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Masters Degrees (Lifelong Learning)

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This MA is taught in Singapore at the Institute for Adult Learning. Read more
This MA is taught in Singapore at the Institute for Adult Learning. The programme aims to provide professionals with responsibility for managing, delivering or supporting lifelong learning with opportunities to develop their own analysis and practice and equip them with the knowledge and skills relating to leadership in their practice.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/lifelong-learning-singapore-ma

Key Information

- Application dates
All applicants:
Open: 19 October 2015
Close: 29 July 2016

English Language Requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Special. Only the IELTS is accepted. Applicants must obtain an overall grade of 7.0 with a minimum of 6.5 in the reading subtest and 6.0 in the writing subtest.
Further information can be found on our English language requirements page http://www.ucl.ac.uk/prospective-students/graduate/life/international/english-requirements .

International students

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website http://www.ucl.ac.uk/prospective-students/international .

Degree Information

Students gain understanding of the context for the emergence of lifelong learning, as well as its incorporation into policies for educational and professional development. They are also able to critically analyse adult learning policy at the national and organisational levels, and acquire the tools to analyse and plan their own professional development and that of others in their organisation.

Students undertake modules to the value of 180 credits.

The programme comprises four core modules (120 creates) and a research dissertation (60 credits).

- Core Modules
Analysing Adult Education Policy and Practice
Leading and Innovating in Professional Development
Lifelong Learning: Theories and Perspectives
The Design, Conduct and Evaluation of Educational and Social Research

- Options

- Dissertation/report
All students submit a 20,000-word dissertation.

Teaching and Learning

This programme is delivered via face-to-face full-day sessions carried out over five days (including weekends). It is assessed by coursework assignments of up to 5,000 words, essays and portfolios with reflective statements, and a 20,000-word dissertation.

Funding

Scholarships relevant to this department are displayed (where available) below. For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships .

- IOE Centenary Masters Scholarships
Value:
Eligibility: Overseas students
Criteria:

- IOE Centenary Research Scholarships
Value:
Eligibility: EU students
Criteria:

- IOE COLFUTURO Fee Partnership
Value: UCL provides a 50% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria: Based on academic merit

- IOE Commonwealth Distance Scholars
Value: Fees and some expenses
Eligibility: Overseas students
Criteria:

- IOE CONICyT Fee Partnership
Value: IoE provides a 20% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria:

- IOE Erasmus Bursary
Value: £350/month (1)
Eligibility: UK, EU, Overseas students
Criteria:

- IOE Fulbright
Value:
Eligibility: Overseas students
Criteria:

- IOE Vietnam International Education Development Scholarships - PGT
Value:
Eligibility: Overseas students
Criteria:

- IOE Windle Trust Scholarship
Value:
Eligibility: Overseas students
Criteria:

More scholarships are listed on the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships

Careers

Graduates can expect to find employment in adult education and development, human resources management, policy-making and implementation, and research. Recent career destinations include:
- Learning and Development Manager, Apple Inc.
- Director, Carrie Academy International
- Global Change Manager, Levi Strauss
- Early Childhood trainer and consultant
- Senior Manager, Enterprise Productivity & Capability Development Office, Workforce Development Agency
- Research and Development - Innovation, Creativity and Entrepreneurship Facilitator, CapitaLand Limited

- Employability
Students will understand the context for the emergence of lifelong learning, as well as its incorporation into policies for educational and professional development. They will acquire tools and conceptual frameworks to critically analyse and plan their own practice and development, as well as evaluate areas of development as managers, and plan and undertake professional development activities. They will also acquire the concepts and theories relating to policy-making, and learn to critically analyse adult education policy at the national and organisation levels.

In addition students develop analytical ability and critical theory, as well as research writing skills.

Why study this degree at UCL?

The MA was adapted from the highly regarded London-based MA in Lifelong Learning to meet the needs of policy makers, researchers, managers, trainers, and others involved in the development of Continuing Education and Training (CET) in Singapore. It plays an important role in the building of research capacity and capability in CET, and forms part of the range of qualifications available to adult educators and others working in CET in Singapore.

In response to student interest, the MA will from 2015/16 include modules on leading and innovating in professional development, and analysing adult education policy and practice.

Part of the attraction of the MA is the networking among students working in education and training or human resources management, in the public and private sectors.

Application and next steps

- Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

- Who can apply?
The MA will be of interest to policymakers, researchers, managers, trainers, and others involved in the development of adult education and/or Continuing Education and Training (CET) in Singapore. This includes
- anyone who oversees educational programmes and learning-related activities in an educational institution or workplace
- anyone who designs and/or delivers formal learning programmes (for example, courses) or informal learning activities (for example, coaching or mentoring)
- anyone who has to formulate or implement learning policy, and oversees professional development in the workplace
- anyone who needs a higher degree pathway to research in CET or lifelong learning

The MA will be of particular interest to those in mid-level management positions in policy-making and implementation, as well as training, development and human resources, in both the private and public sectors.

What are we looking for?
When we assess your application we would like to learn:
- why you want to study Lifelong Learning at graduate level, and how you will benefit personally and professionally from the programme
- why you want to study Lifelong Learning with UCL in Singapore, at our partner organisation the Institute for Adult Learning (IAL)
- what particularly attracts you to the chosen programme
- how your academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

For more information see the Applications page http://www.ial.edu.sg/index.aspx?id=22 .

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An MPhil/PhD is an opportunity to undertake a major piece of research under the supervision of someone with academic expertise in your field. Read more
An MPhil/PhD is an opportunity to undertake a major piece of research under the supervision of someone with academic expertise in your field.

As a research student, you will be interested in your own development as a lifelong learner and will seek to engage in critical debate and key issues of education and lifelong learning. You will develop your skills as an independent and active learner, and apply your research skills with theoretical perspectives and understandings of lifelong learning. You will be immersed in an academically stimulating and challenging environment, with easy access to high-quality research resources.

On completing an MPhil/PhD degree you will have developed advanced skills in research and scholarly writing, and will be able to use these to embark on, or further, a career in research. As many of our students study part-time, you may have the opportunity to apply your developing research skills in your current career.

We have academic experts in education after the compulsory phase, including adult, community, further and higher education as well as professional learning, and supervision is offered in a range of areas. These include:

- Lifelong learning
- Higher education policy and practice
- Lifelong learning and widening participation policy and practice
- Workplace learning
- Transitions from learning to working
- The academic workplace
- Professional learning and education
- Post-compulsory education
- Adult education
- Continuing education
- Gender and education
- Education in later life
- Education and social class
- Community-based learning.

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Numeracy is a vital skill to teach students which is essential for their future progression. Read more

Numeracy is a vital skill to teach students which is essential for their future progression.

If you want to become a teacher of numeracy in further education colleges, our postgraduate certificate in education (PGCE) in the Lifelong Learning Sector (LLS) will give you the skills you need for teaching and classroom management.

Training with us will lead to the essential qualifications required to achieve your goals. Our PGCE Lifelong Learning Sector focuses on a career teaching in colleges, adult education centres, health care or community organisations. Our programme also encompasses training for public services and a wide range of commercial and voluntary organisations. Whilst taking part in our 2014-15 exit survey, 100% of our students said they were confident that our training would make them a better teacher.

The quality of teacher training in Further Education was rated as "Good" in Ofsted report for Initial Teacher Education 2016. The report identified "the good support and encouragement trainees receive to help them evaluate their own practice well" as a key strength.

Teaching and learning

Over the course of your training you will plan, deliver, assess and evaluate teaching and learning strategies that generate enthusiasm for mathematics. As a Lifelong Learning student teacher, you will bring your own experience to your teaching that will challenge and empower your learners.

Throughout your training with us, you will be supported and assessed by a mentor as well as a tutor at the university. Our experts will help you develop a knowledge and understanding of mathematical concepts and processes.

You will gain the pedagogical skills needed to teach numeracy in the secondary education sector. You will analyse innovative approaches to the teaching of both mathematical thinking and processes, review resources and activities across a range of models, plus strategies for dealing with errors and misconceptions.

Degree structure

Our core programme will see you based in a placement college where you will participate in a range of professional activities.

In Phase 1, you will be there for three days a week to observe and undertake teaching in your subject area. For the remaining two days, you will be based at the university campus.

In Phase 2, you will attend your placement college for four days a week, and the university for the last day. In total you will complete a minimum of 125 hours of teaching experience.

Full time

Year 1

Students are required to study the following compulsory courses.

Assessment

The programme is entirely coursework based. You will be assessed on the quality of written assignments and also your classroom teaching. Your teaching will be observed on eight occasions and you will need to pass all courses.

Careers

Graduates for this programme can pursue a teaching career in the lifelong learning sector.



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We are a multicultural country that attracts students from around the world. . Our PGCE Lifelong Learning Sector (LLS) will give you vital skills to teach English to Speakers of Other Languages (ESOL). Read more

We are a multicultural country that attracts students from around the world. 

Our PGCE Lifelong Learning Sector (LLS) will give you vital skills to teach English to Speakers of Other Languages (ESOL). This full time programme will lead to a qualification for teaching in further education colleges.

While training with us you will gain essential teaching skills and classroom management, the essential qualifications required to achieve your goals. Our PGCE LLS focuses on a career teaching in colleges, adult education centres, art colleges, health care or community organisations. Our programme also encompasses training for public services and a wide range of commercial and voluntary organisations.

The quality of teacher training in Further Education was rated as "Good" in Ofsted report for Initial Teacher Education 2016. The report identified "the good understanding trainees develop of cultural diversity and of individual learners' needs in the providers where they are placed or employed" as a key strength.

Teaching and learning

Our programme teaches you how language and literacy is acquired and learned. You will review and analyse a variety of innovative approaches and resources for the teaching of literacy and ESOL. This will include the four key skills of reading, writing, speaking and listening. This is taught in a range of contexts and embedded models.

During your time with us, you will plan, deliver, assess and evaluate teaching and learning strategies. Most importantly you will learn how to generate enthusiasm for language learning, as well as how to challenge and empower your learners.

Degree structure

Our core programme will see you based in a placement college where you will participate in a range of professional activities.

In Phase 1, you will be there for three days a week to observe and undertake teaching in your subject area. For the remaining two days, you will be based at the university campus. You will complete between 25 and 50 hours of teaching during this time.

In Phase 2, you will attend your placement college for four days a week, and the university for the last day. In total you will complete a minimum of 125 hours of teaching experience.

By the end of your teacher training with us, you will have gained an awareness of a range of key theoretical and practical issues relating to the teaching of literacy and ESOL in the lifelong learning sector.

Ranking

  • 98% of students completing the programme in 2015/16 were judged as good or outstanding against the teaching standards (SED, 2014/15)
  • 96% of our students are employed within 6 months of graduating (SED, 2014/15)
  • 100% of our students said they were confident that our training would make them a better teacher. (Exit survey, 2014/15)

Full time

Year 1

Students are required to study the following compulsory courses.

Assessment

The programme is entirely coursework based. You will be assessed on the quality of written assignments and also your classroom teaching. Your teaching will be observed on eight occasions and you will need to pass all courses.

Careers

Graduates for this programme can pursue a teaching career in the lifelong learning sector.



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In further education, literacy is an essential life skill to master, and it is your role to educate and inspire. If you want to become a teacher of literacy in further education colleges our postgraduate certificate in education (PGCE) in the Lifelong Learning Sector (LLS) will give you the skills you need. Read more

In further education, literacy is an essential life skill to master, and it is your role to educate and inspire.

If you want to become a teacher of literacy in further education colleges our postgraduate certificate in education (PGCE) in the Lifelong Learning Sector (LLS) will give you the skills you need. Your training will include teaching and classroom management, leading to the essential qualifications required to achieve your goals. 

The quality of teacher training in Further Education was rated as "Good" in Ofsted report for Initial Teacher Education 2016. The report stated that "Trainees plan and teach lessons that are innovative and supported by the educational theories they have learned."

Our PGCE (LLS) focuses on a career teaching in colleges, adult education centres, art colleges, health care or community organisations. 

Our programme also encompasses training for public services and a wide range of commercial and voluntary organisations.

Teaching and learning

Our programme will teach you how language and literacy is acquired and learned. You will review and analyse a variety of innovative approaches and resources for the teaching of literacy. This will include the four key skills of reading, writing, speaking and listening.

This is taught in a range of contexts and embedded models. During your time with us you will plan, deliver, assess and evaluate teaching and learning strategies. Most importantly you will learn how to generate enthusiasm for language learning, as well as how to challenge and empower your learners.

Degree structure

Our core programme will see you based in a placement college where you will participate in a range of professional activities.

In Phase 1, you will be there for three days a week to observe and undertake teaching in your subject area. For the remaining two days, you will be based at the university campus.

In Phase 2, you will attend your placement college for four days a week, and the university for the last day. In total you will complete a minimum of 100 hours of teaching experience.

By the end of your teacher training with us you will have gained an awareness of a range of key theoretical and practical issues relating to the teaching of literacy in the lifelong learning sector.

Ranking

  • 98% of students completing the programme in 2015/16 were judged as good or outstanding against the teaching standards (SED, 2014/15)
  • 96% of our students are employed within six months of graduating (SED, 2014/15)
  • 100% of our students said they were confident that our training would make them a better teacher (Exit survey, 2014/15).

Full time

Year 1

Students are required to study the following compulsory courses.

Assessment

The programme is entirely coursework based. You will be assessed on the quality of written assignments and also your classroom teaching. Your teaching will be observed on eight occasions and you will need to pass all courses.

Careers

Graduates for this programme can pursue a teaching career in the lifelong learning sector.



Read less
If you're looking to progress into a career teaching in the Lifelong Learning Sector, including sixth form and further education colleges, adult education and a wide range of other training and educational settings, then this course could be for you. Read more
If you're looking to progress into a career teaching in the Lifelong Learning Sector, including sixth form and further education colleges, adult education and a wide range of other training and educational settings, then this course could be for you. We welcome applicants with industrial skills and/or relevant academic qualifications and a passion for teaching and training others.

Upon successful completion of this course, you'll be eligible to proceed, following a process of professional formation through the Society for Education and Training to gain Qualified Teacher Learning and Skills (QTLS) status. This is the full professional status for teachers in the Lifelong Learning Sector.

On this course you'll have the opportunity to develop the skills to play a full part in teaching and curriculum development. The course allows you to focus on your particular subject specialist area.A significant amount of your learning takes place whilst on placement within our partnership institutions.You'll have the opportunity to benefit from being able to observe experienced teachers, gain practical hands-on experience and to be mentored to help you develop into a successful and effective teacher.

You'll be taught by an outstanding team of teacher educators; in fact we've been ranked in the top five in the Guardian Guide for Education for the sixth year running. The University of Huddersfield is also one of only nine designated Centres for Excellence in Teacher Training in the Lifelong Learning Sector.

You'll also have access to our extensive professional and academic network, which feeds directly into course design and delivery, and to excellent facilities and specialist equipment.

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As a further education teacher you will have a range of career opportunities and will open doors for a wide variety of students, helping them realise their ambitions. Read more

As a further education teacher you will have a range of career opportunities and will open doors for a wide variety of students, helping them realise their ambitions.

The quality of teacher training in further education was rated as 'Good' in Ofsted's report on our initial teacher education provision in 2016. "Mentors provide good support for trainees. They assess their skills well and challenge trainees to improve through good feedback following observations of teaching and in frequent meetings," the report found.

Our Postgraduate Certificate in Education (PGCE) in the Lifelong Learning Sector (LLS) will give you the skills to become a teacher in further education colleges. Here you will learn vital practice and classroom management. Training with us will lead to the essential qualifications required to achieve your goals. Our PGCE LLS focuses on a career teaching in colleges, adult education centres, art colleges, healthcare or community organisations. It also encompasses training for public services and a wide range of commercial and voluntary organisations.

Degree structure

For the full-time mode, you will be placed in a college where you will participate in a range of professional activities.

In Phase 1, you will be on placement three days a week to observe and undertake teaching in your subject area. For the remaining two days, you will be based at the university campus.

In Phase 2, you will attend your placement college for four days a week, and the university for the last day.

In total, you will complete a minimum of 100 hours of teaching experience.

During your placement, you will be supported and assessed by a work mentor at the placement and a tutor at the university.

Meanwhile, your studies at the university will focus on pedagogic skills and knowledge. Here you will explore the theory that underpins teaching and learning. Throughout your assignments, you will also get to specialise in your chosen subject.

Subject work placements

We offer our full-time students placements in a number of subject areas. These include:

  • Animal care/science
  • Art and design, and art (3D/2D)
  • Beauty
  • Catering
  • Childcare
  • Construction
  • English for speakers of other languages (ESOL)
  • Hairdressing
  • Humanities
  • Leisure and tourism
  • Literacy
  • Numeracy
  • Photography
  • Sports science.

Please contact us for other subject areas that may not be listed.

Distance learning

For our distance learning option we give you the opportunity to study in your free time. We provide study guides and extra support via virtual learning, where you can access course material and interact with tutors and other students. You will also be supported by your own personal tutor throughout the programme.

To be eligible for our distance learning programme you must already be working in a teaching/training role, and all practice will be carried out within your current working environment. In addition to regular progress meetings, your tutor will carry out three teaching observations a year at your place of work. You will also have the opportunity to attend two optional study days.

Ranking

  • 98% of students completing the programme in 2015–16 were judged as good or outstanding against the teaching standards (SED, 2015–16)
  • 96% of our students are employed within six months of graduating (SED, 2014–15).

Full time

Year 1

Students are required to study the following compulsory courses.

Distance learning

Year 1

Students are required to study the following compulsory courses.

Year 2

Students are required to study the following compulsory courses.

Assessment

The programme is entirely based on coursework and teaching observations.

Careers

Graduates for this programme can pursue a teaching career in the lifelong learning sector.



Read less
Our country thrives on its international community. Here you will learn how to teach essential English language skills to students from around the world. Read more

Our country thrives on its international community. Here you will learn how to teach essential English language skills to students from around the world.

If you want teach English to Speakers of an Other Language (ESOL) in further education colleges, our PGCE will provide you with the skills you need, including teaching and classroom management.

The quality of teacher training in Further Education was rated as "Good" in Ofsted report for Initial Teacher Education 2016. The report noted that "NQTs successfully capture the learners' interests in their subject as a result of their good subject knowledge, coupled with the innovative and wide range of activities they use in lessons."

Training with us will lead to the essential qualifications required to achieve your goals. Our PGCE Lifelong Learning Sector focuses on a career teaching in colleges, adult education centres, art colleges, health care or community organisations. 

Our programme also encompasses training for public services and a wide range of commercial and voluntary organisations.

Teaching and learning

Our programme will teach you how language is acquired and learned. You will review and analyse a variety of innovative approaches and resources for the teaching of ESOL. This will include the four key skills of reading, writing, speaking and listening. This is taught in a range of contexts and embedded models.

During your time with us you will plan, deliver, assess and evaluate teaching and learning strategies. Most importantly you will learn how to generate enthusiasm for language learning, as well as how to challenge and empower your learners.

Degree structure

Our core programme will see you based in a placement college where you will participate in a range of professional activities.

In Phase 1, you will be there for three days a week to observe and undertake teaching in your subject area. For the remaining two days, you will be based at the university campus. You will complete between 25 and 50 hours of teaching during this time.

In Phase 2, you will attend your placement college for four days a week, and the university for the last day. In total you will complete a minimum of 125 hours of teaching experience.

By the end of your teacher training with us, you will have gained an awareness of a range of key theoretical and practical issues for the teaching of ESOL in the lifelong learning sector.

Full time

Year 1

Students are required to study the following compulsory courses.

Assessment

The programme is entirely coursework based. You will be assessed on the quality of written assignments and also your classroom teaching. Your teaching will be observed on eight occasions and you will need to pass all courses.

Careers

This qualification is mapped to the national teaching standards for the sector and provides full professional recognition as a teacher/trainer.



Read less
If you're already working as a teacher or trainer at a recognised training or educational establishment within the education and training sector (former post-16 sector) and looking to progress your career, then this course may be for you. Read more
If you're already working as a teacher or trainer at a recognised training or educational establishment within the education and training sector (former post-16 sector) and looking to progress your career, then this course may be for you.

Upon successful completion of this course, you'll be eligible to proceed, following a process of professional formation through the Society for Education and Training to gain Qualified Teacher Learning and Skills (QTLS) status. This is the full professional status for teachers in the Lifelong Learning Sector.

On this course you'll have the opportunity to develop the skills to play a full part in teaching and curriculum development.The course allows you to focus on your particular subject specialist area and a significant amount of your learning happens in your place of work – allowing you to put theory into practice.

You'll be taught by an outstanding team of teacher educators; in fact we've been ranked in the top five in the Guardian Guide for Education for the sixth year running.The University of Huddersfield is also one of only nine designated Centres for Excellence in Teacher Training in the Lifelong Learning Sector, which means you'll be able to study at any one of our consortium centres. You'll also have access to our extensive professional and academic network, which feeds directly into course design and delivery, and to excellent facilities and specialist equipment.

Please note: You'll be required to confirm your Disclosure and Barring Service (DBS) check to undertake this study programme.

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The course is designed to develop deeper intellectual engagement with current issues relating the design, delivery, evaluation and administration of educational programmes in the Lifelong Learning sector. Read more
The course is designed to develop deeper intellectual engagement with current issues relating the design, delivery, evaluation and administration of educational programmes in the Lifelong Learning sector. It aims to enhance the professional standing and critical understanding of those working in the sector in a range of professional roles.

The course operates as a Top-up to previous achievement at postgraduate level and requires you to undertake a single 60 credit dissertation module. Previous experience and appropriate level understanding of educational research methods for example, previous achievement in a postgraduate level research methods module, is essential.

You'll be taught by an outstanding team of teachers; in fact we've been ranked in the top five in the Guardian Guide for Education for the sixth year running. You'll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.

Titles of work undertaken by students on this course have included:

• A case study of youth disaffection at an independent alternative school in North West England.

• A critical evaluation of the efficacy of Restorative Practice (RP) in place at a high school in a northern city in the United Kingdom.

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The MRes Social Science Research Methods degree offers an advanced programme of research training. The course is ideal for applicants who are considering going on to study for a PhD. Read more
The MRes Social Science Research Methods degree offers an advanced programme of research training. The course is ideal for applicants who are considering going on to study for a PhD.

Your will study core Faculty modules that include generic social science research skills, broad based training in social science research methods, and advanced training in qualitative and quantitative methods.

You will also receive School-based research skills and subject-based training from which you will acquire specialist knowledge that will allow you to apply the basic principles of social science research and design to your own research projects.

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The PGCert Education. Further Education is a part time, three module course and is an ideal qualification if you want to increase your knowledge and skills in this sector. Read more
The PGCert Education: Further Education is a part time, three module course and is an ideal qualification if you want to increase your knowledge and skills in this sector.

This course is suitable for lecturers teaching in FE, Adult Education or for those training adults in industry or the public sector. Once you have completed the Postgraduate Certificate you can continue your studies to complete a master's degree in Education.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-further-education/

Why choose this course?

You will:
- Gain further knowledge and skills that will enable you to progress in your career.

- Examine in depth the context of professional practice and will have the opportunity to relate it to your own values and experiences.

- Explore key issues and challenges raised by the complex and fast changing environment of FE.

- Have the opportunity to develop an inquiry related to your own practice.

- Be able to network and study with other practitioners in the FE and lifelong learning sector.

- Be joining a university which is widely regarded as a major contributor to the improvement of education and learning, locally and nationally. The School of Education is a focal point for lively, informed debate on education through its seminar and lecture programmes.

- Be working with highly regarded academics who are at the forefront of their subjects.

This course in detail

This course consists of three modules:

- Professionalism in the Lifelong Learning Sector
You will have the opportunity to examine in depth the context of professional practice in the Lifelong Learning Sector and to relate it to your own values and experience. You will consider the historical backgrounds of the sector and how these, along with recent initiatives, have shaped current understandings of professional identity and practice. You will examine the pressures for professional status and recognition for teachers in the sector, the drives for regulation and subsequent deregulation.

You will be encouraged to engage with a range of critical theoretical perspectives which will enable you to interrogate ideologies which operate through the discourse of 'professionalism' and to develop your own viewpoint.

The module comes together around two interlinked questions:
1. What is a professional identity?
2. How is this related to practice and the disciplinary regimes which shape the activity and subjectivity of the practitioner?

- Pedagogy in the Lifelong Learning Sector
You will focus on pedagogy in the FE context with the aim of expanding the repertoire of approaches to teaching and learning for FE professionals. This is informed by a range of theories of learning and models of teaching. You will explore key issues and challenges raised by the complex and fast changing environment of FE.

For example:
- Definitions of pedagogy and its role in effective teaching and learning with comparisons of different international approaches to pedagogical approaches.
- The importance of 'knowledge' in pedagogical practice
- A critical analysis of the way that theories of learning - behaviorist, cognitivist, constructivist and humanist inform pedagogical choice and practice.
- A critical analysis of a range of models of learning and their appropriateness to the FE context including experiential, inductive and problem based.
- Consideration of the theory of analogy and its place in FE teaching and learning.
- The role of technology in changing pedagogical approaches.
- The academic divide, vocational pedagogy and communities of practice and changing localities for pedagogy.

- Investigating practice
You will have an opportunity to develop an inquiry related to your own practice which can be assessed through either a report or a portfolio of work. This might include the development of pedagogical approaches or curriculum materials, or investigations into the achievement levels or opportunities provided for particular groups of learners. It could also include the development of professional practice through shadowing others or engaging in collaborative work across organisations. The syllabus will be determined by the focus of the inquiries selected by yourself adopting a 'learning set' approach.

How this course helps you develop

The PG Certificate aims to develop reflective practitioners at master's level. You will learn from other students with a wide range of experience working in various careers in the FE and lifelong learning sector.

Careers

Your learning on the course may lead to better prospects for career advancement. Completion of the course shows a commitment to professional development and can be used as a credit to build towards a full MA Education.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

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

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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The Further Education and Teaching PGCE provides a formal teaching qualification for people working, or wishing to work, in the further education sector. Read more

The Further Education and Teaching PGCE provides a formal teaching qualification for people working, or wishing to work, in the further education sector. This could include a college of further education, a sixth form college or an organisation such as a private training company.

The programme has an excellent reputation and in 2007 we became the first post-compulsory teacher education provider in the country to be awarded an Ofsted Grade 1.

The programme is delivered through a partnership stretching across East and West Sussex that includes full-time courses at the University of Brighton (Falmer campus) and Northbrook Metropolitan College, and part-time courses at Brighton Metropolitan College, Sussex Downs College in Lewes and Eastbourne and Sussex Coast College in Hastings. 

If you already hold a degree, it is anticipated that you will graduate with a Professional Graduate Certificate in Education (PGCE), and there may also be an opportunity to gain masters-level credits. Applicants without a first degree will graduate with a Certificate in Education.

Course structure

Students who opt for the part-time route must be working in the post-16 sector, and are normally expected to continue teaching for at least 50 hours per academic year for the duration of the course.

For the part-time in-service route you will be required to attend one half-day session per week during college term times, in addition to your regular teaching commitments. The full-time route is aimed at those who are not currently teaching and is a combination of taught sessions at the university and a teaching placement at an appropriate institution.

The full-time route is taught on our Falmer campus. The part-time route takes place at our partner colleges; Sussex Coast College Hastings, Sussex Downs College (Lewes and Eastbourne) and Brighton Metropolitan College.

Areas of study

The programme is delivered through seven modules on generic teaching and learning issues relevant to the post-compulsory sector, and reflecting the key areas identified in the new standards. It is endorsed under the Equipping our Teachers regulations 2007 originally managed by the Standards Verification UK (SVUK) but now under the control of the Institute for Learning (IfL). It meets the new Professional Standards for Teachers, Trainers and Tutors in the Lifelong Learning (post-compulsory) sector.

Syllabus

  • Preparing to Teach in the Lifelong Learning Sector
  • Planning and Enabling Learning in the Lifelong Learning Sector 
  • Theories and Principles for Planning and Enabling Learning
  • Enabling Learning and Assessment 
  • Curriculum Design for Inclusive Practice
  • Action Learning for Subject Specialist Pedagogy
  • Professional Development and Wider Professional Practice
  • An introduction to teaching, learning and assessment in Education and Training 
  • Contemporary Issues in Education and Training
  • Teaching Practice in Education and Training
  • Reflective Practice in Education and Training
  • Action Research to Support Subject Pedagogy

Careers and employability

The course is part of the university's continuing professional development provision, designed to enhance the knowledge and skills of teachers and others involved in training or development, whether professional or voluntary.

Credit-rated routes to the various awards enable students to build from certificate-level through diploma, first degree, postgraduate certificate and postgraduate diploma to masters level.

Positions held by recent graduates include:

  • HE Learning Mentor at Sussex Coast College (2010 graduate)
  • Lecturer in Fashion Management with Marketing at Southampton Solent University (2010 graduate)
  • Lecturer in Photography at Exeter College with Faculty responsibility for curriculum enhancement (2011 graduate)
  • Course coordinator of Level 2 BTEC Creative Media Production at Alton College. (2012 graduate)
  • ICT lecturer at Northbrook Metropolitan College in Worthing (2013 graduate)
  • Science lecturer at Brighton Metropolitan College, (2013 graduate)

The teachers we train are:

  • highly committed to their pupils’ learning and ambitious in what they want to help them achieve
  • inquisitive, critically reflective and motivated to keep learning and improving their own practice
  • quick to adapt to different learning contexts and confident to challenge inequalities
  • an asset to the profession, willing to share their knowledge and experience and to collaborate with others
  • well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.


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Overview. The. Masters. programme in. Work-Based Learning (WBL). at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). Read more

Overview

The Masters programme in Work-Based Learning (WBL) at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). The programme is designed to engage students in maximising their knowledge, skills, employability attributes and professional development opportunities needed in the workplace, by developing and implementing systematic professional enquiry and research. As a result, students can become more informed and more effective at work.

Throughout the programme, students are encouraged to explore their own personal and professional interests, whilst utilizing (and building upon) their existing expertise. By focusing on a WBL approach to study, numerous benefits can be available to students such as: bespoke, relevant, student-focused, flexible programmes of study offering formal recognition of their occupational role; an acknowledgement of skills and knowledge gained at work; opportunities for workplace continual professional development (CPD) and career advancement; networking openings; alongside routes into various higher education awards. Indeed, if students wish to progress their studies even further then the WBL programme provides an appropriate academic platform for progression to doctoral study at level 8 such as PhD, EdD, DProf.

WBL has been defined as the learning arising from real-life activity within the workplace, with students taking work activities as a starting point for their studies. It is a structured and learner-managed approach to maximising learning and professional development opportunities. The focus is upon ‘capturing learning in the workplace’, by exploiting the different kinds of knowledge which can be used at work, via an application to working practices. This is achieved by centring upon the critical evaluation and synthesis of an individuals’ professional practice by specifically analysing their professional and personal development. Put simply, work-based learning is learning for work, at work and through work.

Awards available:

There are four core awards available to students, focusing on enhancing professional practice:

  • Postgraduate Certificate (PG Cert) in Work-Based Learning (Enhancing Professional Practice)
  • Postgraduate Diploma (PG Dip) in Work-Based Learning (Enhancing Professional Practice)
  • Master of Arts (MA) in Work-Based Learning (Enhancing Professional Practice)
  • Master of Science (MSc) in Work-Based Learning (Enhancing Professional Practice)

There are 12 subject-specific ’named awards’ available to students:

Master of Arts (MA) in Work-Based Learning (Business Management)

Master of Arts (MA) in Work-Based Learning (Drama)

Master of Arts (MA) in Work-Based Learning (English, Literature, and Society)

Master of Arts (MA) in Work-Based Learning (Health Mentor)

Master of Arts (MA) in Work-Based Learning (Heritage and Public History)

Master of Arts (MA) in Work-Based Learning (Social Care: Policy and Practice)

Master of Arts (MA) in Work-Based Learning (Working with Children, Young People & Families)

Master of Arts (MA) in Work-Based Learning (Youth and Community Work)

Master of Science (MSc) in Work-Based Learning (Applied Social Science)

Master of Science (MSc) in Work-Based Learning (Business Management)

Master of Science (MSc) in Work-Based Learning (Enhancing Healthcare Practice)

Master of Science (MSc) in Work-Based Learning (Health Mentor)

Who is it for?

The Master’s level WBL programmes at Newman University are designed to cater for learners already in employment (paid or unpaid), normally in professional settings, who are looking for:

  • Career enhancement.
  • Additional qualifications.
  • A subject-specific ‘named’ award e.g. MA in WBL (Enhancing Professional Practice).
  • Opportunities to engage in continual professional development (CPD).
  • Academic credit for their prior experiential and certificated learning.
  • Opportunities to use their work-based expertise and experiences as a focus for their studies.
  • Learning that is tailored to their personal needs, interests and aspirations.
  • Opportunities to develop their subject knowledge and expertise related to their professional role.

Progression opportunities for current Newman University postgraduate students:

There is an opportunity of progression for Newman University postgraduate students wishing to progress to a full Master’s degree from programmes such as:

PG Cert in Higher Education Practice

PG Cert in Heritage and Public History

PG Cert in Chaplaincy with Young People

PG Cert in Safeguarding

Attendance

The WBL courses will be delivered using a ‘blended’ approach, which consists of a mixture of distance learning (supported by materials available online), and some campus-based taught sessions. Campus-based taught sessions will only be used when necessary, and will usually be delivered at the Genners Lane Campus, at the weekend. 

In respect of student workload, it should be noted that 30 credit modules require 300 hours of study and a 60 credit module requires 600 hours of study.

Part-time students have a maximum period of study of 5 years to complete a full Master’s degree. However, students will normally complete a full Master’s degree on a part-time basis, over 2-3 years.

For students submitting an RPL/RPEL claim up to the maximum of 90 credits, a full Master’s degree could be completed in 12 months.

Assessment

Students will experience a range of work-based assessment formats including: written reports and essays, digital resource creation, project report and case study, e-portfolio, presentations, work-based research. Through the completion of such assessment activities, the course will develop independent study skills that are transferable to a range of both learning-based and work-based situations.



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