Hi Trish,
Long time no hear!!! We have recently revalidated our PGCert. It was scaled back from a MA programme as we weren’t seeing the numbers of participants to make it viable. However, the PGCert is very buoyant. We have our own internal early career staff, we have dual accreditation with the NMC and so attract NHS personnel who wish to also achieve Teacher and Practice teacher status. We do also attract a small number of external candidates - less than 5 a year. It is important to be mindful that if you want your PGCert to be a commercial programme it needs a different type of HEA accreditation (so I am led to believe).
We find that the diversity of staff on the programme is a benefit. It is offered on a distance learning basis, with optional face to face workshops.
If you want to know more, you know where to find me!
Esther
On 14/11/2015 12:17, "Online forum for SEDA, the Staff & Educational Development Association on behalf of Simon Paul Atkinson" <[log in to unmask] on behalf of [log in to unmask]> wrote:
>Hi Trish,
>
>Our validated and operating PGCert was designed as the first 60 credits of a (yet to be validated) MEd in Professional and Higher Education.
>It consists of four fifteen credit modules, each one aligned to one of Brookfield's four critical lenses. The design (entirely online because we are a very distributed University) is all portfolio assessed (one portfolio for each module) which includes reflective pieces, academic writing, in-class evaluation and peer observations, with associated reflective pieces. I designed it to be context, rather than cohort, specific using the SOLE Toolkit. It is also closely mapped to the UKPSF so completion achieves recognition at D1 and subsequently D2.
>
>The design structure means the majority of participant's social-learning takes place with their colleagues in context. As a result we opted, after running three cycles internally, to open it up to external colleagues as a trial last year. We had a few colleagues from other partner institutions enrol from outside the UK context and that required some supplemental learning for them. It is also open to our freelance faculty but they are required to pay a proportion of the fees. It's certainly not a 'light' 15 credits. My intention is to get the diploma and Masters levels validated in 2016 and make it fully accessible to anyone. Still grounded on UK (and Anglo-Saxon) practices but adaptable through contextualisation. I'm happy to share details if you're interested.
>
>Regards
>Simon
>
>Simon Paul Atkinson
>Associate Dean of Learning and Teaching
>Principal Fellow of the Higher Education Academy
>BPP University
>www.bppuniversity.ac.uk
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