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The Graduate Certificate in Educational Inclusion and Diversity is an opportunity for educators to gain knowledge and skills in an area of growing relevance in contemporary education delivery. It is suited to qualified teachers and education professionals.
The course is designed to enhance the ability of professionals to perform successfully as an educational leader in contemporary contexts. Graduates will develop skills in educational investigation and analysis, and expertise in the area of educational inclusion and diversity.
The flexibility of the course fits seamlessly around your work, family, and other priorities. It is 100% online, and you can complete one, seven-week unit at a time from the comfort of your home – or anywhere with an internet connection.
Graduates of this course receive four units of credit into the Master of Education.
The Graduate Certificate in Educational Inclusion and Diversity is an opportunity for educators to gain knowledge and skills in an area of growing relevance in contemporary education delivery. It is suited to qualified teachers and education professionals.
The course is designed to enhance the ability of professionals to perform successfully as an educational leader in contemporary contexts. Graduates will develop skills in educational investigation and analysis, and expertise in the area of educational inclusion and diversity.
The flexibility of the course fits seamlessly around your work, family, and other priorities. It is 100% online, and you can complete one, seven-week unit at a time from the comfort of your home – or anywhere with an internet connection.
Graduates of this course receive four units of credit into the Master of Education.
Current Southern Cross students – to access your official course details for the year you started your degree, please visit the handbook.
See the University’s Rules Relating to Awards, in conjunction with the Specific Award Rules listed below.
The minimum entry requirement for this course is:
English language requirements apply to International applicants and other applicants whose previous study was undertaken in a language other than English. The minimum English language requirements for such applicants for entry to this course are as follows
| Category | Score |
|---|---|
| Overall Score | 7.5 |
The course focuses on educational inclusion and diversity, providing educators with the latest knowledge and skills to be effective in contemporary educational contexts.
Students complete four core units:
Domestic students
| Location | Teaching period |
|---|---|
| SCU Online | Summer Term, Term 1, Term 2, Term 3, Term 4, Term 5 |
International students
Applications for this course are made directly to Southern Cross University via our online application service.
To be eligible to receive the Graduate Certificate of Educational Inclusion and Diversity, students must complete the equivalent of 4 units (48 credit points), comprising 4 core units.
| Unit Code | Unit Title | Notes | |||
|---|---|---|---|---|---|
| EDUC5006 | Valuing Diversity | ||||
| WELF5002 | Supporting Students in Difficult Times | ||||
| TCHR6002 | Technology and Collaboration to Support Learning and Participation | ||||
| TCHR6003 | Inclusive Education, Theory, Policy and Practice | ||||
Your course progression is in the recommended order you should complete your course in. It is important that you follow this to ensure you meet the course requirements. For further assistance see How to Enrol in Units using My Enrolment.
Students should use course progression information to select units specific to their course and enrol in these units using My Enrolment
Browse uni-wide elective units by selecting Uni-wide elective in the advanced filter of the Unit search.
Browse shared majors and their units at Shared majors
| Unit Code | Unit Title | Available | Notes | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
Complete the following units to satisfy the Requirements of the Award | |||||||||||
| TCHR6002 | Technology and Collaboration to Support Learning and Participation | Term1,5 | |||||||||
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| TCHR6003 | Inclusive Education, Theory, Policy and Practice | Term2 | |||||||||
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| EDUC5006 | Valuing Diversity | Term3 | |||||||||
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| WELF5002 | Supporting Students in Difficult Times | Summer Term Term4 | |||||||||
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Course Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a course. These outcomes are aligned with the graduate attributes.
| Course Learning Outcome |
|---|
Critically analyse, synthesize and evaluate educational contexts, concepts and theories to arrive at a conclusion, and justify that decision. Apply knowledge of evaluation and research principles and methods to analyse issues and solve problems in educational contexts. |
Demonstrate initiative by identifying innovative and creative responses to emerging educational challenges. Conceive preferable educational futures, and propose inventive ways to achieve them. |
Critically evaluate the implications of challenging ethical issues in education at the interpersonal, organisational, and governance levels. Demonstrate a commitment to social justice, human rights, ethics and sustainability in professional practice, scholarship, and research. |
Demonstrate advanced and integrated theoretical and practical understanding of a specialised area of education with a global perspective. Locate, evaluate, and implement theory to generate reliable data, making defensible evidence-based professional and organisational decisions about complex educational problems. |
Reflect on current skills, knowledge and attitudes to plan and implement ongoing personal and professional learning. Critically reflect on demonstrating professional discernment, autonomy, resilience, responsibility and accountability when responding to change. |
Demonstrate advanced oral and written communication skills in both academic and professional settings. Demonstrate responsive leadership and the capacity to facilitate collaboration between a diverse range of individuals and teams. |
Demonstrate a commitment to education founded on respect for the rights or all persons. Critically reflect on how a global perspective of educational practice can encourage inclusivity and cultural competence. |
As an education professional, you will be equipped with the knowledge and skills to progress your career by moving into leadership roles within the discipline of education.