All for Joomla All for Webmasters
Super User

Super User

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Why choose Cambridge Professional Developmnet Qualifications ?

    Cambridge Assessment International Education prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning. They are part of the University of Cambridge. As a not-for-profit organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners' potential.

    Our qualifications are recognised by the world’s universities and employers. More than 10,000 schools in over 160 countries are part of the Cambridge learning community. We continually invest in research and development to improve our programmes and qualifications.

    Cambridge Professional Development Qualifications (PDQs) are a mark of excellence. The qualifications help to improve teachers’ and school leaders’ professional profile and are valued for further professional and career development. Successful achievement measures the teachers’ and leaders’ professional development against the international standards assessed and safeguarded by Cambridge.

    Cambridge PDQs help teachers and school leaders to apply new ideas and approaches, and to become reflective practitioners. Learning draws on teachers’ and leaders’ own teaching and learning environment, making the qualifications immediately applicable and improving professional practice.

    Recognition

    PDQs are internationally recognised as a mark of excellence for the individual teacher or leader. In the UK, the Certificate is accredited with 60 credits at FHEQ Level 4 and the Diploma is accredited with 60 credits at FHEQ Level 5. The qualifications help to improve teachers’ and leaders’ professional profile and are valued for further professional and career development .

  • Why train with Premier Traing & Consulting ?

    As a Cambridge International Centre for the University of Cambridge International Examinations (CIE), Premier Training & Consulting has been conducting a tutorial programme since 2011, which leads to the Cambridge International Diploma for Teachers and Trainers (CIDTT) awarded by CIE. To date, Premier has prepared more than 50 Trainees for the Diploma & Certificate.

    Premier delivers top quality teacher training to schools as well as individual teachers and newcomers to the field looking for a career change. Backed by an uncompromising commitment to maintaining the highest standards of reliability and integrity, Premier is well placed to help you in your quest for teaching skills and in securing a prestigious and internationally recognised qualification that will prove advantageous for your career development and success.

    As of January 2015, Premier come up with a new Continuing Professional Development (CPD) programme; the Cambridge International Diploma in Teaching & Learning (CIDTL) to replace the CIDTT.

    In premier , our obligation and mission starts as soon as the candidate fill in the registration form and doesn’t stop until he gets his certifying statement successfully.

    • Assist with the choice of activities, subjects to be covered, technology to be used and resources for assessment tasks
    • Indicate sources of information, further reading, materials, websites and references
    • Advise on the practicability of ideas suggested by candidates
    • Give advice as to length, approach and treatment. In addition, Programme Leaders must:
    • Offer guidance to candidates to prevent plagiarism and to monitor progress
    • Make sure that candidates state their sources
    • Make sure that work is completed in line with syllabus requirements and can be assessed against the criteria.

    This means that; we not only provide the candidates with the sufficient knowledge and extra resources needed for the diploma, but also help them through coaching, mentoring and one-on-one tutoring to deliver their assignments as well. So, we accompany our candidates hand in hand in their journey until they successfully get their diplomas.

  • What is the qualification strucure & Duration ?

     cictl1

    * Face to face training: 40 Hours

  • Cambridge International Certificate aims & structue

    Introduction to the Certificate

    Aims

    In the Certificate, teachers will have the opportunity to:

    • Understand principles of learning and teaching and apply these principles to their own practice
    • Articulate their own personal theory of learning
    • Design coherent learning activities that focus on planning for active learning and teaching
    • Use approaches to teaching and learning appropriately to help learners to learn more effectively
    • Develop their reflective practice skills to help them to evaluate and develop their own practice
    • Learn collaboratively, supported by their colleagues.

    Structure

    The Certificate comprises three units related to practice, and forms Module 1: Exploring teaching and learning of the Diploma in Teaching and Learning.

    Unit 1 Understanding principles of learning and teaching
    Unit 2 Teaching an effective lesson
    Unit 3 Facilitating active learning through effective teaching
  • Candidate Qualifications and entry requiremnets .

    • Be a full- or part-time teacher, teaching in an educational institution such as a school, college, university or adult training centre
    • Teach in their current school over a full academic year, for a minimum of 24 weeks and a minimum of six hours per week
    • Have the regular support of at least one experienced, trusted colleague who understands the essential principles that underpin this qualification, and can provide helpful advice and observations
    • Teach a group with a minimum of six learners
    • Be responsible for planning and facilitating the learning activities of their learners.

    Language requirements

    You are required to have sufficient competence in English to participate in the qualification. All candidates should have English language competence comparable to Level B2 (Upper Intermediate Level) in the Common European Framework of Reference for Languages (CEFR).

  • Certificate assessmnet criteria

    Assessment is through a portfolio of evidence, examined by Cambridge. In the teacher’s portfolio, each teacher demonstrates their knowledge, skills and understanding in the context of their own work, from a variety of sources:

    • Classroom practice and observations
    • Materials that arise naturally out of the teaching process
    • Feedback from colleagues, learners and others
    • The teacher’s own reflections on their practice.
  • Qualification award rules

    cictl2

    How many times can a candidate sit a module?

    Candidates who have achieved a Pass cannot retake that module to improve their grade. Candidates who fail a module can resubmit a portfolio for assessment in order to achieve a Pass or Distinction. Candidates can make a maximum of three submissions to achieve a Pass grade. You submit re-sit module entries in the same way as all other entries.

Register Now

  • Why choose Cambridge Professional Development Qualifications ?

    Cambridge Assessment International Education prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning. They are part of the University of Cambridge. As a not-for-profit organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners' potential..

    Our qualifications are recognised by the world’s universities and employers. More than 10,000 schools in over 160 countries are part of the Cambridge learning community. We continually invest in research and development to improve our programmes and qualifications.

    Cambridge Professional Development Qualifications (PDQs) are a mark of excellence. The qualifications help to improve teachers’ and school leaders’ professional profile and are valued for further professional and career development. Successful achievement measures the teachers’ and leaders’ professional development against the international standards assessed and safeguarded by Cambridge.

    Cambridge PDQs help teachers and school leaders to apply new ideas and approaches, and to become reflective practitioners. Learning draws on teachers’ and leaders’ own teaching and learning environment, making the qualifications immediately applicable and improving professional practice.

    Recognition

    PDQs are internationally recognised as a mark of excellence for the individual teacher or leader. In the UK, the Certificate is accredited with 60 credits at FHEQ Level 4 and the Diploma is accredited with 60 credits at FHEQ Level 5. The qualifications help to improve teachers’ and leaders’ professional profile and are valued for further professional and career development.

  • Why train with Premier Training & Consulting ?

    As a Cambridge International Centre for the University of Cambridge International Examinations (CIE), Premier Training & Consulting has been conducting a tutorial programme since 2011, which leads to the Cambridge International Diploma for Teachers and Trainers (CIDTT) awarded by CIE. To date, Premier has prepared more than 50 Trainees for the Diploma & Certificate.

    Premier delivers top quality teacher training to schools as well as individual teachers and newcomers to the field looking for a career change. Backed by an uncompromising commitment to maintaining the highest standards of reliability and integrity, Premier is well placed to help you in your quest for teaching skills and in securing a prestigious and internationally recognised qualification that will prove advantageous for your career development and success.

    As of January 2015, Premier come up with a new Continuing Professional Development (CPD) programme; the Cambridge International Diploma in Teaching & Learning (CIDTL) to replace the CIDTT.

    In premier , our obligation and mission starts as soon as the candidate fill in the registration form and doesn’t stop until he gets his certifying statement successfully.

    • Assist with the choice of activities, subjects to be covered, technology to be used and resources for assessment tasks
    • Indicate sources of information, further reading, materials, websites and references
    • Advise on the practicability of ideas suggested by candidates
    • Give advice as to length, approach and treatment.
    • Offer guidance to candidates to prevent plagiarism and to monitor progress
    • Make sure that candidates state their sources
    • Make sure that work is completed in line with syllabus requirements and can be assessed against the criteria.

    This means that; we donot only provide the candidates with the sufficient knowledge and extra resources needed for the diploma, but also help them through coaching, mentoring and one-to-one tutoring to deliver their assignments as well. So, we accompany our candidates hand in hand in their journey until they successfully get their diplomas .

  • Waht is the qualification structure & Duration ?

      cidtl1

     

    cidtl2

    * Face to face training: 40 Hours / Module

  • Cambridge International Diploma aims & structure

    Aims

    In the Diploma, teachers will have the opportunity to:

    • Understand principles of learning and teaching and relate these critically to their own practice
    • Critically engage with educational theory and research evidence to inform and develop their professional thinking
    • Design coherent lessons and programmes that focus on planning for active learning and teaching
    • Use a variety of approaches to teaching and learning appropriately to help learners to learn more effectively
    • Develop their personal reflective practice skills, enriched by ideas and experience from external sources
    • Learn collaboratively, supporting and supported by their colleagues.

    Structure

    The Diploma comprises three modules related to practice:

    Module 1 Exploring teaching and learning
    Module 2 Teaching and learning in action
    Module 3 Developing professional practice

    For the Diploma, candidates must achieve a pass or distinction in Module 1 to progress to Module 2.Modules 2 and 3 will then deepen and extend their knowledge, understanding and skills, and lead to the award of the Diploma. Candidates must achieve a pass or distinction for Module 2 before entering for Module 3.

  • Candidate Qualification and entry requirements .

    • Be a full- or part-time teacher, teaching in an educational institution such as a school, college, university or adult training centre
    • Teach in their current school over a full academic year, for a minimum of 24 weeks and a minimum of six hours per week
    • Have the regular support of at least one experienced, trusted colleague who understands the essential principles that underpin this qualification, and can provide helpful advice and observations
    • Teach a group with a minimum of six learners
    • Be responsible for planning and facilitating the learning activities of their learners.

    Language requirements

    You are required to have sufficient competence in English to participate in the qualification. All candidates should have English language competence comparable to Level B2 (Upper Intermediate Level) in the Common European Framework of Reference for Languages (CEFR).

  • Diploma assessment criteria

    Assessment is through a portfolio of evidence, examined by Cambridge. In the teacher’s portfolio, each teacher demonstrates their knowledge, skills and understanding in the context of their own work, from a variety of sources:

    • Classroom practice and observations
    • Materials that arise naturally out of the teaching process
    • Feedback from colleagues, learners and others
    • The teacher’s own reflections on their practice
  • Qualification award rules

    cidtl3

    How many times can a candidate sit a module?

    Candidates who have achieved a Pass cannot retake that module to improve their grade. Candidates who fail a module can resubmit a portfolio for assessment in order to achieve a Pass or Distinction. Candidates can make a maximum of three submissions to achieve a Pass grade. You submit re-sit module entries in the same way as all other entries.

Register Now

Overview:

 

Whether your organization is seeking better prices or services from its suppliers, or contracting out and outsourcing areas of activity, effective tender/RFP preparation is a way of assessing what a competitive marketplace can offer. Effective tendering techniques are now being employed by organizations as a way of ensuring that they are contracting with the suppliers that have the best prices and levels of service.

Objectives:

 

By the end of this Course the participant will be able to:

  • Reduce the effort, time and costs involved in preparing and evaluating supplier                        
  • Understand how to write and advertise a tender/RFP
  • Learn how to prepare tenders/RFPs that solicit better and more competitive bids
  • Analyze best practices for filtering and rejecting proposals
  • Develop an elimination and ranking criteria within your organization, for suppliers
  • Grasp techniques for actively managing and measuring supplier performance

Content:

 

Module 1: Tender Evaluation:

  • An Overview
  • General Review of Project Requirements
  • Reviewing Inquiry Requirements (Technical & Commercial)
  • Reviewing Approved Suppliers Invited and the Bidders Quoted
  • Techniques & Tender Study
  • Technical Evaluation Techniques
  • Un-priced Commercial Evaluation
  • Financial Technical Evaluation Report
  • Opening of Priced Commercial.
  • Bid Tabulation / Evaluation Techniques
  • Commercial Evaluation Report, with Recommendation of Successful Bidder
  • Pre-award Meeting Agenda
  • Introduction to Negotiating Techniques
  • Letter / Fax of Intent
  • Preparation of Material Requisition for Purchasing (Specifications, Agreed Commercial Terms & Conditions)

Module 2: Contract Preparation

  • Main Contract Types
  • Nature of Contract
  • Object of Contract
  • Anti-Fraud Program

Audience:

 

This course will benefit middle managers and anyone in the area of tender evaluation and contract preparation.  

Prerequisites:

 

No prerequisites needed.

Teamwork Management

Overview:

Teamwork is an everyday occurrence whether it's at home, in the community, whilst playing sport or at work. We are all at some stage expected to be a functional part of a performing team. This workshop will encourage you to explore the different aspects of a team, as well as ways that they can become a top-notch team performer

Objectives:

 

By the end of this workshop, participants will be able to:

  • Understand the concept of a team, and how to monitor success
  • Explain the four phases of the Tuckman team development model
  • Understand the three types of teams
  • Describe actions to take as a leader - and as a follower for each of the four phases (Forming, Storming, Norming and Performing)
  • Understand the benefits and disadvantages of various team-building activities
  • Describe several team-building activities that you can use, and in what settings
  • Follow strategies for setting and leading team meetings
  • Detail problem-solving strategies using the Six Thinking Hats model -- and one consensus-building approach to solving team problems
  • List actions to do -- and those to avoid -- when encouraging teamwork

Content:

Module One: Getting Started

  • Workshop Objectives
  • Action Plans

Module Two: Defining Success

  • What is a Team?
  • An Overview of Tuckman and Jensen's Four-Phase Model

Module Three: Types of Teams

  • The Traditional Team
  • What are Self-Directed Teams
  • Virtual Teams
  • The Right Team for the Job

Module Four: First Stage of Team Development – Forming

  • Characteristics of the Stage Forming
  • Create an environment for introductions
  • Create an environment for building rapport
  • Create an Effective Agenda
  • A Leaders Role for Forming
  • A Followers Role for Forming

Module Five: Second Stage of Team Development - Storming

  • Characteristics of the Stage Storming
  • A Leaders Role for Storming
  • A Followers Role for Storming

Module Six: Third Stage of Team Development - Norming

  • Characteristics of the Stage Norming
  • A Leaders Role for Norming
  • A Followers Role for Norming

Module Seven: Fourth Stage of Team Development Performing

  • Characteristics of the Stage Performing
  • A Leaders Role for Performing
  • A Followers Role for Performing

Module Eight: Team Building Activities

  • The Benefits and Disadvantages
  • Team-Building Activities That Won't Make People Cringe
  • Location for Team-Building

Module Nine: Making the Most of Team Meetings

  • Setting the Time and the Place
  • Trying the 50-Minute Meeting
  • Using Celebrations of All Sizes

Module Ten: Solving Problems as a Team

  • The Six Thinking Hats
  • Encouraging Brainstorming
  • Basic Brainstorming
  • Building Consensus

Module Eleven: Encouraging Teamwork

  • Some Ideas to Encourage Teamwork
  • Some Things to Do
  • Some Things to Avoid
  • Some Things to Consider

Audience:

The course is appropriate for anyone who is, or will be, involved in leading and managing teams in any field, including doctors, lawyers, government personnel, managers in human resources and financial areas, and project managers in general

Prerequisites:

No prerequisites needed.

Page 3 of 26
Top
We use cookies to improve our website. By continuing to use this website, you are giving consent to cookies being used. More details…