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Session: 2022/23
Last modified: 14/12/2022 15:12:31
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Title of Module: Domains of Community Education Practice |
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Code: BACE08004 |
SCQF Level: 8
(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: | A.
Coburn |
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| Summary of Module |
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This double module starts from the proposition that community education as a field of practice in Scotland is founded on a synthesis of practice domains – youth work, adult education and community development. The rationale for such a synthesis will be critically appraised by testing theoretical lenses provided by Freire, Dewey and Gramsci. It is these positional theories that take the student to a consideration of a conceptual framework for practice across the three domains. Approaches to learning, practice dispositions and history of practice will be drawn upon to build analysis of informal education in community education traditions. Elaborating on the three core domains to draw out contemporary manifestations of community practice, the conceptual framework will be utilised to deduce core practice dispositions and principles.
Utilising a conceptual framework, students will then appraise experience, practice exemplars and contemporary policy. Core teaching sessions will focus separately on each of the three domains (Youth Work, Adult Learning and Community Development) to examine the discrete history, philosophies and practice traditions. Drawing on literature, students will both learn about contemporary practice and utilise a conceptual framework to decode and critique unifying and atomising influences.
- By the end of the module students will have a firm understanding of community education and will be able to articulate practice principles within and between all three of the central domains of practice. This double module is designed to develop student knowledge about community education and to pave the way for option specialisms in the fourth year.
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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.
Identify and critically review the constituent domains of community education practice
L2.
Develop and use a conceptual framework for critically appraising principles for ethical community education practice
L3.
Use skills in reflection and evaluation to critically appraise experience, practice and policy in community education utilising the work of founding theorists
L4.
Clearly articulate the principles for practice in each of three core community education domains during discussion with peers in university
L5.
Reflect on domains of practice to inform emerging professional development |
| 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 8.
Demonstrate a broad knowledge of the main principles of adult education, youth work and community development, with deeper understanding of some areas depending upon previous workplace experience.
Demonstrate the ability to assess these principles in relation to key themes in community education.
Demonstrate a critical understanding of the main theories and models which attempt to explain the principles of informal education.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply new knowledge and understanding to the workplace by carrying out an investigation to identify, analyse and formulate differing approaches to routine practices within the student’s work environment. |
| Generic Cognitive skills |
SCQF Level 8.
Identify and experiment with strategies for resilient & confident practice |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Apply problem posing inquiry methods using ICT and VLE |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Demonstrate ability to work alone or in collaboration with others |
| 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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Though there will be occasional lectures, the teaching and learning strategy for the programme is founded on the notion of communities of practice, on problem based strategies and on collaborative learning. This will be underpinned, supported and extended through reading assignments based on the VLE and tailored assessment. In tutorial discussions, students will be able to reflect on their understanding of theoretical and empirical information, apply their knowledge to concrete scenarios and case studies, and develop their interpersonal and communication skills.
Through their assignments, students will be able to demonstrate their ability to search for sources, evaluate, analyse and interpret source materials, integrate theoretical knowledge and empirical information, and develop balanced and evidence-based conclusions, in appropriate academic style.
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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 | 24 |
| Tutorial/Synchronous Support Activity | 48 |
| Asynchronous Class Activity | 48 |
| Independent Study | 280 |
| 400
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:
Coburn A. & Gormally, S. (2017) Communities for Social Change: practicing equality and social justice in youth and community work. New York, Peter Lang
Jeffs, T and Smith, M.K. (2005) Informal Education, Conversation, Democracy and Learning (Third Edition) Derby: Education Now
Johnston, R. (2000) Community education and lifelong learning: local spice for global fare in Field, J & Leicester, M. (2000) Lifelong Learning – Education Across the Lifespan London: RoutledgeFalmer
Tett, L. (2014) Lifelong Learning Policies, Paradoxes and Possibilities, Adult Learner 2014, The Irish Journal of Adult and Community Education, pp15-29 Accessed March 2015 http://www.aontas.com/pubsandlinks/publications/the-adult-learner-journal-2014/
Wallace, D., & Coburn, A (2018) Community Education and Community Learning and Development in Scottish Education in Bryce, T. & Humes, W. (2018) Scottish Education (fourth edition), Edinburgh: Edinburgh University Press
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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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
Attend classes as directed in module handbook and undertake off-campus or on-line tasks, as directed by module tutor.
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Community Education |
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| Moderator | D. Wallace |
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| External Examiner | F Howard |
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| Accreditation Details | CLD Standards Council for Scotland |
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| Version Number | 2.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 75% Poster Presentation |
| 25% Reflective Essay |
(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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Our UWS Equality and Diversity Policy is available at the following link:
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity/
Community Education is an emancipatory practice that works with communities to challenge inequality and promote social justice. Thus, a commitment to equality and accepting difference underpins curriculum, content and process, across the Programme. It is therefore not surprising that our values and ethos adhere to, and go beyond, the minimum legal position as detailed within the Equality Act 2010, in requiring compliance with the general equality duty to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and those who do not; and
• Foster good relations between people who share a protected characteristic and those who do not.
The programme supports equality of opportunity for students from different backgrounds and with different learning needs. Using appropriate platforms, learning materials are presented in formats that facilitate flexible access and with all reasonable adjustments being made to ensure fair and inclusive engagement. The programme 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.
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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