Learning with the Institute for Education

The Institute for Education (IfE) is strongly committed to providing high quality teaching, learning and assessment to enable all course participants to achieve their full potential. This is attained through: high quality teaching and learning opportunities, rigorous assessment and feedback, as well as the sharing of good practices. The ‘Teaching, Learning and Assessment Policy and Procedures’ provides an effective framework for the delivery of high-quality teaching, learning and assessment. These documents, which relate to all staff engaged in facilitating, supporting and managing learning, apply to all programmes offered by the IfE.


The IfE proudly adopts an assessment system which is designed to promote an assessment approach which looks beyond the use of examinations. It employs effective assessment strategies that informs and supports the teaching and learning process, which ultimately helps to raise attainment and achievement. Lecturers employ a variety of strategies and tasks to assess and permit a range of different learning outcomes as well as several perspectives of learning to be facilitated and acknowledged. Lecturers also take into account the diverse needs of the course participants by differentiating assessment strategies and tasks to identify learning needs and use them to cater for their specific needs. The assessment methods and tasks that are used are varied, allowing different perspectives of learning to be facilitated. Lecturers are also encouraged to provide formative feedback in the form of comments on quality and advice on how to improve. Lecturers are also advised to use the information obtained to adapt their teaching methods to the needs of the course participants, and to change the traditional form of assessment to a more learner-centred and formative one.

During a course offered by the IfE, course participants will be asked to submit a number of different formats of assignments which may include; essays, portfolios, reflective journals, project or other types of coursework.

­Online-Blended Courses

The IfE offers part-time online/blended courses since it believes in the strengths of online/blended learning which lie in course participant empowerment. This mode of delivery provides the necessary flexibility and customisation making the courses accessible to everyone. Course participants are empowered through online/blended learning since; they are free to access materials at their convenience allowing them to learn in a way in which they are successful; and they can make choices on how to explore content, according to the preferred learning styles. The IfE employs a constructivist, social, and collaborative learning paradigms with course participants in online education by applying research-based pedagogical techniques through effective incorporation of various online learning tools such as Panopto, Blackboard Collaborate and Padlet which allow for online break-out groups and for course participants to create content, share it with their peers and provide feedback to one another; thereby, placing the course participants at the centre of the learning activity.

Self-Study Hours

It is also important to note that our courses require a degree of self-study effort which goes beyond the scheduled lectures. To ensure success, it is recommended to allocate a number of weekly hours for research, readings, reflections and revision.

Course Participant Centred Approach

The IfE is committed to promote an environment which is course participant oriented. For this reason, we do acknowledge the academic and personal difficulties that one may encounter throughout their studies at IfE. For this reason, the IfE has in place a number of policies intended to smoothen the learning experience and promote a work-life-study balance.

Student Affairs Office

The Student Affairs Office, within the Admissions Department ensures that prospective and current Course Participants are supported with career and personal guidance that will enable them to make informed decisions.  It also takes a holistic approach towards support to ascertain that the academic journey is one that helps the individual grow professionally whilst ensuring that throughout the process a sense of wellbeing is mantained that will facilitate the work-life-study equilibrium. Course Participants are considered as key stakeholders and this office strongly enocurages and   welcomes new ideas and suggestions which could benefit all participants and the IfE itself. The objective of the Student Affairs Office is to cultivate a sense of community between the Course Participants and the IfE which encourages networking and sharing of professional practices that add value to the overall academic experience by  creating an environment which generates personal and academic growt.  Each and every course participant matters and our service is committed to offer personalised support that allows the individual the possibility to reach full potential in becoming a professional educator.

Multi-faith Room

The multi-faith room, located in the East wing of the IfE premises, is a space for spiritual refreshment, exploration, quiet contemplation and worship for course participants, and staff of any religious persuasion and none. It is designed to be conducive to individual prayer and meditation and contains appropriate facilities to assist the prayers of members of different religious traditions. It is expected that the multi-faith room will be shared openly with those of any religious traditions who may wish to pray at the same time and those who might wish to meditate or reflect. All those utilising the room should respect other people’s freedom to express their beliefs in worship and prayer.

Equal Opportunities

The IfE is committed to equality of opportunity and to a pro-active and inclusive approach to equality, which supports and encourages all under-represented groups, promotes an inclusive culture, and values diversity. This commitment is underpinned by the IfE’s core values expressed in its mission statement.


The IfE recognises that good health and wellbeing are fundamental for a positive student experience. Following a part-time qualification whilst juggling other equally important personal commitments is certainly demanding. When designing pedagogical approaches, the IfE constantly maintains at the forefront the psychological needs and academic development of our course participants by fostering teaching and learning practices that support a work-life-study balance.

Feedback and Support

The IfE embraces the core value of collaboration with the fundamental aim to ensure the best learning experience. The IfE is growing and developing its practices thanks to the close collaboration with its course participants. After each module, course participants are encouraged to fill in the participant’s feedback form whereby one can provide feedback in relation to the overall experience throughout the module in question. This is a significant tool which will assist the IfE to review and evaluate the quality of the modules being delivered and ensure that the learning objectives are being met. Course Participant Representatives may also be invited to collaborate on boards and committees where they have the opportunity to voice their feedback .

In-class Co-Teaching

Course participants following Bachelor’s and Master’s programmes in Primary Education are also offered in-class co-teaching support. The in-class co-teaching tutors support the course participants in the implementation of the outcomes of the course in a practical manner. A supportive relationship is created between the participant and the tutor so that it is ensured that the course participant feels assisted and encouraged throughout the learning experience.  Through this supportive mechanism, the IfE ensures that all its course participants build their confidence in managing their classrooms and provide robust pedagogical practices to their children in the classrooms.

Recognition of Prior Learning (RPL)

RPL is a formalised process through which credit may be awarded for learning undertaken prior to the commencement of a course offered by the IfE or learning completed together with, but not a part of the IfE course for which a prospective course participant has applied or is registered.

Internal Verification

The IfE adopts an Internal Verification System which is part of the Internal Quality Assurance structure and it is based on the IfE principles of assessment, which state that all assessments must be: valid, reliable, practicable, equitable and fair. Internal Verifiers are tasked with reviewing assessments set against the assessment criteria; sampling and reviewing assessments completed by learners and assessed by lecturers; ensuring that internal standardisation activities take place which inform parity and consistency as well as quality improvement; giving support and advice to lecturers where necessary to ensure that they provide adequate support advice and feedback to learners and understand their roles and responsibilities; and completing report forms and evaluations for internal review as required.

Course Co-ordinators

A Course Coordinator is assigned to each programme/module delivered at the IfE and is the first point of reference for all course participants during the period of their studies. Any queries regarding course information, timetables, assignments and policy procedures can be addressed to their Course Coordinator. The Course Coordinators act as liaison officers ensuring that course participants receive personalised support in order to receive the best possible learning experience from all stakeholders involved in the delivery of programmes.

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