Aiman Abousher, Senior Lecturer at the British University Vietnam and graduate of the UoL LTHE programme has won the BUV ‘Dean’s Award – Best Teaching Award’.
Learning and Teaching in Higher Education
Available to study anywhere in the world
The Postgraduate Certificate in Learning and Teaching in Higher Education has been specifically designed for those teaching, tutoring and supporting the learning of students in Higher Education.
This programme provides an opportunity to:
- develop your skills, understanding of and strategies in teaching, learning and assessment in face to face teaching
- engage with successful digital and online learning and develop your skills in this area through direct hands-on experience
- work with colleagues across the globe, in a community of practice.
As a graduate of the programme, you will gain:
- a University of London Postgraduate Certificate in Learning and Teaching in Higher Education
- enhanced skills, knowledge, experience and scholarship in learning, teaching and assessment
- University of London Worldwide Recognised Tutor status with a certificate and diploma supplement outlining this status.
Programme structure, modules and specification
The PGCert consists of two compulsory modules:
- Module 1 Supporting learning, teaching and assessment
And a choice of either:
- Module 2 Enhancing learning, teaching and assessment.
- Module 3 Strategic approaches to Careers and Employability in Higher Education.
Individual modules will be available to study on a stand-alone basis (subject to module availability).
October 2023 intake:
How you study
You can study this online programme from anywhere in the world. The flexible approach to learning enables you to fit your studies around your commitments whilst providing the academic rigour and structure of an on-campus programme.
Modules are offered over two 22-week sessions each academic year. You are strongly advised to pass Module LTM010 before attempting either Module LTM020 or LTM030.
Assessment deadlines are outlined clearly in advance of the session. You can study one module at any one time. You will also receive comprehensive learning materials and support from online tutors.
Your studies will be directly linked to your teaching practice, making it easier to engage. Throughout the programme, you will be encouraged to explore new areas of learning, reflect on your own learning and teaching, and engage in an analysis and review of the learning experience itself, the technologies and approaches used. The experience is enriched by working with colleagues who teach in a range of disciplines.
We provide you with all of the resources and study materials you need to complete the course successfully, including the essential reading for each module. You can access these through the Virtual Learning Environment (VLE) on a range of devices.
Our online learning resources typically include multimedia content, activities and exercises (e.g. multiple choice quizzes, reflective exercises and self-assessment questions), as well as facilities for you to interact with your tutor and fellow students.
When you register, we will give you access to the Student Portal. You can then access your University of London email account and other key resources:
- The Virtual Learning Environment (VLE) offers online learning support, access to peer review software, reflective activities, informal discussion areas, and links to resources.
- The Online Library provides access to over 100 million academic electronic items comprising E-books, E-journals, conference proceedings, etc. In addition, students can request items which are not held in the library via the library's Inter-Library loans service with the British Library.
- Senate House Library provides free reference access for all registered distance and flexible learning students
All students receive tutor support and feedback while studying this programme. Tutors introduce the modules, respond to queries, monitor discussions and provide guidance on assessments.
We are committed to delivering an exceptional student experience for all of our students, regardless of which of our programmes you are studying and whether you are studying independently or with a Recognised Teaching Centre.
You will have access to support through:
- The Student Advice Centre – provides support for application and Student Portal queries.
- TalkCampus – a peer support service that offers a safe and confidential way to talk about whatever is on your mind at any time of day or night.
Study at your own pace, either part-time or full-time. Once you begin a module it is generally expected that you will complete it in the six-month session. Each module presents about 150 hours of study. Over a 22-week session, a 15 credit module will typically require five to seven hours of work/effort per week, and a 30 credit module will typically require ten to 15 hours of work/effort per week.
Each module includes a mix of assessments. During your study period you will undertake formative assessments, which help you to measure your progress but do not count towards your grade, and summative assessments Summative assessments do count towards the final grade.
Assessment is through coursework, and there are no examinations.
The module, 'Enhancing Learning, Teaching and Assessment', enables you to engage in planning for a development that may be of particular relevance to your current work setting. In this module you develop a plan for enhancing teaching which will encourage you to continue developing as a professional after the programme has ended.
This programme is for teachers, academics, tutors, educators and lecturers working in Higher Education.
To be eligible to join you need to be teaching or supporting higher education students. Your role could be as a teacher, academic, tutor, educator, lecturer, or you may work with students in employability, in academic support or in a library role.
If you are not currently teaching or supporting the learning of students in higher education then you will not be able to join this programme.
If you are a teacher working in a primary or secondary school or an early years setting then you may wish to look at our PGCE Teacher Development programme.
What qualifications do you need?
To register, you must fulfil the following criteria:
- Hold an undergraduate degree which is considered comparable to a UK degree, in any subject, from an institution acceptable to the University.
- Be currently teaching or supporting learning on a higher education qualification. Teaching can be part-time or full-time.
- Reference letters will be requested when your application is processed by the Admissions Office. Alternatively, you can upload signed letters of reference to your application when you apply.
English Language requirements
You need a high standard of English to study this programme. You will meet our language requirements if you have achieved one of the following within the past three years:
- IELTS score of 7 with no sub test below 6.5.
- (TOEFL) iBT Test of English as a Foreign Language with an overall score of 95 or above, including a minimum of 24 attained on the reading and writing skills sub-tests and a minimum of 25 attained on the speaking sub-test and 22 attained on the listening sub-test.
- Cambridge Certificate of Proficiency in English.
- Cambridge Certificate of Advanced English (at grade C or above)
- Duolingo: must achieve an overall score of at least 130.
If you don’t meet these requirements but believe you can meet the standard, we may also consider your application.
We set minimum basic computer requirements because your study resources are accessed via the Student Portal and it is vital that you can access this regularly. For this course, you may also need Adobe Flash Player to view video material and a media player (such as VLC) to play video files.
Recognition of Prior Learning
If you have studied material as part of a previous qualification that is comparable in content, level and standard to our Postgraduate Certificate modules, you might be exempted from the equivalent module of our degree. This is known as Recognition of Prior Learning (RPL) or Exemption. You will not need to study or be assessed in the module(s) to complete your award.
Recognition of prior learning will be granted at the discretion of the Programme Director. All requests will be considered on an individual basis by specialist academics on a case by case basis, before we can approve RPL. This is called discretionary RPL and involves a non-refundable application fee.
You may apply for RPL for up to 30 credits from a PGCert (Postgraduate Certificate in Higher Education) course.
To be considered for RPL you should make a formal request within your application when applying online. Alternatively, this can be done through an online enquiry, once you have submitted your application.
We will not recognise or accredit prior learning for a module later than 14 days after the module start date. You will be deemed to have started a module once you have been given access to the learning materials on the VLE.
Please note: all discretionary RPL requests must be submitted by the dates specified for the April or October intake, in the year that you apply. Once submitted, we must receive all required supporting evidence by the deadline stated.
If you submit your application but are too late to be considered for RPL then we will still process your application to study the programme.
If you receive an offer, you can still register. You will be asked to contact us at a later date to be considered for RPL in the next study session. So don't register on the modules you wish to be considered for RPL in the current study session.
Further information on rules regarding RPL is covered in the Recognition of Prior Learning section of the appropriate Programme Regulations and Section 3 of the General Regulations.
Important: the table below does not include fees payable to a third party, such as tuition costs payable to a Recognised Teaching Centre or fees charged by your local examination centre, or local VAT, Goods or Services Tax (GST) or sales tax.
The programme Fees below refer to the 2023-2024 session only. These may be increased by up to 5% per year.
Disclaimer: Currency conversion tool.
The full programme fee includes all module and continuation fees payable to the University of London for the duration of your study, as well as online tutor support. This fee does not include the application fee, local exam centre fees and fees payable to a University of London Recognised Teaching Centre, if applicable.
*The indicative totals reflect average annual fee increases and assume that you complete the qualification within the minimum time – without resits, and with no law courses (which require additional fees).
You will also need to budget for:
- Textbooks (could extend to around £300 per year)
- Exam centre fees, which are paid directly to the venues where you sit your exams
- Tuition costs if you study at a Recognised Teaching Centre.
Please note: all student fees shown are net of any local VAT, Goods and Services Tax (GST) or any other sales tax payable by the student in their country of residence. Where the University is required to add VAT, GST or any other sales tax at the local statutory rate, this will be added to the fees shown during the payment process. For students resident in the UK, our fees are exempt from VAT.
Further information on Sales Tax.
Your payment provider may apply additional transaction fees. (If in doubt, please check with them before making a payment.)
Further information about fee payment options can be found in the “How to pay your fees” link above.
This programme is ideal for those wishing to take on further responsibility as, for example, a Programme Leader or Curriculum lead.
In the UK, a Postgraduate Certificate in Learning and Teaching in Higher Education is often required or desirable for those applying for HE roles.
This programme will provide you with an opportunity to develop your practice and skills. You will consider your own professional development while undertaking this programme and may focus your work in the 'Enhancing learning, teaching and assessment' module on an area of development that will enrich your leadership skills.
The programme has been mapped by the programme team against the UK Professional Standards Framework. You will have the opportunity to consider your own developing practice and may wish to use this programme to support an application to Advance HE at Associate or Fellow level.
See the Advance HE website for more information.
In some countries, qualifications earned by distance and flexible learning may not be recognised by certain authorities or regulators for the purposes of public sector employment or further study. We advise you to explore the local recognition status before you register, even if you plan to receive support from a local Teaching Centre.
The programme team is comprised of five academics who are members of the University of London's Centre for Online and Distance Education (CODE). The Centre provides an outstanding source of expertise and guidance in distance education and e-learning throughout the University of London, its member institutions, partner organisations, Teaching Centres, and beyond.
The Centre makes a significant contribution to the University's standing as a world-leading university for open, distance and flexible education. The collective expertise of the team includes development and delivery on a range of distance learning and face-to-face programmes from various disciplines including similar teacher-development programmes.
The team are also all very familiar with the University of London programmes and international Teaching Centres, therefore understanding the challenges faced by our tutors across the globe.
The programme has been developed by the University of London and draws on Higher Education expertise from Dr David Baume, Dr Gwyneth Hughes, Dr Simon Rofe, Dr Ayona Silva-Fletcher, and led by Dr Linda Amrane-Cooper. See CODE Fellows for profiles about the programme team. As well as their roles at various Higher Education institutions, the team are also members of the University of London's Centre for Online and Distance Education.
The second optional module, Strategic Approaches to Careers and Employability in Higher Education is taught by David Winter and Kate Daubney, from The Careers Group of the University of London. David is an experienced trainer and careers professional with expertise in staff development, careers education and effective use of data. He has published widely on career theory and approaches to employability.
Kate Daubney has been head of two very different university careers services, and was made a Principal Fellow of the Higher Education Academy in recognition of her strategic innovations in HE on careers education and employability development. She has published articles on her approach to embedding employability in the curriculum in peer-reviewed journals.
Funding your study
Without the cost of moving to London, studying for your University of London award anywhere in the world represents excellent value for money. However, there are additional sources of support depending on where you live and how you choose to study.
If you are a tutor supporting a University of London programme at a Recognised Teaching Centre, you may be entitled to a 20% discount on fees.
If you are a staff member at a University of London Member Institution, or an online tutor or module leader supporting a University of London programme, you may be entitled to a 30% discount on fees.
Please note: this cannot be used in conjunction with any other discount policy offered.
Recognised Tutor Status
The University of London recognises the achievement of successful graduates from the Postgraduate Certificate Learning and Teaching in Higher Education by granting them University of London Worldwide Recognised Tutor Status. This includes receiving a certificate and diploma supplement.
University of London Worldwide Recognised Tutors, as successful graduates of the Postgraduate Certificate Learning and Teaching in Higher Education, have had the opportunity to:
- demonstrate enhanced skills, understanding of and strategies in teaching, learning and assessment in face to face teaching
- engage with successful digital and online learning through direct hands-on experience
- demonstrate enhanced skills in digital and online teaching
- work with colleagues across the globe, in a community of practice
- demonstrate a commitment to their own professional development
Recognised Tutor Status holders can choose to be included on our website listing and those working in University of London Recognised Teaching Centres, can be linked to their institution.
What our students say
From the 2019/2020 Student Experience Survey we were delighted to find that the overall satisfaction rate with the programme is 90%. Positive feedback included:
- 93% agreed that the programme is intellectually stimulating.
- 88% of respondents confirmed that the programme is running smoothly and well organised.
- Two highly rated areas, which both scored 93%, and which are very relevant for our practice based programme, concerned opportunities to explore ideas or concepts in depth; and opportunities to bring ideas together from different topics.
- Challenge (86%) and Flexibility (85%) are also commended.
- Information provided is considered clear (85% positive agreement) and particularly information about assessment (88%).
In the words of some of our recent graduates:
“I feel as though I am now able to make informed judgments about course development and delivery. I have developed a more formed set of guiding principles for the purpose of Higher Education. My thoughts and actions towards education are more student-focussed in a deeper sense - now I ask what will benefit the student's development in the long term.” "It is a testament to the programme that it was able to increase my motivation and ability. I put this down to the fascinating topics and challenging assignments.”
Daniel Linton, Programme Leader (Foundation Year), Point Blank Music School, CDE Learning Gains Award winner, 2020
“I credit this award to the PGCHE – UOL team for their dedication, hard work, support towards my studies, my education, my knowledge, my skills gained, as I applied all the knowledge and skills I read online and learnt from discussion forums to enhance my students learning. My student’s satisfaction towards their learning has recognized me in achieving this prestigious award. Thank you to your and your excellent PGCHE team for all their support towards my studies in this program.”
Aiman Abousher, BUV Vice Chancellor's Teaching Excellence Award winner, 2019
"I feel enriched with insights of an academic kind offered to me on a carefully curated platter by the Tutors and Course Moderators on the PGCertHE.....My experience of the course has been thoroughly enriched by Peer Reviews on my submissions from other 'Learners' on this Module. Peers provide a critical and helpful sounding board for one’s ideas and their interpretation and viability, making peer review imperative to collaborative learning, especially in an online environment....I can't be thankful enough for the PG Cert opportunity for enabling the impact we are beginning to have in our local and national environment."
Ariyapriya Ganguly, Associate Professor of Social and Applied Psychology and Human Resource Management, Indian School of Business and Finance, New Delhi
"This programme has really deepened my understanding of the pedagogical principles that underlie all good teaching and learning. It gives the opportunity to reflect deeply on your professional teaching practice and improve it through engagement with the well curated curriculum of the relevant academic literature and concepts. The concepts come to life in the peer engagement with a community of educators located across the globe and through the reflective exercises well moderated by the tutors. I would strongly recommend this course."
Liz Wilkinson, The Careers Group, University of London
"The level of support from the University throughout the studies was excellent. Each and every essential reading was provided by the Virtual Learning Environment. Links to important and useful websites was shared. Further readings can be found through the online library. Soft copy textbooks are provided through the Kortext Apps. The coordinators and staff are quick to assist in searching for missing articles or resources needed. The design and structure of the virtual learning environment is very clear and systematic with clear instructions and steps to complete the activities, coursework, writing reflections and assignment with clear deadlines. The video lectures by tutors have been very helpful in providing a guideline on our next step."
Gary Ng Boon Hui, Head of Law Studies at Crescendo International College, Malaysia
"In the beginning I remember wondering what exactly I will be able to learn from this course after having taught for so many years. However, this proved to be a truly humbling experience. The exposure to such wide literature on learning theories increased my understanding of how to support learning, undertake assessment, provide feedback and introduced me to the world of blended e-learning. This course has given me a lot to think about. The best part of this journey was that it was not only through formal teaching but also through interaction with my peers who were from a variety of different backgrounds. The wealth of knowledge, experience, insights and perspectives I have had access to is unmatchable. I hope this makes a better learner as well as a teacher out of me."
Sarah Tarar, Head of Laws at UCL Lahore
"The PG Cert gave me exposure to important theories, tools and techniques of learning and teaching in higher education. This helped me understand what I was doing right in my teaching practice and gain confidence in the effectiveness of those methods, while reflecting on and identifying the many areas that needed improvements. It's an experience I would recommend to any conscientious educator, for it has the potential to transform your teaching and your students' learning."
Chiraag Mehta, Associate Director, Indian School of Business and Finance
"My learning from PGCertHE has most definitely helped me understand how distance learning happens from a learner’s perspective, having read so many theorists and having gone through the various tools at our disposal on e.g. assessment, I have learnt the importance of simplicity. How questions are framed to the importance of various assessment methods, their use and their variety. It all helps in making me a better head to make the right decisions keeping the learners in mind for the programmes I am looking after. As a teacher I have incorporated many things from the course into my teachings, from small things like peer review, to using Wiki and the importance of students existing knowledge (schemata) and so much more.
Since I have opted for the course with my colleague on campus I feel it has helped me immensely. The discussion forum and the padlets keep us engaged and the discussions resolve so many of our own concerns. The course has been an overall joy and so much learning. I would recommend it for anyone that is in Higher Education."
Kholah Yaruq Malik, Director International Qualifications and Quality Assurance The Millennium University College, Pakistan.