Postgraduate Certificate in Education (Generalist)

The last intake to this course was in 2014, from 2015 please refer to the Graduate Certificate in Education (Generalist) GC-EDGEN.

Melbourne Graduate School of Education has responded to the significant demand from schools for relatively short, intensive and flexible programs of professional development - programs which will enable participants to access the latest developments in research, policy and practice. In designing a program of studies to reflect the current professional development priorities for teachers in leadership positions in both government and non-government schools, the School has consulted closely with the Victorian Department of Education and Early Chidlhood Department.

Students completing the course should:

• have knowledge of current thinking and research in their field of study;
• be stimulated to think critically and analytically about issues and ideas;
• be encouraged to think critically and creatively about their teaching;
• have the opportunity to explore the relevance and application of new ideas to their professional practice;
• engage in problem solving both independently and as a member of a team;
• tease out their own assumptions and evaluate their own ideas;
• demonstrate broad writing and communication skills;
• be eligible, under particular specified conditions, for employment in designated positions within the Victorian Department of Education and Training, and in other schools authorities;
• have an ongoing and deepening commitment to the study and practice of education
• establish a sound basis for further studies in Education at the Masters level.

To qualify for the award of Postgraduate Certificate in Education, a student must satisfactorily complete 50 points of coursework, selected from the pool of postgraduate level subjects accessible to Masters and Postgraduate Certificate/Diploma students. Students are not required to undertake studies in one particular area of specialisation.

Students are able to undertake appropriate subjects from the Master of Education and the specialist Masters courses. See the Master of Education Handbook page: https://handbook.unimelb.edu.au/view/current/960-AC

For more information on available subjects see www.education.unimelb.edu.au/futurestudents/courses/areas.html

1. In order to be considered for entry, applicants must have completed:
either

• an undergraduate degree and a fourth-year level education qualification, or equivalent, or
• a four-year education degree, or equivalent.

Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

• prior academic performance.

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Admission and Selection into Course Policy [link].

4. Applicants are required to satisfy the university’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 6.5 is required.

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
   
   In courses requiring students to undertake practicum placements
   
4. The ability to undertake professional practice placements independently, including:
   a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
   b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
   c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
   d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
   e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
   f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
   g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.

Graduates may progress to a range of other graduate coursework programs.