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Session: 2022/23
Last modified: 30/03/2022 13:48:23
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Title of Module: Career Related Policy |
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Code: CGAD11006 |
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: | R
Alexander |
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| Summary of Module |
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This module introduces students to a critical analysis of the policy context for the development and delivery of CEIAG (Career Education, Information, Advice and Guidance) services, with a focus on Scotland. It considers key influences on the development of CEIAG policy and service delivery, before going on to explore the contemporary policy landscape in Scotland in more detail. The module introduces wider European policy agendas and explores international variation in the policy landscape before engaging students in comparative enquiry focusing on CEIAG in an international context. The module critically analyses the links between policy, ideology and the economic and political agendas of successive governments and presents contemporary work that has sought to reorientate career guidance practice away from neoliberal ideologies towards a social justice agenda.
- Explores definitions and activities associated with Career Education, Information, Advice and Guidance (CEIAG)
- Critically analyses the historical development of CEIAG policy in the UK, with a focus on Scotland
- Critically analyses contemporary CEIAG policy in the UK, with a focus on Scotland
- Critically analyses contemporary frameworks for career-related learning, with a focus on Curriculum for Excellence
- Critically analyses the delivery of statutory career guidance services using the Scottish context as a focus
- Engages students in independent inquiry focusing on CEIAG policy in an international context
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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 contemporary career-related policy.
L2.
Apply sophisticated conceptual tools to explain the relationship between career-related policy and broader policy agendas.
L3.
Critically evaluate comparative approaches to the delivery of career guidance and/or career-related learning.
L4.
Convey complex academic conclusions to an expert audience in appropriate written forms.
L5.
Demonstrate effective autonomous academic practice by engaging in independent inquiry. |
| 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.
Develop critical knowledge and understanding of the history and development of career education, information, advice and guidance (CEIAG) policy and service delivery in UK and international context.
Develop critical awareness of current and emerging issues in CEIAG policy and service delivery. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Develop the capacity to critically evaluate the impact of career-related policy on service delivery and practice in career-related contexts. |
| Generic Cognitive skills |
SCQF Level 11.
Develop the capacity to apply sophisticated conceptual tools to analyse career-related policy.
Develop the capacity to conduct independent inquiry into aspects of policy in an intra-national or international context. |
| 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 is hybrid module. This module is part of a programme delivered by blended (hybrid) learning and distance (online) learning.
Students undertaking the programme 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:
Allan, G. (2015) Career Learning in Schools in Scotland; past, present and future. NICEC Journal. Vol. 35, pp. 43-49.
Hooley, T. & Sultana, R.G. (2016) Career guidance for social justice. NICEC Journal for Career Education and Counselling. Issue 36, pp. 2-11
Howieson, C. and Semple, S. (2006) Career Guidance in Scotland: retrospect and prospect. British Journal of Guidance and Counselling. Vol 34 (1), pp. 31-53.
OECD, (2004) Career guidance and public policy: bridging the gap. OECD. Available online: https://www.oecd.org/education/innovation-education/34050171.pdf
Scottish Government (2020) Scotland’s Careers Strategy: Moving Forward. Scottish Government. Available online: Scotland's careers strategy: moving forward - gov.scot (www.gov.scot)
Sultana (2012) Learning career management skills in Europe: a critical review. Journal of Education and Work, 25:2, 225-248, DOI: 10.1080/13639080.2010.547846
Watts, A. G. (1996) Careers guidance and public policy. In Watts, A.G. et al. (eds.) (1996) Rethinking careers education and guidance: Theory, policy and practice. London: Routledge, pp. 380–391.
Watts (1996) Socio-political ideologies in guidance. In in Watts, A. G. et al. (eds) Rethinking Careers Education and Guidance: Theory, policy and practice. London: Routledge, pp 351-365
Watts, A.G. (2005) Career Guidance Policy: An International Review. The Career Development Quarterly, 54: 66-76. https://doi.org/10.1002/j.2161-0045.2005.tb00142.x
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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 | M McCrory |
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| External Examiner | G Frigerio |
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| Accreditation Details | Career Development Institute (CDI) |
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| Version Number | 2.09 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Successful completion of this module will require the student to pass the following summative assessment:
Written assessment (100% of final mark)
The written assessment requires to be passed at 50%.
Note that alternative assessment arrangements can be made for students with specific requirements in accordance with the university’s equality and disability policies and procedures (see section 17 below). |
(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. 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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