International Diploma in Language Teaching Management

International Diploma in Language Teaching Management

The International Diploma in Language Teaching Management (IDLTM) is an internationally recognized qualification developed and awarded by Cambridge English Language Assessment, World Learning SIT Graduate Institute and The University of Queensland’s Institute of Continuing & TESOL Education (ICTE-UQ). Through an exciting new partnership between ICTE-UQ and Education First (EF), IDLTM will now be delivered in China. Entry is open exclusively to EF staff.


Various universities offer credits for the IDLTM (e.g. The University of Adelaide, University of Canberra, James Cook University, Edith Cowan University, University of Armidale, University of Western Australia, University of Newcastle, University of Queensland, Victoria University of NZ, Massey University College of Education) on courses such as Masters Applied Linguistics, MEd Management, Master of Leadership in Management and Education, MBA, Grad Dip in TESOL and Master of Education (TESOL). Email us if you are interested in more details.

In Australia the IDLTM has been recognised by NEAS (the quality assurance body for language schools, previously the accreditation body); in 2013, the IDLTM became the first course to be awarded "Premium Product" status by NEAS, i.e. an endorsement of its quality.

View how the IDLTM fits with the Cambridge English Teacher Framework.


  • IELTS 7

  • at least three years working in the language teaching industry and/or one year experience in a management position in a language teaching school

  • EF Certificate: Introduction to Management


Download the application form and email it with a copy of your CV anda completed screening task to


For EF staff, the cost of the course can be split up over 12 months and then deducted from pay following approval from product managers.



IDLTM for EF China course content The IDLTM for EF China includes an introductory unit and eight assessed modules.

  • Management and managing (introductory unit): defining concepts and establishing a conceptual framework for the rest of the course; differences and similarities between Language Teaching Management (LTM) and other types of management will be explored.

  • Organisational management: providing a foundation in the theory and practice of organisational behaviour and management, focusing on types of organisations, educational institutions as organisations, and organisational change and development.

  • Managing financial resources: aiming to develop skills in using and interpreting financial procedures and systems. Includes the analysis of financial information in the context of business plans and balance sheets.

  • Human resource management and communication: matching human resources to organisational needs; it includes the areas of staff recruitment, induction, motivation and professional development, and effective communication.

  • Marketing: applying of marketing and promotional theory to practice within a language teaching organisation; putting a marketing plan into operation. Client and customer service: integrating client and customer service and quality assurance practices into the work of a manager; this includes dealing effectively with client and customer feedback.

  • Academic management: enabling course participants to utilise appropriate frameworks to initiate, promote and sustain programs of course and teacher development. The module will look at current trends in TESOL, and the development, delivery and monitoring of courses, including curriculum design and innovation.

  • Project Management: Designing and managing projects in the ELT organisation. This involves identifying a need, setting a goal and objectives, developing strategy and communication links and scheduling tasks; conducting a stakeholder analysis and risk assessment, and monitoring and evaluating a project.

  • Performance review and recognition: Managing and measuring staff performance, setting objectives and recognizing and rewarding excellence. Determining the role of various inputs to performance appraisal systems, such as observations and teacher portfolios.