Postgraduate Diploma in Education, Learning and Development

post graduate diploma in education
15 Months
Validated by
Blended Learning / Part-Time
NFQ Level
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Course Overview

Revitalise your professional practice with new insights from research.

Are you a practitioner who wishes to advance your skills and competencies at postgraduate level? Gain a specialist qualification at Griffith College which will enable you to support and inform your role and prepare you for leadership in your field.

Why Study Education, Learning and Development at Griffith College?

Our Masters programme has been designed to meet the needs of practitioners and educators who support adults’ learners in a variety of contexts. This may include Learning and Development specialists, role holders in Human Resources department, instructional designers, self-employed trainers or lecturers in higher education. Here are some of the benefits of studying with Griffith College:

  • Build on your existing skills and develop your expertise in designing, implementing and evaluating effective learning programmes, including accredited and non-accredited programmes.
  • Increase your opportunities for career advancement and promotion as a result of having gained the skills above, and having a specialist Level 9 qualification
  • Experienced programme team includes practitioners from a wide range of education, learning and development roles who bring their expertise to the classroom and offer insights of a practical and applied nature.
  • Elective specialism allows the participant to choose modules which align with their individual educational and training needs or career development.

Course Highlights

  • Flexible, part-time blended schedule
  • Delivered via weekly recorded webinars, online mentoring sessions, online drop-in sessions, and occasional face-to-face Saturday workshops on campus.
  • Elective specialism allows you to choose modules which align with your individual educational and training needs or career development
  • Practical and applied learning approach
  • Programme team of experienced practitioners 
  • Networking opportunities with fellow practitioners in education, learning and development

Intake Dates

  • Dublin - Blended - September 2024
  • Dublin - Part-Time - September 2024

What our students say

I manage a busy department in an area which is heavily regulated and requires constant upskilling. I am also an associate lecturer in TUD. I decided it was time to work towards a recognised postgraduate qualification in Training and Education. I found this programme very useful in the design and assessment of educational programmes as well as preparing me for my dissertation. I really enjoyed my time at Griffith and although the programme was challenging at times the support from the lecturers was a big contributor to my successful completion of the programme. I would highly recommend studying at Griffith College Dublin, I made some great lifelong friends and I am a much more competent and capable Lecturer and I have grown as a person both professionally and personally.

Michelle Kelly
MA in Training and Education 2019 graduate

My background is in staff training. I originally applied to do the Level 9 Certificate in Training and Education and enjoyed it so much that I decided to work towards the Masters. I found the course content to be an appealing mix of theory and practical application and I have been able to apply what I learned in each module to my job. I would recommend the Masters to anyone working in the area of learning and development, especially as the flexible delivery and the support provided makes it easier to fit study in with family and work commitments.

Caroline McTeigue
MA in Training and Education 2019 graduate

Course Details

Students complete nine modules from the MA in Education, Learning and Development. 

In Semester One, students complete the first two modules - Professional Practice (10 ECTS),  Learning Designs: Contexts and Considerations (10 ECTS). 

In Semester Two and Three, students complete a further five mandatory modules that build on the knowledge and skills developed within the Certificate and provides opportunities for consolidating learning in areas such as learning theories within Psychology of Learning and further exploration of principles of inclusion within Equality, Diversity and Inclusion. 

In Semester Two also choose two modules as electives from a current suite of five elective modules in year one, semester two.These electives are offered subject to demand within a particular cohort of participants. 

Semester One (Certificate 20 ECTS)

Participants explore and evaluate contemporary learning theories along with implementing practical strategies to motivate and engage learners. Participants are introduced to a range of educational, learning and development strategies, which are universally designed to support all participants. Some of these strategies involve using technology, to enhance the multiple ways of reaching and engaging learners. A comprehensive induction provides participants with an introduction to the use of technologies such as the VLE Moodle and the online meeting software. Care is taken to ensure that participants are confident using these technologies from the outset for their own learning as well as supporting them to consider these and other technologies for their own learners. This module is underpinned by an evidence-based and reflective practice approach to developing participants’ own professional practice in supporting learning. 

Participants engage in experiential learning activities and receive and provide peer feedback. They engage in individual and group activities.


Professionals working in the fields of education, learning and development work in a dynamic and demanding environment. This module enables participants to engage with the different forms of learning used in education and in organisational settings such as accredited and non-accredited learning.

This module aims to challenge participants’ pre-conceptions of education, learning and development in the broadest sense. It provides them with opportunities to actively engage in groups by trialling different models of learning, such as problem-based learning, project-based learning and inquiry-based learning to support them to design effective learning experiences for their own learners. 

Participants analyse underpinning theoretical concepts associated with accredited and non-accredited learning. They evaluate the current challenges associated with designing, implementing and evaluating learning in different contexts. 

Participants explore the positioning of learning opportunities within the broader context of quality assurance and policy.  

They explore and examine the drivers and interpret influences in the design of units of learning. Collaborating in groups as teams is central to this module as participants learn how to transform a group into a team within a learning context. This experience supports their practice of guiding their own learners to collaborate and learn within teams. Participants design a unit of learning which is inclusive and appropriate to a chosen context which is negotiated within their own team. 


Semesters Two & Three (Postgraduate Diploma 40 ECTS)

This module engages participants in the key concepts and critical thinking to allow them to evaluate the influence and impact of learning and development on corporate and higher education strategies.

A key objective is to provide participants with both academic research and practical industry examples and case studies to allow them to evaluate how learning and development influences operational and cultural factors, talent and succession planning, and managing change within organisations and higher education.

Another key objective is for participants to critically reflect on their own professional influencing skills and examine the range of stakeholders involved in learning and development across their professional environment.  Participants will challenge themselves to evaluate and enhance the skills required to facilitate strategic relationships through developing their internal consulting and influencing skills.

Participants are able to design effective classes for their ‘learners in a context’ informed by the main theories of learning and understanding different approaches to learner motivation. Participants can format classes informed by understanding the human limits of attention, perception and memory. Participants can structure lesson development through informed application of instructional design theories.

This module provides participants with opportunities to explore the concepts and theories associated with equality, diversity and inclusion within the context of education, learning and development. Participants will carefully consider theories of inequality, reflecting on how their role as educators and learning and development professionals can remove or overcome barriers of inequality within their practice, fostering an inclusive learning environment. 

Participants are required to infer relationships among different sources in order to design an inclusive learning environment for their learners. They also engage with practical strategies that embrace the diversity of their class or group. A unique objective of this module is the use of the Sociological imagination to raise awareness of the relationship between personal experience and the wider society. This module provides participants with an opportunity to clarify their own and others’ personal perspectives of what equality and diversity mean for society. This exploration of competing interpretations is crucial for the development of a wide lens on key issues relating to diversity in their own professional practice.

This module aims to fine-tune participants’ ability to evaluate existing research while also developing their skills to carry out research in their own fields of interest. Through exposure to existing research methodologies and research projects, participants develop their critical skills and also develop their own research ideas.

This module evaluates and develops the personal competencies and professional requirements for the learning and development professional to advance their practice. Participants assess their own personal effectiveness through assessing self and the impact of their responses on individuals and situations.  It also explores the importance of values and ethics within their own practice.  This module also supports the objective of personal development, participants reflect on the ongoing development of their own continuous learning plan.

The module provides participants with the supports to develop professional communication and influencing skills as well as applying the skills of coaching and mentoring within their own professional environment.

Elective Modules (choose two)

This module builds on a broad knowledge of learning technologies with the aim of developing confidence, skills and judgement within the participant’s own professional context.  Participants are challenged to negotiate the logistics and interrogate the evidence in this rapidly evolving environment.  

Problem-solving assignments and peer learning activities encourage and enable creative application of tools and techniques.  The key objective of this module is to inspire participants to test and explore the use of emergent learning technologies in a real-world context and inform understanding of the ethical, practical and policy implications within this burgeoning area of expertise.  

As the importance of human capital rises, the need for Learning and Development to deploy innovative solutions also increases. The module will empower participants to identify the root causes of a business issue and address them through collaborative, creative and innovative approaches. To address the needs of both employees and the business. There is a strong call for Learning and Development to show value, to be seen as an asset rather than a cost centre, innovation can support Learning and Development in this task.

This module is designed for potential and existing supervisors of research projects to develop in their roles supporting learners at undergraduate and postgraduate level. The main aim is to enhance the quality of the learning experience for all learners by helping to support them during their research projects. 

Participants on this module are introduced to general principles of supervision. A key objective is that the supervisor will be able to create an empowering and effective learning environment for the duration of the learner’s research project. This module facilitates the sharing of best practice in supervision in an open collegial environment. 

The aim of this module is to provide those involved in creating and maintaining a workplace learning environment and in the roles of mentoring and assessing learners with the knowledge, skills and competencies to support and facilitate a learner’s work-based learning. It aims to provide participants with the knowledge, skills and competencies to create and maintain a workplace environment which is conducive to learning.

A key objective of this module is to engage participants in a critical evaluation of the suitability of their workplace learning environment for the facilitation of work-based learning and to explore the culture and roles and responsibilities within the workplace. Participants are introduced to the breadth of theoretical underpinnings of work-based learning and assessment and will be required to critically analyse the models in use in modern workplace environments.

This module explores Data Analytics (the use of data to enable decision-making) in an industry and education context, where information can be mined, stored and tracked to enhance learning. Organisations are increasingly harnessing digital technology and machine learning and developing techniques and applications to enable learner success.  

Compliance with data protection legislation and ethical issues are key areas of consideration in the aggregation of personal learning data.  The objective of the module is to enable participants analyse the strategies, systems, policies and best practice within this rapidly growing landscape and gain practical knowledge and understanding of Learning Analytics (LA) using hypothetical and real-world scenarios.


Timetables to be confirmed

How to Apply

Entry Requirements

Applicants will need a Level 8 Primary degree in their area of expertise. 

Applicants are also required to have lecturing or training experience with adult learners. The minimum experience requirement for the Masters is 50 hours. Students must have a minimum of 2 hours practice during the course of the programme. This is to facilitate peer and tutor observation sessions.

Accreditation of Prior Learning and Prior Experience (APL/APEL):

The Faculty welcomes applications from those who may not fulfil the above eligibility requirements however they may have prior academic and/or professional learning experience which may be relevant to the programme.

Applicants who wish to be considered are requested to indicate this at the time of application and we will be happy to examine all of the relevant documentation accordingly.

English Language

Griffith College is accepting the online Duolingo English Test (DET) as valid proof of English proficiency. Please see here for further details.

How to Apply

Students who wish to apply for this course may apply directly to Griffith College.

Students will be required to submit a copy of the following documents:

  • Proof of Identification i.e. a copy of your Passport or Driving Licence
  • Primary degree Award Certificate and/or Transcripts
  • An updated C.V.
  • Evidence of lecturing or training experience i.e. a reference letter from the person/organisation facilitating your lecturing/training practice, or a copy of your timetable.

If you do not currently have these documents, you can apply now and email a copy of the documents to [email protected]


For purposes of fee calculation, residence is counted from the time of application.

Please note that not all study modes may be offered at all times; for confirmation, refer to the Intake dates on the Overview tab.

Tuition Fees

Study Mode: Part-Time

Dublin: EUR 5,300.00

An Academic Administration Fee of €250 is payable each September at the start of term. For students starting in the January/February term, €125 is payable in February, and then €250 will be payable each September from then onwards. 

A 2% Learner Protection Charge is applicable each academic year in addition to the fees quoted. The fees above relate to Year 1 fees only.

Flexible payment options

Students wishing to pay their fees monthly may avail of our direct debit scheme. Please view our Fees information page for more information and assistance.


Is your company paying for your course?

They will need to complete a Griffith College Sponsorship Form and send this to the Student Fees Office:

  • Post: Student Fees, Griffith College Dublin, South Circular Road, Dublin 8
  • Email: [email protected]

2% Learner Protection Charge

All QQI accredited programmes of education and training of 3 months or longer duration are covered by arrangements under section 65 (4) of the Qualifications and Quality Assurance (Education and Training) Act 2012 whereby, in the event of the provider ceasing to provide the programme for any reason, enrolled learners may transfer to a similar programme at another provider, or, in the event that this is not practicable, the fees most recently paid will be refunded.

QQI Award Fee

Please note that a QQI Award Fee applies in the final year of all QQI courses. To find the relevant fee for your course level, please see the Fees page.


Academic Progression

Students who complete the Postgraduate Diploma in Training and Education may go on to complete the MA in Education, Learning and Development.

Career Progression

Through the MA in Education, Learning and Development, you will have gained specialist skills to support and inform your role as an educator and practitioner.

On completion, you will be a confident, agile professional who can demonstrate your expertise in designing, implementing and evaluating effective and engaging learning programmes for your learners, participants or clients.

Having gained these skills, you will be well positioned for a promotion or for career advancement within the field of education, learning and development.

Ready to take the next step?