Master Professional Diploma in Strategy and Development Level 7 4445-07

Master Professional Diploma in Strategy and Development (4445-07)

Qualification No: 4445-07
Type: HLQ
Level: 7

Rationale for the development of the Master Professional Diploma in Strategy & Development (Education and Training)

The level 5 Master Professional Diploma in Strategy and Development (Education and Training) provides a post-graduate level qualification which enables candidates to develop their knowledge and skills in areas of study which reflect the complex work roles which they occupy. Candidates develop high level strategic awareness of key developments and issues in their sectors through the study of a range of intellectually-challenging units relating to diverse management activities in the sector such as corporate marketing, training and development, financial management, project management and strategic leadership. In addition, candidates undertake original, vocationally – focussed and sector-based research for their own personal development and that of their company. This personal and professional development is supported by the concept of the candidate as a ‘reflective practitioner’, a theme which permeates the whole qualification and encourages the candidate to adopt a proactive approach to the development and application of predictive, strategic and innovative thinking which can be applied to the workshop to improve performance at both a professional and organised level.

Specifically, the Master Professional Diploma in Strategy and Development (Education and Training) supports the government agenda to raise standards and widen participation as Continuing Professional Development (CPD) is a key component. It provides candidates with the opportunity to gain high level knowledge and skills in staff development and curriculum design which in turn will enhance retention rates.

This qualification is designed for people working in the Further Education and training industries who are qualified practitioners with a minimum of two years post qualification experience and with some curriculum (e.g. open learning, lip, Key Skills, assessment) or management responsibility. Potential candidates on the programme may have a responsibility for leading teams delivering programmes or they may have a responsibility across all or part of the organisation for co-ordinating specific aspects of programmes. However, their primary responsibility will be for the learning and development of other employees, students or trainees.

The programme is designed to support candidates in these roles, to enable them to develop their specific expertise in their subject, occupational area or specific training and development responsibility, and to widen their knowledge and skills in areas which will enable them to develop their own performance, their organisation and their future careers. Assessment of the qualification is by means of centre-devised assignments and candidates’ work is externally by City & Guilds.

In terms of progression, the Master Professional Diploma provides candidates with the skills and knowledge they need to seek employment at a strategic level in the education and training sector. In addition, the rigorous and intellectually challenging nature of the qualification provides a strong foundation for a related post-graduate degree programme as it may be accredited, as one half to two-thirds of a related Master’s Degree, subject to agreement with individual universities.

Delivery of the units is intended to ensure a vocationally focussed, tailored approach which relates directly to work requirements in the education and training sector. The following list indicates some typical assessment activities:

· an analytical report of the impact of the strategic environment and current and future developments on learning and development generally and for their organisation in particular e.g. the emergence of E learning, international partnership between educational institutions, FE and HE mergers

· the design and implementation of innovative learning and development initiatives

· the management of a project to enhance the processes of learning and assessment e.g. the development of a ‘virtual campus’, the introduction of integrated international exchange programmes, the development of a lifelong learning initiative

· a project on the role and impact of the concept of inclusive learning in their organisations

· strategies to improve the management and training of staff and allocation of resources and finances in education/training settings

· activities to demonstrate and enhance high level negotiation and communication skills to work effectively with students, trainees and colleagues

· a research project into issues relating to the education and training sector which will contribute to improved work place performance

· the production of a continuing professional development (CPD) portfolio

· the role of marketing, technology and quality management in a learning and development environment

· the development of strategies for the application of the core principles of quality management and techniques for stimulating creativity and innovation in educational and training environments

· an analysis of the impacts of or lessons to be learnt from international initiatives on education and training practices and policies e.g. the European approach to vocational training

· the development of policies to manage finance and budgets and increase profitability in educational/training establishments

· the demonstration of strategic leadership and team-building skills, techniques and tactics to lead, influence and inspire others to fulfil the vision of an educational/training organisation