Course Summary

This new and innovative course analyses the current policy context for children and young people. It is especially relevant to those currently working in the field, focusing on the theories that underline policy and practice. The course takes a close look at the current political and policy views on marginalised children, young people and their families as well as dealing with methods of social enquiry and research.

Designed for professionals and graduates who wish to enhance their current knowledge of policy for children and young people, this course provides you with an opportunity to research policy intensively. In addition, the course offers a framework for researching how certain policies affect families and a general understanding of how policy affects children and young people - ultimately equipping you with the skills necessary to operate effectively in this field.

During and after your time studying this course, you'll be able to engage and communicate with others involved in practice and policy-focused research pertaining to children and young people. You will also be able to examine theory on child protection, life span development and the sociological and psychological factors involved in childhood and adolescence.

The teaching on this course is designed to maximise convenience for you as a busy professional. The curriculum is taught in three blocks of five days and two blocks of two days throughout the year. Additional face-to-face and virtual tutorial support is offered throughout the term.

Why choose this course?

This course is designed to meet the needs of graduates who wish to specialise in working with children and young people, and is aimed at professions such as social work, youth work, education and related children and family services. Armed with a good postgraduate degree, students can expect to be promoted to managerial roles or have the opportunity to be recruited into other senior roles within their profession. Graduates will be able to secure employment in a range of positions within service delivery for children and young people across all sectors.

During this course you will:

• Work within the Department of Applied Social Studies, offering unique awards in social work, youth work and child and adolescent development
• Benefit from the department's particular expertise in children's services, youth work and youth crime and justice. It has gained a national and international reputation for its research and scholarship within the Institute of Applied Social Research (IASR)
• Develop key research and analytical skills vital for your professions, effectively enhancing your expertise in issues relating to children's and young people's services

Areas of study you may cover on this course include:

• Critical issues in the delivery of services to children, young people and families
• Conceptual frameworks - theories shaping public policy for children's and young people's services
• Models and methods of social investigation
• Dissertation

You can also choose from the following option units:

• Young people and illicit drug use in the UK
• Socially excluded young people, education, training and employment
• Youth justice: current issues and critical perspectives
• Violent youth crime and group offending
• The trafficking and sexual exploitation of children and young people
• Young people's participation

MAYSD

Assessment

Assessment within the course aims to enhance the learning experience rather than simply provide academic hurdles to be surmounted. Nonetheless, assessment must offer a reliable test of the students level of academic attainment. To achieve these objectives, it is important that the assessment methods used at any point in the course relate closely to the learning outcomes of the course and individual unit, while allowing the student maximum scope for creativity in fulfilling them.

Course Learning Outcomes

Upon successful completion of the MA you will be able to:

1. Engage and communicate effectively with others involved in practice and policy-oriented research and scholarship in the field of children and young peoples services.

2. Act autonomously in planning and managing the learning process in order to meet your own professional needs.

3. Demonstrate a knowledge base of the key theoretical frameworks and the historical political, economic and cultural contexts informing current policy and practice in children and young peoples service development both here and overseas.

4. Demonstrate an ability to critically evaluate competing models of policy, practice and service delivery and apply these to your own/and or others area of professional practice.

5. Demonstrate the ability to be critical consumer of research and evidence presented and understand its relationship to policy and practice.

6. Appreciate and articulate the appropriateness of different methodological approaches and their appropriateness to relevant professional environments and their origins within different theoretical approaches.

7. Study and complete two x 15 credit units from the options within this suite of postgraduate provision to enhance your knowledge base and support your professional practice and meet your identified development needs.

8. Demonstrate your ability to undertake an original research project, devising hypotheses, identifying key research questions, developing a practice-oriented research strategy and methodology and communicating your findings accordingly.

External Benchmarking

There is no specific external subject benchmark for this award.

The Childrens Workforce Network is currently developing the Integrated Qualifications Framework (IQF). The IQF will be a set of approved qualifications that allows progression, continuing professional development and mobility across the children and young people's workforce. It will be a comprehensive set of qualifications that are agreed to be appropriate for people who work with children and young people, up to and including degrees and postgraduate qualifications.

As information becomes available, the course will reflect these developments accordingly.

Educational Aims

The PGC aims to:

• Promote relevant and meaningful teaching and learning that reflects the development needs of professionals within childrens and young peoples service environments


• Enhance participants potential career prospects across professional boundaries within childrens and young peoples services by facilitating the identification of future learning and professional development goals


• Provide an appropriate learning environment in which participants can apply the evidence-based knowledge and skills acquired from learning to further develop and evidence their personal and professional effectiveness through a range of methods


• Enhance participants ability to access and critically appraise material from a range of academic sources

Student support

The student will have a dedicated personal tutor throughout the duration of their programme of study. Students will be advised to raise any course specific issues with their personal tutor in the first instance. In the event that the personal tutor is unable to satisfactorily resolve the issue, it will be brought to the attention of the Course Leader for appropriate action. Students will have their elected student representative, who can raise issues formally at the termly course committee meeting.

Students will have access to all student support services from with in the University (see list of support areas at: http://www.beds.ac.uk/studentlife/support).

All students have access to the full range of student services and support offered by the university including:

Careers; Chaplaincy; Counselling; Financial Advice and Student Housing.

Students can seek advice and support from the Professional and Academic Development (PAD) Dept., with respect to study skills, such as academic writing.

Team working

Team working is fundamental to a career in the childrens workforce and hence, the course seeks to develop excellent inter-personal skills, including leadership and negotiation skills.

Students have the opportunity for teamwork in most units, and are expected to develop and enhance skills in self and peer assessment. Students will work in groups on panel discussions/case study scenarios and presentations and will need to demonstrate their skills in decision-making, leadership, team working and inter-disciplinary working.

Teams notoriously encounter difficulties at times and students are encouraged to resolve difficulties themselves with minimal staff intervention, as part of the learning process.

Students have the opportunity to reflect on their team working within formative assessments and via feedback from the personal tutor.

Career Management Skills

As an applied programme of study, students will be constantly encouraged to integrate personal, academic and career development in line with their own professional development goals and if relevant, external criteria, e.g. 2020 Children and Young Peoples Workforce Strategy (Dec 08).

The Centre for Personal and Career Development (CPCD) is available to support and advise all students.

At Masters level, students are encouraged to take greater responsibility for their career management, with the support of the Careers Service, which offer one-to-one career coaching. Students are encouraged to use the various Career Management online tools available for self assessment and identification of career opportunities.

Career/Further study opportunities

Senior practitioner and strategic management and policy development roles within the childrens workforce

Further study:

This course will facilitate the acquisition of skills to enable future professional development and the identification of learning needs and opportunities.

Professional Doctorates are currently available in Youth Justice, and are being developed in Childrens and Young Peoples Services.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

It is anticipated that the majority of students will be in employment or seeking employment within the children and young peoples workforce. As a result, the teaching structure has been designed to maximise the accessibility of the award. Drawing on the experience of delivering the present Professional Doctorate in Youth Justice, teaching will be delivered on the block weeks at the start of each term. This has proved to be a popular model with postgraduate students in full time employment allowing them to dedicate regular blocks of time to the course.

In addition students will attend a further two days at the end of each term, which will take the form of small-group lectures / seminars. Face to face and e-mail tutorials will also be an integral part of the student learning experience.

Students will also benefit from blended learning, having remote access to the Universitys learning resources. Specialist materials and lecture notes for individual units will be available via BREO and a course BLOG and/or WIKI. These technologies are currently in use on the Professional Doctorate in Youth Justice (PDYJ), and have proved an effective means of keeping part-time post-graduate students engaged.

In line with the Technology Enhanced Learning Strategy, in the longer term the course team intend to develop new learning methods, for example via on-line seminars etc.

Students will contribute to the teaching and learning environment through the workplace experiences they bring to the actual and virtual classroom. The use of visiting experts will ensure the currency of teaching input. The fact that the staff teaching the course are all research active and, in many cases, at the cutting edge of relevant fields will enliven and give depth and substance to the teaching. Staff and peer feedback will reinforce the learning undertaken by students on the course.

Students will be taught how to locate material and use electronic databases at a library workshop by the Academic Librarian. She/he will also be able to answer students subject information queries on an individual and continuing basis.

Professional, Statutory and Regulatory Body Accreditation

N/A

Students with disabilities

Students will have access to Student Services and will be encouraged to actively seek any assistance they require in order to have needs met in relation to a disability they may have. Students will be able to access further advice and support from the Disability Advice Team

The course team is aware of the requirements of the Special Educational Needs and Disability Act 2001 and seek to ensure that, the practices the Act seeks to encourage, are followed.

Additionally, the needs of all students entering or studying on the course are kept under continuous review to ensure that any problems that do arise can be dealt with speedily and effectively. To this end, the Course Leader will regularly liaise with the Universitys Disability Advice Team. Where individual support needs are recognised, the course team will work with others within the University to ensure that student needs are addressed.

Skills Development

Communication

To help with the development of this you will:

• Work collaboratively with staff, your personal tutor and peers


• Have the opportunity to develop your negotiation skills in the range of assessments requiring collaborative practice


• Have the opportunity to enhance your communication skills throughout the course, through, for example, working in groups, giving presentations, writing reports/essays, expressing your views, reviewing work, negotiation and shaping decisions, with formative and summative feedback to develop communication effectiveness

Information Literacy

To help with the development of this you will:

• Undertake a number of hours using e-learning, tutorials and self directed learning to develop a comprehensive understanding of background literature to develop further theory


• Be directed to sources of information available, both on-line and in hard copy, to support your studies, under the guidance of the Subject Librarians


• Be encouraged to use a range of resources to support coursework, being aware of the authority, validity, accuracy and reliability of the material used


• Be expected to seek out academic journals and refereed papers to support independent research

Research and Evaluation

To help with the development of this you will:

• Independently evaluate research and associated methodologies


• Critically analyse and synthesise information from relevant sources


• Reflect your knowledge in this area via assessments

Creativity and Critical Thinking

To help with the development of this you will:

• Autonomously synthesise information and ideas and propose new hypotheses


• Identify gaps in research literature and create new approaches to ideas


• Respond to problems that expand or redefine existing knowledge by identifying research questions, research strategies and research methods which facilitate original, relevant and critical outputs

Improving learning and performance

A variety of teaching methods will be utilized which will enable students to identify which modes of learning best develop their skills, knowledge and experience. In particular:

• They will be supported by one to one tutorials to facilitate and foster responsibility and guide professional and personal development


• They will be largely autonomous in planning and managing the learning process and in reviewing and meeting their own learning needs


• They will be given formative and summative feedback on their continuing development and will be encouraged to reflect on their progress


• The personal tutor will play a key role in facilitating the student in identifying units of study that meet their learning needs and/or against which they can make an APEL application


• They will be encouraged to participate in active discussion and offer feedback on course content to determine whether these met their learning needs

Progress files

All students receive transcripts of their results at the end of each semester, for their records.

Students will be expected to maintain their own files in line with the requirements of their professional bodies where relevant.

Professional standards

Students will be expected to demonstrate the following behaviours:

• To work with professional integrity at all times


• To abide by the Code of Conduct as stated in the Universitys Student Regulations


• To self-manage and demonstrate good time management skills


• To manage relationships using effective communication strategies to successfully engage with others


• To be a respectful and listening participant / team player who is open to others perspectives and evaluate ideas constructively and positively


• To be mindful of the ethical implications of activities through dialogue with peers, clients and mentors, and adhere to professional ethical standards at all times


• To be committed to continuing personal development (CPD) and promote the CPD ethic within your profession

Strategy for developing and embedding the professional standards

The Professional Standards for the course, identified above, will be shared with all new students and reviewed and developed annually in the induction period.

Formative assessment processes via personal tutors and peers will allow students to reflect upon their professional engagement with the award.