Frequently Asked Questions
More information on WSQ Diploma in Design and Development of Learning for Performance 2.0 (DDDLP 2.0)
Training and Adult Education professionals with a keen interest in curriculum and instructional design as well as a keen interest in courseware development will benefit from the programme.
The programme requirements can be found here.
There are requirements that you will need to meet in order to attend the programme. The requirements can be found here.
Lessons will take place in a blended format with most classes to be conducted face-to-face and some sessions held online. However, there may be schedules supporting a fully online experience, subjected to availability.
Schedules catering to both full-day as well as evening classes are available.
At the end of the module, learners will be assessed through oral interviews or presentations, written assignments and practical performances. Practical performances can either be conducted in-person or online.
Throughout the module, learners will also be assessed via various means, including class presentations, demonstrations or practical performances.
Throughout the module, learners will also be assessed via various means, including class presentations, demonstrations or practical performances.
Learners can find programme exemption information here.
However, please note the following:
• All credit exemption requests must be submitted and approved before programme enrollment.
• No course fee refunds will be provided once the programme has commenced, even if credit exemption is subsequently approved.
• All credit exemption requests must be submitted and approved before programme enrollment.
• No course fee refunds will be provided once the programme has commenced, even if credit exemption is subsequently approved.
Yes. DDDLP 2.0 offers learners the choice between taking modules independently or sequentially. Learners should choose the pathway that would best suit their learning needs and schedules.
Learners that chose the modular pathway may choose to complete modules in their preferred order.
Learners that chose the cohort pathway must complete the modules in sequential order.
Learners that chose the cohort pathway must complete the modules in sequential order.
DACE (1st and 2nd versions) qualification holders are recognised as WSQ Curriculum Developers under the Qualifications Requirements for WSQ Adult Educators. Learners who had previously completed the DACE programme are not required to attend DDDLP 2.0.
For continuous learning, you may refer to our Continuing Professional Development courses (CPDs).
For continuous learning, you may refer to our Continuing Professional Development courses (CPDs).
The content remains largely consistent across six core modules in the two programmes.
The differences are as follows:
DDDLP:
- Offered via a cohort-based approach
- Requires a Project Host
DDDLP 2.0:
- Offers a cohort or modular pathway
- Does not require a Project Host
- Focuses more on workplace performance diagnosis, portfolio development, and
- inclusion of technological tools like generative AI.
The differences are as follows:
DDDLP:
- Offered via a cohort-based approach
- Requires a Project Host
DDDLP 2.0:
- Offers a cohort or modular pathway
- Does not require a Project Host
- Focuses more on workplace performance diagnosis, portfolio development, and
- inclusion of technological tools like generative AI.
Learners have 2 years to complete the required modules to achieve full qualification from the course start date.
Modular pathway learners can finish in a shorter duration, while cohort learners follow a 12-month schedule, both subject to achieving required competency grades and schedules availability.
Modular pathway learners can finish in a shorter duration, while cohort learners follow a 12-month schedule, both subject to achieving required competency grades and schedules availability.
Graduates of the Diploma in Design and Development of Learning for Performance (DDDLP) would have acquired essential competencies in key areas such as conducting learning and performance needs analysis, designing user-centred blended curricula, developing future-oriented instructional strategies, and creating effective assessment methods. They would also have cultivated a reflexive approach to professional development and leverage Generative AI tools to enhance curriculum and content development.
By equipping learners with these advanced capabilities, which build upon the foundational skills of a Learning Facilitator or Trainer, the programme prepares them for diverse roles within the Training and Adult Education (TAE) sector, spanning facilitation, curriculum design and development, and potentially paving the way for leadership and management opportunities.
By equipping learners with these advanced capabilities, which build upon the foundational skills of a Learning Facilitator or Trainer, the programme prepares them for diverse roles within the Training and Adult Education (TAE) sector, spanning facilitation, curriculum design and development, and potentially paving the way for leadership and management opportunities.
Experienced practitioners who have attained the WSQ Diploma in Design and Development of Learning for Performance (DDDLP) and aspire to provide workplace consultancy may consider pursuing the WSQ Graduate Diploma in Workplace Learning.
Graduates exploring career pathways within the Training and Adult Education (TAE) sector may look to enhance their professional growth through Continuing Professional Development (CPD) courses and active participation in Adult Education Network (AEN) activities.
For guidance on career pathways within the Training and Adult Education landscape, graduates can enrol in "Exploring AE Career Journeys: Insights from Practitioners", an IAL programme designed to provide valuable insights and support.
Graduates exploring career pathways within the Training and Adult Education (TAE) sector may look to enhance their professional growth through Continuing Professional Development (CPD) courses and active participation in Adult Education Network (AEN) activities.
For guidance on career pathways within the Training and Adult Education landscape, graduates can enrol in "Exploring AE Career Journeys: Insights from Practitioners", an IAL programme designed to provide valuable insights and support.