Qualification Overview
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Qualification Title | Certificate in Tertiary Teaching (Level 6) | |||
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Qualification Type | Certificate | |||
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Level | 6 | |||
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Credits | 60 | |||
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Subject Area |
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Strategic Purpose Statement |
The aim of the qualification is to provide tertiary teacher education for practising teachers in New Zealand's tertiary sector with a particular focus on polytechnics while maintaining relevance for those in the PTE sector as well. The qualification is designed to provide the flexibility for students to choose those courses that best suit their learning/practice needs. The level 6 certificate provides progression from the existing level 5 certificate and is designed to add the theoretical and practice complexity that is appropriate to level 6 and relevant to the multi facetted teaching environments of tertiary education.
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Graduate profile |
The Graduate profile for the Certificate in Tertiary Teaching is premised on the following definition of teaching:
Teaching is making a series of decisions, implementing those decisions and evaluating those decisions in the context of a formally approved programme. Responsible teaching/decision making is principled action when the focus is on optimising effective learning opportunities for the student. Teacher education is about engagement with theory, establishment of models, identification and response to learning contexts and growth in professional judgement. At Level 6 this is about engaging with greater complexity in these aspects and showing leadership and innovation. The graduate profile of the precursor level 5 programme focuses on the first five elements listed below. The level 6 qualification extends these elements into greater complexity and adds a focus on leadership and innovation. The profile of a graduate therefore is: * Able to observe and gather information * Able to inquire/ask questions * Able to analyse/identify theory/predict * Able to plan and act * Able to critique/reflect/improve * Able to show leadership in the operation and development of a learning context * Able to participate in and foster innovation. And in detail: Identify, apply and evaluate information and resources for the purpose of effective management and leadership in the tertiary setting Examine educational practices and theories through the use of an inquiry model Formulate professional judgements founded on evidence-based practice Critique and reflect on own practice through engagement with applied learning opportunities in the tertiary setting Engage with contemporary practice in the tertiary setting Lead groups/teams through current practice and future change in a learning environment Bring new and innovative thinking/practice to groups and teams |
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Education pathways |
This certificate provides progression from the Certificate in Tertiary Teaching (Level 5).
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Employment pathways |
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Entry Requirements |
Applicants must be currently teaching or have regular access to tertiary teaching contexts.
AND Have at least 60 credits at or towards a level 5 equivalent qualification in teacher education AND Applicants whose first language is not English may be required to provide evidence of an overall IELTS (Academic) band score of 7.0 with no score below 7) or equivalent. |
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Developed By | Te Pukenga - New Zealand Institute of Skills and Technology | |||
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Quality Assured By | Quality Assurance Division, NZQA | |||
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Number | 113750 | |||
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Status | Discontinued | |||
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Created | 2011-03-29 00:00:00.0 | |||
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Last Date For Entry | 2018-02-28 00:00:00.0 | |||
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Discontinued | 2020-02-28 00:00:00.0 | |||
Qualification Title
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Listed under Te Reo Māori title with English equivalent.
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A qualification quality assured and approved through the Te Hono o Te Kahurangi quality assurance approach.
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There are different types of qualifications including certificate, diploma, degree and post-graduate certificates and diplomas. Qualification types relate to NZQF levels.
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The NZQF has ten levels. Level one is least complex and is often entry-level, for example foundation certificates. Levels eight to ten are the most complex, and include post-graduate study.
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The credit value relates to the size of the qualification. One credit equates to ten hours of learning. One year's full-time study at a provider is usually 120 credits, but if you are studying part-time or in the work place the credit value may vary.
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All qualifications are grouped into subject areas on the New Zealand Standard Classification of Education (NZSCED). The subject area is a keyword and can be used when searching for qualifications in an area of interest.
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Strategic purpose statement explains the reason why the qualification has been developed. It identifies the target learners and for what roles the qualification prepares them.
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The Graduate profile explains the skills, knowledge and attributes a graduate will have attained on achieving the qualification. It describes what they can know and do and be.
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Qualifications are developed by education organisations. These include standard setting bodies, like industry training organisations, and tertiary providers, such as universities, polytechnics and private training establishments.
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This is the date the qualification was listed on the NZQF.
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