Postgraduate Studies

The CPD approach of the SES is unique in its vision to provide need based certificate, diploma and degree pathways to practicing educators with credit transfer possibilities. This approach is not seen in the NCR region and is offered only sporadically nationally. This model draws on unique practices internationally. SES’s CPD plans focus on providing courses and programmes for practicing and aspiring educators, especially school teachers. These plans are situated in the current regional and national context of problems of quality and shortage of continuing education opportunities for teachers and other professionals in education (including school leaders, administrators, teacher educators, curriculum developers, and entrepreneurs). The CPD approach of SES engages with this scenario by offering flexible pathways responsive to teachers’ (and other professionals’) needs and over a period lead a shift in the vision of in-service education. While at present only six standalone certificate courses are being offered under SES’s CPD, the future plan is to provide basket of courses that can be added in a modular fashion to provide the teachers opportunities to get certification for diploma, advanced diploma and degree.

The aims of the CPD courses are:

• Providing quality professional development opportunities to educators to enable them to critically articulate and implement educational change not just in the classroom but at multiple levels.
• Providing flexible pathways for CPD that can be built toward a certificate, diploma, or degree and are duly credited, assessed and certified by the University.
• Sustained and prolonged engagement with the school ecosystem– as against largely training based and short-lived models.
• Sustained interactions during course transactions in multiple modes including face-to-face (through school-shift based, and weekends and vacation classes) and online and blended modality.
• Integrating pre-service, in-service and research to harmonize the various structural, programmatic, and experience-based elements of pre- and in-service teacher education programmes.
• Developing University-School System partnership for understanding educators’ needs, providing feedback for continuous improvement in content, and enhancing the seamless interaction between in-service and pre-service designs.