精东传媒app

Notes

Both modes of study are supported through the USQ 精东传媒app Desk.
This program does not qualify students for teacher registration with relevant teaching authorities. To qualify for teacher registration in Queensland, please refer to the

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Program focus

The Postgraduate Certificate in Learning and Development recognises emerging trends in 鈥榥on-traditional鈥� education-related workplace environments, and the associated roles within these environments. A key feature of this program is its flexibility in preparing graduates who value diversity and inclusiveness, and who are innovators and navigators of sustainable change. Learning is an individual as well as a social process, therefore the program may be adapted to suit the learner鈥檚 purpose, needs and context. Students are encouraged to focus on content based on their personal and professional needs, industry requirements and future career aspirations. To this end, students may customise their study by selecting courses from other faculties as part of their learner-designed program. Students are also encouraged to become collaborative members of a learning community.

Career opportunities

This program is designed for those in career transitions. Teaching and learning are increasingly viewed as central to the work of professionals and practitioners across a range of industry, organisational and community contexts whose responsibilities now include the facilitation and/or management of professional learning and development. It is this broad focus on lifelong learning that drives increased participation in learning in all its forms. This in turn creates a demand for professionals and practitioners who are able to effectively plan, design, develop, organise, manage, support, facilitate and evaluate effective and responsive programs and sequences of learning that support personal, professional and organisational development. For example, this may lead to positions such as: Education officer, Community development officer and Job placement officers and enhance the skills of those working with young children and their families, Unit leaders with responsibilities for organisational or developmental learning, and academics in the higher education sector.

Program aims

The aim of this program is to provide professionals in education, training and development with postgraduate-level coursework and scholarly opportunities that will engage educational issues that are relevant and meaningful to them and help to sustain their communities and fulfil their lives. The program therefore aims to:

• facilitate the development and consolidation of knowledge and skills in teaching and learning in community, professional and workplace learning settings that are informed by contemporary learning theory and futures-orientated approaches

• support the application of these knowledge and skills through learner-centred design, flexible delivery and individualised and authentic assessment to enhance quality of services for their learners

• provide opportunities for students to build a program of study to suit their own particular needs, professional and industry requirements and individual career paths

Program objectives

On successful completion of the Postgraduate Certificate in Learning and Development, students should be able to:

• critically analyse and contextualise knowledge relating to professional practice and sustainable engagement in educational sectors

• exhibit competence and commitment in pursuing personal lifelong learning goals of advanced scholarship in relation to their areas of specialisation

• articulate the local, provincial, national, regional and global dimensions of the work and identities of contemporary educators, trainers and developers

• demonstrate the capacity to add value to, and help to sustain contemporary learning communities

Admission requirements

To be considered eligible for admission to the program, applicants must:

• have completed a Bachelor鈥檚 degree from a recognised university.

Alternative Admission

Applicants who do not meet the requirements for normal entry may apply for alternative entry if they believe that they can demonstrate that they have qualifications and/or experience that might be considered equivalent to those required for normal entry. Applicants are referred to the Australian Qualification Framework鈥檚 Recognition of Prior Learning principles (please see www.aqf.edu.auto assist such demonstration.

International Applicants

• must also meet the 精东传媒app鈥檚 requirements for English language proficiency for international postgraduate students if applicable. Please refer to Section 2.2.4 of the.

How to apply

Domestic students

may be made directly to USQ.

International students

This program is offered to international students. An international student is a person who is not an Australian or New Zealand citizen and not an Australian permanent resident. Please refer to for information about entry requirements, visa arrangements and how to apply.

Program fees

Domestic full fee paying place

Domestic full fee paying places are funded entirely through the full fees paid by the student. Full fees vary depending on the courses that are taken. You are able to calculate the fees for a particular course via the .
Domestic full fee paying students may be eligible to defer their fees through a Government loan called provided they meet the residency and citizenship requirements.
Australian citizens, Permanent Humanitarian Visa holders, Permanent Resident visa holders and New Zealand citizens who will be resident outside Australia for the duration of their program pay full tuition fees and are not eligible for .

International full fee paying place

International students pay full fees. Full fees vary depending on the courses that are taken and whether they are studied on-campus, via distance education/online. You are able to calculate the fees for a particular course via the .

Program structure

The Postgraduate Certificate in Learning and Development is a 4-unit program.

• At least 50% of the units studied must be level 8 courses

• At least 50% of the units studied (at least 2 units) must be from the .

• A maximum of 50% of the units studied (up to 2 units) may be selected from any USQ Faculty 鈥� choose via the search facility.

Student-Designed Customisation and Recommended Enrolment Patterns

Because the central focus of the program is on career transitions for those assuming broadly defined educator responsibilities, the default specialisation will be a student designed pattern. This customised pattern must follow the program structure outlined above. Students tailoring their study pattern through this option will not have a specialisation named on their testamur. Note: Students must submit a study plan for approval by the Program Administration.

Prescribed study patterns are listed in the Recommended Enrolment section of this Handbook. Students following the enrolment pattern of a specialisation will have the Specialisation named on their testamur.

Program completion requirements

Students are required to follow the recommended enrolment pattern for their selected specialisation or to tailor a 鈥渟tudent-designed鈥� enrolment pattern following the Program Structure guidelines.

Required time limits

Full-time enrolment normally requires one semester of study. Part-time enrolment may be extended to two years of study.

Major studies/specialisations

Because of the program focus, the default study pattern will be student-designed; a customised pattern following the program structure guidelines. Students who follow the recommended enrolment pattern for the following specialisations will have their specialisation named on their testamur.

Please select one of the following specialisations or refer to the section of this Handbook to tailor your own study pattern via the student-designed customisation option.

• Adult Professional and Workplace Learning

• Career Development and Lifelong Learning

• Communities and Informal Learning

• Learning Design

• Early Childhood

• Online and Distributed Learning

• Organisational Capacity Building

Practical experience

Professional experience is required and recommended in a limited number of specialisations: Adult, Professional and Workplace Learning and Early Childhood. Irrespective of level of academic performance achieved by students in these specialisations, no student will be eligible to graduate from the specialisation without satisfactorily demonstrating current professional competence against the performance criteria identified in the nominated courses.

Eligibility to Undertake professional experience in Queensland Educational SettingsUnder the terms of the Commission for Children and Young People Act (Qld. 2000), students undertaking professional experience are considered to be volunteers engaged in regulated employment. As such, all students working with children must apply to the Commission to be issued with a notice that they are suitable to work in child-related employment. As part of this application, the student must consent to the Commission conducting a criminal history check as the key element of the process of determining suitability. All applications for a suitability notice must be made at the local campus of the university at the commencement of their program. Students who do not make application, or who do apply but are subsequently deemed unsuitable, will not be able to undertake the professional experience components of the program.

Further information, including a list of serious offences which could lead to a child care student being deemed unsuitable, are available from the Commission's website at

Students undertaking professional experience outside of Queensland will need to check the requirements for professional experience in their State or Country.

IT requirements

Students must have reliable and ready access to email and the Internet. See for more information.

Articulation

The Postgraduate Certificate in Learning and Development articulates to the Master of Learning and Development.

Exemptions

The maximum exemptions granted will be no more than half of the program units (two units). Within this limit, exemptions will be granted for relevant studies successfully completed at postgraduate level in the last five years and may be considered for studies successfully completed in the last 10 years. In consideration of these guidelines, the following points warrant particular consideration:

• Transfer of credit from other incomplete USQ award programs may be permitted where there is similar or appropriate content.

• Advanced Standing for other formal awards from recognised educational institutions will be assessed using the Australian Qualification Framework鈥檚 Recognition of Prior Learning principles (please see).

• 鈥� USQ participates in the Education Queensland Professional Development Pathways Program. Appropriate credit will be given through the scheme which is outlined at Applications for similarly assessed professional development offered in other jurisdictions are invited.

• 鈥� Other completed and assessed professional development and workplace learning activities will attract credit into the program when assessed by Program Administration as equivalent to a full USQ course.

Students intending to apply for exemptions should seek advice from Program Administration before applying for exemptions, and follow the .

Enrolment

Students will enrol in the Postgraduate Certificate in Learning and Development on either a full-time or a part-time basis. International on-campus students must be enrolled full-time.

It is recommended that study commences with the specialisation鈥檚 Faculty of Education coursework section.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.

In this section:

• Adult, professional and workplace learning 鈥� recommended enrolment pattern
• Career development and lifelong learning 鈥� recommended enrolment pattern
• Communities and informal learning - recommended enrolment pattern
• Early childhood - recommended enrolment pattern
• Learning design - recommended enrolment pattern
• Online and distributed learning - recommended enrolment pattern
• Organisational capacity building - recommended enrolment pattern

Adult, professional and workplace learning 鈥� recommended enrolment pattern

The Adult, Professional and Workplace Learning specialisation is designed to meet the needs of professionals and other practitioners with an undergraduate degree (or equivalent post-compulsory qualifications) in a discipline other than education who are needing to build a solid foundation of knowledge and skills in teaching and learning to enhance their practice and support their personal, professional and career development. It will also meet the needs of more experienced educators and trainers with an undergraduate degree (or equivalent post-compulsory qualifications) seeking further development of their knowledge and skills in teaching and learning with a focus on adult, professional and workplace learning. . Indicative positions include Education Officer, Development Officer and Workplace Mentor.

Note:This program alone does not meet the requirements for industry trainers and vocational teachers in higher education sectors. To qualify for this accreditation, please refer to the (Adult, professional and workplace learning).

Career development and lifelong learning 鈥� recommended enrolment pattern

This specialisation will meet the growing demand from individuals working in teaching, counselling, training, employment, community development, or information management roles, who support the career planning and development of students, clients, and organisations. The Career Development and Lifelong Learning specialisation has been designed to address core and selected specialist competencies from the Professional Standards for Australian Career Development Practitioners, and it has been officially endorsed by the Careers Industry Council of Australia as a qualification for being accorded the status of professional career development practitioner under the Professional Standards. In addition, the recommended first course in the program provides an entry pathway for students completing the DEEWR Australian Career Development Studies course, for which USQ is an approved Examiner.

Notes

Students intending to articulate into the (Guidance and Counselling) major will need to consult that Handbook entry for elective selection to achieve full articulation.

Communities and informal learning - recommended enrolment pattern

The Communities and Informal Learning specialisation is designed to meet the needs of those involved in work with communities such as Community Development Officers, Community Education Officers or Learning Coordinators, and those facilitating the informal and organic learning that takes place with community settings.

Early childhood - recommended enrolment pattern

The Early Childhood specialisation is designed to meet the needs of early childhood professionals and other multidisciplinary practitioners involved in work with young children and their families. It is expected that these students will normally hold an undergraduate degree (or equivalent post-compulsory qualifications) in a discipline other than early childhood education and are keen to enhance their skills, knowledge and ability in relation to the early childhood sector. This qualification will also meet the needs of experienced educators who are seeking to further develop their knowledge and skills to gain a specialisation in early childhood education and care.

Note: This program alone does not meet the accreditation requirements of the Office for Early Childhood Education and Care (formerly the Queensland Department of Families). To qualify for this accreditation, please refer to the Master of Learning and Development (Early Childhood).

Learning design - recommended enrolment pattern

Effective learning design is at the heart of sound educational practices. To interrogate the potential of various learning environments, contexts and opportunities, educators must adopt a critical approach to the learning design process, and consider the extent to which learning is enhanced through explicit design strategies. This specialisation meets the needs of a wide range of professionals working in educational settings who need to develop their knowledge and skills in learning design. Those wishing to move into the fields of educational design/learning design/instructional design or development will find this specialisation particularly useful.

Online and distributed learning - recommended enrolment pattern

The specialisation is designed to meet the needs of a wide range of professionals in a variety of online education settings. It caters for those in both formal education settings and informal learning contexts 鈥� specifically teachers and educational designers moving to a more sophisticated application of online education, as well as professionals working in corporate environments. The main focus of this specialisation is to develop critical thinking, intellectual engagement and the ability to design, develop, facilitate and evaluate programs in online and blended learning environments.

Organisational capacity building - recommended enrolment pattern

Taking an inquiring approach to capacity building, this specialisation examines approaches to building agency, independence and interdependence for healthy, sustainable and appreciative organisations and communities. The focus is on critical thinking and analysis within a strengths-based framework of person-centred practice. Indicative positions for those choosing this specialisation are Unit Leaders and Executive Officers within organisations with strong organisational, developmental or learning responsibilities.