APSC Teachers Certification Framework
Introduction
The APSC has established a Teacher Certification framework based on a comparison
of guidelines on Learning & Teaching practised by learned societies in UK and in
Australia. In particular, the association received valuable advice and benefited
much from the expertise and experience of the senior faculty members of the Cardiff
School of Education, University of Wales Institute, Cardiff (UWIC). This arrangement
was facilitated by Professor Antony Chapman, Vice Chancellor of UWIC, and Chairman
of our Academic & Accreditation Committee.
Certification Rationale
The guidelines for certification take into consideration current challenges and
issues faced by teachers/lecturers, demographic and global trends and perspectives,
technological demands, and the need for adaptive problem solving in response to
real-life practical situations, and for life-long learning. Through this scheme,
teachers/lecturers can look forward to a systematic process of Learning & Teaching
development that will enhance their professional careers in private education in
Singapore and In the region.
The Teacher Certification framework that result from our deliberations form a key
initiative developed as part of the Local Enterprise and Association Development
(LEAD) Programme supported by SPRING. It is designed to serve as a benchmark for
the professional development of academic teaching staff of PEIs in Singapore, to
a level comparable to those adopted by established educational institutions in the
developed world.
The Association launched the first series of L & T workshops in January, 2010 which
saw some 30 odd PEI teachers/lecturers successfully completing two two-day workshops.
The second series of certification workshops have been scheduled for May, 2010.
APSC Learning & Teaching Certification
This certification framework is targeted at those who are in the education sector,
teaching in private sector at tertiary level. They can be teachers, lecturers, or
trainers, in their designation. They need to have at least a basic tertiary qualification,
preferably with a minimum of three years of teaching and related working experience.
The process leading to certification is outlined below
Selected teachers/lecturers enrolled into the programme have to attend 4 competency-based
modules presented as 1.5-day seminars each. Those who successfully complete the
modules will receive Certificates of Completion.
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Seminar Modules
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Outline
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Session 1: Learning and Teaching in Higher Education 1
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Design and deliver modules modelling best practice in learning and teaching
Draw upon a variety of information, including relevant literature, in order to formulate
well designed learning and teaching experiences
Critically evaluate, reflect upon and modify existing teaching practices
Synthesise knowledge of curriculum planning to construct coherent learning experiences
for students.
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Session 2: Effective Assessment in Higher Education
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Evaluate critically the effectiveness of a variety of assessment methods to complement
curriculum design
Interpret and reflect on the appropriateness of chosen assessment methods to provide
secure data on student achievement
Design and integrate systems for student feedback to enhance learning
Use assessment results to inform quality assurance procedures and modify curriculum
practice
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Session 3: Learning and Teaching in Higher Education 2
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Construct medium to longer term curriculum plans taking account of progression in
learning
Hypothesise on the value of differing delivery methods
Draw conclusions on the appropriateness of learning methodologies when matched to
learning needs
Evaluate critically module and programme outcomes in the light of delivery methods
Design and implement quality assurance procedures that synthesise quality indicators
and module and programme outcomes.
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Session 4. Supporting the Learner
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Make informed choices about methodologies to support students and their learning
Using relevant established literature, devise and monitor the efficiency of students’
personal developmental planning
Suggest strategies for engaging students in the learning process to enable them
to become reflective, autonomous learners
Reflect critically upon the differentiated needs of students, including the more
able and talented, and how these can be accommodated in a support mechanism.
Devise and evaluate methods of incorporating the student voice in quality assurance
procedures and curriculum design and delivery.
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Certification and Opportunities for further study
There is also the possibility that candidates can progress on to achieve a Postgraduate
Certificate – Teaching in Higher Education with accreditation from the UWIC Department
of Teacher Education and Training. Details on how to achieve the respective Certificates
are outlined below
Table: Post Graduate (PG) -Teaching in Higher Education
* The 2 additional modules will be conducted in other universities or PEIs which
offer accredited L& T post-graduate certification programmes which may grant credit
exemptions on a case to case basis
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