Bachelor of Education (Secondary) In-service

In summary the requirements are that to be eligible to be admitted to a bachelor’s degree programme a person shall, as a minimum:

• have passed a Senate-recognised Form 7 or equivalent examination; or
• have completed a diploma or a degree at a recognised tertiary institution; or
• have completed a qualification that USP recognises for cross credits; or
• have met the mature student admission criteria.

All new degree-level students will sit an English proficiency test, English Language Skills Assessment (ELSA). Students identified by ELSA will be enrolled in the course, EL001 English Language Skills, which provides students with an opportunity to acquire the English language skills needed for successful university studies.

Students enrolling at Laucala, Emalus and Alafua Campuses can complete their enrolment process online via the USP website. All other students, including those without online access, should fill out the appropriate form, available at all USP campuses.

Programme Requirements:

• The Bachelor of Education (Secondary) In-service consists of 21 courses:
• 2 compulsory 100-level courses;
• 9 Education major courses;
• of which 2 are at 100-level
• 3 at 200-level
• 4 at 300-level (including ED300 Practicum)
• a teaching major of between six and nine courses;
• and sufficient elective courses from a second teaching subject to make up the 21 total.

Courses:

1. UU100 (Communications and Information Literacy) - From 2010 all students admitted to degree programmes will be required to undertake four generic courses as part of their programme. UU100 will be offered in Semester 2.


2. UU114 (English For Academic Purposes) - By the end of this course students will be expected to have achieved a proficiency in academic writing, reading and speaking sufficient to support their language needs in courses in the humanities, social science or sciences and in future professional tasks.


3. ED152 (Issues In Adolescence) - This course is designed to encourage a better understanding of human development, by adopting a perspective that covers the period of adolescence. It will compare various theories of adolescence (e.g., Erik Erikson), as well as discuss the contemporary issues that are experienced by adolescents in the South Pacific. An introduction to research methods is also introduced.


4. either of;
• ED153 (School & Society) - The principal aim of this course is to establish a foundation for subsequent education courses by introducing students to a wider understanding of education and schooling and the issues relating to it in the societies in which we live. In the Pacific, schooling as a form of education has had a great impact on the lives of the people, thus the focus of the course on school and society.
• ED154 (Principles of Assessing Student Performance) - This is an introductory in-service course for Primary or Secondary school teachers in assessment.


5. ED250 (Curriculum Studies I) - Intending agriculture teachers should take AG250 instead. This course overtly promotes reflective, constructivist pedagogies. During weekly workshops, both lecturers and students strive to demonstrate , as far as is practicably possible, how these two philosophies can serve as excellent foundation for classroom practice.


6. either of;
• ED319 (Professional Issues In Education) - This course is designed to provide some understanding of two professional areas, namely children with special needs and educational leadership in primary schools. In addition, it provides an opportunity for an in-depth study of the professional issues being studied through research projects.
• ED354 (Assessing and Measuring Student Performance) - This course is designed to build on ED154 Principles of assessing Student Performance. Emphasis is placed on developing professional teachers for academic careers and evealuation personnel for other professions.


7. ED300 (Practicum) - This course is part of the BEd (Primary) In-service programme, the BEd (Secondary) for students entering after 1999, the PGCE for students entering after 1999, and the ACTA. Refer to Practicum Handbook for further details.


8. ED350 (Curriculum Studies II) - Intending agriculture teachers should take AG350 instead of ED350. This course builds on the themes covered in ED250, and aims to enhance students` professional skills, understanding, and commitment in teaching two disciplines at the secondary school level.


9. plus three (3) courses from one of the following strands;
• Strand 1: Curriculum;
• ED153 (School & Society) - The principal aim of this course is to establish a foundation for subsequent education courses by introducing students to a wider understanding of education and schooling and the issues relating to it in the societies in which we live. In the Pacific, schooling as a form of education has had a great impact on the lives of the people, thus the focus of the course on school and society.
• ED255 (Introduction To Curriculum Development) - This course aims to introduce students to curriculum theory and practice and to develop an awareness and understanding of the process of curriculum development, with specific reference to the South Pacific region.
• ED355 (Curriculum Development) - The course aims to develop the knowledge, skill and attitudes which will enable teachers to become more effective teachers or curriculum developers in a particular academic discipline. It also aims to stimulate students` interest and capability in curriculum innovation, research, implementation and evaluation.


• Strand 2: Educational Leadership;
• ED191 (Education Decision - Making and Problem - Solving) - This introductory course in educational leadership and change examines decisionmaking and problem solving at system-level and school-level in developing countries.
• ED292 (Educational Planning and Development) - This course builds on concepts learned and skills developed in ED192. It deals with planning processes at the school, local, district and national levels and with the development, implementation and evaluation of strategies for introducing educational change appropriate for developing societies.
• ED391 (Educational Leadership and Supervision) - This course examines the roles that educational leaders are required to play as curriculum advisors, education officers, and principals and head teachers in the countries of the region.


• Strand 3: Educational Planning;
• ED192 (Educational Project Planning) - This introductory course in educational planning examines the formulation, appraisal, implementation, monitoring and evaluation of educational projects.
• ED292 (Educational Planning and Development) - This course builds on concepts learned and skills developed in ED192. It deals with planning processes at the school, local, district and national levels and with the development, implementation and evaluation of strategies for introducing educational change appropriate for developing societies.
• ED392 (Issues in Educational Administration in the South Pacific) - The course involves a study of selected problems and issues in management and planning of educational systems of the South Pacific region.


• Strand 4: Non-Formal Education;
• ED158 (Intro To Non-Formal Education) - This course enables students to develop an ideological base for non-formal education practices.
• ED258 (Adult Learning) - This course builds on the principles and conceptual understanding for non-formal education development in ED158 and further fosters relevant knowledge and understanding among non-formal educators of the psychology of adult learning, the principles of group dynamics and techniques of teaching adults.
• ED358 (Community Education) - This course is usually completed as the final course in the Certificate in Non-Formal Education, although students may be admitted to the course at the discretion of the lecturer if they have experience in non-formal education, community or adult education or community development work.


• Strand 5: Counseling;
• PS101 (Introduction To Psychology) - This course introduces students to the science of behaviour - what people do and why. It also looks at major approaches within the discipline of psychology ranging from how we perceive our surroundings and persons within it, to how we learn to think, feel and act.
• PS211 (Introduction to Counselling and Counselling Skills) - This course introduces concepts and skills basic to counselling via a consideration of relevant theoretical, philosophical and practical aspects. Consideration is given to various contemporary approaches, including their strengths and weaknesses with an emphasis on issues of cultural appropriateness relevant to Pacific notions of status and power and interpersonal communication.
• PS311 (Psychology of Family and Interpersonal Behavior) - This course aims to provide students with a better informed understanding of families and their inherent psychological and social dynamics and communication strategies. It develops an understanding of social influences and social relations (e.g. group conformity, group processes and conflict management).

Note: Please click on the course codes to access detailed information about the course from the USP database.