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Postgraduate Diploma in Mentoring



Start date

1 year

Course duration


Course fees







Course information

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This is a twelve-month online course starting every January and September. It is worth 120 credits and is 100% online. The course is administrated by the University of Buckingham.

From September 2021 all UK schools will need to apply the Early Careers’ Framework process to their Newly Qualified Teachers. This requires good mentors.

This programme is a distance learning course, which comprises of four x 30 credit modules at Level 7 that will include covering all aspects of the Mentor Standards (DfE National Standards for school-based mentors, 2016).  Examining these standards enables participants to be able to respond to demands from Ofsted regarding the quality of mentoring in their community.  Looking at the Mentor Standards will be combined with rigorous academic study at Master’s level, evaluating and critiquing a range of academic research relating to mentoring and relating to leadership skills and behaviours, integrating research with practice throughout.   Students will be able to critically analyse, engage in and reflect on mentoring and evaluate the implications for their own educational setting.  They will be expected to develop their ability to explore what it means to be a critically reflective practitioner in their work as a mentor.

If you are interested in developing your knowledge further check out our MA Education (Mentoring).

  “The PG Dip in Mentoring is a fascinating course and extremely beneficial for developing practical skills with mentoring as well as engaging with relevant, cutting-edge academic research. The Buckingham course is one of the only courses of its kind, focussing exclusively on developing mentoring.  The course leader and the lecturers are experts in their field and each online seminar has been a pleasure to attend. I have enjoyed the course so much that I intend to go on to complete the MA in mentoring when I have completed the PGDip.  I cannot recommend this course highly enough for middle managers and senior leaders who want to enhance their skills in this important area of education.”

 Mr P Bray, Director of Studies at New Hall School

“The course has been a real eye opener. At first, I was worried. I hadn’t written essays for about seven years and had quite a bit of help that time round. However, throughout the course, there has never been a question to silly and all the lecturers have been more than happy to provide their time, above and beyond their allocation. The essay clinics were a great help and strangely enjoyable.”

 Craig Nevard. Head of D and T, Wycombe High School

Teaching and Assessment

Each week you will participate in an online seminar with the course leader and fellow students, where you will discuss and analyse examples of best practice in mentoring. These sessions, alongside the written assignments, will support your development enabling you to utilise these skills with your mentees. Each online session will last approximately 90 minutes. Your written reflections will also be an important part of the learning process and will form part of your evidence folder.

Your course leader will be available to you throughout the programme for guidance and support, via virtual formats, telephone and email.

Assessment is carried out through written assignments and evidence-based practice in mentoring. Assistance is given throughout the course regarding the expectations of writing at Master’s level. The course consists of four modules as follows:

Module 1: Introduction to Mentoring Theory 

The first of the four modules in the Diploma introduces a range of theories relating to mentoring in education.  One aim is to respond to the findings of the Carter Review (2015) into mentoring in ITT.  This suggests that more attention should be given to the quality of training for mentors working in schools.  Ofsted recommends that this training needs to be rigorous, in that it should go beyond the ‘structure and nature of the course’ and should look to develop the skills of mentoring.   Another aim is to combine the practical needs of mentoring in education with a wide range of scholarship on this topic. 

Module 2: A Research Based Approach to Mentoring 

This module builds upon the first module and focuses on an examination of existing research to understand how theory is implemented into practice.  Building upon the theory and models explored in the previous module, these topics aim to synthesise theory with their own experience.  This module focuses on developing further the skills required for effective mentoring.

Module 3 Critical reflections on Mentoring 

This module enables students to critically reflect on their own practice and critically engage with research in light of their own experience and context.  This brings together the review of mentoring standards with the intellectual rigour of Master’s level writing.  This module focuses on an extended assignment with guidance to develop appropriate evaluative skills.

Module 4: The Wider Context of Mentoring  

The final module brings together the preceding modules, develops the implications of topics already raised, for example, dealing with difficult situations by examining complexity.  There is also an opportunity to evaluate different research models of effective mentoring and places this in a wider context.  The arguments surrounding the relationship between mentoring and coaching are considered.  The role of mentoring in an educational context are evaluated and the implications for leadership.  Comparisons are also made between mentoring in education with different examples of mentoring.  What can education learn from different contexts, e.g. business, psychology?

Aims of the Programme 

  • To provide an in-depth analysis of the Mentor Standards:
    1. Personal Qualities
    2. Teaching
    3. Professionalism
    4. Self-development and Working in Partnership
  • To combine practice with relevant research and evidence-based practice in academic study at Master’s level
  • To enable participants to reflect upon and improve their support of mentees
  • Through the development of academic criticality and the synthesis of this with relevant evidence-informed practice, to prepare participants to become well-informed educational leaders of the future 

Who should take this course?  

  • The target audience will be individual teachers and institutions in the UK and internationally.
  • Current Mentors on the ITT programmes 
  • Mentors in SCITTS 
  • Alumni 
  • Overseas teachers 

After Your Course

Further Study

It would be possible for participants to select further study by undertaking a dissertation module in order to complete a full Masters of 180 credits.

Entry requirements

To apply for this course, you must:

  • have a bachelor’s degree
  • be working as a mentor in an educational context.

International applicants must have IELTS, TOEFL or another equivalent qualification with the scores accepted by the University as per the link below:

English Language Requirements



Tuition Fee: £2,725
Registration Fee: £275 (non-refundable)

How to apply

Please click the APPLY button to online submit your information by 24 July 2023 for a September 2023 start.

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从2021年9月起,所有英国学校都需要参照早期职业框架(Early Careers’ Framework)为新获得资格的教师提供职业发展指导和支持。这将加大对优秀导师的需求。

本课程是一门远程学习课程,由Level 7等级的四个模块组成,每个模块30学分,涵盖英国教育部所需导师标准的各个方面(DfE National Standards for school-based mentors,2016年)。通过对这些标准的检测,能使参与学员达到英国教育标准局Ofsted所需导师质量的要求。导师标准将与严格的硕士水平学术学习相结合,评估批判一系列与辅导和领导技能和行为相关的学术研究,并将研究与实践相结合。学员将能够批判性地分析、参与并反思导师辅导过程,并评估在自身教育环境中的可操作性。学员需要通过自身能力的发展,探索作为一个导师如何在工作中批判反思。

我们还为想进一步深化该领域知识学习的申请人提供教育硕士(教学导师) 课程。







四个模块中的第一个模块介绍了与导师辅导指导相关的一系列理论。把Carter Review(2015)的调查结果纳入新教师培训的辅导工作中。该调查结果表明在学校中导师的培训质量应受到更多关注。英国教育标准局Ofsted建议,导师需要经过严格培训,因为他们是凌驾于“课程的结构和性质”之上的,应该着眼于培养导师辅导技能。另一部分内容是将导师辅导的应用与学术广泛结合。









  1. 个人素质
  2. 教学
  3. 专业性
  4. 自我发展与合作








  • 持有本科学历
  • 现任职于一所学校并承担教学导师相关工作


English Language Requirements





希望2023年9月入学的申请人,请在2023年7月24日前,点击申请按钮进行在线申请。如有申请人在截止日期前无法提交部分证明文书,请联系[email protected]以确认最后的宽限时间。

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