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Session: 2022/23
Last modified: 14/12/2022 15:18:33
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Title of Module: Community Based Adult Education |
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Code: BACE10003 |
SCQF Level: 10
(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: | D.
Wallace |
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| Summary of Module |
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Drawing on Domains of Practice (SCQF 8), this module affords students the opportunity to investigate the principles and practices of adult education. It builds on the concept of community based education that is founded in informal education and rooted in social practices. The dispositions and skills required for such practice will be appraised and contrasted with formulations of teaching and tutoring that have connections to institutional learning conventions. It will enable students to establish an understanding of the principles of Adult Education and examine how these principles are evidenced in practice.
The focus of this module is to provide students with the opportunity to explore and recognise the diversity of influences on adults as learners and to help them establish a fuller understanding of the place of theory and practices in adult education. The module provides scope for examining the range of work with adults that comprise the sector in community education. Students will consider whether a common framework of understanding of principles, theories and concepts for the field is practicable and desirable. It will also help students develop an understanding of the diversity of approaches to the design, development and implementation of programmes of adult education.
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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 an understanding of discrete philosophies of adult education and relate these to a conceptual framework for community education;
L2.
Critically appraise the diversity of practices that constitute adult education in CLD
L3.
Understand the nature of current developments in adult education and their relationship to global citizenship, well-being and sustainability issues
L4.
Synthesise theoretical frameworks as a means of building an appreciation of the resources, skills and dispositions required to implement community based adult education
L5.
Engage critically reflective practice across social and cultural milieu |
| 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 10.
Demonstrate a critical understanding of the scope, main areas and boundaries of the evolution of adult literacies in Scotland.
Critically engage with the theories, principles and models underpinning adult literacy from a Scottish and an international perspective.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Utilise the skills of action research or action learning sets in a practical, work-based application.
Develop more advanced skills or practices through engaging with group working in a professional environment.
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| Generic Cognitive skills |
SCQF Level 10.
Undertake evidence-based, critical analysis of the extent to which policy and funding decisions have affected the development of adult literacy provision in Scotland.
Draw on a range of sources in making judgements about the current role of adult literacies in their workplace. Compare these judgements to alternative local or international perspectives on the implementation of adult literacies.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Develop advanced interpersonal skills through working in a group while undertaking research into established practices in an adult literacies environment.
Use a range of IT applications during production of a collaborative group resource. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Take responsibility while working as a member of a group.
Develop interpersonal working skills while maintaining individual autonomy and initiative within a group setting.
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| 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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| Teaching and learning in this module will engage students through methods and practices from Community Based Adult Education using discussion prompts for group activity and dialogue in analysis of policy and power. This will enable reflection on their understanding of theoretical and empirical research that will enable them to apply their knowledge to scenarios and case studies, and develop capabilities in this specialist practice domain. Though there will be occasional lectures, the teaching and learning strategy for our 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 a tailored assessment. Through activities and 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, in developing academic and fieldwork practice wisdom. |
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 | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 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:
Brookfield, S. (2006) The Skilful Teacher: On Trust, Technique and Responsiveness in the Classroom. 2nd Ed.San Francisco: John Wiley and Sons
Bryant, I. (1984) Radicals and Respectables: The Adult Education Experience in Scotland, Edinburgh: Scottish Institute of Adult Education.
Jarvis, P. (2010) International Handbook of Lifelong Learning London: Routledge
Tett, Lyn., & Fyfe, I.. (2010) Community Education, Learning and Development. (3rd edition). Edinburgh: Dunedin Academic Press
Wallace, D., & Coburn, A. (2018) Community Education and Community Learning and Development in Scottish Education in Bryce, T. & Humes, W. (2018) Scottish Education (fifth 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 | A. Coburn |
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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 | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 100% Practical Creative Output / Games / Audio / Film |
(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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