Advanced Certificate In Applied Management (Instructional & Training Skills)

A unique course part focused on learning to manage, part learning about teaching theory and practice; and part industry based learning of how to apply manage a college or school for better learning outcomes.

Course CodeVBS001
Fee CodeAC
Duration (approx)900 hours
QualificationAdvanced Certificate

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Everyone knows that computers have changed the way schools, colleges and universities operate in today's world.
Changes in education have been affected by more than just computers.

  • People study longer than ever before
  • Adults retrain throughout their lives, for career changes
  • People travel to different cities and countries to study
  • Employers train their staff more than ever before

Increasing activity in education and more varied ways of teaching; has created entrepreneurial opportunities beyond anything needed in the past; but also a far more complicated education industry than what ever existed in the past.

Success in Education today depends as much on management skills as it does on teaching skills!

If you want a sustainable career in education; your opportunities will be greatly enhanced by this course.


Course Contents:

There are three parts to this course:

1. Foundation Modules (4)
These courses develop a capacity to better manage yourself and others in an education context. These modules,
though generic in their delivery, are designed to offer lots of opportunity to relate set tasks and assignments to the education context.

Office Practices
Business Operations
Marketing Foundations

2. Stream Modules (3) chosen from the following options:

Instructional Skills
Classroom Delivery Skills
Course Writing/Development
Delivering Distance Education
Educational Psychology

(Choose only three of the above)

3. Workplace Project (200 hrs)

There are different options available to you to satisfy this requirement:

Alternative 1.

If you work in the industry that you have been studying; you may submit a reference from your employer, in an effort to satisfy this industry (ie. workplace project) requirement; on the basis of RPL (ie. recognition for prior learning), achieved through your current and past work experience.

The reference must indicate that you have skills and an awareness of your industry, which is sufficient for you to work in a position of responsibility.

Alternative 2.

A one module credit (100 hrs) can be achieved by verifying attendance at a series of industry meetings, as follows:

  • Meetings may be seminars, conferences, trade shows, committee meetings, volunteer events (eg. Community working bees), or any other meeting where two or more industry people or people who are knowledgeable about their discipline.
  • Opportunity must exist for the student to learn through networking, observation and/or interaction with people who know their industry or discipline
  • A list of events should be submitted together with dates of each attended and times being claimed for each
  • Documentary evidence must be submitted to the school to indicate support each item on the above list (eg. Receipts from seminars, conference or shows, letters from committee or organisation secretaries or committee members. All such documentation must contain a contact details)

Alternative 3.

Credits can be achieved by completing standard modules Workplace Project I, II and/or III

Each of these modules comprises a series of "hands on" PBL projects, designed as learning experiences that involve interaction with the real world. (This approach is based upon tried and proven learning approaches that originated in American universities but are now widely used and respected by academia throughout many countries). See the web site or handbook for more detail.

Alternative 4.

If you do not work in the relevant industry, you need to undertake a project as follows.


How Long Does it Take :  The average student will take around 900 hours to complete this course.



Core ModulesThese modules provide foundation knowledge for the Advanced Certificate In Applied Management (Instructional & Training Skills).
 Industry Project BIP000
 Industry Project II BIP001
 Course Writing And Development BGN107
 Management VBS105
 Office Practices VBS102
 Time Management BBS208
Elective ModulesIn addition to the core modules, students study any 3 of the following 8 modules.
 Business Operations VBS006
 Classroom Delivery Skills BGN106
 Delivering Distance Education BGN108
 Educational Psychology BPS105
 Instructional Skills BGN101
 Marketing Foundations VBS109
 Managing Change BBS211
 Managing Remote Work BBS210

Note that each module in the Advanced Certificate In Applied Management (Instructional & Training Skills) is a short course in its own right, and may be studied separately.


Different people are hard wired to learn in different ways. This makes it important to match the learning style of a course with the student. As an educator, you need to understand this. In preparing to be an educator though, it's in your own interest to understand what type of learner you are, and study with a school that matches your psychology.

Most people are hard wired to learn by processing information. The more they process information, the more they understand it, retain it, and develop an ability to apply it. Others are geared more to collecting and storing information. They may view repeated encounters of the same information as time wasting, whereas the information processor may view repetition as enlightening and deepening an understanding of the subject.l

Our courses will use a variety of learning approaches that bring together many of the standard teaching models outlined below.
Teaching practice is generally defined into 5 main models. There are no definite boundaries between each of the models. No one model is regarded as superior to another.

Exposition Model
This approach is teacher-centred, whereby the teacher narrates and explains, and practice and revision is used to consolidate the learning. It is based on the traditional approach. It is not inflexible, but the narration, explanation, revision and practice are considered basic to effective teaching. Content focuses on traditional subjects, with a strong emphasis on the basic skills.
Behavioural Model
This model is based on well-structured steps of learning and the use of reinforcement.  This has been used in formal full-class teaching or face-to-face instruction. This approach is still teacher-directed. With modern technology and on line training techniques (like video conferencing), it is now possible to apply this model to distance education.
Cognitive Development Model
Here, the teacher creates a supportive atmosphere, selects tasks according to the student’s developmental level, and elicits the student's reasoning in relation to the tasks. This approach requires planning of steps, but emphasis is on student's reasoning. A number of cognitive approaches are examined within the context of this model. The pupil learns in a resource-rich situation by using reasoning to solve problems. Distance education allows each student to be treated as an individual, giving each student a selection of optional assignments from which to select, according to the level at which the student is capable.
Interaction Model
This model emphasises learning based on the student's interaction with other people and with society, i.e. personal interaction. This model works mostly in group situations. The focus is on social interaction. Content focuses on social-moral-cultural problems which produces self-aware people. There are many ways a student can interact with their teacher and other students, including in person, over the phone, by email, skype, and video conferencing.
Transaction Model
This is a pupil-centred model involving a range of teacher structuring with which the self-directed student interacts. It is assumed that change (learning) results from those interactions.  The teacher functions more as a guide. Focus is the action (transaction) of the learner. This model is derived from progressive education and open learning. Distance education can work extremely well for this system.

Different schools suit different people. Some people learn fast, and others slow. Some can read something and remember it, while others need repetition to remember. Some will not remember what they read, no matter how many times they read it; but if they apply that information in a real life situation, they may remember it for life. Everyone learns differently. This is a fact that is understood and appreciated by educational psychologists.  

If you want to learn it is important that the school and style of learning is matched to the student.


We often hear about adults needing to get their work-life balance right, but the same can be said for children. The world has changed. People are more aware of risks to our children - health and safety issues, environmental risks, germs, and so on - so how we treat our children has also changed. Often they are not allowed to play outside or undertake certain activities in case they injure themselves, and they live in ultra-clean environments which is now thought to have increased the propensity of food allergies in children.

Furthermore, some children are put under greater pressure from a younger age to succeed; be it as an athlete, musician, artist, intellect, or whatever else. In other cases, a child may be reared in an environment where they are deprived of the opportunity to develop social relationships or play due to things like poverty, disrupted home lives, or being given up for adoption. In some instances they have little time to just be a child and enjoy their childhood. Consequently, they may engage in less social interaction. In recent decades there has been a plethora of research that has underlined the importance of social development in children and the significance of play in that process.   



  • Education today has become big business.
  • Entrepreneurs have developed colleges and universities that have become huge international businesses
  • Some are extremely profitable; and others are not

Through this course you can explore the possibilities, and develop the skills to sustain a business or career in the education industry.


The world is in the midst of a technological revolution, which is changing the way we work in many ways. Computers, robotics and other technological developments, combined with globalisation, the internet and other developments; have already impacted to a degree on education.

People are studying online today; which simply didn't happen with past generations. Schools are using interactive computer programs as teaching aids; and students are increasingly carrying libraries of text books on electronic devices. Further technological developments will inevitably change the education industry even more. It may be uncertain if students will or won't be taught more my robots, holograms, computers or staff spread across many counties. What is certain though is that the jobs people perform in education will continue to change dramatically; and that the most successful educators of the future will need to be innovative, adaptive and have stronger management skills than ever before.

This course is one for educators who want a sustainable career. It may well be more important to career sustainability than even a university degree in education.


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