This is a part-time degree which provides continuing professional development (CPD) for providers of lifelong learning (or post-compulsory education and training), whatever their subject specialism.
The programme is particularly suited to professionals who have completed an initial teaching qualification such as the Cert Ed/ PGCE in Post-Compulsory Education and Training (PCET).
Part I (Taught): 1.Current and Future Issues and Policy Environment of PDET 2.Learning, teaching and assessment in PDET 3.Leadership and management in PDET 4.Research methodology for PDET
Part II (Research): Dissertation (Double module)
The student negotiates a suitable PDET-related research topic with the programme team and has a personal tutor for supervision. We encourage a wide and diverse range of research topics. One-to-one meetings take place at mutually convenient times.
As examples, the following 'constituencies' have been represented on the programme: -Full or part-time teachers/lecturers/tutors/administrators in further education, adult/community education and higher education -Those with responsibility for CPD, skills/vocational training, or management in training organisations, SME's, large companies, the voluntary sector, local and national government, trade unions, NHS, armed forces, police, prison, fire and ambulance services -Self-employed trainers or education and training consultants -Teachers in the secondary education sector working mainly with the upper age groups, or in primary/secondary with special responsibility for the CPD of their colleagues
All modules are at Level 7 (Masters). The degree requires 180 credit points. Part one carries 120, part two 60. Assessment is through coursework assignments and dissertation.
Students on this programme work in a wide variety of educational and training settings. The ability to learn from a diverse peer group is an importance resource which is fully utilised. MA PDET Graduates have a proven history of professional development and promotion.
The programme is accredited with the Higher Education Academy, aligned with membership criteria up to Senior Fellow level.
There are a variety of entry and exit points and this is as special feature of the programme, which uses a systematic procedure for the accreditation of prior experience and learning (APL). This can provide considerable 'acceleration', and suitable entrants with appropriate qualifications and experience can usually use APL for the first two taught modules. The APL process involves producing a portfolio under tutorial guidance. It is not necessary to have a first degree, and every effort is made to cater for non-traditional entry qualifications.
Recipient: University of Wales, Trinity Saint David
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