Our trailblazing class of 2024 is marking a significant milestone in the University’s commitment to building a fairer world.
The class of 2024 celebrates graduating from the Postgraduate Certificate in International Education (Malaysia)
The first cohort of teachers has graduated from an innovative University of Birmingham programme in Malaysia - designed to equip its graduates with the skills and knowledge to make a meaningful impact in their classrooms and communities.
Over 60 students in the pioneering class of 2024 gained Postgraduate Certificates in International Education (Malaysia), marking a significant milestone in the University’s commitment to building a fairer world by advancing inclusive education and fostering educational equity.
As the graduates embark on their professional journeys, the University has established a Continuing Professional Development (CPD) network for the academic year 2024/25. The network offers online and in-person events, providing graduates with ongoing support and opportunities to share their experiences and insights as educational leaders in inclusive education.
Our award ceremony was a heartfelt celebration of the dedication, resilience, and achievements of these students. They went on a transformative 12-month journey - balancing their work as teachers in some of Malaysia’s most underserved schools to demonstrate exceptional perseverance and professionalism in their pursuit of inclusive education.
Graduates received their certificates at an award ceremony, held in Kuala Lumpur. Sixteen of them are now starting master's degrees in education with the University after successfully completing the programme, which is supported by the YTL Foundation and Dreams Asia.
Professor Karen Guldberg, Head of the School of Education at the University of Birmingham, commented: “Our award ceremony was a heartfelt celebration of the dedication, resilience, and achievements of these students.
“They went on a transformative 12-month journey - balancing their work as teachers in some of Malaysia’s most underserved schools to demonstrate exceptional perseverance and professionalism in their pursuit of inclusive education.”
The Postgraduate Certificate in International Education (Malaysia) (PGCEi)is a first-of-its-kind initiative designed in collaboration with philanthropic organisations and underserved schools. The blended programme comprised face-to-face teaching, physical and remote classroom observation, and online learning.
The programme was designed to equip teachers with the skills and knowledge to make a meaningful impact in their classrooms and in their communities. A notable feature of the initiative was an experience-based admissions policy that enabled refugee teachers, whose own education has been disrupted by displacement, to access postgraduate study.
Graduate Gan Jia Huey, who was teaching in an underserved Malaysian formal (national) school while taking part in the PGCEi, commented: “The idea of inclusive education might seem utopian, but the PGCEi has proved that inclusive pedagogy isn’t just a theoretical idea. It is a practical approach that demands collaboration between patrons, academic experts and community leaders. By bridging these worlds, the programme provided us teachers with an opportunity to create a more holistic and responsive educational environment for our students. My PGCEi journey has been a very helpful learning experience.”
Graduate Dee De, who teaches in a refugee school, commented: “One of the most important and practical lessons I learned from the PGCEi was the power of adaptive teaching—the idea that one size doesn’t fit all. Each lesson became an opportunity to not only teach academic content but to offer emotional support and build trust. It wasn’t an overnight transformation, but the progress was real, and it was meaningful.
“This experience taught me that inclusivity in education isn’t just about addressing differences; it’s about embracing them. It’s about meeting each student where they are and guiding them to where they need to be. The PGCEi gave me the tools to do this effectively, and for that, I am deeply grateful.”
The University of Birmingham is dedicated to promoting inclusive education, ensuring that every child, regardless of their background or abilities, can thrive in a mainstream educational environment.
It established and co-funded the Teachers for Educational Equity initiative which combines the Postgraduate Certificate in International Education (Malaysia) with research activities designed to develop compelling evidence of the positive impact of effective, inclusive, and quality teaching for children, teachers, and communities.
Professor Kevin Myers, Programme Learning and Teaching Lead, commented: “The University of Birmingham is confident that our pioneering class of 2024 will leave a lasting legacy in the field of education. Their dedication, passion, and commitment to inclusive education will continue to inspire and influence future generations of educators.
“The success of the programme would not have been possible without the generous support of the YTL Foundation and Dreams Asia. The University extends its deepest gratitude to Dato’ Kathleen Chew, Programme Director of the YTL Foundation, and Stanley Tan, Chair of Dreams Asia, for their unwavering commitment to educational equity. Their support has been instrumental in making this programme a reality.”
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The University of Birmingham is ranked amongst the world’s top 100 institutions, its work brings people from across the world to Birmingham, including researchers and teachers and more than 8,000 international students from over 150 countries.
Head of the School of Education and Professor of Autism Studies
Karen Guldberg, Professor of Autism Studies, School of Education, University of Birmingham, United Kingdom
