Graduate Certificate in Professional and Organisational Learning
| Program start date | Application deadline |
| 2024-01-01 | - |
| 2024-03-01 | - |
| 2024-05-01 | - |
| 2024-07-01 | - |
| 2024-08-01 | - |
| 2024-10-01 | - |
Program Overview
This 8-month, 100% online program offers a customizable curriculum with four subjects in professional learning, innovation, evaluation, and strategic learning. It equips learners with educational leadership skills applicable in diverse settings, including corporate, healthcare, and education.
Program Outline
Outline:
- Study 4 subjects (24 credit points) in as little as 8 months
- Subjects include:
- Professional Learning and Practice
- Leading Innovative Practices
Teaching:
- 100% online learning
- Customise learning outcomes and assessments based on career goals
Careers:
- Educational leadership skills that can be applied in various settings, including corporate, health, public sector, school, higher education, and community organizations
Entry Requirements:
Applicants must have completed a UTS-recognised bachelor's degree, or an equivalent or higher qualification, or submitted other evidence of general and professional qualifications that demonstrates potential to pursue graduate studies. Applicants who do not satisfy the academic qualifications may still be considered for admission via the assessment of a CV and personal statement that outlines the applicant's interest in, and understanding of, the course. Relevant work experience is defined as being within the two ANZSCO groups: 01 Managers and 02 Professionals; it must be demonstrated on a CV with evidence, and dates, of relevant work experience and the position held within the organisation.
Language Proficiency Requirements:
All applicants are required to meet the University’s English language requirements: Academic IELTS: 6.5 overall with a writing score of 6.0; or TOEFL: paper based: 550-583 overall with TWE of 4.5, Internet based: 79-93 overall with a writing score of 21; or AE5: Pass; or PTE: 58-64; or CAE: 176-184.
