There are two types of programmes:
- 2 Year programme
- 4 Year programme
2 year programme
The programme is designed for teachers who desire to engage in further education or training to upgrade their professional knowledge, skills and practices. This work-based programme aims to narrow the gap between theory, policy and practice in the field of education for all. The educational future of all children requires a broad vision of education: a vision that embraces all children in line with the United Nations’ Sustainable Development Goal No 4 and the Incheon Declaration for 2030.
The programme has a strong ethos of supporting the right of every child to quality education and learning. Pursuant to this ethos, the programme is designed to expose students to an inclusive education system whose main goal is to provide all children with the most appropriate learning environment for them to best achieve their potential. Specifically, the programme seeks to promote success for all children with many different attributes such as disability; ethnicity; language; gender; or socio- economic status.
Exclusion of some children from meaningful participation in the schooling life is one of the greatest problems facing some children in our society today. For instance, disability is the single most serious barrier to education across the globe. For instance, nearly 50 per cent of children with disabilities are not in school, compared to only 13 per cent of their peers without disabilities. Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.
Through this programme, Arrupe Jesuit University (AJU) believes that inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need in order to thrive in the 21st century. Translate Education Vision 2030 into practice by becoming an inclusive teacher; the teacher of the future. We believe that an inclusive teacher is the teacher of the future. Be ahead of time.
Why Choose this Course?
- Flexibility: sessions are conducted as hybrid sessions including weekends
- Work-based learning: no need to leave your current work
- Career progression: MEd in Inclusive Education, PhD in Inclusive Education
- Opportunity to represent the many educationally excluded children
- Become an educational practitioner of the future
A Diploma in Education
Curriculum (What you will learn)
First Year
First Semester· IEIS 101 Academic Writing · IEIS 102 Foundations of Inclusive Education, Disability and Inclusion · IEIS 103 ICT Applications in Education · IEIS 104 Research Methods and Statistics · IEIS 105 Culture and Heritage Studies · IEIS 106 Aetiology and Effects of Various Impairments on Education
Second Semester· IEIS 107 Ignatian Pedagogical Paradigm · IEIS 108 Inclusive Pedagogy · IEIS 109 Support Services for Children/Students with Disabilities · IEIS 110 Specific Learning Difficulties o Working with Children with Autism o Language Disorders in Children o Reading Difficulties/Dyslexia · IEIS 111 School Guidance and Counselling · IEIS 112 Ethics in Education
Second Year
First SemesterSpecialisations (students choose one area)
Intellectual Impairment· IEIS 201 Intellectual Impairment and Educational Implications · IEIS 202 Cognitive, Social and Emotional Development
Hearing Impairment· IEIS 203 Hearing Impairment and Educational Implications · IEIS 204 Deaf Education and Zimbabwean Sign Language
Visual Impairment· IEIS 205 Visual Impairment and Educational Implications · IEIS 206 Assistive Technology and Braille Systems
Mobility Impairment· IEIS 207 Mobility Impairment and Educational Implications · IEIS 208 Assistive Technology and Devices
Specific Learning Difficulties· IEIS 209 Perspectives in Learning Disabilities · IEIS 210 Specific Learning Difficulties and Educational Implications
Core Courses· IEIS 211 Introduction to School Administration and Leadership · IEIS 212 Entrepreneurship in Education · IEIS 213 Assessment Theories and Practices in Inclusive Education · IEIS 214 Inclusive Monitoring, Assessment and Evaluation
Second Semester· IEIS 215 Gifted and Talented Education · IEIS 216 Children in Need of Care and Protection · IEIS 217 Early Childhood Development Intervention · IEIS 218 Service Programme · IEIS 219 Research Project |
This programme provides educational services for all children including children with disabilities and other marginalised children on the basis of gender, language or socio-economic status.
Our teaching is heavily informed by research and combines academic rigour with practical relevance. The programme is manned by our internationally recognised academics who are at the forefront of knowledge and practice within the field of inclusive education. Collectively, they bring the lessons learned from their vast experiences in research the learning environment, thus giving students access to critical thinking and contemporary real-life examples and scenarios in the business of inclusive education.
This programme is accredited by the Zimbabwe Council for Higher Education (ZIMCHE)
Local Students = USD 650 per semester
International Students = USD 850 per semester
- Secondary school teacher
- Primary school teacher
- Early childhood development teacher
- Educational advisor
- NGOs and government advisor.
- Caregiver
We place great importance on work-related experience during your studies with us. We recognise the importance of gaining work experience during your studies. We will offer advice on available work placements, internships, work experience and opportunities.
Currently Co-ordinated by:
Professor Alfred C Ncube
(BA (UNISA); BA Hons (UNISA); MEd (Newcastle upon Tyne University); PhD (UNISA); PGD in Sp Ed (University of Birmingham); Cert Sp Ed (Malawi); Cert Ed (UCE); M and O Cert ( NMC, Birmingham); Cert Women Empowerment, Gender Issues and Sustainable Development Programme (ESAMI)
4 year programme
Programme Overview
The programme is focused on preparing students for a career in teaching. This flexible and student-friendly programme aims to narrow the gap between theory, policy and practice in the field of education for all. The educational future of all children requires a broad vision of education: a vision that embraces all children in line with the United Nations’ Sustainable Development Goal No 4 and the Incheon Declaration for 2030.
The programme has a strong ethos of supporting the right of every child to quality education and learning. Pursuant to this ethos, the programme is designed to expose students to an inclusive education system whose main goal is to provide all children with the most appropriate learning environment for them to best achieve their potential. Specifically, the programme seeks to promote success for all children with many different attributes such as disability; ethnicity; language; gender; or socio- economic status.
Exclusion of some children from meaningful participation in the schooling life is one of the greatest problems facing some children in our society today. For instance, disability is the single most serious barrier to education across the globe. For instance, nearly 50 per cent of children with disabilities are not in school, compared to only 13 per cent of their peers without disabilities. Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.
Through this programme, Arrupe Jesuit University (AJU) believes that inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need in order to thrive in the 21st century. Translate Education Vision 2030 into practice by becoming an inclusive teacher; the teacher of the future. We believe that an inclusive teacher is the teacher of the future. Be ahead of time.
Normal Entry: At least two passes at “A” Level
Special Entry: A relevant Diploma
Curriculum (What you will learn)
| First Year
First Semester ● IEPS 101 Academic Writing ● IEPS 102 Foundations of Inclusive Education, Disability and Inclusion ● IEPS 103 ICT Applications in Education ● IEPS 104 Research Methods and Statistics ● IEPS 105 Culture and Heritage Studies ● IEPS 106 Aetiology and Effects of Various Impairments on Education Second Semester ● IEPS 107 Psychological Foundations of Education ● IEPS 108 Sociological Foundations of Education ● IEPS 109 Philosophical Foundations of Education ● IEPS 110 Ethics and Teaching ● IEPS 111 Inclusive Teaching Methods ● IEPS 112 Gifted and Talented Education Second Year First Semester ● IEPS 201 Support Services for Children/Learners with Disabilities ● IEPS 202 Professional Studies ● IEPS 203 Sciences and Mathematics for Primary School Education ● IEPS 204 Language Arts in Primary School Education ● IEPS 205 Expressive Arts in Primary School Education ● IEPS 206 Social Sciences in Primary School Education Second Semester ● IEPS 207 Behavioural Management in Inclusive Classrooms ● IEPS 208 Specific Learning Difficulties o Working with Children with Autism o Language Disorders in Children o Reading Difficulties/Dyslexia ● IEPS 209 Ignatian Pedagogical Paradigm ● IEPS 210 Inclusive Pedagogy ● IEPS 211 Assessment Theories and Practices in Inclusive Education ● IEPS 212 Inclusive Monitoring, Assessment and Evaluation Third Year IEPS 301 Teaching Practice Fourth Year First Semester Specialisations (students choose one area) Intellectual Impairment ● IEPS 401 Intellectual Impairment and Educational Implications ● IEPS 402 Cognitive, Social and Emotional Development Hearing Impairment ● IEPS 403 Hearing Impairment and Educational Implications ● IEPS 404 Deaf Education and Zimbabwean Sign Language Visual Impairment ● IEPS 405 Visual Impairment and Educational Implications ● IEPS 406 Assistive Technology and Braille Systems Mobility Impairment ● IEPS 407 Mobility Impairment and Educational Implications ● IEPS 408 Assistive Technology and Devices Specific Learning Difficulties ● IEPS 409 Perspectives in Learning Disabilities ● IEPS 410 Specific Learning Difficulties and Educational Implications
Core Courses ● IEPS 411 Entrepreneurship in Education ● IEPS 412 School Guidance and Counselling ● IEPS 413 Life Skills Curriculum for Children with Disabilities ● IEPS 414 Children in Need of Care and Protection Second Semester ● IEPS 415 Service Programme ● IEPS 416 Early Childhood Development Intervention ● IEPS 417 Research Project |
This programme provides educational services for all children including children with disabilities and other marginalised children on the basis of gender, language or socio-economic status
Our teaching is heavily informed by research and combines academic rigour with practical relevance. The programme is manned by our internationally recognised academics who are at the forefront of knowledge and practice within the field of inclusive education. Collectively, they bring the lessons learned from their vast experiences in research the learning environment, thus giving students access to critical thinking and contemporary real-life examples and scenarios in the business of inclusive education.
This programme is accredited by the Zimbabwe Council for Higher Education (ZIMCHE)
Local Students = USD 650 per semester
International Students = USD 850 per semester
- Secondary school teacher
- Primary school teacher
- Early childhood development teacher
- Educational advisor
- NGOs and government advisor.
- Caregiver
We place great importance on work-related experience during your studies with us. We recognise the importance of gaining work experience during your studies. We will offer advice on available work placements, internships, work experience and opportunities.
Currently Co-ordinated by:
Professor Alfred C Ncube
(BA (UNISA); BA Hons (UNISA); MEd (Newcastle upon Tyne University); PhD (UNISA); PGD in Sp Ed (University of Birmingham); Cert Sp Ed (Malawi); Cert Ed (UCE); M and O Cert ( NMC, Birmingham); Cert Women Empowerment, Gender Issues and Sustainable Development Programme (ESAMI)