Q. For whom is the Diploma suitable?
Candidates need to be in a teaching or training role. They can be working in a full–time or part–time teaching or training capacity – in schools, colleges, training organisations, companies, or other institutions. The Diploma is designed for continuing professional development. So generally, it is suitable for all those who wish to develop and update their professional skills and knowledge in the field of teaching and training.
No specific requirements. The Diploma is designed to be as accessible as possible. However, the Diploma is a Professional Level qualification: prospective candidates and their Centres need to be confident that they can meet the performance, skills and knowledge requirements, as set out in the syllabus and assignment guidelines. They also need to have reached the level of professional development as provided for and represented by the Certificate for Teachers and Trainers.
The Diploma is a CIE qualification.
CIE:
CIE:
o Sets global performance standards
o Assesses candidates against these standards
o Certificates successful performance
CIE, therefore, delivers the assessment and certification, and offers a number of resources to support professional development leading to the Diploma.
Q.What is the structure of the Diploma?
Q.What is the structure of the Diploma?
Candidates must complete all four modules. These are:
o Design: planning and preparation
o Practice: teaching and learning in action
o Assessment: assessing progress and achievement
o Evaluation: improving teaching and learning.
The professional development programme is organised by the Centre and may vary in its delivery - it may involve face to face training, or distance (including on–line) training. Programmes which blend formal face–to–face and distance training, local mentoring, informal group learning activities and individual study and research are common. NB: training and practice need to reinforce each other - so Centres need to consider carefully how their candidates are going to apply what they learn in training sessions, how they integrate assignment preparation with teaching and training practice, and the sequence and pace of the programme.
It is important to remember that it is the centre that runs the programme (not CIE). CIE provides a range of support to the Programme Leader and his/her colleagues, including the Guide - an extensive pack of professional learning materials, directly related to the syllabus.
It is important to remember that it is the centre that runs the programme (not CIE). CIE provides a range of support to the Programme Leader and his/her colleagues, including the Guide - an extensive pack of professional learning materials, directly related to the syllabus.
Each module is designed to take approximately 45 to 60 hours of preparation – the full Diploma therefore 180 to 240 hours. Clearly this will vary – the time will depend, for example, upon candidates’ previous and current experience and knowledge. We expect that as much preparation time as possible is integrated within professional activity.
The duration of the centre programme needs to be as long as appropriate, given the needs and circumstances of the centre and its candidates. In all cases programmes need to provide for candidates to learn new skills and ideas through formal and informal professional development, apply these in practice and be able critically to reflect and report in their assignments, so as to improve for the future. A typical programme will thus be over a number of months.
The centre Programme Leader and colleagues need to be aware of the very active role they must play in the programme e.g. in designing and managing formal professional development activities over a period of time. There is thus a human resource commitment on the part of the centre.
The duration of the centre programme needs to be as long as appropriate, given the needs and circumstances of the centre and its candidates. In all cases programmes need to provide for candidates to learn new skills and ideas through formal and informal professional development, apply these in practice and be able critically to reflect and report in their assignments, so as to improve for the future. A typical programme will thus be over a number of months.
The centre Programme Leader and colleagues need to be aware of the very active role they must play in the programme e.g. in designing and managing formal professional development activities over a period of time. There is thus a human resource commitment on the part of the centre.
Q.What level of English proficiency must candidates have to enter for CIE Professional Development Qualifications?
Candidates need to feel comfortable in writing in English. The CIE examiners are very used to evaluating work from candidates for whom English is an additional language. Please note that the qualifications are available in the medium of other languages. Currently these are the languages availabl
Certificate for Teachers and Trainers | English, Arabic, Spanish |
Diploma for Teachers and Trainers | English, Arabic, Spanish |
Diploma in Teaching with ICT | English, Arabic, Spanish |
· It may well be possible therefore for the candidate to take the qualification in the language in which s/he is most comfortable and is also the language that s/he works (teaches) in.
Please note, it is not possible to mix languages, i.e. either to use more than one language in completing an assignment, or to change languages from one assignment to another.
Please note, it is not possible to mix languages, i.e. either to use more than one language in completing an assignment, or to change languages from one assignment to another.
Candidates must be attached to and registered with CIE by a Centre which has been given eligibility by CIE to run the Diploma. The Centre’s Programme Leader will need to decide whether a teacher or trainer is suitable to prepare for the Diploma, given his or her professional development context and needs. CIE’s requirements are that candidates must be in teaching and training and must submit assignments which are authentic and practice–based.
Yes. It is necessary to pre–register candidates before the submission of their first module. Centres will be invoiced for the total entry fee for the Diploma at the point of registration.
Further details of how candidates should be pre–registered will be circulated to Centres eligible to offer the Diploma.
The entry fee covers the total of the individual module entry fees. CIE will charge an additional module entry fee in cases where a candidate has failed a module and is required to resubmit an assignment.
CIE monitors Centre submissions over time in relation to Centre plans and enrolments onto Diploma programmes. It is in everyone’s interests for each and every teacher or trainer enrolling on a Diploma programme to complete the programme – and complete it successfully.
Further details of how candidates should be pre–registered will be circulated to Centres eligible to offer the Diploma.
The entry fee covers the total of the individual module entry fees. CIE will charge an additional module entry fee in cases where a candidate has failed a module and is required to resubmit an assignment.
CIE monitors Centre submissions over time in relation to Centre plans and enrolments onto Diploma programmes. It is in everyone’s interests for each and every teacher or trainer enrolling on a Diploma programme to complete the programme – and complete it successfully.
The Diploma is assessed through on demand practical assignments which candidates complete as and when they are ready.
There are four assignments to be completed in the full Diploma, one for each module. They correspond to the key stages of activity in the design, practice, assessment and evaluation of the learning programme which the candidate is teaching.
Each assignment has two parts: Part A involves step–by–step structured tasks which can be completed during the stage, and Part B involves a reflective report which is completed at the end of the stage.
There are four assignments to be completed in the full Diploma, one for each module. They correspond to the key stages of activity in the design, practice, assessment and evaluation of the learning programme which the candidate is teaching.
Each assignment has two parts: Part A involves step–by–step structured tasks which can be completed during the stage, and Part B involves a reflective report which is completed at the end of the stage.
The syllabus contains full step–by–step guidance concerning the assignments. The sample assignments show what is involved in practice.
The assignments are intended to be practical and work–related, to integrate comfortably with practice. The main evidence presented by candidates is in the form of structured reflective reports, which include evidence such as performance observation records by an appropriate person who has observed classroom practice, and learner feedback.
The assignments are intended to be practical and work–related, to integrate comfortably with practice. The main evidence presented by candidates is in the form of structured reflective reports, which include evidence such as performance observation records by an appropriate person who has observed classroom practice, and learner feedback.
The assignment is prepared and submitted using an electronic template provided by CIE. These templates are easy–to–use Word documents.
The Manual supplied by CIE explains the procedures for such aspects as candidate numbering.
When the assignments are ready to be completed, they are submitted by the Centre via CIE Direct according to the instructions given by CIE. There is an Administrative Calendar which specifies the date each month by which CIE needs to receive assignments which are ready for marking.
As you can see, Diploma Centres and candidates need to be reasonably comfortable with using Microsoft Word and with electronic communication.
The Manual supplied by CIE explains the procedures for such aspects as candidate numbering.
When the assignments are ready to be completed, they are submitted by the Centre via CIE Direct according to the instructions given by CIE. There is an Administrative Calendar which specifies the date each month by which CIE needs to receive assignments which are ready for marking.
As you can see, Diploma Centres and candidates need to be reasonably comfortable with using Microsoft Word and with electronic communication.
Each assignment is graded as Distinction, Pass or Fail. These results are printed on the Statement of Results after each assignment is marked. Centres will also receive a Feedback Form for the batch of assignments submitted, which provides feedback from the CIE Examiners on the highlights of the submission and the points for development, including how candidates who may have failed should improve their assignment for resubmission.
· Certificates are issued when candidates successfully complete the all the modules of the Diploma. As each assignment is completed, the centre receives a Statement of Results.
The prime purpose of the Diploma is to provide a framework for developing and enhancing teaching and training skills. The most important direct benefit is thus the impact on the quality of teaching and learning. Other benefits include career development, as completing the Diploma is proof of one’s commitment to and involvement in continuing professional development.
Please check with CIE Customer Services for the current fee. Presently it is L.E 1600 (Subject to Change & Excluding Centre Fee)
No. We do not accept entries for the Diploma from private candidates. All candidates must be attached to Centres which have been given eligibility by CIE to run the Diploma.
Go to the Resources page to find the essential documents for the Diploma, available free of charge. We assume that any institution which expresses interest in becoming a Centre has already read and is familiar with these documents.
