MODULE SPECIFICATION
Code: UTLGDT-20-2 Title: Contemporary Issues in Post-compulsory Education
Version: 1
Level: 2 UWE credit rating: 20 ECTS credit rating: 10
Module type: Standard
Owning Faculty: Social Sciences and Humanities
Field: Secondary Education and Lifelong Learning
Faculty Committee approval: QSC Date: 7 January 2009
Approved for Delivery by: indicate name of affiliated institution if module will only be delivered by them
Valid from: January 2009 Discontinued from:
Contributes towards: Joint Honours Education Studies;
BA (Hons) Education Studies;
BA Education Studies;
Dip HE Education Studies;
Dip HE Learning Support
Pre-requisites: None
Co-requisites: None
Entry requirements: If the module is offered as CPD or stand alone, indicate the entry requirements
Excluded combinations: None
Learning outcomes:
As a consequence of this module successful participants will be able to:
• reflect upon and critically compare their own education and training experiences with the experiences of others (B);
• demonstrate understanding of common further and higher education routes (A);
• articulate and debate past and likely future policy developments, trends and issues in Post Compulsory Education and Training (PCET) (A, B);
• demonstrate critical engagement with equal opportunities issues in further, adult and higher education (A, B);
• evaluate some important micro and macro influences upon PCET choices of individuals and social groups (A, B);
• organise and present ideas and information in a portfolio (B);
• work effectively in collaboration with others (A).
Syllabus outline:
The syllabus will include:
• the examination of educational autobiographies in relation to the ffects of post-compulsory education policy;
• contemporary issues in further, adult and higher education;
• influential ideas in post-16 education;
• sociological, historical and cross-cultural perspectives on PCET;
• policy developments in 14-19 education;
• educational values and PCET;
• 'lifelong Learning' and the Learning Society;
• widening participation and equal opportunities in PCET
Teaching and learning methods:
Lectures, seminars, tutorials, directed study, response to reading, student presentations problem-solving activity, role-play, portfolio.
Reading Strategy
There will be a set text which students are expected to buy. Other essential reading will be provided electronically or as printed study packs. Further reading is not essential for this module, but students will be encouraged to explore at least one of the titles held in the library on this topic. A current list of such titles will be given in the module handbook and revised annually. One of the Level 2 modules within a programme, will provide opportunities for students to start to develop their library and information skills.
Indicative Reading List: (see guidance notes)
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.
BALL, S. J., MAGUIRE, M. AND MACRAE, S. (2000) Choice, Pathways And Transitions Post-16, London: Routledge/Falmer.
COFFIELD, F. (Ed) (2000) Differing Visions Of A Learning Society Research Findings, Vol. 2, The Policy Press: Bristol.
COFFIELD, F. (2008) Improving learning, skills and inclusion : the impact of policy on post-compulsory education, London: Routledge.
DUKE, C. and LAYER, G. (eds) (2005) Widening participation : which way forward for English higher education? Leicester : National Institute of Adult Continuing Education.
LAYER, G. (ed) (2005) Closing the equity gap : the impact of widening participation strategies in the UK and the USA, Leicester : National Institute of Adult Continuing Education.
FIELD, J. (2006) Lifelong learning and the new educational order, Stoke-on-Trent: Trentham.
HILLIER, Y. (2006) Everything you need to know about FE policy, London: Continuum.
HODGSON, A. and SPOURS, K. (2008) Education and training 14-19 : curriculum, qualifications and organization, London: Sage.
LEA, J. et al (2003) Working in post-compulsory education, Maidenhead : Open University Press.
Education websites as indicated on education resources pages on UWE library
website.
Assessment
Weighting between components A and B (standard modules only) A: 25% B: 75%
ATTEMPT 1
First Assessment Opportunity
Component A
A group poster presentation addressing critical aspects of Post Compulsory Education and Training.
Assessment criteria: AL2, CL2, HL2 (as listed below).
Each student will receive an individual grade for this component.
Component B
A portfolio (2500 word equivalent) comprising:
a discussion and analysis of common further and higher education routes, which draws on and uses as comparison, where appropriate, the student’s own education and training experiences
a critical discussion of an article identified by the student which draws on other published work.
The portfolio must be organised so that it is:
accessible to the reader
includes an overview and explanation of the contents
includes a table of contents
Assessment criteria: AL2, BL2, FL2 (as listed below).
Second Assessment Opportunity (further attendance at taught classes is/is not required)
Component A
An individual poster presentation addressing critical aspects of Post Compulsory Education and Training.
Assessment criteria: AL2, CL2, HL2 (as listed below).
Component B
A portfolio (2500 word equivalent) comprising:
a discussion and analysis of common further and higher education routes, which draws on and uses as comparison, where appropriate, the student’s own education and training experiences
a critical discussion of an article identified by the student which draws on other published work.
The portfolio must be organised so that it is:
accessible to the reader
includes an overview and explanation of the contents
includes a table of contents
Assessment criteria: AL2, BL2, FL2 (as listed below).
Assessment Criteria
REPLACE WITH LEVEL 2 CRITERIA
A: Conceptual Domain (Core)
L2: The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.
B: Literature Domain
L2: The assignment demonstrates that the student has an awareness of appropriate literature and can discuss its relevance to the task.
C: Contextual Domain
L2: The assignment demonstrates that the student can differentiate contextual factors (eg personal, locational, historical, political etc) influencing the area of study.
showing that they can discuss the suitability of alternative approaches.
F: Values Domain
L2: The assignment demonstrates that the student can clearly identify and articulate their own value position and where relevant, compare it with the value position of others in relation to the area of study.
SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is/is not required.
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)