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Session: 2022/23
Last modified: 30/03/2022 13:52:33
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Title of Module: The Contemporary Labour Market (CGD) |
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Code: CGAD11005 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | E
Bolger |
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| Summary of Module |
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This module introduces and engages students in the evaluation and use of labour market information and intelligence (LMI) relevant to professional practice in the career development sector. It includes a critical evaluation of the purposes and sources of LMI at national, regional and local level and analyses the key social, political and economic drivers influencing the UK labour market. Students engage in research evaluating and synthesising LMI and liaising with stakeholders to produce and present resources suitable for career development practitioners.
- Introduces students to advanced critical evaluation and analysis of sources of contemporary labour market information and intelligence (LMI)
- Introduces students to the use of robust and reliable LMI in relation to career development practice
- Engages students in critical inquiry of the labour market
- Introduces students to quantitive research methodologies
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical knowledge and understanding of labour market issues pertinent to career guidance and development
L2.
Apply labour market intelligence to practical career guidance and development contexts
L3.
Make discerning judgments about the provenance and value of labour market information
L4.
Utilise appropriate delivery formats to brief peers and experts persuasively and with clarity on complex labour market issues |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate understanding of and evaluate the range and appropriateness of labour market information and its use in career guidance and development.
Demonstrate extensive and detailed knowledge and understanding of the use of labour market information and intelligence to promote lifelong employability and skills for clients.
Demonstrate a critical understanding of labour market systems, frameworks and policy contexts for employment patterns and changes locally, regionally, nationally and internationally.
Analyse the role of publicly-funded and sector specific agencies in promoting employment education and training.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Demonstrate the capacity to assist clients and other audiences to access, interpret and evaluate LMI using a variety of media.
Demonstrate the ability to present LMI in an accessible way to a range of audiences.
Investigate aspects of the labour market using a range of methods. |
| Generic Cognitive skills |
SCQF Level 11.
Demonstrate a commitment to keep up to date with and to critically evaluate emerging theory and public policy and the contribution these can make to extending knowledge, skills and practice.
Demonstrate the ability to evaluate changes in labour market information and intelligence and how to respond reflectively and creatively in practice to these.
Demonstrate the capacity to conduct research into aspects of current labour market information and intelligence and make recommendations as a result. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate the ability to establish, develop and maintain effective communication with individual clients in a professional-level context which meets their needs and recognises their individual characteristics.
Demonstrate detailed knowledge of a wide range of career-related learning resources, information and guidance software and the ability to support clients to access, interpret and use this information using a variety of media.
Demonstrate the ability to collect and collate career-related information using various technologies. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Demonstrate the ability to network with opportunity providers such as training organisations, employers and educational establishments.
Exercise substantial autonomy in a professional setting.
Take responsibility for own work and the work of others, principally clients. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is part of a programme delivered by blended (hybrid) learning and distance (online) learning.
Students undertaking the programme by blended (hybrid) learning, will be required to engage with resources on the VLE, to attend timetabled campus-based sessions and synchronous online sessions.
Distance (online) learners will be required to engage with resources on the VLE, which may include presentations, readings, audio and video recordings and optional synchronous online sessions.
All students will contribute to discussion forums on the VLE.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 14 |
| Tutorial/Synchronous Support Activity | 16 |
| Practice Based Learning | 30 |
| Personal Development Plan | 5 |
| Independent Study | 135 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Education Development Trust (2019) Careers and labour market information: an international review of the evidence
OECD (n.d.) Working age population (online). Available: https://data.oecd.org/pop/working-age-population.htm
Scottish Government (2020) Scottish Index of Multiple Deprivation 2020 (online). Available: https://www.gov.scot/collections/scottish-index-of-multiple-deprivation-2020/
The ONS (n.d.) Employment and labour market (online). Available: https://www.ons.gov.uk/employmentandlabourmarket
UK Commission for Employment and Skills (2012) Using and Sharing Career Related Labour Market Information Research Report. UKCES: London
Scottish Accessible Information forum (n.d.) http://www.saifscotland.org.uk/information-and-advice/general-principles/#sthash.34EMnd20.WaKTGid0.dpbs
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are required to attend all scheduled sessions and participate in all delivered elements of the module as part of their engagement with their programme of study. Distance learners should contact the programme leader if they require clarification regarding engagement. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | PG Social Sciences |
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| Moderator | R Alexander |
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| External Examiner | G Frigerio |
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| Accreditation Details | Career Development Institute (CDI) |
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| Version Number | 2.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Presentation (50% of final mark)
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Academic Poster (50% of final mark)
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). All lecture slides are uploaded with an additional audio commentary. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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