs of trainees and schools.
• Greater control over recruitment and selection for schools with the expectation that trainees will be employed.
• Greater choice of ITT accredited training providers and flexibility on how School Direct places are used.

School Direct at LSBU

The School Direct programme at LSBU is a high quality intensive programme designed to prepare trainees for working in London schools.

• 100% of our completing graduates in 2015/16 were graded as good or outstanding.
• During our OFSTED inspection in June 2014 our provision was rated 'good'.
2017/18 School Direct Partners

For the 2017/18 academic year we will be working with the following School Direct partners:

• Crampton School Partnership (training only)
• The Gipsy Hill Federation (training and salaried opportunities)
• South London Consortium (training only)
• The Merton Special Teaching Alliance (training and salaried opportunities)

Please see the website for further details

http://www.lsbu.ac.uk/courses/course-finder/school-direct#course_tab_overview

Modules

H Level modules:

• Core curriculum
• Professional studies
• Foundation subjects
• School experience
• Alternative education setting

Masters level modules:

As part of the programme you'll have the opportunity to gain a PGCE choosing a Masters level option module that will meet you and your schools' needs, as well as the compulsory module. All the option modules have been developed by LSBU in collaboration with the expertise in our partnership schools.

• Equality, inclusion and citizenship

Plus one of the following module options:

• SEND (Special Educational Needs and Disability)
• Connect, consume, create: ICT in the Primary School
• Performing Arts
• Raising Achievement in Mathematics (RAiM)
• English: Language, learning and culture

Teaching and learning

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

Employment Based Partnership

During our OFSTED inspection in June 2014 our provision was rated as 'good'.

Key strengths of the employment-based partnership were identified by OFSTED:

• Teamwork is a significant strength;
• School Direct trainees value the training provided in the two week summer school. It quickly gets them ready for teaching at the start of the year in their school;
• From the outset trainees gain quickly a strong professional understanding of how schools work. They develop good professional relationships with the established staff they work with in schools;
• The quality of feedback and target setting is consistently evaluative and helpful. As a result trainees know exactly what they need to do to improve.

Timetable

Your weekly timetable will be comprised of a combination of days in your assigned school and taught days at LSBU. The mix of days in school/days at LSBU will vary from term to term. A draft timetable of your programme is available in your Welcome Booklet, which you will received once your place on the programme is confirmed.

Employability

The School Direct programme at LSBU is a high quality intensive programme designed to prepare trainees for working in London schools.

• 100% of our completing graduates in 2013/14 were graded as good or outstanding.
• 100% of School Direct PGCE trainees in 2013/14 secured full-time employment upon completing the course.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

Generic Course Structure and Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

Mathematics is one of the three core subjects in the National Curriculum along with English and Science. As such, it is accorded a high status and there are ample opportunities for the promotion of good teachers.

Attitudes among pupils to the subject are extremely varied. The challenge for you is to bring Mathematics to life and inspire pupils of all abilities to explore the subject's potential at an appropriate level.

You have to be able to encourage and support pupils who struggle with Mathematics or lack enthusiasm for the subject, and learn how to make it accessible to them. You also have to be able to extend those who enjoy and are successful in the subject.

The PGCE Secondary Mathematics Education course is very popular, drawing on outstanding expertise and experience in Education to
build upon your commitment to the teaching profession and the subject area.

The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.

Throughout the course, theory and practice are integrated in both the University and school contexts. The course is planned and delivered in partnership with Mathematics colleagues in local schools.

The Teachers’ Standards are mapped to every aspect of course provision to facilitate the best possible opportunities to support the process of your professional learning.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children.

We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Learning and Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of Qualified Teacher Status. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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Our stimulating PGDip Psychological Intervention (CBT) programme provides comprehensive teaching in cognitive behavioural therapy through a rich range of learning experiences, providing opportunities to integrate theory with practice in cognitive behavioural models. Read more
Our stimulating PGDip Psychological Intervention (CBT) programme provides comprehensive teaching in cognitive behavioural therapy through a rich range of learning experiences, providing opportunities to integrate theory with practice in cognitive behavioural models.

This ensures that graduates can provide a high quality talking therapy to service users.

PROGRAMME OVERVIEW

Our PGDip Psychological Intervention programme is a well-established course offering high-quality training to individuals working within psychological therapy services.

The programme addresses real-world challenges with teaching on relevant service issues, clinical presentations and input from service users themselves.

Master-classes from leaders in the field of cognitive behavioural therapy form a key component of the training curriculum, and are complemented with lectures, workshops, video role-plays, debates, trainee presentations, experiential and self-reflective sessions.

After completion of the programme, students will be qualified to deliver high-quality and NICE-compliant cognitive behavioural therapy to adults with common mental health problems, including depression and anxiety disorders.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year.

The trainees will spend two days a week at the University, the remaining three days a week occur at their place of work where they undertake supervised clinical practice. Six block weeks will be provided across the year, at the start of each module.

On successful completion of the programme trainees may apply for BABCP accreditation as a practitioner.
-Fundamentals of CBT 1: Theory and Research
-Fundamentals of CBT 2: Practice
-CBT for Anxiety Disorders and Depression
-Experiential, Professional and Reflective Practice in CBT 1
-CBT for Anxiety Disorders and Depression 2
-Advanced Theory and Practice in CBT 1: Further Applications and Complexity
-CBT for Anxiety Disorders and Depression 3
-Experiential, Professional and Reflective Practice in CBT 2

TEACHING APPROACHES

The course modules are delivered across two academic semesters with attendance at the University of Surrey required on Thursday and Friday.

There are also five week-long blocks of intensive workshops during the year. In addition to regular lectures, skills-based competencies will be developed through an innovative range of learning methods including experiential workshops, debates, presentations and video role-plays.

Weekly clinical group supervision for training cases will also be provided by members of the course team. Trainees will be expected to undertake self-directed study and will have access to the University Library and online resources.

EDUCATIONAL AIMS OF THE PROGRAMME

-Enable trainees to achieve the indicative content as laid down by the Improving Access to Psychological Therapies (IAPT) National Curriculum for high intensity Cognitive Behaviour Therapy course, in conjunction with the British Association of Behavioural and Cognitive Psychotherapy requirements for Level 2 course accreditation
-Ensure that trainees are prepared to practise safely and effectively, and in such a way that the protection of the public is assured, adhering to BABCP code of conduct
-Enable the trainees to utilise, integrate and evaluate the evidence base available for the delivery of CBT
-Enable trainees’ achievement of knowledge, understanding and skill acquisition as well as the development of critical thinking, problem solving and reflective capacities essential to complex professional practice
-Enable trainees to select the relevant psychological theory and research that will be appropriate to the service contexts in which it is delivered
-Trainees to be committed to the maintenance, development and delivery of high intensity clinical practice
-Trainees to be committed to consultation/collaboration with service users and carers
-Trainees to be able to function effectively, professionally and responsibly within Increasing Access to Psychological Therapy services
-Trainees to be aware of, responsive to, and able to represent the changing needs of the Profession
-Trainees to be sensitive and responsive to difference and diversity in clients
-Trainees to be able to understand, and effectively communicate, with clients
-Trainees to be able to integrate a scientist practitioner/reflective practitioner approach in their work
-Trainees to be aware of the need to foster their own personal and professional development and to look after their own emotional and physical well-being

At the end of the course trainees will be able to:
-Construct maintenance and developmental CBT conceptualisations for depression and anxiety disorders
-Develop CBT specific treatment plans
-Practise CBT with depression and anxiety disorders systematically, creatively and with good clinical outcome
-Deal with complex issues arising in CBT practice
-Take personal responsibility for clinical decision-making in straightforward as well as more complex situations
-Demonstrate self-direction and originality in tackling and solving therapeutic problems
-Practise as “scientist practitioners,” advancing their knowledge and understanding and developing new skills to a high level
-Demonstrate a systematic knowledge of the principles of CBT and the evidence base for the application of CBT techniques
-Demonstrate a systematic knowledge of CBT for depression and anxiety disorders
-Demonstrate a critical understanding of the theoretical and research evidence for cognitive behaviour models, and an ability to evaluate the evidence
-Demonstrate an ability to sensitively adapt CBT, and ensure equitable access, taking into account cultural and social differences and values

PROGRAMME LEARNING OUTCOMES

Knowledge and understanding
-Knowledge and understanding of adult clients with mental health problems
-Knowledge of professional and ethical guidelines
-Knowledge and understanding of the cognitive behaviour therapy, its basic principles, and the rationale for treatment
-Knowledge and understanding of the common cognitive biases relevant to cbt
-Knowledge and critical understanding of the theoretical and research evidence of cbt models and ability to evaluate evidence
-Knowledge of cbt for depression and anxiety disorders
-Understanding of the need to adapt cbt to ensure access to diverse cultures and values.

Intellectual / cognitive skills
-Demonstrate an ability to study independently and proactively to meet the needs of the clients in clinical practice and academic study
-Understand and evaluate clinical application of research evidence within a diagnostic and research context
-Draw upon a number of sources to develop an understanding of complex mental health problems and create comprehensive treatment plans

Professional practical skills
-Engage with clients and form and maintain therapeutic alliances
-Provide clear and comprehensive assessment of clients with mental health difficulties and identify suitability for cbt interventions
-Appraise and assess risk to the client and to others
-Make good use of supervision
-Deliver comprehensive conceptualisations of the client’s mental health difficulties within the cbt framework
-Develop and deliver specific treatment plans
-Deliver cbt with anxiety disorders and depression systematically and with good clinical outcome
-Deal with complex issues arising in cbt practice
-End therapy in planned manner and deliver long term maintenance plans

Key / transferable skills
-Communicate effectively with a wide range of service users, their carers, and service providers using a variety of means
-Make good and constructive use of supervision
-Apply a wide range of problem solving skills
-Deal with change effectively in a clinical context
-Develop a range of organisational skills (time management, work load prioritisation)
-Make good and effective use of available resources to manage personal stress
-Develop appropriate skills to evaluate academic, professional and clinical performance

PROFESSIONAL RECOGNITION

The course is BABCP accredited and part of the Department of Health ‘Improving Access to Psychological Therapies’ programme (IAPT), which aims to improve access to evidence-based talking therapies in the NHS and any other qualified healthcare providers (AQP) through an expansion of the psychological therapy workforce and services.

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The UCL Doctorate in Clinical Psychology is the largest professional training course for Clinical Psychologists in the United Kingdom, and welcomes high-calibre candidates from the UK and abroad. Read more
The UCL Doctorate in Clinical Psychology is the largest professional training course for Clinical Psychologists in the United Kingdom, and welcomes high-calibre candidates from the UK and abroad. The course provides a first-rate training in clinical psychology, leading to a doctoral qualification accredited by the UK’s Health and Care Professions Council (HCPC) and the British Psychological Society (BPS). The Course’s overarching aim is to train independently minded, scientifically-oriented and compassionate clinicians capable of taking a leadership role in health services at home or abroad.

The UCL Course is at the forefront of many of the national and local developments and innovations which impact on the profession, and many members of staff are closely involved in NHS planning at both national and local level. We aim to equip trainees with the knowledge and skills they need to become effective clinical practitioners in a rapidly changing NHS. The Course has an explicitly pluralistic ethos and exposes trainees to a variety of approaches. It also encourages practice that demonstrates an awareness of equal opportunities and a sensitivity to the multi-cultural contexts routinely encountered in clinical work in London.

The course is three years in length and consists of a mixture of taught lectures, seminars and workshops running alongside a series of 6 placements based in clinical services in and around London. The academic programme is delivered by a highly experienced team of clinical psychologists, many of whom are world-leaders in their academic and clinical fields. The clinical placements provide trainees with opportunities to develop their skills under experienced supervision in a wide variety of contexts, using a broad range of models, and with a wide spectrum of clients.

As a course that is based in one of the world’s top research-intensive universities, UCL trainees have the opportunity to conduct high-quality research under the supervision of leading scientists in the field.

Core Purpose and Philosophy of the Course http://www.ucl.ac.uk/dclinpsy/docs/app_docs/core_purpose_and_philosophy

Applying to the Course

The course welcomes applications from interested candidates from the UK and EU. International candidates apply directly to UCL. Further details can be found on the following webpage: https://www.ucl.ac.uk/dclinpsy/international/

For details of the application process for UK and EU candidates, please choose from the options below.

At present trainees are full-time employees of the health service, and their University fees are paid directly by the NHS. Although there is a possibility that these arrangement may not apply to candidates entering programmes in 2017, this is unclear. As such, candidates should not be deterred from making applications.

This message will be updated as soon as more information is forthcoming.

The closing date for for receipt of applications for courses starting in Autumn 2017 is 1pm on 30th November 2016.

Further Entry Requirements

The UCL Doctorate in Clinical Psychology is a 3-year full-time programme which entitles graduates to apply for registration as a Clinical Psychologist with the Health Professions Council and as a Chartered Clinical Psychologist with the British Psychological Society.

Candidates need to meet some basic academic criteria. After that, they also need to demonstrate (by gaining some relevant clinical experience) that they have some awareness of the roles undertaken by clinical psychologists, are familiar with the sorts of clients psychologists see, and have an idea of the contexts within which psychologists work. In addition, they need to show that they have the appropriate personal characteristics needed to work effectively with a wide range of potentially vulnerable individuals, and to contribute to the work of fellow professionals in the NHS or equivalent organisations.


Candidates who have not achieved a good 2.1 may need to think carefully about whether it makes sense to pursue a training in Clinical Psychology, since it is unlikely that they will be offered a place on a Doctoral Course. However, we recognise that sometimes degrees under-represent someone's academic ability - for example, illness or major life-events may have meant that there were periods when it was hard to maintain a good standard of work. If this is the case applicants need to offer clear evidence of their academic capacity in their application. This evidence must be supported by an academic referee who has monitored the candidate's work and can clearly demonstrate that certain academic achievements results underestimate the applicant's academic abilities.

Candidates with a 2.2 will not usually be accepted on the course unless there is unequivocal evidence of subsequent academic achievement equivalent to a good 2.1. In practice this means obtaining a higher degree, but the type of degree needs to be thought about carefully. Some Masters degrees will not offer enough academic challenge, making it hard for an academic referee to make the unequivocal judgment about a student's ability that a course needs. The more academically demanding a course, the more likely it is that they will be able to do this.

Graduate basis for chartered membership
In order to be considered for a place on any training course in Clinical Psychology it is essential to have Graduate Basis for Chartered Membership (GBC)with the British Psychological Society (BPS), usually at the time of applying or certainly by the time shortlisting is completed (in February). Graduate Basis for Chartered Membership is the same as Graduate Basis for Registration: all that has changed is the name. So if you previously had GBR you will now have GBC. The usual way of obtaining this is by completing an undergraduate degree in Psychology, or by taking a qualifying exam or programme which confers eligibility.

Not all Psychology programmes confer eligibility for GBC. If you are unsure whether you are entitled to GBC you should check this with your programme staff or write to the BPS (St Andrews House, 48 Princess Road East , Leicester LE1 7DR; Tel: 0116 254 9568; e-mail: ) for more details.


Relevant clinical experience
In order to have a realistic chance of being selected it is essential to gain some relevant clinical experience before applying to the course. There are several reasons for this. It gives applicants a chance to test out whether work in this field is for them - it is much better to discover this before making a major career commitment. It also means that courses know that candidates' applications are realistic, and gives them an idea of how applicants have responded to the clinical work they have undertaken. Many trainees find that they make good use of their pre-training experience during training, so it is not 'wasted' time.

We know that asking for relevant experience causes people to think twice about applying for Clinical Psychology course. It means that there is a gap between completing an undergraduate degree and starting training, with no guarantee of getting on a course. This presents a real challenge to many people, not least a financial one. There is also a risk - widely recognised by courses - that potential applicants feel themselves obliged to work for a number of years in the hope of gaining enough experience to be taken onto a course. We know that most people work for around 1-2 years before getting on a course, and in most cases this should be sufficient.

Being clear about what counts as experience is hard to specify, especially because suitable posts vary enormously. As above, and very broadly, candidates should look for experience which gives them:

. an idea of what clinical psychologists actually do
. some direct clinical contact with the sort of clients psychologists work with
. an idea of what work with clients actually entails
. a sense of the organisational context in which clinical psychology usually operates

One common route is to find work as an Assistant Psychologist. These posts are advertised in the BPS Bulletin (distributed monthly to all members of the BPS) and also (although less frequently) in other relevant publications - for example, the health section of papers such as The Guardian.

As assistant posts are in relatively short supply, it is important to emphasise that they are not the only route to gaining relevant experience. For this reason applicants should think broadly about the possible options open to them. For example, employment in a social work context or as a nursing assistant in a psychiatric unit, or as a worker in a MIND Day Centre would be extremely valuable; all would count as relevant experience. Another route is to take a post as a research assistant, though the research should usually offer at least some direct involvement in a clinical area. It is worth remembering that a very "academic" research post would not give candidates much of a sense of how the clinical world operates, or how they react to the sorts of clients seen in clinical contexts.

There is something of a myth that applicants need to build an extensive 'portfolio' of experience, with more than one client group, and with a mixture of research and clinical experience. Speaking at least for selectors at UCL, we are not looking for this. We are looking for people whose posts map onto the bullet-pointed criteria just above, and who can show (and reflect on) the benefits of this experience in the way they present themselves. Basically it is the quality of experience - and what the person makes of it - that is as important as the quantity of experience.

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The migration of more and more business presence and commercial transactions to the internet has produced the need for managers who are familiar with the potential and the limitations of e-commerce, and also for software designers and developers who are aware of the business and marketing environment that sustains them. Read more
The migration of more and more business presence and commercial transactions to the internet has produced the need for managers who are familiar with the potential and the limitations of e-commerce, and also for software designers and developers who are aware of the business and marketing environment that sustains them. The fast past of technology changes requires managers and software designers who can operate comfortably and interchangeably in both worlds.

Why study at Dundee?

The MSc in Information Technology and International Business offers students a practical mix of technical computing modules such as internet and computer systems and software development and business modules like economics for business managers and international business strategy.

The course is based on practical, real-world assignments to provide great experience for your future career. As it is modelled on good practice within the industry, the MSc in Information Technology and International Business ensures that students are kept up-to-date and instilled with a high level of employability.

What's great about this course at Dundee?

International Business at the University of Dundee is well known abroad and as a result, there is a strong multicultural aspect in these classes. Students from countries all over the world like India, China Nigeria and more come here to study giving you the opportunity to work alongside people with a multitude of different ideas, skills and experiences.

The University of Dundee is at the leading edge of computing giving you the opportunity to take advantage of tutelage from leading researchers in an informal and supportive environment.

Your studies will take place in the Queen Mother Building, the University of Dundee’s award-winning epicentre of computing, which boasts an array of conventional and specialised equipment.

Debora Kagohara from Brazil graduated in 2007 from this course, she then went to Victoria University of Wellington, in New Zealand to study for a PhD.

She says "The work was challenging but very enjoyable and the lecturers and tutors were always at hand if I needed help. The degree was not only a good learning experience but I also met great people."

How you will be taught

We know how important it is to be at the leading edge of computing and so you will learn from research-active staff in the School of Computing. Leading researchers teach you and small class sizes mean that they really get to know you, making for an informal and supportive community.

Industrial collaboration is part of our ethos too, so we regularly include guest experts from industry.

What you will study

You select six taught modules, three per semester, during the period September-April. This will typically consist of four computing modules, chosen from:

Software Development
Technology Innovation Management
Database Systems
Software Engineering
Human Computer Interaction and Usability Engineering
Detailed module information for the computing modules is available online.

and two business modules chosen from

Corporate Finance
Performance Management and Reporting
Operations Management and Change
Business Accounting for Non-specialists
Principles of Marketing Practice
International Business Strategy
Global Marketing
Human Resource Management Strategies
Marketing Management and Strategy
Strategic Management Accounting
International Human Resource Management

Subject to examination performance, you then progress to the MSc project which runs from May to September, or to a Diploma project lasting 9 weeks. This is a business-related software development project supervised by a member of staff, culminating in a dissertation.

Please note that some of the modules in the programme are shared with other masters programmes and some of the teaching and resources may be shared with our BSc programme. These joint classes offer a valuable opportunity to learn from, and discuss the material with, other groups of students with different backgrounds and perspectives.

How you will be assessed

The taught modules are assessed by continuous assessment plus end of semester examinations in December and March/April. The project is assessed by dissertation.

Coursework is often very practical, eg writing computer programs, designing interfaces, writing reports, constructing web sites, testing software, implementing databases, analysing problems or presenting solutions to clients.

Careers

Career opportunities in software development, website design, network support, database development and research, working as computer systems manager, data processing manager, software engineer, computer analyst & programmer, computer & IT consultant.

Our students are highly employable:
They develop the expertise that employers want from computing graduates - our Industrial Advisory Board includes experts from a range of industries including Amazon, Scottish Enterprise Tayside, NCR, Chevron and Microsoft

They are prepared for a wide range of good career prospects in computing - the UK faces a massive shortage of graduates qualified to fill the 120,000 new jobs in computing and IT every year

Computing at the University of Dundee is ranked 21st in the UK according to most recent Times Good University Guide and 12th in the UK according to the Guardian University League Table 2009. The University of Dundee has powered its way to a position as one of Scotland's leading universities with an international reputation for excellence across a range of activities. With over 18,000 students, it is growing fast in both size and reputation. It has performed extremely well in both teaching and research assessment exercises, has spawned a range of spin-out companies to exploit its research and has a model wider-access programme.

Dundee has been described as the largest village in Scotland which gives an indication of how friendly and compact it is. With a population of 150,000 it is not too large but has virtually all the cultural and leisure activities you would expect in a much larger city. It is situated beside a broad estuary of the river Tay, surrounded by hills and farmland, and for lovers of the great outdoors it is hard to imagine another UK location that offers so much all year round on land and water. The University is situated in the centre of Dundee, and everything needed is on the one-stop campus: study facilities, help, advice, leisure activities... yet the attractions of the city centre and the cultural quarter are just a stroll away.

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This degree programme aims to give students a Masters-level postgraduate education in the knowledge, skills and understanding of research methods to enable them to operate effectively in the application of computing in industry, commerce or research. Read more
This degree programme aims to give students a Masters-level postgraduate education in the knowledge, skills and understanding of research methods to enable them to operate effectively in the application of computing in industry, commerce or research. Students with an interest in topics covered by our research teams will find this is an excellent opportunity to get involved in progressive research.

Why study MSc Computing Research at Dundee?

The MSc Computing Research degree is designed for graduates with a good degree in Computing or a related subject who wish to gain deep knowledge of research methods and experience of working in an active research environment.

The School of Computing provides a distinctive, balanced and enjoyable learning environment, matched to the future needs of both society and the computing field. Its research has strong foundations in mathematical and logical techniques, and in probabilistic and machine learning algorithms that are applied in its work on computer vision and multi-agent systems. In its applied research, the multi-disciplinary School has an international reputation in computer support for older and disabled people, healthcare computing, space systems and interaction design. All these areas of research have been developed through strong, long-term relationships with other leading academic institutions worldwide, and in collaboration with professional and industrial partners. The School is also active in commercialising its research, with several recent spin out companies fostering an entrepreneurial atmosphere.

The School of Computing has four major research groups:
Assistive and Healthcare Systems
Computational Systems
Interactive Systems Design
Space Technology Centre

What's so good about MSc Computing Research at Dundee?

The University of Dundee is at the forefront of computing research. We currently have 23 academics and 35 researchers working alongside our 27 PhD students. Since January 2008 our school of computing has generated 313 publications and counting. In this time, we've produced 129 projects totalling more than £12.3 million in funding making Dundee a great place to come to engage in computing research.

We encourage a professional, inter-disciplinary and user-centred approach to computer systems design and production, and will enable you to develop the skills so that you can undertake independent research and participate in proposal development and innovation.

Our facilities

You will have 24-hour access to our award winning and purpose-built Queen Mother Building. It has an unusual mixture of lab space and breakout areas, with a range of conventional and special equipment for you to use. It's also easy to work on your own laptop as there is wireless access throughout the building. Our close ties to industry allows us access to facilities such as Windows Azure and Teradata, and university and industry standard software such as Tableau for you to evaluate and use.

Postgraduate culture

The School of Computing maintains a friendly, intimate and supportive atmosphere, and we take pride in the fact that we know all of our students - you're far more than just a matriculation number to us. We have a thriving postgraduate department with regular seminars and guest speakers.

How you will be taught

We know how important it is to be at the leading edge of computing and so you will learn from research-active staff in the School of Computing. Leading researchers teach you and small class sizes mean that they really get to know you, making for an informal and supportive community.

What you will study

You study three taught modules, during the period January-March, making your module selections with your advisor, as follows:
Computing Research Frontiers
One of: Designing Innovative Research OR Research Methods
One of: Human Computer Interaction OR Multi-agent Systems and Grid Computing

Subject to examination performance, you then progress to the individual research project which runs from May to December. You will be based with one of the research groups within the School of Computing:

Assistive & healthcare technologies
Computational systems
Interactive systems design
Space technology centre

How you will be assessed

The taught modules are assessed by continuous assessment plus end of semester examinations in March/April. The project is assessed by dissertation.

Careers

Our students are highly employable:
They develop the expertise that employers want from computing graduates - our Industrial Advisory Board includes experts from a range of industries including Amazon, Scottish Enterprise Tayside, NCR, Chevron and Microsoft
They are prepared for a wide range of good career prospects in computing - the UK faces a massive shortage of graduates qualified to fill the 120,000 new jobs in computing and IT every year

Graduates may also choose to continue to a PhD in the School of Computing or elsewhere.

Computing at the University of Dundee is ranked 21st in the UK according to most recent Times Good University Guide and 12th in the UK according to the Guardian University League Table 2009. The University of Dundee has powered its way to a position as one of Scotland's leading universities with an international reputation for excellence across a range of activities. With over 18,000 students, it is growing fast in both size and reputation. It has performed extremely well in both teaching and research assessment exercises, has spawned a range of spin-out companies to exploit its research and has a model wider-access programme.

Dundee has been described as the largest village in Scotland which gives an indication of how friendly and compact it is. With a population of 150,000 it is not too large but has virtually all the cultural and leisure activities you would expect in a much larger city. It is situated beside a broad estuary of the river Tay, surrounded by hills and farmland, and for lovers of the great outdoors it is hard to imagine another UK location that offers so much all year round on land and water. The University is situated in the centre of Dundee, and everything needed is on the one-stop campus: study facilities, help, advice, leisure activities... yet the attractions of the city centre and the cultural quarter are just a stroll away.

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Based on the University’s St Luke’s campus we are leaders in Initial Teacher Education. Consistently graded Outstanding by OFSTED, and ranked amongst the top three university providers of initial teacher training in the Good Teacher Training Guide. Read more

Overview

Based on the University’s St Luke’s campus we are leaders in Initial Teacher Education. Consistently graded Outstanding by OFSTED, and ranked amongst the top three university providers of initial teacher training in the Good Teacher Training Guide.

Why study PGCE at the University of Exeter?

* 6th in the UK for world leading and internationally excellent research in Education (REF2014) and influencer of national education policy

* Ranked 3rd amongst university providers of initial teacher training in the Good Teacher Training Guide 2017

* Consistently recognised by Ofsted and the National College for Teaching & Leadership as an outstanding provider of Primary and Secondary initial teacher education

* Excellent graduate employment statistics, with 93 per cent of PGCE trainees who achieved QTS in the 2013-14 cohort securing a teaching post within a year of completion

* Very high student satisfaction with 93 per cent of our former trainees rating our provision of training as good or very good (NQT survey 2014)

* Partnership arrangements with over 250 schools

Fantastic choice of PGCE programmes making Exeter one of the 10 largest PGCE providers in the UK
A leader in the provision of phonics training and the South West Centre for the Cambridge Primary Review Network
Home to one of the largest education libraries in the UK

Programme Structure

The University modules are designed to give you experience of all the subjects you will be expected to teach for your specified age range.

The Primary Programme

If you are applying to the Primary programme you can specify a specialist subject from the options shown below. We also offer ‘Primary Teaching and Learning’, which is a generalist route. Specialist studies is a real advantage when beginning your career as a teacher and is unique to the Exeter Primary PGCE programme.

Specialist subjects available for ages 5-11 are:
• English
• Humanities
• Mathematics
• Science
• Primary Teaching and Learning
• Upper Primary Art

These specialisms prepare our trainees to become curriculum coordinators, a distinct advantage as they begin their career in teaching. Applicants therefore need to specify their chosen specialism and entry requires sufficient subject knowledge in that subject area. Find out more about these specialisms on our website http://socialsciences.exeter.ac.uk/education/pgce/primarypgce/specialisms/

The Secondary Programme

The Exeter Secondary PGCE programme trains you to teach the 11-18 age range. All coursework is designed to provide engaging and varied opportunities for you to develop the necessary knowledge, understanding and skills to achieve Qualified Teacher Status ( QTS).

Dependent upon your degree subject, you can choose to teach; Find out more about these specialisms at the website http://socialsciences.exeter.ac.uk/education/pgce/secondarypgce/.

- English
- History
- Mathematics
- Modern Languages (French, German, Spanish)
- Physical Education
- Religious Education
- Science (Biology, Chemistry, Physics, Biology with Psychology)

Find out more about these specialisms at the website http://socialsciences.exeter.ac.uk/education/pgce/secondarypgce/.

Read less
Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning.
It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Primary programme prepares you to work with pupils aged 5-11. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Primary course is structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based.

The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

2. Education Studies II
This module aims to develop understanding of the learning, teaching and assessment of the National Curriculum for Key Stage 1 & 2, in the Core (English, Mathematics and Science) and Foundation subjects (Computing, Physical Education, History, Geography, Religious Education, Art and Music).
The primary focus will be on developing approaches to maximise the impact you can make on pupil progress (TS2). This module focuses on special educational needs and disabilities (SEND) and ways to meet the differentiated needs of a range of pupils in relation to theoretical perspectives and real-life classroom applications and strategies are addressed.

3. Education Studies III (Curriculum Enhancement)
The following range of Curriculum Enhancements are usually offered: Bilingualism, Culture & Identities (BCI), Mathematics, Mathematical Thinking, Physical Education, Talk, Science, Computing
This unique module aims to develop curriculum expertise in the chosen area, whereby student teachers can:
research and develop innovative skills and projects within the context of their curriculum enhancement study and school setting;
apply the skills and principles of highly effective planning, teaching and assessment principles of National Curriculum focus areas, using a broad range of learning, teaching and assessment resources and approaches;
explore and develop skills in ‘specialised’ cross-curricula approaches.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools and Pupil Referral Units (PRUs). This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Teaching

We adopt an enquiry-based learning approach in our PGCE Primary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Primary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of Qualified Teacher Status (QTS). In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:
Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities (Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

Read less
Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider asp