Admissions Undergraduate Program

Admission Undergrad

The BEd degree is a generalist program where teacher candidates learn through exposure to a variety of pedagogies and through extended practicum and field experiences. Students can apply for admission to one or both pathways of the program: Teaching Children and Teaching Adolescents.  


Academic Requirements

To be eligible for admission to the 16-month Bachelor of Education post-degree program, applicants must have completed a four-year (minimum 120-credit) bachelor’s degree or equivalent at an accredited post-secondary institution.

For  BEd admissions information visit the UBC Okanagan academic calendar, a comprehensive guide to all programs, courses, services, and academic policies. 

These self-assessment worksheets can also assist you in reviewing academic admission requirements for your BEd admission pathway:

Self-Assessment Worksheet: Teaching Children
Self-Assessment Worksheet: Teaching Adolescents


Supplemental Requirements

Personal Essay: BEd applicants are required to submit a written response to an education statement provided during the application process. The essay must be composed and written by the applicant and will address the applicant’s educational goals, qualities and experiences. The essay is a maximum of 500 words.
Reference Requirements: BEd applicants must provide two professional references from appropriate individuals who have experience working with youth or children and who have observed the applicant working in group settings with youth or children. References must be credible authorities who can speak to the applicant’s experiences, interests and abilities relevant to the teaching profession. They cannot be a family member or a personal friend.


Examples of appropriate references:

  • Administrator (e.g., principal, vice-principal) or teacher at an elementary or secondary school
  • Camp director
  • Daycare program coordinator
Examples of inappropriate references:
  • Family members (including in-laws, step-family, etc)
  • Parent of child whom applicant tutored privately
  • University professor (who did not observe the applicant teach youth or children in group settings)
Submission Instructions: Applicants must arrange for the submission of two confidential reference reports to be sent on their behalf. The Faculty of Education will not accept more than two reports. Letters in lieu of these report forms are also not acceptable.
The online Reference Form can be found here:


Experience Requirements 

In addition to the academic requirements, to meet the admission requirements for the BEd program, applicants must have a minimum of 75 hours of practical experience (volunteer or paid), preferably at the age level you wish to teach. Although we consider all relevant experiences, we strongly recommend current experiences within the last two years.

A range and variety of experiences is encouraged to better prepare for the program. Typical experiences for applicants include but are not limited to working in school classrooms as a volunteer or assistant, teaching dance, coaching team sports or working as a summer camp counselor. While we recommend classroom experience, it is not required. If you wish to obtain classroom experiences, you should make use of your personal network to find a placement. Experience in international settings can be valuable, but we also recommend experience in Canadian settings.

In addition to the online application form, applicants must also submit the BEd Experience Application form before the January 31st deadline. 

The online experience form can be found here:


Personal Competency Requirements:

Faculties of Education are responsible to society for providing programs of study that offer teacher candidates enrolled in BEd programs an opportunity to develop the knowledge, understanding and skills needed to teach students in BC schools and the attributes, attitudes and behaviors of professional educators. Graduates assume a duty of care and must be able to take responsibility for the physical safety, psychological health and well-being of students, whether children, adolescents or adults. Because of this, teacher candidates must possess the following requisite cognitive, communicative, sensory/motor and emotional/social/interpersonal abilities necessary for these complex responsibilities.


1. Cognitive Abilities:

Teacher candidates must be able to understand subject matter and related skills, thought processes, and attitudes at a level and in a manner which facilitates organization and integration of information, and interpretation and evaluation of ideas. Teacher candidates must be able to learn, understand, select and use teaching strategies that are appropriate for the diverse learning needs of students in their care.  Teacher candidates are actively engaged in their own learning and endeavor to enrich their understanding through ongoing inquiry, collaboration and reflection. Teacher candidates value constructive feedback and act upon suggestions provided. 


2. Communicative Abilities: 

Teacher candidates must be able to communicate effectively with instructors, mentors, students, colleagues, administrators, parents and others as needed. They must be able to speak with appropriate volume, vocabulary and expression in the language of instruction so as to be readily understood by and set a good example for students. Teacher candidates must be able to complete, in a timely manner, written plans for teaching, student assignments, assessments and administrative documents such as referrals, attendance records, and assessment records.


3. Sensory / Motor Abilities: 

Teacher candidates must possess sufficient sensory function to develop and maintain awareness of all students in the classroom, and sufficient motor function to move about the classroom, manage materials and supplies, and supervise classroom activities. 


4. Emotional / Social / Interpersonal Abilities: 

Teacher candidates must demonstrate self-regulation required for full utilization of intellectual abilities and sound judgment. They must have sufficient interpersonal skills and social awareness to ‘read’ and understand different social situations and communicate effectively in social interactions. Teacher candidates must be able to develop rapport with students and maintain appropriate relationships with students, parents, colleagues, administrators, mentors and instructors. Teacher candidates value and respect diversity and seek to be positive participants in respectful communities of learning.  Teacher candidates must be able to demonstrate flexibility and adaptability in the face of uncertainties inherent in the functioning of schools and classrooms.  Compassion, empathy, integrity, inclusivity, patience, enthusiasm and motivation are expected of all teachers, including teacher candidates.

NOTE: The personal competencies described above do not preclude persons with disabilities from entering the Faculty of Education or becoming certified as teachers. UBC’s Faculty of Education is committed to honoring diversity and recognizes its moral and legal duty to provide reasonable academic accommodation for students with disabilities. Each student with a disability is entitled to accommodation in accordance with UBC policies¹, the BC Human Rights Code, and the Canadian Charter of Rights and Freedoms.