Diploma in Twenty First Century Leadership In Education & Pedagogy - LEAP 21ST® (Training of Trainers)

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Diploma in Twenty First Century Leadership In  Education & Pedagogy - LEAP 21ST® (Training of Trainers)

Diploma in Twenty First Century Leadership In Education & Pedagogy - LEAP 21ST® (Training of Trainers)

Nordic Quest College of Applied & Professional Studies
Pedagogical Leadership Training
The training programme prepares participants as internationally competent pedagogical leaders, towards inspiring and enhancing the 21st century digital age teaching, training and learning.

Nordic Quest College offers a flexible & affordable route to the world's top Pedagogical & Educational Leadership & Management (Training of Trainers) programme from Finland to you, in order to enhance your capabilities as a 21st-century educator and pedagogical leader. The program helps to acquire the skills needed to become a flexible and creative forward thinker with pedagogical leadership qualities, an entrepreneurial attitude, analytical abilities, and collaborative competencies, required for the 21st century, digital age teaching, training & learning.

The program duration is 6 weeks(Customization & Short Versions available). Registration to the program is required and the application period is open throughout the year. Study begins on a regular basis, for a group of a minimum of 10 participants. The price is €250/Module.

Age groups 
Professional education
Offline play 
Playable offline
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

This parameter was not evaluated as part of the curriculum evaluation.
As the course also includes school visits, the participants get to see how inquiry-based learning and “phenomenon weeks” are organized in practice in Finnish primary & secondary schools.
The structure of the program is well designed. The modules work as standalone courses as they don’t have to be studied in a particular order. However, they do have thematic connections which spark interdisciplinary thinking and together they form a consistent learning journey.
According to the NQC Policy Handbook the course includes plenty of group assignments and face-to-face knowledge sharing with peer-learners.

The following are the high educational quality aspects in this product.

NQC Program Curriculum covers the most relevant topics in order to enhance teacher’s 21st Century Pedagogical & Teacher Leadership skills.
Themes of the program reflect well the global shifts reshaping the world at the moment such as digitalization, rapid urbanization, and climate change.
NQC guarantees that the minimum education qualification of their administrative and teaching staffs is the Master’s degree.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Understand the welfare state rationale and its impact on educational provision
Define and design inclusive education provisions and accessible learning environments for all kinds of learners
Present frameworks and modalities for effective multi-professional networks and cooperation within and outside schools
Take actions towards strengthening collaboration and shared and collaborative leadership in schools and in teaching and learning
Understand and examine the ‘hidden curriculum’ as critical pedagogues
Differentiate between the Standards based Global Education Reform Movement and the Finnish alternative of education provision
Point out the reasons behind Finland’s success in educational excellence with repeated top performance in the PISA and other international benchmarking surveys
Critically examine the standards and accountability based global education system and its impact on educational provision in countries around the world
Find out the similarities and differences between the Finnish education system and their own home countries
Co-relate the philosophical base of the Finnish comprehensive school system in their professional life as inspiring pedagogical leaders
Critically examine the need for digital inclusion in education
Learn the skills to embed blended and e-Learning interfaces as per the needs in teaching & learning
Align curriculum design as well as teaching and learning to the needs of the 21st century global knowledge society and economy
Integrate interdisciplinary curriculum towards facilitating, digital inclusion, collaborative competition, creative intelligence, collective responsibility and sustainable development
Perform the skills, capabilities and mindsets as new digital age teachers, who are more like innovation coaches, guidance counsellors and facilitators
Understand knowledge and learning, leadership and organization theories and their implication to pedagogical leadership and management in educational organizations.
Understand and identify various leadership and management approaches in educational organizations and their contexts with their impact on student and staff learning
Analyse the sensitivity of organizational culture and values, the role of communication and interpersonal skills for building effective professional collaboration networks
Apply relevant strategies for effective leadership and management of change and innovation in educational organizations
Exemplify the skills and capabilities for developing educational organizations as 21st century learning organizations
Define and describe the concept of active citizenship and its implication in education
Set the moral vision across and among core subjects of teaching and learning towards serving the needs of humanity
Critically examine the concept of global citizenship
Present relevant strategies to enhance progressive inquiry learning
Employ the skills to encourage learners to care for themselves and for others, the society and the earth
Identify inter- and intra-relationships and dependencies of various systems in an organizational environment
Analyse the dynamic complexity of systems and their impact on a teacher’s professional life
Point out major characteristics of an interdisciplinary and integrated curriculum
Critically examine the strengths and weaknesses of an interdisciplinary and integrated curriculum
Develop strategies for effective implementation of an interdisciplinary and integrated curriculum
Critically examine the grassroots revolution towards new pedagogies along with the process of digital advancement and integration of ICT in education
Learn the skills to play their role in developing the new partnership mechanism in education for deep and authentic learning
Design and facilitate teaching learning provisions in which students have a proactive or leading role
Inspire oneself and others to become proactive and lifelong learners
Design and develop provisions to measure ‘the success of the whole process’ in education
Critically examine the relevance or any needs to update our current way of teaching, learning and assessment in our schools in this era of digital revolutions
Pedagogically differentiate the terms ‘assessment for, assessment as and assessment of learning’ and use them wisely as per the needs
Present alternatives of assessment to the standardized models.
Take actions towards inspiring lifelong learning through creative assessment planning and implementation strategies
Re-define the concept of creativity in education and take that into consideration while planning and implementing teaching, learning and assessment
Define and describe education as a political phenomenon
Examine how education is at the forefront of the globalisation process
Analyze the correlation between educational development and economic competitiveness
Present relevant strategies or effective means towards building inclusive and prosperous societies through educational reforms/pedagogical innovations
Critically examine United Nations’ Millennium Development Goals (MDGs) in relation to educational policy
Identify the objectives, outcomes, strengths and weaknesses of the Finnish education system
Understand the values basis and societal development behind the Finnish education system
Analyze the factors constituting the school cultures they observe
Analyze the factors constituting the school cultures they oIdentify and analyze the pedagogical leadership elements observed
Evaluate to what extent the Finnish education system and pedagogies are applicable in one’s own country
Define and describe the paradigm shift in education for 21st century knowledge and skills
Build understandings across and among core subjects as well as 21st century interdisciplinary themes
Critically examine the limitations of the standard based education system
Present relevant strategies for distributed, collaborative and transformative leadership culture in educational organizations
Employ the skills to integrate ICT technology and modern means of communication in teaching and learning towards enhancing collaboration and creative change, both within and outside the educational organization

Soft skills learning goals

Learning decision-making, influencing and accountability

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation