Post Graduate Diploma in Education


(1)The main aim is to prepare teachers who are professionally qualified to teach in Secondary Schools with a sensitivity and understanding of the multi-layered and multi-dimensional context in which they operate. These contexts include the socio-cultural, political local national and international dimensions of education.
(2)It also proposes to prepare individuals who are sensitive to issues of unity, equality, social justice and democracy in classrooms, educational institutions and society at large. This incorporates issues of gender, social class, ethnicity age and race.
(3)To prepare teachers who will promote the Vision 2016 goal of educated and informed nation.


Having successfully completed Post Graduate Diploma in Education (PGDE) programme the student should be
able to

  • Apply knowledge, values teaching learning perspectives essential to the teaching profession
  • Demonstrate expertise in applying synthesizing and analysing teachers’ work
  • Show competence in critical in critical thinking reflective practice
  • Demonstrate familiarity with and ability to adapt to the everyday life of the school and class of requiring skills in interpersonal relations and communications, and knowledge of action research through the successful completion of portfolios, projects and or other assignments.

Entrance Qualifications

The normal entry requirements into the Post Graduate Diploma in Education (PGDE) Programme shall be in accordance with the General regulations 30.20

Programme Structure

The Post Graduate Diploma in Education (PGDE) shall normally be a one year full-time programme. The minimum number of credits to graduate is 31 made of core courses of 2 to 3 credits. All students shall take 8 courses from Educational Foundations Department and the remaining four from one of the respective departments of LSSE/DMSE/HE according to the area of specialization of student. Thus the Post Graduate Diploma in Education (PGDE) shall compromise 12 core courses and an additional compulsory winter course of Teaching Practice worth 3 credits.

Students shall take the following core courses:

(i) Take in semester one

EFP500: Psychology of Learning (3) (semesters 1 and 2)
EFC500: Curriculum and Instruction (3)
EFH500: Guidance and Counseling (3)

(ii)Take in Semester two

EFF573: The Teacher, School and Society (2) (semesters 1 and 2
EFR 500: Measurement and Evaluation (3)
EFA500: School Organization and Management (3)
EFC510: Contemporary Issues in Education (2)
EFS500: Special Education - 3 credits semesters 1 and 2

And any one of the following options (A to E):

A.Students intending to be Language and Social Science Teachers

(i)Take in Semester one any two of 

ELL501: Language and Education Issues (3)
ELR501: Theory and Practice of Religious Education (3)
ELG501: The Theory and Practice of Teaching Geography (3)
ELH501: Theory of Teaching History (3)
ELF50I: Theory of Teaching French 2 credits

(ii)Take in Semester Two

Two courses corresponding to those taken in semester one in (i) above)

ELL502: Practical Approaches to the Teaching of English Language and Literature (3)
ELL504: Practical Approaches to the Teaching of Setswana (3)
ELR502: Theory and Practice of Religious Education (3)
ELG502: The Theory and Practice of Teaching Geography (3)
ELH502: Practice of Teaching History (3)
ELF502: Practice of Teaching French (3)

B. Students intending to be Family and consumer sciences Teachers

(i) Take in Semester one

FCS 511: Fundamental s of Teaching Home Economics in Secondary Schools (3)
FCS512: Methods of Teaching and Evaluation in Family and consumer sciences (3)

(ii) Take in Semester two

FCS513: Management of Family and consumer sciences Instruction (3)
FCS514: Methods of Teaching and Evaluation in Family and consumer sciences (3)

C. Students intending to be Computer Studies Teachers shall

(i) Take in Semester One

ESE561: Introduction to Theory of Teaching Computer Studies(3)
ESE591: Guided Study in Computer Education (3)

(ii) Take in Semester Two

ESE562: The Practice of Teaching Computer Studies (3)
ESE572: Secondary School Computer Studies Teaching (3)

D. Students intending to be Mathematics Teachers shall

(i)Take in Semester One

ESM561: Introduction to Theory of Teaching Mathematics (3)
ESM591: Guided Study in Mathematics Education (3)

(ii)Take in Semester Two

ESM562: The Practice of Teaching Mathematics (3)
ESM572: Secondary School Mathematics Teaching (3)

E. Students intending to be Science teachers shall

(i) Take in Semester One

ESS561: Introduction to Theory of Teaching Secondary School Science (3)
ESS591: Guided Study in Science Education (3)

(ii)Take in Semester Two

ESE562: The Practice of Teaching Secondary School Science (3)

Plus one of:

ESB572: Teaching the Secondary School Biology Syllabus (3)
ESC572 Issues in Secondary School Chemistry Teaching (3)
ESP572 Secondary School Physics Teaching (3)

Winter Course

ETP300 Teaching Practice (3)


All courses will be assessed by means of Continuous Assessment (CA) and final examination. Students shall be encouraged to visit schools and produce reports based on their observations and practical applications of the theoretical approaches they will have been provided with e.g. evaluation of curricula in practice or writing a report
on a school’s Guidance and counselling programme.

Progression from Semester to Semester

Shall be in accordance with the Provision of General Regulation 00.9

Award of the Diploma

The Diploma shall be awarded in accordance with the General Regulations 10.4 subject to:
a) Completing a minimum of 31 credits
b) Completion of seven weeks of Teaching Practice which has to be passed. The final mark of T.P. will be part of
the overall grade.

In pursuit of academic excellence