Postgraduate Certificate in Evaluation

The last intake to this course was in 2014, from 2015 please refer to the Graduate Certificate in Evaluation.

The Postgraduate Certificate in Evaluation is a program of professional development catering for the needs of those who wish to take a leadership role in evaluation practice. Such people are normally employed as policy and program planners, trainers, teachers, performance auditors, managers and consultants. They are drawn from public sector organizations (in areas such as education, welfare and health), non-government agencies, business, or from consultants offering evaluation services.

The course aims to enable students to become familiar with theories underlying policy and program development, the roles of various types of evaluation as well as key concepts and approaches to evaluation. It will encourage critical review of important issues in the design, conduct and use of evaluation.

Students who have completed the Postgraduate Certificate in Evaluation should be able to:

• demonstrate knowledge and understanding of evaluation theory and practice;
• apply understandings of evaluation theory and methods to a range of practical settings; and
• demonstrate awareness of professional responsibilities and ethical principles that should characterise leaders in the evaluation field.

Students undertaking the Postgraduate Certificate in Evaluation will be expected to complete one compulsory subject and two elective subjects.

The compulsory subject is:

Students should also choose two subjects from the following list:

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

• an undergraduate degree in a social or human science; or
• a postgraduate qualification in social or human science; or
• a relevant undergraduate degree with at least three years of documented relevant work experience;

AND

• provided a personal statement outlining relevant prior study, work experience and why they wish to be considered for the course.

Meeting these requirements does not guarantee selection.

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

• prior academic performance; and
• the personal statement; and, if relevant
• the professional experience.

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.

4. The minimum English language requirements for this course are Band 7 English language requirements.

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 all courses at the Melbourne Graduate School of Education are:

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.

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

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

This course seeks to enable students to achieve the University of Melbourne Graduate Attributes by:

• Providing a rich learning environment that assists students to think critically, expand their analytical and cognitive skills as well as develop exemplary interpersonal and evaluative decision-making skills;
• Encouraging students to develop a strong sense of intellectual integrity as well as in-depth knowledge of the discipline of evaluation; and
• Promoting an appreciation of the global and interdisciplinary nature of evaluative inquiry as well as their role as future thought leaders in the evaluation profession.