Education Learning & Development
Join our Level 9 Certificate to improve your skills in designing, teaching, assessing and evaluating educational programmes in line with best practice.
Learners on the Certificate complete two modules from the MA in Education, Learning & Development. This programme has been designed to meet the needs of educators and practitioners who support adult learners. Graduates will gain a specialist qualification which will enable them to support and inform their role and in turn, become a more confident and engaging lecturer or practitioner. Key concepts such as learning theories, inclusive strategies for learning and critical use of technologies are all introduced.
Learners complete two taught modules from the MA in Education, Learning and Development. These modules engage participants in the underpinning concepts, theories and practices associated with the design and implementation of effective learning for all adult learners.
Why Study Education, Learning and Development at Griffith College?
This programme has been designed to meet the needs of practitioners and educators who support adults' learners in a variety of contexts. This may include Learning and Development specialists, role holders in Human Resources department, instructional designers, self-employed trainers or lecturers in higher education.
Here are some of the benefits of studying with Griffith College:
• Master the various technique to motivate and engage your learners, participants or clients, in line with best practice.
• Build on your existing skills and develop your expertise in designing, implementing and evaluating effective learning programmes, including accredited and non-accredited programmes.
• Increase your opportunities for career advancement and promotion as a result of having gained the skills above, and having a specialist Level 9 qualification
• Experienced programme team includes practitioners from a wide range of education, learning and development roles who bring their expertise to the classroom and offer insights of a practical and applied nature.
• Flexible, part-time blended schedule
• Delivered over one semester, with approximately three Saturday classes on campus
• Practical and applied learning approach
• Programme team of practitioners from a wide range of education, learning and development roles.
• Networking opportunities with fellow practitioners in education, learning and development.
Professional Practice (10 ECTS)
Participants explore and evaluate contemporary learning theories along with implementing practical strategies to motivate and engage learners. Participants are introduced to a range of educational, learning and development strategies, which are universally designed to support all participants. Some of these strategies involve using technology to enhance the multiple ways of reaching and engaging learners. A comprehensive induction provides participants with an introduction to the use of technologies such as the VLE Moodle and the online meeting software. Care is taken to ensure that participants are confident using these technologies from the outset for their own learning as well as supporting them to consider these and other technologies for their own learners. This module is underpinned by an evidence-based and reflective practice approach to developing participants' own professional practice in supporting learning.
Participants engage in experiential learning activities and receive and provide peer feedback. They engage in individual and group activities
Learning Designs: Contexts and Considerations (10 ECTS)
Professionals working in the fields of education, learning and development work in a dynamic and demanding environment. This module enables participants to engage with the different forms of learning used in education and in organisational settings such as accredited and non-accredited learning.
This module aims to challenge participants' pre-conceptions of education, learning and development in the broadest sense. It provides them with opportunities to actively engage in groups by trialling different models of learning, such as problem-based learning, project-based learning and inquiry-based learning to support them to design effective learning experiences for their own learners.
Participants analyse underpinning theoretical concepts associated with accredited and non-accredited learning. They evaluate the current challenges associated with designing, implementing and evaluating learning in different contexts.
Participants explore the positioning of learning opportunities within the broader context of quality assurance and policy.
They explore and examine the drivers and interpret influences in the design of units of learning. Collaborating in groups as teams is central to this module as participants learn how to transform a group into a team within a learning context. This experience supports their practice of guiding their own learners to collaborate and learn within teams. Participants design a unit of learning which is inclusive and appropriate to a chosen context which is negotiated within their own team.
Applicants will need a Level 8 Primary degree in their area of expertise.
Applicants are also required to have lecturing or training experience with adult learners. The minimum experience requirement for the Certificate is 25 hours. Students must have a minimum of 2 hours of practice during the course of the programme. This is to facilitate peer and tutor observation sessions.
Accreditation of Prior Learning and Prior Experience (APL/APEL):
The Faculty welcomes applications from those who may not fulfil the above eligibility requirements however they may have prior academic and/or professional learning experience which may be relevant to the programme.
Applicants who wish to be considered are requested to indicate this at the time of application and we will be happy to examine all of the relevant documentation accordingly.
Griffith College is accepting the online Duolingo English Test (DET) as valid proof of English proficiency.
How to Apply
Students who wish to apply for this course may apply directly to Griffith College.
Students will be required to submit a copy of the following documents:
• Proof of Identification i.e. a copy of your Passport or Driving Licence
• Primary degree Award Certificate and/or Transcripts
• An updated C.V.
• Evidence of lecturing or training experience i.e. a reference letter from the person/organisation facilitating your lecturing/training practice, or a copy of your timetable.
If you do not currently have these documents, you can apply now and email a copy of the documents to firstname.lastname@example.org
1 semester. Blended Learning / Part-Time.
Timetable available upon request from email@example.com
February 2020 (Limerick campus)
September 2020 (Dublin campus)
Post Course Info
Graduates of the Special Purpose Certificate in Training & Education will be able to progress to Postgraduate Diploma or MA in Education, Learning and Development.
Having a Level 9 postgraduate qualification will increase your employment prospects and open up opportunities to apply for more advanced roles in the area of education, learning and development.
On completion, the graduate will be a confident and competent professional who demonstrates their mastery of designing learning experiences for a wide range of learners in many contexts. The exposure to learning from other practitioners and their complex contexts will have enhanced their own abilities to address challenges of ill-defined and unpredictable contexts. This high level of competence will ensure that graduates are agile and innovative practitioners.
At an organisational and national level, there is an increasing need for adult educators to have formal qualifications. Many who support learners in an organisational context such as role holders in Learning and Development or Human Resource departments have a Train the Trainer qualification at Level 7 or a degree in Human Resources. The individual or the organisation may want to have a higher level or specialist qualification to support and inform their role.