Programme description for Post-Graduate Certificate in Education (2025–2026)

Upon completing the Post-Graduate Certificate in Education, the candidate is expected to have the following overall learning outcome, definded as knowledge, skills and general competence.

Knowledge

Upon course completion, the candidate should be able to:

• demonstrate in-depth knowledge of subject didactics and pedagogy relevant to the relevant grade levels
• demonstrate a broad understanding of the school's mandate, the core values of education and the full course of training
• demonstrate comprehensive knowledge of and the ability to stay updated on current laws and regulations pertaining to professional practice
• demonstrate broad knowledge of children and youth culture, as well as the development and learning of children and youth in various social and cultural contexts
• demonstrate broad knowledge of learning strategies, learning environments and teaching methods in general and specifically within their respective subjects
• demonstrate knowledge of children living in difficult circumstances, including knowledge of violence and sexual abuse against children and young people, of children and young people's rights in a national and international perspective and on how to take action under current legislation

Skills

Upon course completion, the candidate should be able to:

• plan, implement and reflect on teaching based on research and development work and experiental learning
• lead and facilitate teaching and learning activities leading to sound academic and social learning processes
• provide instruction in Sami affairs, including knowledge of the status of indigenous peoples globally, and safeguard Sami pupils' right to education in accordance with the Education Act and the current national curriculum for primary and secondary education and training
• apply varied working methods, differentiate and adapt instruction in accordance with applicable curricula, and create motivating and inclusive learning environments
• use digital tools in instruction, planning and communication, as well as guide young people in their digital everyday lives
• describe characteristics of competence, assess and document pupils' learning, give feedback promoting learning, and contribute to enabling pupils to reflect on their own learning and academic progress
• identify special needs in children and young people, including signs of violence and sexual abuse, and can use professional judgement to establish co-operation with relevant specialist agencies

General competence

Upon course completion, the candidate should be able to:

• convey pedagagogical and subject didactic issues at an advanced level
• demonstrate professional behaviour and reflect critically on academic problems and issues, as well as problems and issues related to professional ethics and education policy
• with a high degree of independence, further develop their own competence and contribute to the professional and organisational development of both colleagues and the school
• build relations to pupils and parents, and cooperate with players relevant to the school system

To be admitted to the Post-Graduate Certificate in Education (PPU), the applicant must have a master's degree containing at least one subject with a minimum of 60 ECTS credits that qualifies for teaching and meets the specified subject requirements.

For applicants with practical-aesthetic subjects, it may still be possible in some cases to be admitted to the PPU (Practical Pedagogical Education) based on a bachelor’s degree. This applies to applicants who have:

• A bachelor’s degree in performing or creative arts in funding category A or B, with a minimum of 180 credits in the arts subject

or

• A bachelor’s degree with up to three subjects that qualify for teaching practical and/or aesthetic subjects in primary school. One of the subjects can be replaced by drama/theater subjects. There must be a specialization of at least 120 credits in one subject. Other subjects must have a scope of at least 30 credits. An average grade of C or better from the bachelor’s degree is required.

The exception to the master’s degree requirement mentioned in the second bullet point above applies for admission up to and including 2029.

In addition, it is possible to be admitted to the PPU up to and including 2029 for applicants who have:

• A bachelor’s degree containingat least one subject with at least 60 credits that qualifies for teaching and meets the specified subject requirements
• And at least two years of relevant work experience from primary or secondary school

For admission to PPU, national admission requirements specified in the National Curriculum Regulations for the Post-Graduate Certificate in Education (Forskrift om rammeplan for praktisk-pedagogisk utdanning) apply.

Additionally,UiA's local admission regulations apply.

For more information, please visit www.uia.no/ppu

The program is based on the National Curriculum Regulations for the Post-Graduate Certificate in Education and thed national guidelines for the Post-Graduate Certificate in Education.

The program consists of:

• 30 ECTS credits in pedagogy
• 30 ECTS credits in subject didactics
• 60 days of teaching practice

The Post-Graduate Certificate in Education is a profession-oriented program based on research and development work and experience-based knowledge. The education shall be of high academic standard and ensure coherence between subject studies, pedagogy, subject didactics, and practical training.

The program shall ensure that the students become competent professionals and help establish a solid foundation for a long-term and continuous development of their teaching professionalism.

Pedagogy and subject didactics shall provide students with necessary knowledge for their professional practice, analysis of the field of education, and the development of schools and the profession. Pedagogy should, in particular, provide students with theoretical perspectives at the individual, group, and societal levels. Subject didactics should especially provide students with knowledge and methodological tools for didactic planning, teaching, and assessment.

Teaching practice is an integrated part of pedagogy and subject didactics. Teaching practice is a learning arena on par with campus-based education.

To create coherence between pedagogy, subject didactics, and teaching practice, the program is organized around three main areas:

• School in society and the subject as a school subject
• Pupil-related knowledge and the role of the teacher
• Teaching and learning

The Post-Graduate Certificate in Education at UiA offers students an opportunity to:

• Be part of a learning community with students from various school subjects, including practical and aesthetic subjects
• Experience a broad spectrum of practical experience at UiA's partner schools, including the opportunity to apply for a placement abroad

Program Structure

1st Semester:

• Subject didactics 7.5 ECTS credits in two subjects or 15 ECTS credits in one subject
• Pedagogy 15 ECTS credits
• Teaching practice

2nd Semester:

• Subject didactics 7.5 ECTS credits in two subjects or 15 ECTS credits in one subject
• Pedagogy 15 ECTS credits
• Teaching practice

On-campus teaching is designed to be exemplary in the sense that students are exposed to a wide range of teaching methods relevant to future professional practice. Students are expected to play an active role in their own learning process. The instruction includes lecures, seminars, group and individual assignments, and, in some coursces, laboratory work and fieldwork. The use of digital learning tools is integrated into all subjects. Students with common core subjects in secondary education should learn how to tailor these for vocational study programs.

A key aspect of the study programme is that students practice their professional skills and can reflect upon and develop their knowledge and skills both individually and collectively. This requires students' active participation in class, and attendance is mandatory.

Teaching practice

The teaching practice consists of 60 days of supervised, varied, and assessed practical training in schools. The placements should be tailored to the individual student's academic background. The teaching practice comprises 30 days in lower secondary education in the autumn semester and 30 days in upper secondary education in the spring semester.

In the autumn semester, the practice placement includes one week of school takeover. The teaching practice in the spring semester takes place in upper secondary education, and efforts are made to ensure that students are placed withing variuous education programmes. Furthermore, variation is ensured through observation practice, independent teaching responsibility, and practical training in various aspects of professional practice.

Teaching practice takes place at selected partner schools in Agder. In the spring semester, students with a background in performing arts may complete 5 out of the 6 seeks of practical training in Kulturskolen. There is also an opportunity for all students to apply for a placement abroad during the spring semester, at one of our partner schools.

Research and Development Work

The program is based on research and development-based knowledge and aims to promote a research-oriented approach to professional practice. As part of the teaching practice in the spring semester, students are expected to plan and conduct an interdisciplinary research and development project. For students with one school subject only, this R&D-project is carried out throughout the year.

Throughout the program, students will encounter diverse and exemplary assessment methods. The assessment of the various subjects and teaching practice placements will be based on the learning outcomes specified in each course.

To be eligible for an exam, students must have completed all mandatory requirements as specified in each course.

Each course has a final exam at the end of the semester, with grading criteria as specified in the course description. Pass/Fail is used for practice placements.

Language of exams:

Oral exams: Students may use Norwegian, Danish, or Swedish.

Written exams: Students may use Norwegian, Danish, or Swedish.

Subject Didactics in English, German, French, Spanish (oral and written): Students will use the respective foreign language or Norwegian, Danish, or Swedish.

In the spring semester, students can apply for a practice placement at one of UiA's international partner schools. More information can be found on our webpage about practice placement abroad.

The international perspective for all students is ensured by including various international topics and literature in English as part of the curriculum.

A background check issued by the police must be submitted within the first week of study.

Students who have stayed longer than 3 months in certain countries must also provide evidence of a tuberculosis examination.

A suitability assessment is conducted throughout the entire duration of the study programme, in accordance with the Regulations relating to Suitability Assessment in Higher Education, established under the University and College Act §12-3.