Course Summary

If you work in the lifelong learning sector or have studied for pre-teaching qualifications, this course will give you the opportunity to top-up your current qualification to gain a BA (Hons) degree. In order to enable you to continue with your full-time work, attendance will be on selected Fridays and Saturdays.

The course comprises 120 credits at HE level 3 and is delivered through a series of lectures and seminars conducted via e-Learning. The first half of the course concentrates on the sociological perspective of education, context of lifelong learning and research methods. The second half of your course is designed to allow you to concentrate on your final dissertation. You will be given strong tutorial support throughout the course.

To apply for this course you will have typically completed the Certificate in Education (Cert Ed) or PGCE or a University Diploma at HE Level 2.

Why choose this course?

Graduates of this course will have gained an understanding of teaching within the lifelong learning sector enabling them to pursue careers in either that sector or in schools. Graduates may also progress to higher level courses such as an MA in Education.

During the course you will:

• Be taught by academic staff who have extensive experience of working in the lifelong learning sector
• Enjoy a flexible schedule which will allow you to study alongside your work commitments
• Provide you with the opportunity to progress from your previous studies to complete a full degree course

Areas of study you may cover on this course include:

• Sociological perspectives on education
• Analysis of inequalities within the educational system
• Examination of the concept of the lifelong learning sector
• Government policy in the education sector
• The future of education
• Research methods, leading to the completion of the final dissertation

BALLL-S

Assessment

The BA Lifelong Learning course provides students with a carefully planned and coherent sequence of learning opportunities that facilitate their development via diagnostic, formative and summative assessments.

Stage 3 submissions:

At this level the expectations, in terms of the quality of work produced, is high and students will need to take active control of their learning. At Stage 3 the expectation is that students are independent and confident learners, will undertake assessments that are challenging and require mature argument and sustained research, and fluent and cogent presentation. Students will be encouraged in their assessments to draw upon journals in hard print and electronic form, to demonstrate a deep theoretical understanding and communicate effectively in written and oral form.

Assessments at Stage 3 reflect the greater challenges in terms of skills and intellectual understanding specified in unit learning outcomes, and in particular, the emphasis placed at this level upon the capacity to engage in reflective practice, synthesis, comparison, contrast and to critically evaluate theoretical and methodological concepts.

Each unit has its own assessment. As far as possible, assessment across units has been designed to give participants experience of a wide range of assessment tools. The assessments are designed to test understanding of theoretical concepts through their application to a given context. Unit assessment is based on specified learning outcomes and assessment criteria. All assessments must be passed for students to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback forms refer back to these criteria and offer detailed comment to the student on the assessment piece. Some units invite formative peer assessment as part of the process.

Written assessments:

The assessment of unit one and two is through a written assessment, an essay, of 5,000 words. These test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. Students are required to demonstrate an appropriate level of research, of independent argument, and to reference in an appropriate way. They will also provide evidence of knowledge and understanding, allow students the opportunity to express their individual responses to a topic or issue, and to demonstrate research into a given topic.

The Research Methods assessment will provide learners with an opportunity to plan and prepare for their dissertation and identify the most appropriate research method(s) to use for their study. The dissertation is summative, and tests the students ability to devise, structure, research, evaluate and to express a sustained piece of researched, yet independent, writing.

Through the assessments designed for units, students will practise and reinforce skills in information technology and information retrieval (e.g. word processing, internet and electronic journal searching), quantitative and qualitative data handling, skills using IT, together with Key Skills and skills associated with conventional academic tasks.

Assessment Support through Diagnostic and Formative feedback

Diagnostic Assessment (set task given at Induction Day):

Diagnostic exercises are not always assessed but used to detect any specific weaknesses in a students skills set that could be helped through additional academic student support, or through other opportunities offered by Student Services. A diagnostic assessment will be set on the Induction Day for all students. This will be a set task posted to the VLE, which will be based on pre-reading for the first module. In addition to being a useful diagnostic assessment it will support students in their knowledge of sociological perspectives, in preparation for the first module.

Formative On-line Seminar papers:

Seminar papers combine the skills of writing a concise and persuasive written argument and the ability to communicate it to peers online. Further it encourages the formation of relevant questions. The module tutors will be able to provide feedback to students and monitor the understanding of students through this approach. In addition to responding to the course group, tutors will communicate directly with individual students, as required.

Presentations to group:

The units will require students to make group presentations, based on activities planned for the Study Days.

Tutorial Support:

The Lifelong Learning team recognise the importance of a diversity of formative assessments to develop competencies and confidence towards the summative assessments. Two tutorials are given for each module. In addition, personal tutors see all students on an individual basis following the release of their marks to discuss any issues arising from overall performance, and to facilitate progression and overall success.

Appropriateness and equivalence of assessment:

Students are assessed at a level appropriate to their level of study, and safeguards are in place to ensure that they are neither over nor under-assessed on particular units. Assessment submission dates are staged through the two years of the course.

Course Learning Outcomes

Upon Successful Completion of this course, learners should be able to:

1. Appreciate the range of diverse policies and practices in the Lifelong Learning Sector and use theoretical constructs to critically evaluate their impact.

2. Understand education practice in the Lifelong Learning Sector as comprising social, political and economical elements that are residual (historically determined) and emergent (challenged by evolving policy and practice).

3. Appreciate different approaches to learning and teaching within an adult education context.

4. Compare approaches to adult education to enhance understanding of access, equality and personalised learning to promote Lifelong Learning.

5. Understand and apply theories, concepts and principles of practice from a range of educational perspectives to enhance learning in a lifelong learning context.

6. Critically evaluate own practice and organisational context, leading to new and informed insights on your role within the Lifelong Learning Sector.

Note the course learning outcomes provide a framework aligned to the unit outcomes.

Specific Unit Outcomes:

A Sociological Perspective of Education

1. Critically evaluate the key sociological perspectives that can be applied to education.

2. Critically reflect upon the basic principles that underpin our current system of education.

3. Analyse the inequalities that are present, why they are present and how they can be addressed.

4. Evaluate alternative approaches to education, particularly related to the concept of lifelong learning.

Adult Learning and Learners:

1. Investigate the development of the concept of adult education and lifelong learning within the twentieth and twenty-first century.

2. Critically evaluate the impact of current developments, including government policy in the sector, on current policy and practice.

3. Discuss and compare approaches to teaching and learning for adult education and adults in education.

4. Evaluate the range of curriculum models developed in adult education and training.

5. Discuss the place of adult education in relation to Media, Information Technology and other influences.

Research Methods:

1. Develop sufficient knowledge of research methods and processes to plan for an effective final year dissertation.

2. Develop a detailed proposal for a dissertation, which includes a clearly identified primary research methodology.

3. Choose an area of research for the dissertation that is both manageable and researchable within a given educational context.

4. Demonstrate a clear understanding of research ethics and the implications for a planned dissertation.

Dissertation:

1. Define and develop a topic for focused research and investigation.

2. Critically analyse sources in the chosen subject to provide a strong evidence base for the research.

3. Develop a strong ethical framework for an extended study.

4. Draw logical and reasonable conclusions from the evidence gained in a broad range of reading, utilising primary and secondary data collection, demonstrating independence of thought and critical evaluation.

External Benchmarking

QAA Education Studies benchmark statements (2007)

The academic level is determined with reference to the Higher Education Qualifications Framework (QAA, 2001).

Educational Aims

The BA (Hons) in Lifelong Learning is designed to provide graduates with a strong theoretical and practical understanding of the key perspectives and policies pertinent to lifelong learning. The course is designed to deepen and extend knowledge of concepts and theoretical frameworks central to an understanding of adult learning. The approach adopted is contextual and learners will study the units and apply the theory to their own context(s) and experiences of lifelong learning. Learners will examine education through historical, social, philosophical and political perspectives. Students are encouraged to engage in dialogue with the values of past cultures, and different cultures, as well as those of their own, and respond to the diverse, challenging and evolving nature of Lifelong Learning in the twenty first century. In addition, the dissertation will enable learners to focus on a particular aspect of education that is personal to them.

It builds on the previous two stages by offering theoretical perspectives of education, as well as the opportunity to study a key issue in depth via the dissertation. It is designed to produce graduates who have the ability to establish a strong career in education and progress within the lifelong learning sector.

Stage 3 study

At Stage 3 students take four 30 credit core units (1) A Sociological Perspective of Education (2) Adult Learning and Learners (3) Research Methods, to provide the skills to support the completion of a (4) Dissertation, on a topic of their choice. The Research Methods unit initially ensures that students are fully cognisant with appropriate research methodologies, and requires the submission of a detailed research plan to be produced.

The units provided at Stage 3 have been chosen to reflect both the higher cognitive and critical skills of final year degree students and the increased need to focus in-depth on specialised areas of personal interest/need. Students are encouraged to be autonomous in their learning, demonstrate professional conduct and follow appropriate ethical guidelines.

Educational Course Aims and Objectives

Course Aims

• To provide students with opportunities for extending and deepening their learning and understanding of key factors impacting on and shaping adult learning, giving due credit to prior learning experiences and studies


• To be responsive to the changing needs of adult learners and lifelong learning, in response to national and local policy and practice


• To offer accredited opportunities to meet the CPD needs of practicing teachers in the Lifelong Learning Sector

Course Objectives

• Extend the practice and understanding of the HE2 courses to a wider appreciation of the aims, objectives and philosophies that underpin adult learning. This will be informed by a deep understanding of theory and practice


• Evaluate current policy and potential future trends within the Lifelong Learning Sector. This will be done with particular attention to the political framework within which it operates and the needs of the various stakeholders


• Evaluate the key philosophies that inform our educational system, whilst understanding the inequalities that this engenders. The potential solutions to these inequalities need also to be examined


• Synthesise the knowledge gained from multiple sources to produce a focused dissertation overseen by a named dissertation tutor

Student support

Students have access to a range of support services during their course. Information regarding these services will be given during the induction at the start of the course, at the Bedford Campus. This will take place in September and act as an introduction to the course and will cover the Study Skills necessary at Stage 3. It will include a session to support active use of the library, an overview of how BREO will be used to support blended learning and a review of academic referencing. Students studying at UoB also receive information on the services available to them, through the publication HELP.

Students are also supported through:

• Specific and detailed formative feedback on an assessment by assessment basis to enable them to develop the quality of their work


• BREO which supports student communication - discussion of issues/topics with peers outside of the classroom. Academic support is also available via BREO in the form of online tutorials

Specialist support:

• Professional counselling staff in the Student Centre


• The Universitys Centre for Personal and Career Development


• The Changing Course guide

Personal Tutor:

Each student will be assigned a personal tutor upon arrival at the Bedford campus. Regular tutorial sessions [2 per unit], held throughout the period of study aim to support each student in terms of academic, personal and professional development. Personal tutors will communicate with their tutees through email and BREO. It is expected that tutees will check both of these regularly. On the course we place considerable emphasis on our academic advisory and tutorial support systems, which we encourage students to use if they have any doubts about their ability to cope academically or personally with their course of study. Every student has the right of access to personal academic support from a personal tutor as the need arises (Small print 2006-7). The tutor will provide advice as to how and when students should seek guidance from the Professional Academic Development [PAD] support staff, situated at the Bedford campus in addition to advice and guidance provided by the Student Support Services.

Assessment feedback from Module Leaders / Tutors:

Students will receive a detailed handbook for the course. Feedback from each assignment will include advice on areas of strength and development. Students will be encouraged to reflect upon personal progress and feedback and, through discussion with their personal tutor identify personal targets to take their learning forward. All assessments, unit feedback and action plans will be retained in a professional development portfolio that students review with their personal tutor and build upon during their period of study.

Course Tutorials:

The course tutorial system will play a key role in providing appropriate academic support in order to enhance learning, progression and achievement. All students will be encouraged to discuss feedback regarding assessed pieces of work. Tutorials will also be offered to all students if individuals, or groups, would like to further discuss an aspect of their studies. Research supervision is an integral part of the Stage 3 Dissertation, but is integrated into all tutorials to develop students research skills and competencies. Guidance for regular entry and completion of students Professional development portfolios will be provided and overseen by personal tutors.

PAD:

The Professional and Academic Development Team (PAD) offers a diverse selection of services to all students. Whether students are struggling with certain aspects of their studies, or simply wish to develop and explore certain skills further, the PAD team is there to offer a helping hand.

Student voice:

Year group representatives will be invited to Staff Student Consultative Committee meetings and provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.

Learning Resources:

Learning Resources offers a range of services aimed at supporting studies whilst at University. These include the traditional library services borrowing, reserving and renewing books, videos and other library materials; as well as providing access to nearly 300 networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and a designated librarian for the subject area. These services are restricted to members of the university therefore to access any of them students need to present their current University ID card.

Team working

Throughout the course you will be expected to work collaboratively with peers. The Study Days will involve group discussions and learners working together. You will come to the course with a range of different skills and experiences and these will be fully explored during the course.

BREO will be used extensively to discuss issues raised within the class. A discussion board will be utilised to aid this process. All units will have BREO discussion boards set up where you are given unit tasks to complete and on-line seminars to participate in. This will support communication with your tutor and other students - to discuss issues and to further extend the field of your research.

Small group discussions with plenary sessions, small group oral presentations and assessed small group investigations develop these skills. You will spend part of most teaching sessions working in a range of varying small groups or pairs, sharing ideas, researching information.

Career Management Skills

The curriculum is a link between professional and theoretical strands rather than being purely academic and hence, tutors will stress the application and evaluation as it relates to the curriculum.

You will be introduced to the Centre for Personal and Career Development [CPCD] at Induction where My Future (CMS online) and other self-assessment tools will be signposted. You will be made aware of the service available and how to access it at appropriate points.

Further support and resources are available from the CPCD. Resources and support available include:

• One-to-one career coaching on job search, applications, interviews, postgraduate study and career planning / exploration both face-to-face and through E-guidance


• Workshops for specific groups such as Alternatives to Education, International Students, recent Graduates etc


• Teaching Fair, Make a difference and Going Professional events


• Volunteering opportunities available in all areas including education

Career/Further study opportunities

Progression Routes:

This award provides a clear progression route to build on the existing and highly successful Cert. Ed. (PCE) course and the various Stage 2 Diplomas run by the University.

The Cert. Ed. is validated by Standards Verification UK (SVUK) in accordance with the Lifelong Learning UK (LLUK) national professional standards for teachers, tutors and trainers in the Lifelong Learning Sector. This incorporates the associated requirements for Literacy, Numeracy and ICT as part of the main curriculum.

The University Diplomas constitute the second level of the course of continuing professional development which can take you from the Certificate in Education to a Bachelor of Arts Degree with honours.

There is increasingly a requirement in LSC funded settings that tutors and managers should hold a degree. The BA in Lifelong Learning is the final part of the progression route to achieving this requirement, the HE Stage 3 of the course.

Professional Standards:

In September 2007, the New Professional Standards for the Lifelong Learning Sector were launched in Equipping our Teachers for the Future (Sept. 2007). The New Professional Standards are part of a unit and credit framework that includes 30 hours of CPD per year. Lifelong Learning UK (LLUK), the Sector Skills Council, have an increasing expectation of the skill level of teachers who work in this sector. The Cert. Ed. now includes HE2 level units and there is an expectation that CPD for teachers in this sector should be at degree level to further raise standards.

Further Study:

It is expected that many students will use this qualification as a bridge to Masters Level studies, the MA Education. Many staff working in Lifelong Learning currently study on this course and are supported financially in doing so if they work in a partner college.

Entry

Additional:

This course specifically caters for students progressing from a Certificate in Education who have completed additional CPD / educational qualifications who have 240 CATS credits. It is a Stage 3 qualification. Students must have 240 CATS credits and evidence of the ability to study at final year degree level. There is an automatic right of entry to the course for you graduating successfully from the Cert. Ed. and two University Diplomas. (Or the previously titled University Certificates of Continuing Professional Development UCCPD awards, with the necessary bridging assessment see University Diploma course approval for details).

Standard Entry Requirements:

Students will enter the BA final 120 credits of the course with 240 credits completed. Typically this will be made up of the following:

• 120 credits from the completion of the Cert.Ed. course applicants will have successfully completed a Certificate in Education (or PGCE) (University of Bedfordshire version, other HEI or SVUK recognised awarding body award equivalent to 120 credits at HE1/2)


• 120 credits, from the completion of two 60 credit University Diplomas applicants will have successfully completed two University Diplomas in related subjects at HE2. The Universoity of Bedfordshire University Diplomas are as follows:

- Teaching English (Literacy CPD) in the LLS

- Teaching English (ESOL CPD) in the LLS

- Teaching Mathematics (Numeracy CPD) in the LLS

- Tutoring Support and Guidance in the LLS

- 14-19 Education

- Information and Learning Technology in the LLS

- Mentoring in Education

- Leadership and Management in Education

Standard Progression Route:

• Cert. Ed. (HE1/HE2) 120 credits


• University Diploma (HE2) 60 credits


• University Diploma (HE2) 60 credits


• Total = 240 credits

Progression to the:

• BA (Hons) (HE3) 120 credits


• Credit Transfer at HE2

The currency of existing qualifications is a relevant consideration in allowing for Accreditation of Prior Achievement (APA). Qualifications will be recognised if they were gained within five years of the point of application or if they are older than this, but the applicant can produce a portfolio of evidence, preferably supported by references, demonstrating reasonable continuous service in PCE and relevant CPD activity.

Previous study may be eligible for credit towards the 240 points. In the Credit Accumulation and Transfer System (CATS) any award of credit will depend on:

• The amount and level of study that has been successfully completed


• How relevant the subject matter is to the BA Lifelong Learning (and the University Diploma route)

Note - students with a PGCE (QTS) should have a minimum of two years FTE experience in a PCE setting.

The following qualifications and credits will be recognised:

• Foundation Degree in Post-Compulsory Education or Lifelong Learning 240 credits

N / SVQ Level 5 (in relevant subject area) - 60 credits at Level 2

• Diploma in the Teaching of English to Speakers of Other Languages 60 credits at Level 2


• Credits will not be made for partially completed qualifications


• The maximum APL allowed for a BA (Hons) is 240 credits, 120 at Level 1 and 120 at Level 2

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

The BA Lifelong Learning represents 1200 hours of study. This will be shared between the blocks of study days, tutorials, online study and self directed study. Due to the diverse nature of the cohort a blended learning approach will be used extensively for students (see university TEL strategy for further details). This will require that students are familiar with the use of BREO.

Study Days:

Course delivery and student learning are carefully integrated to provide a balance of tutor input and student centred learning appropriate to this level of study. The taught sessions use a variety of learning approaches, including seminar sessions, small group work, practical and theoretical exercises, role-play and student presentations and the occasional formal lecture. Key tutor led strategies include: lectures, seminars, tutorials, workshops and research supervision. Student independent learning strategies include preparation and research for on-line seminars, oral presentations (group and individual), written assessment, and culminates in the production of an 8,000 word Dissertation.

Study days provide a strong grounding in outlining key concepts and substantive issues in order to provide a frame of reference for the unit and to provide a sufficient grounding to support the on-line work, which will enable students to subsequently learn more independently. Sessions are discursive, highlighting debates, controversies or issues which students can pursue further through seminars, tutorials and independent study. All units involve student centred learning strategies including on-line seminars, student presentations or plenary exercises, workshops and structured independent learning activities. The course requires students to draw upon complex material and engage with texts appropriate to the challenge of final year undergraduate work (for example, primary research monographs, journal articles, government documents) and in accordance with the Generic Level Descriptors for Higher Education. All units will utilise BREO, as appropriate, as part of the teaching strategies to enhance student learning. In addition students and tutors will use email to exchange views, supplement tutorial advice and arrange meetings.

An important working principle in the delivery of the course is that taught sessions will be used for those activities for which they are most appropriate.

This means:

• That they will not generally be used to pass on information which learners can get equally as well or better from personal reading, or BREO. They will however provide guidance on that reading, and they may be used for discussion and exchange of information about it


• They will make full use of the fact that the students are gathered together in a group, and promote learning from each other as much as possible. This is why attendance at the sessions is important

Independent Learning:

Independent learning is a key component of this course. Students are encouraged to take the initiative and responsibility in managing their learning, identifying problems and resolving them. This is facilitated through on-line seminar papers and discussions, directed reading, and through the assessment work. The Dissertation will be supervised on a one-to-one basis, with students expected to see supervisors regularly.

On-line learning and BREO:

The PCE Organisation on BREO is used extensively on the Cert.Ed./PGCE and the University Diploma awards (see BREO handout appendix 1). The BA Lifelong Learning site will be added to this organisation. Students who have completed the UoB Cert .Ed. and University Diplomas will be familiar with the site. Students new to the university will require an additional BREO induction. The PCE Organisation allows students to access resources from all of the awards across all centres and therefore is an extensive resource site to support learners.

Preparation for Study Days:

Learners will be expected to undertake specific work before and after their study blocks to extend their learning. Learners will be encouraged to draw on their own teaching experience and educational context and where relevant to present for discussion material they have prepared.

Evaluation of teaching strategy:

The face-to-face teaching tries to embody the best practice in this kind of adult education, and in addition to formal evaluation and review procedures at the conclusion of each unit, tutors encourage learners to discuss the teaching methods being employed and their effectiveness.

Using a range of strategies - examples

Presentation/lectures:

Lectures provide students with a framework of relevant subject knowledge, significant contexts, key debates and the appropriate theoretical and methodological approaches.

On-line Seminars:

Seminars enable students to consolidate and deepen their knowledge and understanding, and to develop communication skills through the on-line discussion of key issues with other students and with their tutors. On-line seminar activities take a variety of forms, including whole-group discussions and small-group activities.

Workshops:

Workshops combine both tutor and student-led explorations of specific issues or practical activities and provide an interactive approach to learning. Active engagement with a problem focus or work related task encourages reflection on practice and values through such strategies as discussion, role-play and carefully structured observation.

Professional, Statutory and Regulatory Body Accreditation

N/A

Students with disabilities

The course is wholly inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the course leader, individual members of the academic staff, as well as staff from the Disability Advice Team. The course should not present any barriers to students with disabilities that cannot be overcome using the universitys policy on support for students with disabilities. All applications identifying disabilities are followed up by letter or at interview to establish the level and type of support required.

The Disability Advice Team will discuss any issues students may have and can provide such services as: sign language interpreters, note takers, dyslexia screening/tuition, support materials for students with dyslexia and / or dyscalculia, and support with mobility on campus. They offer confidential advice and information about academic and personal issues, special arrangements / adjustments for some assessments / examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.

Skills Development

Communication:

You will get to develop a range of communication skills during the course. You will need to have a well developed ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary. Opportunities for this include written essay work, student presentations and tutorials with named tutors. You will have the opportunity to work in groups and will also use BREO to improve your communication skills

You will receive detailed feedback on all aspects of assessments. Areas of good and practice and areas for development will be identified and advice given on the improvement of written presentation skills. All units develop written communication skills and you will require the ability to produce concise assessments and to develop and maintain argument and focus over longer word limits (5,000 word written assessments and the 8,000 word dissertation) with more demanding material. Level related criteria enable and require you to practice and develop more demanding oral communication and presentation skills at Stage 3. Small group discussions, plenary sessions and class-based workshops will also enable you to practice and develop your oral communication skills and to engage in stimulating discussions, to respond to questions and to persuasively defend viewpoints on controversial issues through debate.

Information Literacy:

You will be expected to develop a range of skills in this area. You will need to access a wide variety of different sources for the written pieces of work and be able to synthesise a range of different sources into a written submission. You will use MicroSoft Office software to produce documents, presentations and data analysis. In producing assessments for all units you will practice and develop information literacy skills.

BREO will be used extensively and you will be able to access a range of support materials via the VLE and contribute regularly to on-line seminars and discussion groups to communicate with students and staff.

You will attend a course run by the subject librarian during the induction day that covers accessing relevant electronic journals, web sites and data bases.

Research and Evaluation:

To help with the development of this you will be trained in best use of library facilities, search systems, etc. You will be given a range of extracts from texts to discuss in sessions and on-line. You will be issued with a reading list to support the course and each unit and advice on how to reference your reading, in class and in the Handbook. Discussion in class will help you identify appropriate reading topics and texts and ways to evaluate your activities. Your assessments will require you to include reference to appropriate reading.

You will critically examine educational research methods, develop a research proposal and design for your Dissertation. You will undertake the research and critically evaluate your findings in light of current research and literature, produce a dissertation that requires you to display independence in all aspects of the research process.

Creativity and Critical Thinking:

To help with the development of this you will be given a range of research texts to analyse, to help develop your critical skills. Theoretical concepts will be explored and evaluated and the final dissertation will give you the opportunity to further develop these skills. All assessments require critical thinking and creativity as do many of the learning strategies.

To help with the development of these skills you will:

• Examine the nature and limitations of a range of theories and evaluate their appropriateness in responding to a range of issues and topical questions concerning Lifelong Learning


• Practice applying those theories for the purpose of explanation


• Examine the progressiveness of policy responses to the lifelong learning sector

be required to move beyond criticism and develop your own position on controversial issues related to lifelong learning

Improving learning and performance

You will be supported throughout the process by a personal tutor and Module Leaders / Tutors. The tutors will provide academic support to you and your personal tutor will advise you on all issues relating to your progress on the course. You will be encouraged to relate the theoretical base to their own context and also to develop your analytical and evaluative skills. Feedback will be developmental in nature and you will be encouraged to action plan based on this feedback. You receive detailed written feedback on all of your assessments. You should reflect carefully on this. Unit leaders will clarify advice, guidance and comment if you require. Your personal tutor will periodically review your progress in the light of feedback and agree your plans for improving your performance. Using the VLE and some class contact time staff will identify areas for improvement for the year group as a whole following the marking of assessments.

You will be encouraged to take control of your own learning and read widely around the subject. The structure of the course helps to facilitate this with tutors taking the lead during the Study Days that introduce each unit and then you taking control of your own learning during the remainder of the block of time allocated to the topic.

The foundations for this are laid during Induction Week. Introductory workshops on personal and academic development encourages you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so. During Induction staff also run a Good Practice in Essay Writing session where good practice is clearly identified. Having begun to identify areas for personal improvement you are made aware of courses and contacts for further developing your skills and abilities.

BREO provides you with information on essay writing and guidance on academic writing e.g. referencing, plagiarism, structuring an essay. This guidance is reinforced by all members of the course team as they teach their units. It should underpin your reflection upon your learning experiences.

At Stage 3 study you will be expected to take responsibility for your own learning. The process of systematic self-reflection upon your performance and related developmental needs is crucial to this. Both academic staff and your personal tutor will encourage you to take the initiative, to take responsibility for your own learning. This may involve recognising (through feedback or reflection upon your own work) that you need guidance with an aspect of referencing, guidance with your ICT or research skills, guidance with sentence construction and acting proactively to seek out that guidance and support (your unit leaders and personal tutors are there to help you take the steps that you recognise you need to take).

Progress files

Progress will be recorded through formative and summative feedback and you will be encouraged to incorporate the feedback within your professional portfolios.

You will have a Course Individual Learning Plan (ILP) which will log a record of your progress on the course. As the course is taught in study blocks you will get feedback from each block as you complete the work. You will be introduced to the use of the ILP on the Induction day with a Personal Tutor. The ILP (Progress File) is a working document that charts your development as a student and is made up of two parts:

• Your personal record of learning and achievement. This might include extracts from written feedback, extracts from personal evaluative reports, or plans detailing the self-management of study


• Personal Development Planning. This is a structured and supported process, which will help you think about your own learning and achievement and plan for your education and career development

Your Personal Tutor will guide you through the initial stages of preparing your ILP, which starts at induction and is reviewed at key points throughout the course e.g. after your first assessment you will have a tutorial that gives you the opportunity to reflect on your grades/feedback and consider ways in which you might improve specific skills and/or build on the strengths demonstrated. Personal tutors will meet with you periodically to review progress and agree action plans. You will keep a written record of the review and an action plan for subsequent meetings.

You produce an action plan, both short and long-term, to address areas for development and are offered tutorials on areas of weakness: support materials e.g. textbooks, website courses are suggested to accompany self-study. The action plan to address areas for development will emerge from your discussions with personal tutors and reflections.

The dissertation gives you the opportunity to synthesise learning and demonstrate a high level of academic knowledge and understanding. You are supported through a dissertation Study Day and a Dissertation Supervisor.

Professional standards

You will be expected to maintain the standards that you present in your professional careers.

More generally, the course design incorporates the following values which include expectations of staff and students:

• That you, the students on this Course, are competent adults, already acquainted with the field of work and study and having more or less clear ideas about what you need to learn to improve your knowledge and practice


• That those ideas will vary according to the nature of your experience, but need to be respected, even when it is necessary to show their limitations and to go beyond them


• That you will learn most effectively when you are both involved in and have appropriate control over your learning experiences


• That the accumulated experience of members of the student group is one of the most valuable resources available to the course and every effort should be made to utilise it


• That in view of the continuing change which characterises this area of practice, the ability and motivation to learn from continuing experience through disciplined reflection is a defining characteristic of a professional and should be fostered by the course


• That the experience of being a learner in a formal educational setting is an important resource in itself, enabling you to appreciate a new the experience of your own students and their corresponding opportunities and difficulties


• That a course for Lifelong Learning practitioners must itself embody and model good practice and lay it open to scrutiny


• That this includes attention to inclusivity and the active mitigation of disadvantages experienced by minority groups


• That there is a commitment to the highest standards of scholarship in respect of the disciplines contributing to the course

Attendance and punctuality requirements

We expect that:

• You will need to agree any absences from the taught elements of the course with your personal tutor. As the course is taught through blended learning the attendance requirements at the University are essential information days. Any missed days are likely to result in reduced understanding and lead to lower grading in assessments


• You are required to inform the Course Manager of any unavoidable absence from taught sessions

Contact arrangements:

• You are required to provide a valid, permanent, term time and correspondence contact address and telephone number to Registry when you register as a student each academic year


• You are required to inform Registry of any change of address or telephone number and ensure your contact details are up to date

Assessment requirements:

• You are required to be aware of the Universitys assessment regulations, which are in the course handbook


• You are required to be aware of the Universitys academic offences policy and plagiarism regulations as detailed in the University regulations. Plagiarism is considered to be a serious matter by the School and University (see course handbook)