Department

Faculty of Education and Languages (Department of Education)

Study Mode

Full time

Entry Requirements

One of the following:

• HELP Diploma in Early Childhood Education, Business, Information Technology, Foundation in Arts or Science and other equivalents

• STPM/A Level passes in 2 subjects or with CGPA of 2.00

• Unified Examination Certificate (UEC) with a minimum C grade in 5 subjects

• 5 CPU (Canadian Pre University) passes with a minimum of 50%

• SAM (South Australian Matriculation)/TEE (Tertiary Entrance Education) with a university aggregate of 50%

• Equivalent Diploma, Foundation or Matriculation Qualification

• Minimum of 24 scores in the International Baccalaureate

• Victorian Certificate of Education with a minimum average of 50%

• Other equivalent qualification approved/accredited by Malaysian Qualification Agency.

And any of the following:

• SPM or SPMV with a minimum of 3 Credits including English

• GCE O-Level with 3 Credits including English

• Other equivalent qualifications approved by the Malaysian Qualification Agency

Open Day

January, March 17 & 18, 24 & 25, August, December

For more information on our Open Days, please contact us at 03-2716 2000 or visit us at www.help.edu.my

Course Overview

In scope, the graduate EDU-CARER to-be begins a broad base journey that covers the development of the young child from birth to junior primary in a wide range of settings.

• Home, family and Community

• Care and Education Centres

• Formal and In-Formal Learning

• Special and Individual Needs

The Honours award is determined by five criteria, which are adhered to at the commencement of the programme.

• Credit Pass in 36 Subjects

• Second Year Performance in 7 Subjects

• Third Year Performance in 5 Subjects

• Performance in Two Practicums

• Performance in Third Year Independent Inquiry

The integration of good practice with educational principles dictate how courses are taught and students’ development of their teaching-learning strengths.

• All lessons are experiential in scope with classroom and

centre based application.

• Most assignments included empirical components and connect with the ECCE educators and carers.

• Theoretical discussion and exploration are based on review and reflection of research studies with a local consideration.

• The emphasis is on the development of the reflective reflexive teaching behaviour.

• Every course is facilitated by the e-learning portal through which lecture handouts, assignment instructions and notes, readings and references, etc. are given.

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