This course is a flexible program offered to professional educators to allow them to upgrade their qualifications.

The course is also offered to non-tertiary qualified applicants with substantial professional experience who may use it as an entry to graduate and postgraduate study. Such students will be required to achieve specified minimum grade levels prior to their proceeding to graduate or postgraduate study.

This program is designed for those interested in developing knowledge and skills of teaching. The program aims to help participants focus on teaching and learning in ways that encourage the development of reflective practice and its relationship to ongoing professional learning and growth. It will aid participants to better understand the central role of professional learning in the ongoing development of professional knowledge of practice.

The program aims to:

• stimulate teachers to think about the relationship between theory and practice in teaching
• foster deeper understandings of classroom practice and its relationship to student learning
• foster a greater awareness of the nature of professional learning
• highlight the nature of professional knowledge of practice
• develop deeper understandings of a diversity of approaches to teaching and learning about practice.

This qualification is designed to be very flexible and will permit a wide range of studies and activities in professional development to be drawn together, including credit for non-award programs, workplace research, formal units of study and supervised independent study as part of a 'recognition of prior learning' program.

The course comprises 24 points of study, normally completed by the student undertaking four 6-point units.

Graduate Certificate of Education (Professional Development Studies)

This course, offered by the Centre for the Advancement of Learning and Teaching (CALT), is designed to equip teachers in higher education institutions for the rapidly changing teaching and learning environment in which they operate. It seeks to encourage a scholarly and professional approach to university teaching.

The course provides staff with the opportunity to develop their own teaching and assessment approaches so that they can teach effectively in a variety of contexts and work with a variety of students. Upon completing the course, participants should be able to demonstrate knowledge and competence in designing and evaluating a teaching program, using a range of teaching methods, and designing and applying assessment strategies aligned to learning objectives. Participants should also be able to demonstrate the application of the above knowledge and competencies to their discipline or professional area.

Students must complete four core units totalling 24 points.

• HED5001 Designing for learning
• HED5002 Teaching for learning
• HED5003 Assessing learning
• HED5004 Negotiated project

The units HED5001, HED5002 and HED5003 are prerequisites for HED5004. However, students should consult the course adviser to assist in planning their program if a different pathway is required.

Graduate Certificate in Higher Education

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course has been designed to provide students with an introduction to organisational learning and development. Students will develop knowledge and skills related to leadership in the workplace and an understanding of, and experience in, mapping professional learning and development.

At the completion of this course graduates will:

• have developed knowledge and skills related to leadership in the workplace
• have an understanding of and experience in mapping professional learning and development
• be able to understand and take responsibility for project management at work
• have a broad and practical understanding of the range of resource management issues and necessities in a modern organisation
• have a strong understanding of the theories and practices that contribute to organisational learning and development.

The program comprises two core 12-point coursework units.

• EDF4801 Professional development and leadership at work
• EDF4802 Introduction to project and resource management

This course provides a pathway into the Master in Organisational Leadership.

Graduate Certificate in Organisational Development

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

The Graduate Certificate in Regional and Community Development embodies an explicit commitment to people and place, to social justice, human rights and a sustainable environment. It will equip students with the skills to undertake participatory planning in local, state, national and international public and private sector organisations. Its educational approaches and outcomes will contribute to increased participation in the formation of socially and ecologically sustainable communities and places through an understanding of the strategic importance to public and private sector organisations of community and place.

On the successful completion of the course, students should be able to:

• demonstrate a sound knowledge of historical, ecological, contested and subjective meanings of place and community
• analyse the interconnections between community and place, and their relevance to the organisational contexts in which students live and work
• develop a consultative and participatory approach to community engagement and development, informed by social justice and ecological sustainability
• demonstrate capacity to work towards the involvement of diverse (and often subjugated/disadvantaged) sectors within the community
• reflect on and evaluate their own skills in community development and engagement
• demonstrate commitment to ethical and respectful practice with communities
• apply all of the above in an international context and understand the implications.

Students must complete two 12-point units.

• EDF6806 Sustainable community development
• SCD4301 Participatory planning: local, national and international perspective

Graduate Certificate in Regional and Community Development

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course is designed to communicate both theoretical and practical knowledge in the area of early childhood education and teaching. Students should form a broad conceptual understanding of the field of education with an emphasis is on the underpinning theories pertinent to best practice in early childhood teaching and the development of a strong understanding of the theories of child development. The course will also emphasise the range of early childhood services and the social context of early childhood provision, as well as the need for flexibility and responsiveness to the needs of families and young children. In particular, the course will address the relationship between service provision and the families of young children. Graduates will be encouraged to develop flexible strategies to accommodate these needs and to recognise the importance of lifelong learning as a necessary component of their professional development. The course will also develop an understanding of the ethical requirements of early childhood teachers and the practical application of these requirements.

In order to satisfy the conditions of employment established by the Early Childhood Australia Inc. (Victorian Branch), students with approved degrees who enrol in fields other than primary education will be required to complete an additional 15 days of mandatory field experience. Such students will therefore complete 70 days of field experience placement rather than the base level of 55 days of placement. Students must normally be available to undertake their fieldwork placement on a full-time basis. While some placements may be completed at a site at which the student is employed, the remainder of the placement will need to be undertaken at a site(s) other than that at which they are employed.

The broad objective of this course is to develop in students the necessary skills in teaching relevant to the provision of educational programs for children aged 0 - 5 years. This will include:

• the development of knowledge of theories of curriculum development
• the ability to demonstrate best practice in early childhood settings
• an understanding of principles of child development
• the history and philosophy of early childhood services
• a confident grasp of the ethical and professional foundations of teaching in early childhood education.

A further objective of the course is for students to develop responsiveness to the needs of young children and their families, in a flexible and innovative fashion, within the context of an appreciation of the importance of lifelong learning.

The course comprises eight compulsory units and fieldwork placements.

Students complete:

• EDF5409 Play and pedagogy
• EDF5410 Curriculum studies: early childhood*
• EDF5411 Social, political and professional contexts of early childhood teaching*
• EDF5412 Field experience**
• EDF5413 Family studies*
• EDF5414 Child development principles***
• EDF5415 Issues in child development
• EDF5416 Perspectives of early childhood education

NOTE: Unit availability may change. Students should consult http://www.education.monash.edu.au/students/current/timetables and talk with their course adviser to assist in planning their program.

*Five days placement

**30 days placement

***10 days placement

Graduates are eligible for appointment as kindergarten teachers in pre-schools or childcare centres in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

Graduate Diploma of Education (Early Childhood)

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course is designed to prepare graduates from a range of disciplines to become primary school teachers. Students should form a broad conceptual understanding of the field of education and will engage in a range of on-campus and off-campus activities.

Students must normally be available to undertake their fieldwork placements on a full-time basis. Students who are employed in schools who are required to do up to 50 days of fieldwork must complete at least 50per cent of their fieldwork in a setting other than the school in which they are employed. Students will be in schools for a total of up to 50 days of fieldwork placement.

Students will acquire the skills that will effectively allow them to plan and deliver educational programs for children aged 5-12 years. They will:

• gain an understanding of curriculum development and the significance of the key learning areas taught in primary schools
• gain knowledge about child development underlying professional practice and gain an understanding of the philosophical underpinnings of primary teacher education
• understand and appreciate the cultural contexts of schooling and the diversity of the student population
• develop the capacity to be responsive to the needs of young children, their families and communities in a flexible and innovative way.

The course consists of 10 units, which are linked with four school experience rounds arranged throughout the course. Candidates must satisfactorily complete each of the 10 units of study and receive a satisfactory teaching assessment to be eligible for the award.

Semester 1

• EDF5110 Professional experience 1
• EDF5112 Learning and teaching A
• EDF5114 Language and literacy in primary contexts
• EDF5116 Primary mathematics education
• EDF5118 Health and wellbeing in the primary curriculum

Semester 2

• EDF5111 Professional experience 2
• EDF5113 Learning and teaching B
• EDF5115 Enabling literacy and numeracy
• EDF5117 Valuing science, innovation and society
• EDF5119 Communicating through the arts

Graduates are eligible for employment as primary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

Graduate Diploma of Education (Primary)

This program is designed for those interested in developing knowledge and skills of teaching. The program aims to help participants focus on teaching and learning in ways that encourages the development of reflective practice and its relationship to ongoing professional learning and growth. This is a flexible program designed to allow professional educators to upgrade their qualifications. It will provide three-year-trained teachers with their fourth year of tertiary study.

The program aims to:

• stimulate teachers to think about the relationship between theory and practice in teaching
• foster deeper understandings of classroom practice and its relationship to student learning
• foster a greater awareness of the nature of professional learning
• highlight the nature of professional knowledge of practice
• develop deeper understandings of a diversity of approaches to teaching and learning about practice.

Involvement in the program will aid participants in coming to a better understanding of the central role of professional learning in the ongoing development of professional knowledge of practice.

The course comprises 48 points of study, normally completed by students undertaking eight six-point units.

Students may exit with a Graduate Certificate of Education (Professional Development Studies) after 24 points providing they have met the requirements for this award.

Graduate Certificate of Education (Professional Development Studies)

Graduate Diploma of Education (Professional Development Studies)

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This program of studies is designed for graduates who wish to become secondary school teachers. The course combines academic studies of the foundations of education with curriculum teaching units appropriate to the student's first degree and their chosen areas of teaching specialisation. Students will engage in a range of teaching and learning approaches, in university and fieldwork settings.

Professional placement units are normally taken concurrently with enrolment in the core curriculum units and the curriculum specialism units. They provide supervised teaching practice in the teaching area of the student's curriculum units while on school placement.

The course includes up to a total of 50 days of school placements taken through these four units. Students must be available to undertake these on a full-time basis for several weeks at a time. For full time students, placement is typically conducted in two blocks of five weeks, one each semester. For part time students, it is typically conducted in four blocks of two to three weeks, one block in each of four semesters. Students who are employed in schools must complete at least 25 days of supervised school placement in a setting other than the school at which they are employed.

Weekend school

Non-compulsory weekend schools may be offered in some units for off-campus students.

Upon successful completion of this course students will:

• have consolidated their theoretical knowledge of teaching and learning and the culture and contexts of schooling
• have developed a high level of competence as knowledgeable, reflective, research oriented and articulate practitioners
• be self-sufficient and independent as beginning teachers in a secondary context
• adopt a professional orientation to all aspects of their work in schools and classrooms.

The course comprises:

(a.) eight 6-credit-point units of campus-based study:

• four core education units
• two core curriculum units (or 1 core curriculum unit and 1 curriculum elective unit)
• two curriculum specialism units

(b.) four three-credit-point professional placement units, providing up to 50 days of school-based teaching practice:

Units available

Core education units

• EDF4004 Assessing learning
• EDF4005 Productive classrooms
• EDF4006 Professional engagement
• EDF4007 Schooling and diversity

Core curriculum units

Students select two of the following core curriculum units, or one core curriculum units and one curriculum elective unit from the following list. Students are advised to consult the list of curriculum specialist units and their prerequisites prior to choosing the core curriculum units:

• EDF4110 Arts education
• EDF4111 Business education
• EDF4112 English language and literacy education
• EDF4113 General science education
• EDF4114 Health, outdoor and physical education
• EDF4115 ICT / New media
• EDF4116 Mathematics and numeracy education
• EDF4117 Second language pedagogy
• EDF4118 Social and environmental education
• EDF4119 The world of Jewish education

Elective curriculum units

• EDF4510 Connecting curriculum
• EDF4511 ESL in content areas
• EDF4512 Gifted education
• EDF4513 Indigenous and traditional education in a global world
• EDF4514 Vocational and workplace learning

Curriculum specialism units

Students select two of the following curriculum specialism units. Students are advised to check the prerequisites for their specialism units prior to selecting their core curriculum units:

• EDF4401 Accounting education
• EDF4402 Biology education
• EDF4427 Business management education
• EDF4403 Chemistry education
• EDF4404 Drama education
• EDF4405 Economics education
• EDF4406 English education
• EDF4429 English as a second language (ESL) education
• EDF4407 Geography education
• EDF4408 History education
• EDF4409 Health education
• EDF4410 Information technology / Computing education
• EDF4428 Jewish studies education
• EDF4411 Languages other than English (LOTE) education - 1
• EDF4412 Languages other than English (LOTE) education - 2
• EDF4413 Legal studies education
• EDF4415 Mathematics education
• EDF4416 Media education
• EDF4417 Music education - 1
• EDF4418 Music education - 2
• EDF4419 Physics education
• EDF4420 Science education
• EDF4421 Social education
• EDF4422 Outdoor education
• EDF4423 Physical education
• EDF4424 Psychology education
• EDF4425 Visual art education - 1
• EDF4426 Visual art education - 2

Please note the following:

(i.) some curriculum specialism units may only be available in off-campus mode every second year

(ii.) the availability of any of the curriculum specialism units from year to year is dependent on the faculty's ability to provide appropriate tutorial assistance, supervision and teaching practice facilities.

Full-time course requirements

First semester

• EDF4004 Assessing learning
• EDF4005 Productive classrooms
• EDF41xx Core curriculum unit 1
• EDF41xx Core curriculum unit 2 or EDF45xx curriculum elective unit
• EDF4730 Professional experience 1A and EDF4731 Professional experience 1B

Second semester

• EDF4006 Professional engagement
• EDF4007 Schooling and diversity
• EDF44xx Curriculum specialism unit 1
• EDF44xx Curriculum specialism unit 2
• EDF4733 Professional experience 2A and EDF4734 Professional experience 2B

Some students may be required to attend sessions at a residential camp before the first teaching round.

Part-time course requirements

Year 1

First semester

• EDF4005 Productive classrooms (core education unit)
• EDF41xx Core curriculum unit 1
• EDF4730 Professional experience 1A

Second semester

• EDF4007 Schooling and diversity (core education unit)
• EDF44xx Curriculum specialism unit 1
• EDF4733 Professional experience 2A

Year 2

First semester

• EDF4004 Assessing learning (core education unit)
• EDF41xx Core curriculum unit 2 or EDF45xx Curriculum elective unit
• EDF4731 Professional experience 1B

Second semester

• EDF4006 Professional engagement (core education unit)
• EDF44xx Curriculum specialism unit 2
• EDF4734 Professional experience 2B

Graduates are eligible for employment as secondary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

Graduate Diploma of Education (Secondary)

The Graduate Diploma in Regional and Community Development embodies an explicit commitment to people and place, to social justice, human rights and a sustainable environment. It will equip students with the skills to understand governance issues and undertake participatory planning in local, state, national and international public and private sector organisations. Its educational approaches and outcomes will contribute to increased participation in the formation of socially and ecologically sustainable communities and places through an understanding of the strategic importance to public and private sector organisations of community and place.

On the successful completion of the course, students should be able to:

• demonstrate a sound knowledge of historical, ecological, contested and subjective meanings of place and community
• analyse the interconnections between community and place, and their relevance to the organisational contexts in which students live and work
• develop a consultative and participatory approach to community engagement and development, informed by social justice and ecological sustainability
• understand the key models and approaches to adult and community education
• understand the principles and models of participatory planning in organisational and community contexts
• critically understand concepts of governance and governmentality, the changing role of the state, the political and organisational structures of governance, and the implementation of whole of government and partnership approaches
• demonstrate capacity to work towards the involvement of diverse (and often subjugated/disadvantaged) sectors within the community
• reflect on and evaluate their own skills in community development and engagement
• demonstrate commitment to ethical and respectful practice with communities
• apply all of the above in an international context and understand the implications.

Students must complete four 12-point units.

First year

• EDF6806 Sustainable community development
• SCD4301 Participatory planning: local, national and international perspectives

Second year

• EDF6802 Adult education and training: theories and practices
• SCD4302 Governance and community

This course provides a pathway to the corresponding graduate diploma.

Graduate Diploma in Regional and Community Development

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course is designed for principals and teachers, educators and other professionals wishing to develop their knowledge and skills in leadership and policy development.

Students complete two 12-point core units.

Students complete:

• EDF6822 Leadership and organisation
• EDF6823 Management and change

NOTE: Unit availability may change. Students should consult http://www.education.monash.edu.au/students/current/timetables and talk with their course adviser to assist in planning their program.

Candidates who successfully complete the Postgraduate Certificate of Education (Leadership, Policy and Change) may complete a relevant postgraduate diploma or masters degree by undertaking a further four or six units respectively.

Postgraduate Certificate of Education (Leadership, Policy and Change)

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course is designed for professionals working in a range of human service and corporate sector organisations who wish to gain an all-purpose organisational qualification in mentoring and coaching.

By the completion of the postgraduate certificate, students will have developed:

• an understanding of the theory, methodology and practice of mentoring and coaching
• an awareness of critical perspectives on mentoring and coaching
• skills in designing and introducing mentoring and coaching programs.

Students are required to successfully complete two 12-point core units.

• EDF6020 Professional project
• EDF6851 Mentoring and coaching 1

Postgraduate Certificate in Mentoring and Coaching

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course is designed to meet the needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education or working in the wider educational community, who wish to pursue studies at postgraduate level. Students choose from a broad range of units and also have the option of completing a designated specialisation pathway.

The program aims to stimulate students to:

• help participants focus on teaching and learning in ways that encourage the development of reflective practice and its relationship to ongoing professional learning and growth
• think about the relationship between theory and practice in teaching
• foster deeper understandings of classroom practice and its relationship to student learning
• foster a greater awareness of the nature of professional learning
• highlight the nature of professional knowledge of practice
• develop deeper understandings of a diversity of approaches to teaching and learning about practice.

Involvement in the program will aid participants in coming to a better understanding of the central role of professional learning in the ongoing development of professional knowledge of practice.

Option 1

Students complete:

(i.) any three 12-point units selected from the units offered* within the postgraduate coursework studies programs, and which may be chosen to form a designated specialisation (outlined below)

(ii.) an appropriate 12-point research unit selected from the faculty's suite of research methodology units, or EDF6010 Professional project A or EDF6020 Professional project B (8000 words).

Option 2

Students complete:

(i.) an appropriate 12-point research unit selected from the faculty's suite of research methodology units

(ii.) one 12-point unit selected from the units offered* within the postgraduate coursework studies programs

(iii.) EDF6031 Masters thesis part 1 and EDF6032 Masters thesis part 2 (16,000 words) (totalling 24 points)

* Units within the Postgraduate Diploma of Education are offered in various flexible learning modes. These may include units offered through on-campus (weekly or intensive block delivery classes) and off-campus modes. Some units may be offered on one or more campuses or in more than one mode.

Specialisation pathways

Students may choose to enrol in a series of units which make up a designated specialisation. The units making up each specialisation are shown below. Some additional elective units may also be required, depending on the specialisation chosen. Where students undertake a series of units that meet the requirements of an approved specialisation pathway, this specialisation will be shown on their testamur.

Specialisation units

Bilingual/immersion education (only available on a cohort basis)

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6201 Theory and principles of bilingual/immersion education
• EDF6202 Establishing, maintaining and evaluating an immersion program
• EDF6228 Developing materials for content-based teaching in languages

Course/Pathway Adviser: Dr Margaret Gearon

Early childhood

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B

Select two units from:

• EDF6641 The social and political contexts of early childhood
• EDF6642 Contexts for childhood
• EDF6643 Values in early childhood education

Plus any 12-point unit selected from the units offered within the education postgraduate coursework studies programs.

Course/Pathway Adviser: Dr Mindy Blaise

Gifted education

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B

Select two units from:

• EDF6607 Gifted education; identification and programming
• EDF6610 The psychology of the gifted child
• EDF6613 Advanced studies in gifted education

Plus any 12-point units selected from the units offered within the education postgraduate coursework studies programs.

Course/Pathway Adviser: Dr Leonie Kronborg

Inclusive and special education

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6601 Studies in special education/ inclusion
• EDF6602 Evidence-informed inclusive and special education practice 1
• EDF6614 Inclusive and special education practice 2*

* Not compulsory for non-teachers in which case another elective may be chosen.

Course/Pathway Adviser: Dr Joanne Deppeler

Information and communication technology in education

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6441 Issues in educational multimedia

Select two units from:

• EDF6442 The impact of computer technology on education and society
• EDF6444 Evaluation and development of educational software
• EDF6447 Explorations in flexible learning and instructional design

Course/Pathway Adviser: Dr Bernard Holkner

International education

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6701 Globalisation and education
• EDF6702 Internationalising the curriculum
• EDF6703 International education markets

Course/Pathway Adviser: Dr Cynthia Joseph

Leadership, policy and change

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B

Select three units from:

• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management

Course/Pathway Adviser: Dr Nicholas Allix

Literacy studies

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6301 New literacy studies

Select one of:

• EDF6308 School and community literacy practices
• EDF6115 Communication practices and the use of new media

Plus one of:

• EDF6236 Language, society and cultural difference, or any 12-point unit selected from the units offered within the education postgraduate coursework studies programs.

Course/Pathway Adviser: Dr Graham Parr

Mathematics and science education

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6401 Research on teaching and learning science and mathematics
• EDF6402 Research on science and mathematics curriculum
• Plus any 12-point unit selected from the units offered within the education postgraduate coursework studies programs.

Course/Pathway Adviser: Associate Professor Debbie Corrigan

Music education

• Research methodology, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6322 Teaching music: Policy and practice
• EDF6323 Learning music: Current research issues
• EDF6324 European perspectives on music education

Course/Pathway Adviser: Dr Jane Southcott

Teaching Languages other than English (LOTE)*

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6223 LOTE methodology
• EDF6224 Advanced practicum in language teaching: LOTE**
• EDF6234 Curriculum design and evaluation in languages education

* Available on a cohort basis only.

** EDF6224 is mandatory for those teachers wishing to be fully qualified for employment with the Department of Education and Training who have not already qualified to teach LOTE. Qualified LOTE teachers only may choose another masters unit relevant to their course as approved by the course adviser.

Course/Pathway Adviser: Dr Jenny Miller and Dr Jill Brown

Teaching English to Speakers of Other Languages/ (TESOL)

• Research methodology unit, or EDF6010 Professional project A, or EDF6020 Professional project B, or EDF6234 Curriculum design and evaluation in languages education
• EDF6236 Language, society and cultural difference
• EDF6233 Theory and practice of TESOL
• EDF6238 Advanced Practicum in language teaching: TESOL

Course/Pathway Adviser: Dr Jenny Miller and Dr Jill Brown

Teaching English to Speakers of Other Languages (TESOL) - International

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6236 Language, society and cultural difference
• EDF6233 Theory and practice of TESOL

Select one of:

• EDF6232 Professional practice for teachers of English as a foreign language*
• EDF6234 Curriculum design and evaluation in languages education
• EDF6201 Theory and principles of bilingual/ immersion education
• EDF6210 Language testing and assessment

* Students with less than 3 years of approved relevant teaching experience must complete this unit.

Course/Pathway Adviser: Dr Jenny Miller and Dr Jill Brown

Work and learning studies

• Research methodology unit, or EDF6010 Professional project A or EDF6020 Professional project B
• EDF6801 Learning at work in the knowledge economy
• EDF6802 Adult education and training: Theories and practices
• EDF6810 Navigating education and work: Global perspectives, local practices

Course/Pathway Adviser: Mr Damon Anderson

Students who wish to keep open the option of articulating into the Master of Education degree and complete a research project must complete one research core unit as one of their four units of study.

Postgraduate Diploma of Education

Postgraduate Diploma of Education specialising in Bilingual / Immersion Education

Postgraduate Diploma of Education specialising in Early Childhood Education

Postgraduate Diploma of Education specialising in Gifted Education

Postgraduate Diploma of Education specialising in Inclusive and Special Education

Postgraduate Diploma of Education specialising in ICT in Education

Postgraduate Diploma of Education specialising in International Education

Postgraduate Diploma of Education specialising in Leadership, Policy and Change

Postgraduate Diploma of Education specialising in Literacy Studies

Postgraduate Diploma of Education specialising in Mathematics and Science Education

Postgraduate Diploma of Education specialising in Music Education

Postgraduate Diploma of Education specialising in TESOL

Postgraduate Diploma of Education specialising in TESOL - International

Postgraduate Diploma of Education specialising in LOTE

Postgraduate Diploma of Education specialising in Work and Learning Studies

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course is designed for professionals working in a range of human service and corporate sector organisations who wish to gain an all-pupose organisational qualification in organisational leadership.

The objectives of the Postgraduate Diploma in Organisational Leadership are to provide students with the skills necessary to be able to:

• demonstrate knowledge and understanding of recent research and/or professional developments related to their program of study
• engage and interact with students from diverse professional backgrounds
• get access to, and use, relevant library information services
• complete assignment tasks which demonstrate the ability to engage at an advanced academic level with topics relating to the specific unit being studied.

Students complete four 12-point units.

Students complete:

• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management

Candidates who successfully complete the Postgraduate Diploma in Organisational Leadership may complete a relevant masters degree by undertaking a further two units (including a research core unit).

Postgraduate Diploma in Organisational Leadership

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

The Master in Adult Education (Global) is a web-based, coursework-only professional masters degree that will benefit persons working in formal educational settings, business and industry, activist organisations, government, non-governmental organisations, health care, community and other settings, where various discourses about globalisation are changing the way lives are lived and learning and work are undertaken. This is a collaborative program involving University of British Columbia (Canada), Linkoping University (Sweden), University of the Western Cape (South Africa) and Monash University, Melbourne (Australia). Students will proceed through the program as a cohort.

After completing this program students will be able to:

• critically analyse dominant and alternative theories and discourses of `globalisation'
• identify the various ways context shapes adult learning and related policy
• intelligently discuss why and the ways in which learners resist or embrace education
• analyse attempts to foster change through learning and plan effective learning interventions that help adults increase their influence over the direction and pace of local and global change.

Students must complete six 12 point core units.

Students complete the following:

• EDF6860 Locating oneself in global learning
• EDF6861 Adult learning: perspectives and contexts
• EDF6864 Work and learning
• EDF6863 Fostering learning in practice
• EDF6862 Global/local learning
• EDF6865 Understanding research

Master in Adult Education (Global)

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course, taught in conjunction with the Faculty of Arts, seeks to further students' understanding of applied linguistics, especially as it relates to second and foreign language acquisition and language teaching. It also aims to develop students' skills in critical reading in applied linguistics and the ability to design a research project.

This program is designed to extend participants knowledge and skills of educational research by helping them come to better understand both the theoretical and practical aspects of pedagogy. The program draws attention to teaching and learning in ways that are intended to foster a reflective stance toward the development of professional knowledge about teaching. Involvement in the program will aid participants in coming to better understand that which is involved in the development of knowledge of practice and its application to theory and practice through educational research.

The program aims to:

• engage in teaching second or foreign language informed by theory and research into language acquisition and language teaching
• integrate participants' academic studies of applied linguistics in action-oriented or other research
• foster deeper understandings of classroom practice and student learning
• develop participants' ability to perform and assess quantitative and qualitative research methods in applied linguistic studies
• foster, explore and examine the nature of professional learning
• focus serious attention on the professional knowledge of practice
• foster deeper understandings of evidence based practice
• develop participants' scholarly writing and establish criteria for 'best practice' in language teaching.

Two streams are available. Students must select either stream A or stream B (see below). Each stream consists of three core 12-point units, including one research methodology unit. In addition to these three core units, students will choose one of the following options:

(i.) three 12-point elective units from arts or education

(ii.) two 12-point elective units from arts or education plus a 12-point research project* (arts)

(iii.) one 12-point elective unit from arts or education and a 24-point thesis* (education) or dissertation* (arts).

Students may also undertake other electives which are relevant to the course with the approval of the course adviser.

Core and elective units are offered by both the Faculty of Arts and the Faculty of Education. Although students will generally select three units from both the faculties of Arts and Education, a minimum of two units should be selected from each faculty.

* The research alternatives above must be approved by the course adviser.

Stream A: Teaching Asian languages (Japanese, Korean, Chinese, Indonesian or other)

Core units

Students must choose three of the following:

• ALM4250/ALM5250 Second language acquisition
• JAL4530/JAL5530 Teaching and learning Asian languages
• JAL4610/JAL5610 Research methodology for applied linguistics
• an appropriate 12-point research unit to be selected from the faculty suite of research methodology units listed below (taken on advice from the course coordinator or supervisor)

Stream B: Teaching English as a second/foreign language

Core units

Students must choose three of the following:

• ALM4250/ALM5250 Second language acquisition
• EDF6233 Theory and practice of TESOL
• JAL4610/JAL5610 Research methodology for applied linguistics
• an appropriate 12-point research unit to be selected from the faculty suite of research methodology units (taken on advice from the course coordinator or supervisor), or EDF6234 Curriculum design and evaluation in languages education

Both streams

Elective units

• ALM5460 Special topic in applied linguistics
• EDF6232 Professional practice for teachers of English as a foreign language
• EDF6234 Curriculum design and evaluation in languages education
• EDF6236 Language, society and cultural difference
• EDF6238 Advanced practicum in language teaching: TESOL
• EDF6010/EDF6020 Professional project
• EIL4404 Issues in teaching English as an international language
• JAL4130/JAL5130 Japanese sociolinguistics
• JAL4140/JAL5140 Asian languages in contact
• JAL4590/JAL5590 Japanese linguistics

Research electives

A research methodology unit is a prerequisite for the following. Select one of:

• ALM4190/ALM5410 Research project (12 points)*
• AST4680/AST5680 Research project A (12 points)*
• AST4700/AST5700 Research dissertation (24 points)*
• EDF6031 Masters thesis part 1, and EDF6032 Masters thesis part 2 (16,000 words) (24 points)**

* Offered by the Faculty of Arts.

** For students who are interested in later applying for doctoral studies in education.

Research methodology units

• EDF6005 Reading, interpreting and communicating research (12 points)
• EDF6006 Introduction to quantitative research methods (12 points)
• EDF6007 Qualitative approaches to research (12 points)
• EDF6008 Working with theory in research (12 points)
• EDF6009 Special topic in research (12 points)
• EDF6012 Specific focus in research A (6 points)
• EDF6013 Specific focus in research B (6 points)

Off-campus elective units (for Australian domestic students only)

• ALM5230 Bilingualism
• ALM5350 English in South East Asia and the Pacific

Note: This course does not qualify graduates to teach in Australian schools.

If students do not meet the minimum pass grade requirement, they may exit from the course after a minimum of one-year (or part-time equivalent) with a Graduate Diploma in Applied Linguistics for Language Teachers.

Master in Applied Linguistics for Language Teachers

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This innovative program has been designed in response to the growing market demand for counselling knowledge and skills from professional people working in a range of education, community and service-related industries. To cater for the needs of these target groups, four units are available relevant to these workplace settings. The course is particularly suited to professional people with jobs in counselling in the human resources, health, social welfare, and education industries, who wish to obtain a professional qualification in counselling.

The aims of the Master in Counselling program are to ensure an advanced level of knowledge about major approaches to counselling to provide training in counselling practice and develop skills for immediate application in the workplace, and to introduce the study of ethical and professional issues in undertaking counselling as a profession.

Students complete six 12-point coursework units.

Students complete:

• EDF6530 Introduction to counselling across the lifespan
• EDF6531 Counselling for the professions*
• EDF6532 Assessment in counselling
• EDF6533 Cognitive-behavioural approaches to crucial issues in living
• EDF6540 Ethics in counselling
• EDF6541 Field experience in counselling

* The unit EDF6531 requires compulsory attendance at a three-day (20-hour) residential session on the Clayton campus for those student enrolled at Clayton via off-campus mode only.

This course is accredited by the Australian Counselling Association (ACA).

Students who choose not to complete the full program can exit with a Graduate Certificate in Counselling after sucessfully completing two units.

Master in Counselling

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

The Master of Education by thesis is a 100 per cent research degree which requires candidates to carry out an independent study which is reported in a thesis. For more details refer to the 'Master of Education (Research) program' introductory section in the Faculty Information pages in this handbook at http://www.monash.edu.au/pubs/handbooks/postgrad/edu-02.html.

External candidature

Candidature by external mode is available and can be on a full-time or part-time basis. Prospective candidates applying for this mode must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of 5 days of full-time study within the University each year although this requirement may be relaxed in later years depending on the candidate's progress.

Candidates for the Master of Education will submit a thesis of up to 60,000 words and will engage in a research induction program in consultation with their supervisor.

Master of Education

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course is designed to meet the needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education or working in the wider educational community, who wish to pursue studies at postgraduate level. Students choose from a broad range of units and also have the option of completing a designated specialisation pathway. Students may also undertake a research thesis or professional project as part of the course.

This program is designed to extend participants' knowledge, understandings and skills in educational research and practice. Participants will have the opportunity to explore both the theoretical and practical aspects of teaching and learning, whether in early childhood settings, schools, workplaces or other settings. The program fosters a reflective stance towards professional learning and the development of professional knowledge. Students from diverse professional and educational backgrounds will have the opportunity to explore and examine the nature of professional learning and develop deeper understandings of evidence-based practice. They will be encouraged to think about the relationship between research and practice, and to develop critical and analytical skills in discussing relevant and substantive research in both areas of specific interest and in wider and more general educational debates. As part of this critique and reflection students will develop their scholarly writing skills. Students will also have the opportunity to learn about a range of research methodologies, and they may choose to develop and implement their own research projects.

Students are required to successfully complete one of the following three options: *

• option 1 - six units
• option 2 - five units plus EDF6010/ EDF6020 Professional project (8000 words)
• option 3 - four units plus a research thesis (16,000 words).

Students who are interested in pursuing doctoral studies must select option 3, ie. the minor thesis.

* Units within the Master of Education are offered in various flexible learning modes. These may include units offered through on-campus (weekly or intensive block delivery classes) and off-campus modes. Some units may be offered on one or more campuses or in more than one mode.

Option 1

• an appropriate 12-point research core unit selected from the faculty suite of research methodology units
• any five elective units (60 points) which may be chosen to form a designated specialisation

Option 2

• an appropriate 12-point research core unit selected from the faculty suite of research methodology units
• any four elective units (totalling 48 points) which may be chosen to form a designated specialisation
• EDF6010/EDF6020 Professional project (A) or (B) (8000 words) (12 points)

Option 3

• an appropriate 12-point research core unit selected from the faculty suite of research methodology units
• any three elective units (36 points) which may be chosen to form a designated specialisation
• EDF6031 Masters thesis part 1, and EDF6032 Masters thesis part 2 (16,000 words) (24 points)

Elective units

Any 12-point units selected from the entire range of units offered within the education postgraduate coursework studies programs.

Note that electives usually do not need the course adviser's approval, unless there are exceptional circumstances (ie if the student wishes to enrol in a unit from another faculty). Students wishing to graduate with a specialisation noted on their testamur should enrol in the units listed for each specialisation below.

Research methodology units

• EDF6005 Reading, interpreting and communicating research (12 points)
• EDF6006 Introduction to quantitative research methods (12 points)
• EDF6007 Qualitative approaches to research (12 points)
• EDF6008 Working with theory in research (12 points)
• EDF6009 Special topic in research (12 points)
• EDF6012 Specific focus in research A (6 points)
• EDF6013 Specific focus in research B (6 points)

Research thesis

The research core unit is a corequisite for the research thesis. It may be taken concurrently with the research thesis or completed prior to the commencement of the research thesis.

Specialisation pathways

Students may choose to enrol in a series of units which make up a designated specialisation.* The units making up each specialisation are shown below. Some additional elective units may also be required, depending on the pathway chosen. Where students undertake a series of units that meet the requirements of an approved specialisation pathway, this specialisation will be shown on their testamur. Students must also enrol in an appropriate research methodology unit, and may additionally choose to undertake a Masters thesis or professional project. Students may only complete one specialisation pathway.

* Note: Students undertaking this course via Singapore can only do the'Early childhood' or 'Leadership, policy and change' specialisations as set out below. Students undertaking this course via Hong Kong can only do the 'Leadership, policy and change' specialisation as set out below.

Specialisation units

Bilingual/immersion education

(Available only on a cohort basis)

• EDF6201 Theory and principles of bilingual/immersion education
• EDF6202 Establishing, maintaining and evaluating an immersion program
• EDF6203 The classroom and the bilingual/ immersion teacher*
• EDF6228 Developing materials for content-based teaching in languages

* Only required for students completing Option 1

Course/Pathway Adviser: Dr Margaret Gearon

Early childhood (Clayton)

Select at least two units from:

• EDF6641 The social and political contexts of early childhood
• EDF6642 Contexts for childhood
• EDF6643 Values in early childhood education

Course/Pathway Adviser: Dr Mindy Blaise

Early childhood (Singapore)

Students must complete the following six core units:

• EDF6009 Special topic in research
• EDF6642 Contexts for childhood
• EDF6822 Leadership and organisation, or EDF6601 Studies in special education - inclusion
• EDF6643 Values in early childhood
• EDF6641 Social and political contexts of early childhood
• EDF6010 Professional project (A), or EDF6020 Professional project (B)

Course/Pathway Adviser: Dr Mindy Blaise

Gifted education

Select at least two units from:

• EDF6607 Gifted education; identification and programming
• EDF6610 The psychology of the gifted child
• EDF6613 Advanced studies in gifted education

Course/Pathway Adviser: Dr Leonie Kronborg

Inclusive and special education

• EDF6601 Studies in special education/ inclusion
• EDF6602 Evidence-informed inclusive and special education practice 1
• EDF6614 Inclusive and special education practice 2 (not compulsory for non-teachers in which case another elective may be chosen)

Course/Pathway Adviser: Dr Joanne Deppeler

Information and communication technology in education

• EDF6441 Issues in educational multimedia

Select two units from:

• EDF6442 The impact of computer technology on education and society
• EDF6444 Evaluation and development of educational software
• EDF6447 Explorations in flexible learning and instructional design

Course/Pathway Adviser: Dr Bernard Holkner

International education

• EDF6701 Globalisation and education
• EDF6702 Internationalising the curriculum
• EDF6703 International education markets

Course/Pathway Adviser: Dr Cynthia Joseph

Leadership, policy and change (Clayton)

• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management

Students undertaking Option 3 and intending to complete the masters thesis select only three of the above.

Course/Pathway Adviser: Dr Nicholas Allix

Leadership, policy and change (Singapore, Hong Kong)

Students must complete the following six core units:

• EDF6009 Special topic in research
• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management
• EDF6010 Professional project (A), or EDF6020 Professional project (B)
  

Course/Pathway Adviser: Dr Nicholas Allix

Literacy studies

• EDF6301 New literacy studies
  

Select one of:

• EDF6308 School and community literacy practices
  
• EDF6115 Communication practices and the use of new media
  

In addition EDF6236 (Language, society and cultural difference) is recommended but not compulsory.

Course/Pathway Adviser: Mr Graham Parr

Mathematics and science education

• EDF6401 Research on teaching and learning science and mathematics
  
• EDF6402 Research on science and mathematics curriculum
  

Course/Pathway Adviser: Dr Debbie Corrigan

Music education

Select at least two units from:

• EDF6322 Teaching music: policy and practice
  
• EDF6323 Learning music: current research issues
  
• EDF6324 European perspectives on music education
  

Course/Pathway Adviser: Dr Jane Southcott

Teaching English to Speakers of Other Languages - International/TESOL - International

Option 1

• EDF6236 Language, society and cultural difference
  
• EDF6233 Theory and practice of TESOL
  

plus one of:

• EDF6234 Curriculum design and evaluation in languages education
  
• EDF6201 Theory and principles of bilingual/immersion education
  
• EDF6210 Language testing and assessment
  

plus:

• EDF6232 Professional practice for teachers of English as a foreign language*, or
  any 12-point unit selected from the units offered within the education postgraduate coursework studies programs.

Option 2

• EDF6236 Language, society and cultural difference
  
• EDF6233 Theory and practice of TESOL
  

plus one of:

• EDF6232 Professional practice for teachers of English as a foreign language*
  
• EDF6234 Curriculum design and evaluation in languages education
  
• EDF6201 Theory and principles of bilingual/ immersion education
  
• EDF6210 Language testing and assessment
  

* Students with less than three years of approved relevant teaching experience must complete this unit.

Course/Pathway Adviser: Dr Jenny Miller and Dr Jill Brown

Teaching English to Speakers of Other Languages/TESOL

• EDF6236 Language, society and cultural difference
  
• EDF6233 Theory and practice of TESOL
  
• EDF6238 Advanced practicum in language teaching: TESOL
  

Students undertaking Options 1 or 2 should also select one of:

• EDF6234 Curriculum design and evaluation in languages education
  
• EDF6210 Language testing and assessment
  
• EDF6201 Theory and principles of bilingual/immersion education
  

Course/Pathway Adviser: Dr Jenny Miller and Dr Jill Brown

Teaching Languages other than English/LOTE

(Available only on a cohort basis)

• EDF6223 LOTE methodology
  
• EDF6224 Advanced practicum in language teaching: LOTE *
  
• EDF6234 Curriculum design and evaluation in languages education
  

* EDF6224 is mandatory for those teachers wishing to be fully qualified for employment with the Department of Education and Training who have not already qualified to teach LOTE. Qualified LOTE teachers only may choose another masters unit relevant to their course as approved by course adviser.

Course/Pathway Adviser: Dr Jenny Miller and Dr Jill Brown

Work and learning studies

• EDF6801 Learning at work in the knowledge economy
  
• EDF6802 Adult education and training: Theories and practices
  
• EDF6810 Navigating education and work: Global perspectives, local practices
  

Course/Pathway Adviser: Mr Damon Anderson

Master of Education

Master of Education specialising in Bilingual / Immersion Education

Master of Education specialising in Early Childhood Education

Master of Education specialising in Gifted Education

Master of Education specialising in Inclusive and Special Education

Master of Education specialising in Information and Communication Technology in Education

Master of Education specialising in International Education

Master of Education specialising in Leadership, Policy and Change

Master of Education specialising in Literacy Studies

Master of Education specialising in Mathematics and Science Education

Master of Education specialising in Music Education

Master of Education specialising in TESOL

Master of Education specialising in TESOL - International

Master of Education specialising in Teaching Languages other than English (LOTE)

Master of Education specialising in Work and Learning Studies

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

The Master of Education bythesis and coursework is a research degree which requires candidates to complete a coursework component of two units and a thesis For more details refer to the 'Master of Education (Research) program' section of the Faculty of Education Faculty information web pages in this Handbook.

Candidates for this degree will complete:

• a coursework component of two units including an appropriate 12-point research unit, to be selected from the faculty suite of research methodology units, as the core research methods unit
• a thesis of up to 40,000 words.

Candidates also engage in a research induction program in consultation with their supervisor.

Master of Education

The course is designed to meet the needs of teachers or prospective teachers from overseas who do not wish to teach in Australia.

Students are required to successfully complete one of the following three options:

• option 1: six units
• option 2: five units plus EDF6010 or EDF6020 (8000 words)
• option3: four units plus a research thesis (16,000 words).

Option 1

• an appropriate 12-point research core unit selected from the faculty suite of research methodology units
• EDF6236 Language society and cultural difference (12 points)
• two specialist electives and two general electives, or three specialist electives and on general elective*

Option 2

• an appropriate 12-point research unit selected from the faculty suite of research methodology units
• EDF6236 Language society and cultural difference (12 points)
• two specialist electives and one general elective*, or three specialist electives**
• EDF6010/EDF6020 Professional project (A) or (B) (8000 words) (12 points)

* Students with approved relevant experience of three years or more must also take a general elective from any masters unit offered in the Faculty of Education (including the specialist electives above). General electives do not need the course coordinator's approval, unless there are exceptional circumstances (ie if the student wishes to enrol in a unit from another faculty).

** Students with less than three years of approved relevant teaching experience must complete EDF6232.

Option 3

• an appropriate 12-point research unit selected from the faculty suite of research methodology units.
• EDF6236 Language society and cultural difference (12 points)
• EDF6031 Masters thesis part 1 and EDF6032 Masters thesis part 2 (16,000 words) (24 points)

plus either* both of the following specialist electives:

• EDF6233 Theory and practice of TESOL (12 points), and EDF6232 Professional practice for teachers of English as a foreign language* (12 points)

or one of the following units:

• EDF6234 Curriculum design and evaluation in languages education (12 points)
• EDF6210 Language testing and assessment (12 points)
• EDF6201 Theory and principles of bilingual/immersion education (12 points)

* Students with less than three years of approved relevant teaching experience must complete EDF6232.

Specialist electives

• EDF6233 Theory and practice of TESOL (12 points)
• EDF6234 Curriculum design and evaluation in languages education, or EDF6210 Language testing and assessment, or EDF6201 Theory and principles of bilingual/immersion education (12 points)
• EDF6232 Professional practice for teachers of English as a foreign language* (12 points)

* Students with less than three years of approved relevant teaching experience must complete EDF6232.

General electives

Units selected from the units available for masters programs (12 points)

Research methodology units

• EDF6005 Reading, interpreting and communicating research (12 points)
• EDF6006 Introduction to quantitative research methods (12 points)
• EDF6007 Qualitative approaches to research (12 points)
• EDF6008 Working with theory in research (12 points)
• EDF6009 Special topic in research (12 points)
• EDF6012 Specific focus in research A (6 points)
• EDF6013 Specific focus in research B (6 points)

Research thesis

The research core unit is a corequisite for the research thesis. It may be taken concurrently with the research thesis or completed prior to the commencement of the research thesis.

Master of Education (TESOL International)

This course is designed for professionals working in a range of human service and corporate sector organisations who wish to gain an all-pupose qualification in organisational leadership.

The objectives of the Master in Organisational Leadership are to provide students with the skills necessary to be able to:

• demonstrate knowledge and understanding of recent research and/or professional developments related to their program of study
• engage and interact with students from diverse professional backgrounds; get access to, and use, relevant library information services
• complete assignment tasks which demonstrate the ability to engage at an advanced academic level with topics relating to the specific unit being studied
• demonstrate the ability to undertake a major and original piece of work set in a scholarly context and presented according to faculty guidelines (for students undertaking the thesis option)
• acquire skills in the research methodologies appropriate to their field of interest (for students aspiring to undertake studies at doctoral level).

Students are required to successfully complete core units and one of the following three options:

• option one: six units
• option two: five units plus EDF6010/EDF6020 Professional project (8000 words)
• option three: four units plus a research thesis (16,000 words).

Core units

All students complete the following four 12-point core units:*

• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management

* Students undertaking option 3 chose three of the above core units.

Option 1

Students complete:

• four core units
• an appropriate 12-point research unit selected from the faculty suite of research methodology units
• any 12-point elective units selected from the units offered within the education postgraduate coursework studies programs

Option 2

Students complete:

• four core units
• an appropriate 12-point research unit selected from the faculty suite of research methodology units
• EDF6010 or EDF6020 Professional project (A) or (B) (8000 words) (12 points)

Option 3

Students complete:

• three core units
• an appropriate 12-point research unit selected from the faculty suite of research methodology units
• EDF6031 Masters thesis part 1, and EDF6032 Masters thesis part 2 (16,000 words) (totalling 24 points)

Research thesis

The research core unit is a corequisite for the research thesis. It may be taken concurrently with the research thesis or completed prior to the commencement of the research thesis.

Research methodology units

• EDF6005 Reading, interpreting and communicating research (12 points)
• EDF6006 Introduction to quantitative research methods (12 points)
• EDF6007 Qualitative approaches to research (12 points)
• EDF6008 Working with theory in research (12 points)
• EDF6009 Special topic in research (12 points)
• EDF6012 Specific focus in research A (6 points)
• EDF6013 Specific focus in research B (6 points)

Master in Organisational Leadership

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

This course provides an Australian Psychology Accreditation Council (APAC)-accredited fifth and sixth-year sequence in psychology and prepares graduates to practise as counselling psychologists in a range of settings including hospitals, community centres, schools, tertiary institutions, private practices, industry, health-oriented facilities and other similar places. For more detailed information regarding the role and employment prospects of counselling psychologists, students should consult the College of Counselling Psychologists, Australian Psychological Society.

This degree trains selected psychology graduates in the advanced therapeutic and research skills necessary for registration and practise in counselling psychology across the lifespan. At the completion of the degree, students will have been trained to apply sound practice principles concerning the therapeutic relationship and interventions, critically discuss and apply the current research concerning the scientific evaluation of major psychotherapies in use, and administer and interpret a wide range of psychological tests and assessment instruments. Competencies for working with individuals, couples, and groups in a sound ethical context will be developed. During the three field practica, students will build on case conceptualisation and clinical capacities and the ability to liaise and work effectively with other mental health professionals. In undertaking their minor research thesis, students will increase their ability to function as scientist-practitioners, using quantitative, qualitative or mixed methods to investigate an applied topic relevant to therapeutic psychology.

The program consists of three parts: advanced coursework, supervised practica and a research thesis. Units are only offered in alternate years.

Students enrolled in off-campus mode will be required to attend a compulsory one-week (35 hour) residential sessions at the Clayton campus for each of the four core units. Research supervision will be by telephone, email and/or residential workshop.

Coursework

Core units

• EDF6501 Counselling psychology: theory, research and practice
• EDF6502 Clinical assessment and psychopathology
• EDF6503 Advanced professional counselling psychology: clinical, research and ethical issues
• EDF6517 Research and therapeutic interventions in counselling psychology

Practica and research thesis

In the second year (full-time) or third and fourth years (part-time), students undertake supervised practica and complete a research thesis on a topic relevant to the discipline of counselling psychology. Prior to commencing their placement, students must submit proof of provisional registration with the Psychologists Registration Board of Victoria.

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3
• EDF6535 Psychology thesis part 1
• EDF6536 Psychology thesis part 2

NOTE: Unit availability may change. Students should consult http://www.education.monash.edu.au/students/current/timetables and talk with their course adviser to assist in planning their program.

To satisfy the entry requirements for doctoral-level studies (PhD), applicants need to have completed research at either masters or honours level. Master of Psychology by coursework candidates who wish to proceed to a doctoral course must achieve a grade of distinction or higher for the research thesis and an average of distinction or higher in the coursework units for doctoral-level eligibility. Students enrolled in the MPsych(Couns) who achieve an higher distinction average in two units (one of which must be the research project unit) and a minimum overall average of distinction over all four units will be eligible to apply for articulation to the combined M Psych (Couns)/PhD program.

Graduates qualify for registration as a counselling psychologist with the Australian Psychology Accreditation Council (APAC).

Master of Psychology (Counselling)

This course provides an Australian Psychology Accreditation Council (APAC)-accredited fifth and sixth-year sequence in psychology and prepares graduates to practise as educational and developmental psychologists in schools, hospitals, clinics and private practices. For more detailed information regarding the role and employment prospects of educational and developmental psychologists, students should consult the College of Educational and Developmental Psychologists, Australian Psychological Society.

The course aims to develop graduates as independent specialist professionals with a commitment to life long learning of the theoretical, research, assessment, and therapeutic skills involved in educational and developmental psychology. It aims to develop the ability to think critically and analytically about the processes involved in educational and developmental psychology. Within the context of sound ethical principals, competencies applicable across the lifespan will be developed through collaborative participation in coursework lectures and workshops, research, and practicum placements across a variety of settings under the supervision of experienced specialist practitioners.

Competencies include high professional standards in:

• the administration and interpretation of a comprehensive range of psychological, educational and developmental tests and assessments
• planning, implementation and evaluation of evidence based interventions with individuals, groups and systemically
• the capacity for effective consultation and collaboration across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate.

Undertaking their minor research thesis, students will develop as scientist-practitioners, carrying out reviews and scientific investigations relevant to the theory and practice of educational and developmental psychology.

The program consists of three parts: advanced coursework, supervised practica and a research thesis.

Students enrolled in the off-campus version of the units will be required to attend compulsory one-week (35-hour) residential sessions at the Clayton campus for each of the four core units.

Coursework

Core units

• EDF6510 Exceptionality: assessment, intervention and research
• EDF6511 Cognitive, personality and educational assessment
• EDF6512 Clinical interventions in educational and developmental psychology
• EDF6504 Developmental psychology and counselling

Practica and research thesis

In the second year (full-time) or third and fourth years (part-time), students undertake supervised practica and complete a research thesis on a topic relevant to the discipline of educational and developmental psychology. Prior to commencing their placement, students must submit proof of provisional registration with the Psychologists Registration Board of Victoria.

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3
• EDF6535 Psychology thesis part 1
• EDF6536 Psychology thesis part 2

NOTE: Unit availability may change. Students should consult http://www.education.monash.edu.au/students/current/timetables and talk with their course adviser to assist in planning their program.

To satisfy entry requirements for doctoral-level studies (ie PhD), applicants need to have completed research at either masters or honours level. Master of Psychology by coursework candidates who wish to proceed to a doctoral course must achieve a grade of distinction or higher for the research thesis and an average of distinction or higher in the coursework units for doctoral-level eligibility. Students enrolled in the MPsych(EdandDev) who achieve a high distinction average in two of the core units (one of which must be the research project unit) and a minimum overall average of high distinction over all four core units will be eligible to apply for articulation to the combined MPsych(EdandDev)/PhD program.

Graduates qualify for registration as a psychologist with Australian state Psychology Registration Boards, and for membership of the College of Educational and Developmental Psychologists of the Australian Psychological Society.

Master of Psychology (Educational and Developmental)

The Master in Regional and Community Development embodies an explicit commitment to people and place, to social justice, human rights and a sustainable environment. It will equip students with the skills to understand governance issues and undertake participatory planning and research in local, state, national and international public and private sector organisations. Its educational approaches and outcomes will contribute to increased participation in the formation of socially and ecologically sustainable communities and places through an understanding of the strategic importance to public and private sector organisations of community and place.

On the successful completion of the course, students should be able to:

• demonstrate a sound knowledge of historical, ecological, contested and subjective meanings of place and community
• analyse the interconnections between community and place, and their relevance to the organisational contexts in which students live and work
• develop a consultative and participatory approach to community engagement and development, informed by social justice and ecological sustainability
• understand the key models and approaches to adult and community education
• understand the principles and models of participatory planning in organisational and community contexts
• critically understand concepts of governance and governmentality, the changing role of the state, the political and organisational structures of governance, and the implementation of whole of government and partnership approaches
• demonstrate capacity to work towards the involvement of diverse (and often subjugated/disadvantaged) sectors within the community
• undertake research into questions of community and place
• reflect on and evaluate their own skills in community development and engagement
• demonstrate commitment to ethical and respectful practice with communities
• Apply all of the above in an international context and understand the implications.

Students are required to successfully complete one of the following three options:

• four 12-point core units plus two 12-point research units
• three 12-point core units plus one 12-point research methods unit and a 24-point research dissertation
• four 12-point core units plus 24 points of approved electives drawn from existing arts or education units, or by approval of the course coordinator.

First year

Semester one

• EDF6806 Sustainable community development*

Semester two

• SCD4301 Participatory planning: local, national and international perspectives*

Second year

Semester one

• EDF6802 Adult education and training: theories and practices*

Semester two

• SCD4302 Governance and community*

Third year

Students complete one of the following two options

Option 1

Semester one

One of:

• EDF6007 Qualitative approaches to research
• SCD5305 Research methods

Semester two

One of:

• EDF6010 Professional project A or EDF6020 Professional project B
• SCD5301 Research practicum

Option 2

One of:

• SCD5302 Research Practicum
• EDF6031/EDF6032 Masters Thesis 1 and 2
• 24 points of approved electives**

* Core units.

** Students taking the 24 points of electives option will be required to take either EDF6007 or SCD5305 as a pre-requisite, and will therefore only complete three core units.

Students obtaining at least a credit average can exit:

• after 24 points of study with a Graduate Certificate of Regional and Community Development
• after 48 points of study with a Graduate Diploma of Regional and Community Development.

Master in Regional and Community Development

This course is designed to meet the needs of teachers, assistant principals and principals who wish to prepare for successful and sustainable school leadership appointments.

The objectives of the Master in School Leadership are to provide students with the skills necessary to be able to:

• demonstrate engagement in regular personal and professional reflective practice according to guidelines provided
• demonstrate knowledge and understanding of recent research and/or professional developments related to their program of study
• engage and interact with students and practitioners from diverse personal and professional backgrounds access and use effectively, relevant library information services
• complete assessment tasks which demonstrate the ability to engage at an advanced academic level with topics relating to the specific unit being studied
• develop skills in presentation to adult audiences that will enhance their preparedness for school leadership
• develop skills in research methodologies appropriate to their action research project design and apply these in preparation of project proposal and its implementation with a demonstrated familiarity with relevant research on interventions and evaluations of such projects in their field of interest.

Students must complete four 12 point units.

Students complete:

• EDF6901 Inner leadership: understanding self and others
• EDF6902 Leading learning communities
• EDF6903 Understanding environments
• EDF6904 Leading change: professional action research project*

* Refer to the information under 'Progression to further studies'.

This course can provide a pathway to higher degree studies if minimum academic performance levels are met. Students may also be permitted to transfer into a 72-point Master of Education (by coursework or by coursework and research) prior to either commencing or completing unit EDF6904.

Master in School Leadership

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

The PhD program in the Faculty of Education may be undertaken in the principal areas of research offered by the faculty. These include:

• early childhood, primary and secondary education
• inclusive/special and gifted education
• information and communication technology in education
• international education
• leadership and policy development
• literacy studies
• mathematics and science education
• music education
• school and organisational leadership
• work and learning studies
• educational and developmental psychology
• counselling, counselling psychology, mentoring and coaching
• professional development studies
• teaching English as a foreign or second language
• sport and outdoor recreation.

External candidature

Candidature by external mode is available and can be on a full-time or part-time basis. Prospective candidates applying for this mode must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of five days of full-time study within the University each year although this requirement may be relaxed in later years depending on the candidate's progress.

Students undertake a program of supervised research and submit a thesis. The thesis should offer a significant contribution to knowledge in the discipline concerned and demonstrate the student's capacity to carry out independent research.

Doctor of Philosophy

* Where more than one award is listed, or in the case of double degrees, where more than one award is listed for one or both components of the double degree, the actual award/s conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved (eg in the case of 'with honours' programs), or other factors relevant to the individual student's program of study.

The Master of Psychology (Counselling)/PhD is a four year full time course combining the coursework and placement requirements of the Australian Psychology Accreditation Council (APAC)-accredited Master of Psychology (Counselling) degree with the thesis requirements of the PhD program, with research undertaken in one of the areas listed below. This course has been designed to meet the requirements of the Australian Psychological Society College of Counselling Psychologists, with APAC accreditation being sought for the combined program. Students will initially enter the program through the Master of Psychology (Counselling)/PhD Preliminary. Candidature will be probationary with full admission to the program granted in the last three months of the second year of full time study, or equivalent for part time study if performance on all components, including research confirmation proceedings, is satisfactory.

Special requirements

Prior to commencing their placement, students must submit proof of provisional registration with the Psychologists Registration Board of Victoria and a satisfactory Victorian government Working with Children Check (details available at http://www.justice.vic.gov.au/workingwithchildren).

In this degree, high achieving psychology graduates are trained in the advanced psychotherapeutic and skills and competencies necessary for registration and practice in counselling psychology, and in addition, complete an applied research thesis meeting the requirements of the PhD program. At the completion of the coursework units, students will have been trained to apply sound practice principles concerning the psychotherapeutic relationship and interventions, critically discuss and apply current research concerning the scientific evaluation of psychotherapies in use, and administer and interpret a wide range of psychological tests and assessment instruments. Competencies for working with individuals, couples, and groups in a sound ethical context will be developed. During the field practica, students will build on case conceptualisation and clinical capacities and the ability to liaise and work effectively with other specialist mental health professionals. In undertaking the PhD research thesis, students will use quantitative, qualitative or mixed methods to develop and carry out research which will be an original and substantial contribution to counselling psychology.

Students commence by enrolling for year one in the Master of Psychology (Counselling)/PhD Preliminary (3731). This encompasses completion of the initial 48 points of the combined degree consisting of the three course work units plus the research project unit where students commence preparation of their thesis research proposal. Subject to negotiation, the first practicum unit may also be taken in the first year.

Upon satisfactory completion of the first 48 points students will enrol in the research intensive component of the Master of Psychology (Counselling)/PhD. In year two candidates complete the practicum units, further develop and present their research proposal, finalise ethical clearance, and progress the research proposal toward confirmation that takes place in the last three months of the year. Enrolment for the final two years is dependent on students satisfying the confirmation process. On completion of the course, students submit a PhD thesis of between 80,000 and 100,000 words, which is examined according to the Monash Research Graduate School requirements for PhD studies.

Part time students are enrolled pro-rata completing the first 48 points of work over two years, and on confirmation are enrolled to complete any remaining practicum units and focus on their research from years 3-8.

Students applying for off campus study must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of 5 days of full-time study within the University each year they are enrolled in the PhD thesis, although this requirement may be relaxed in later years depending on the candidate's progress.

Students enrolled in off-campus mode will be required to attend a compulsory one-week (35 hour) residential session.

Advanced Coursework units

• EDF6501 Counselling psychology: theory, research and practice
• EDF6502 Clinical assessment and psychopathology
• EDF6503 Advanced professional counselling psychology: clinical, research, and ethical issues

Research project unit

• EDF6517 Research and therapeutic interventions in counselling psychology

Practicum units

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3

Research areas

Details of the research interests of staff can be found on their respective web pages; contact the Research Degrees Office for further information. A wide variety of thesis topics related to modalities of counselling psychology and lifespan psychotherapy are possible, subject to available supervision. These include:

• culture-sensitive psychotherapy
• diversity counselling
• counselling adolescents
• psychotherapy with older adults
• counselling children
• school counselling
• special needs counselling
• relationship therapy
• group psychotherapy
• psychodynamic counselling and psychotherapy
• cognitive and behavioural psychotherapy
• narrative therapy and counselling
• arts psychotherapies
• counselling supervision
• resilience and coping
• meaning and wellbeing
• spirituality in counselling and psychotherapy
• clinician development and self care
• clinical supervision.

Doctor of Philosophy

Master of Psychology (Counselling)

The Master of Psychology (Educational and Developmental)/PhD is a four year full time course combining the coursework and placement requirements of the APAC accredited Master of Psychology (Educational and Developmental) degree with the thesis requirements of the PhD program, with research undertaken in one of the areas listed below. This course has been designed to meet the requirements of the APS College of Educational and Developmental Psychologists and APAC accreditation is being sought for the combined program. Students will initially enter the program through the Master of Psychology (Educational and Developmental)/PhD Preliminary. Candidature will be probationary with full admission to the program granted in the last three months of the second year of full time study, or equivalent for part time study if performance on all components, including research confirmation proceedings, is satisfactory.

Special requirements

Prior to commencing their placement, students must submit proof of provisional registration with the Psychologists Registration Board of Victoria and a satisfactory Victorian government Working with Children Check (details available at http://www.justice.vic.gov.au/workingwithchildren).

The course aims to develop graduates as independent specialist professionals with a commitment to life long learning of the theoretical, research, assessment, and therapeutic skills involved in educational and developmental psychology. It aims to develop the ability to think critically and analytically about the processes involved in educational and developmental psychology. Within the context of sound ethical principals, competencies applicable across the lifespan will be developed through collaborative participation in coursework lectures and workshops, research, and practicum placements across a variety of settings under the supervision of experienced specialist practitioners.

Competencies include high professional standards in:

• the administration and interpretation of a comprehensive range of psychological, educational and developmental tests and assessments
• planning, implementation and evaluation of evidence based interventions with individuals, groups and systemically
• the capacity for effective consultation and collaboration across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate.

In undertaking the PhD research thesis, students will develop as scientist-practitioners, carrying out reviews and scientific investigations which make original and substantive contributions relevant to educational and developmental psychology.

Students commence by enrolling for year one in the Master of Psychology (Educational and Developmental)/PhD Preliminary (3735). This encompasses completion of the initial 48 points of the combined degree consisting of the three course work units plus the research project unit where students commence preparation of their thesis research proposal. The first practicum unit may also be taken in the first year.

Upon satisfactory completion of the first 48 points students will enrol in the research intensive component of the Master of Psychology (Educational and Developmental)/PhD. In year two candidates complete the practicum units, further develop and present their research proposal, finalise ethical clearance, and progress the research proposal toward confirmation that takes place in the last three months of the year. Enrolment for the final two years is dependent on students satisfying the confirmation process. On completion of the course, students submit a PhD thesis of between 80,000 and 100,000 words, which is examined according to the Monash Research Graduate School requirements for PhD studies.

Part time students are enrolled pro-rata completing the first 48 points of work over two years, and on confirmation are enrolled to complete any remaining practicum units and focus on their research from years 3-8.

Students applying for off campus study must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of 5 days of full-time study within the University each year they are enrolled in the PhD thesis, although this requirement may be relaxed in later years depending on the candidate's progress.

Students enrolled in the off-campus version of the units will be required to attend compulsory one-week (35-hour) residential sessions at the Clayton campus for each of the four core units.

Advanced Coursework units

• EDF6504 Developmental psychology and counselling
• EDF6511 Cognitive, personality and educational assessment
• EDF6512 Intervention across the lifespan and research implications

Research project unit

• EDF6510 Exceptionality: assessment, intervention and research

Practicum units

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3

Research areas

Details of the research interests of staff can be found on their respective web pages; contact the Research Degrees Office for further information. A wide variety of thesis topics related to educational and developmental psychology across the lifespan are possible, subject to available supervision. These include:

• abilities
• adjustment
• anxiety
• assessment
• attachment
• attitudes
• autism spectrum disorders
• behavioural difficulties
• cognition
• cognitive and behavioural
• coping
• counselling
• disabilities
• exceptionality
• giftedness
• habits and addictions
• human development
• inclusion
• individual differences
• learning disorders
• management
• motivation
• parenting
• personality
• psychopathology
• psychotherapy
• sleep
• social
• stress
• teaching and learning styles
• test construction
• trauma
• well being.

Doctor of Philosophy

Master of Psychology (Educational and Developmental)