1 x 8-hour seminar per semester
8 x 2-hour workshops per semester
1 Admission into MEDLEP-Master of Education (Languages Education) [1.5 years]
1a Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
1b Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1c Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1d Admission into MEDLM-Master of Education (Leadership and Management)
1e Admission into MEDSE-Master of Education (Special Education)
1f Admission into MEDWS-Master of Education
1g Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
1h Admission into GCEWS-Graduate Certificate in Education
1i Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1j Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1k Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1l Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1m Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1n Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1o Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1p Admission into MEDWSP-Master of Education [1.5 years]
1q Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1r Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1s Admission into MDPP-Master of Disability Policy and Practice
1t Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1u Admission into MEDLE-Master of Education (Languages Education)
2 Admission into MED-Master of Education
2a Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2b Admission into MLE-Master of Leadership in Education
2c Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
2d Admission into GCE-Graduate Certificate in Education
2e Admission into GCLED-Graduate Certificate in Leadership in Education
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u)) or ((2 or 2a or 2b or 2c or 2d or 2e)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))
Enrolment not permitted
EDES9627 has been successfully completed
Assumed knowledge
Ability to contribute towards graduate level seminar and workshop approaches to tertiary education.
Topic description
The topic provides an in-depth consideration of leadership and management issues, challenges, and opportunities in rural and remote contexts with a particular focus on education and communities. The topic focuses on developing significant and substantial knowledge, understandings and expertise for pro-active leadership and management. Content of the topic includes framing rural - what is rural? where is rural? who is rural?; issues of access and equity;provision/delivery models; rural contexts - local, national, international ; futures, globalisation and sustainability; place based education; Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) National Framework for Rural and Remote Education; distance education; school led community revitalisation- cases studies; spatiality and rural leadership.
Educational aims
To develop significant and substantial:

  • knowledge and understanding about the challenges, opportunities and complexities of leadership and management in rural and remote contexts with a particular focus on education and communities
  • knowledge, skills and dispositions for pro-active leadership and management
Expected learning outcomes
It is expected that on satisfactorily completing this topic students will have:

  • gained significant and relevant knowledge about rural and remote contexts
  • acquired a range of approaches and models for effective and efficient leadership and management in rural and remote contexts