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CG68 - Graduate Certificate in Tertiary and Adult Education

Overview

Course Overview

The Graduate Certificate in Tertiary and Adult Education (GCTAE) will enable you to develop the knowledge and skills required of an effective educator in tertiary and adult education. You will design learning activities, resources and assessments suitable for a range of delivery modes and student cohorts. You will examine learning environments and relevant stakeholder needs to determine the attributes and requirements that provide positive learning experiences for your students. Through reflective practice and the application of the scholarship of learning and teaching you will develop the skills to provide relevant and authentic learning experiences for your students within a variety of contexts.


Career Information

The course is work-based and promotes a balance between theory and practice, which enables participants to enhance their learning and teaching practices and contribute to their ongoing professional development as adult and tertiary educators.

Course Details
Duration 2 years part-time
Credit Points that Must be Earned 24
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 8 points of credit or multiples thereof (e.g. 8, 16, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) GradCertTAEd - Tertiary and Adult Education
AQF Level Level 8: Graduate Certificate

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
Not Applicable
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 3 - 2020

Online

Term 2 - 2020

Online

Term 1 - 2020

Online

Term 3 - 2019

Online

Term 2 - 2019

Online

Term 1 - 2019

Online

Term 3 - 2018

Distance

Term 2 - 2018

Distance

Term 1 - 2018

Distance

Term 3 - 2017

Distance

Term 2 - 2017

Distance

Term 1 - 2017

Distance

Term 3 - 2016

Distance

Term 2 - 2016

Distance

Term 1 - 2016

Distance

Term 3 - 2015

Distance

Term 2 - 2015

Distance

Term 1 - 2015

Distance

Term 3 - 2014

Distance

Term 2 - 2014

Distance

Term 1 - 2014

Distance
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International Availability

Term 3 - 2020

Sorry, no international availabilities found.

Term 2 - 2020

Sorry, no international availabilities found.

Term 1 - 2020

Sorry, no international availabilities found.

Term 3 - 2019

Sorry, no international availabilities found.

Term 2 - 2019

Sorry, no international availabilities found.

Term 1 - 2019

Sorry, no international availabilities found.

Term 3 - 2018

Sorry, no international availabilities found.

Term 2 - 2018

Sorry, no international availabilities found.

Term 1 - 2018

Sorry, no international availabilities found.

Term 3 - 2017

Sorry, no international availabilities found.

Term 2 - 2017

Sorry, no international availabilities found.

Term 1 - 2017

Sorry, no international availabilities found.

Term 3 - 2016

Sorry, no international availabilities found.

Term 2 - 2016

Sorry, no international availabilities found.

Term 1 - 2016

Sorry, no international availabilities found.

Term 3 - 2015

Sorry, no international availabilities found.

Term 2 - 2015

Sorry, no international availabilities found.

Term 1 - 2015

Sorry, no international availabilities found.

Term 3 - 2014

Sorry, no international availabilities found.

Term 2 - 2014

Sorry, no international availabilities found.

Term 1 - 2014

Sorry, no international availabilities found.
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For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information
Entry Requirements
To be eligible for entry into the Graduate Certificate in Tertiary and Adult Education course you must have:

  • a completed Bachelor degree from an Australian university or college or equivalent; and
  • professional experience in a tertiary or higher education industry; or professional experience in the facilitation of the learning of others for example Nurse Educators, Defence.

An alternative entry pathway is available via presentation of a portfolio of existing experience and qualifications, which MUST include EACH of the following:

  • Certificate III trade qualification (AQF Level 3}; and evidence of 3-5 years post-trade work experience; 
  • Certificate IV in Training and Assessment (AQF Level 4) latest upgrade;
  • Evidence of 3-5 years Tertiary-level teaching OR successful completion of one year Beginning Vocational Teacher Program (employees of CQUniversity only)


Security Requirements
Not applicable
Health Requirements
Not applicable
Assumed Knowledge

N/A

Fees and Charges
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards Not applicable
Professional Accreditation Not applicable
Learned Society Accreditation Not applicable

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

OLTC20007 - Enrolment in this unit involves a compulsory mentored practicum of 5 weeks in an approved RTO.

Previous Enrolments

Year Number of Students
2019 33
2018 57
2017 45
2016 53
2015 45
Inherent Requirements

There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour
Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained in a range of educational settings as private and confidential.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
  • Demonstrating the applicable codes of ethics as they apply in the practice of education.
  • Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
Behavioural Stability
Examples are:

  • Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
  • Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
  • Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and other learning settings while refraining from the use of words/actions that show intolerance of difference.
  • Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
  • Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.
Legal Compliance
Examples are:

  • Complying with legislative and regulatory requirements for teaching.
  • Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
  • Understanding and adhering to professional policy around the use of social media.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples are:

  • Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
  • Listening to other’s point of view and actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual, group, professional context or workplace.
  • Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
  • Engaging in the online learning environment including completion of relevant on-line assessments and participation in on-line forums and/or accessing, reading and responding to emails.
  • Competently and appropriately constructing written assessment work in a logical, coherent manner with correct grammar and punctuation to the required academic standards.
  • Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, teaching and reflection tasks.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)
Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Completing academic learning activities and assessment tasks within reasonable set timeframes.
  • Reading, analysing, comprehending and synthesising multiple sources of information including institutional policy and legislative, systemic and organisational requirements for effective teaching and learning in educational settings.
  • Applying knowledge of policy and procedures in educational practice.
  • Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
  • Listening actively to information within a variety of academic and practical situations.
  • Constructing written texts proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
Sensory Abilities (Visual, Auditory, Tactile)

Examples are:

  • Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens on-line; as well as reading on-line written and audio/visual materials
  • Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.
Reflective Skills
Examples are:

  • Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
  • Identifying when your practice may be negatively affected by personal experience and/or reactions.
  • Reflecting on your progress against identified criteria and identifying sources and strategies to enhance practice and improve professional learning.
Sustainable Performance
Examples are:

  • Appropriately and actively participating in activities related to the course of study.
Information and Communication Technology (ICT) Abilities
Examples are:

  • Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
  • Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
  • Competently using a range of digital tools to create presentations and construct digital portfolios of evidence.
Core Learning Outcomes
  • 1. Analyse stakeholder attributes and requirements
  • 2. Demonstrate the knowledge and skills required of an effective educator in tertiary and adult education
  • 3. Design learning activities, resources and assessments suitable for a range of delivery modes and student cohorts
  • 4. Develop reflective practice, academic leadership and scholarship to provide relevant and authentic learning experiences for students within a variety of contexts
  • 5. Evaluate learning environments and the impact they have on learning design.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas
4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice
5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts
6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete electives
Number of units: 4 Total credit points: 24

All students enrolled in the GCTAE must enrol in core units OLTC20001, OLTC20002, OLTC20005.

Available units
Students must complete the following compulsory units:
OLTC20001 Design for Learning
OLTC20002 Assessment for Learning
OLTC20005 Adult Learning in Practice

Students from Higher Education will complete OLTC20004 Scholarship of Learning and Teaching as their fourth unit.

Students from the VET sector will complete OLTC20007 Teaching Practice, Scholarship and Reflection as their fourth unit.

Available units
Students must complete 1 from the following units:
OLTC20004 Scholarship of Learning and Teaching
OLTC20007 Teaching Practice, Scholarship and Reflection in Vocational Education
More Details