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Session: 2022/23
Last modified: 14/12/2022 15:17:53
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Title of Module: Advanced Policy and Community Practices |
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Code: BACE10001 |
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: | A.
Coburn |
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| Summary of Module |
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This module advances knowledge and critique of the policy and community contexts in which Community Education is practiced and developed. It enhances understanding of policy as a temporary structure that synthesizes knowledge and power to bring about particular actions in core areas of social, economic and cultural life.
Returning to the foundations of social policy and the nature of contemporary communities as introduced in year one, students will be able to consider their role as ethical and professional practitioners in implementing and developing policy that impacts on community life and well-being. The module will help students to become conscious and critical of how policies drive practice and how policies can be changed by practice. It offers possibilities for working with communities strategically towards authentic community development and a more participatory politics. Drawing on examples from Scottish, UK and International policy and practice landscapes, students will be prepared for offering a counterbalance to the contemporary neo-liberal, compliance culture and political rhetoric.
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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.
Integrate understanding of historical and contemporary theoretical perspectives on social policy and reflect on different models of welfare and social justice at national and international levels
L2.
Critique the temporal and changing nature of policy development and implementation to show how this creates taken-for-granted assumptions in working with communities and CLD professional practice;
L3.
Synthesize knowledge and understanding to show how to creatively manage and resource ethical practice,
L4.
Create strategies for new ways of working within, or outside of, the controversies of contemporary policy environments.
L5.
Demonstrate ability to offer professional insights to complex problems related to policy and its impact on practice |
| 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.
Understanding the nature and debates around poverty and exclusion.
Appreciating how inequality is refracted through discourses and state policies.
Evaluating the models of the professions.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Recognize how policies and models of the family affect decision-making and practices. |
| Generic Cognitive skills |
SCQF Level 10.
Giving reasoned arguments, identifying factors shaping viewpoints, and surfacing implied political positions. And having a critical grasp of the evidence said to support those decisions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating in writing and speech with respect and effectiveness.
Interpreting complex and contested source materials and their discourses.
Making effective use of literature search systems and data-bases.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working effectively in teams and with community citizens and individuals taking the role of organizer when appropriate.
Being reflexively and critically aware of self in terms of the impact of one’s approach on others.
Being disposed to seek out learning opportunities to address developing and future needs.
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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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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 | 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:
Gormally, S.; Beggan, E.; Coburn, A. Community, COVID-19, Challenge and Change, Policy Scotland. 2020. Available online:
https://policyscotland.gla.ac.uk/community-covid-19-challenge-and-change (accessed on 3 August 2021)
Dean, H. (2012). Social Policy, 2nd edition. Cambridge. Polity Press
Reid, J. (1972) Ailenation: James Reid Rectorial Address. Glasgow, University of Glasgow. Available:
http://www.gla.ac.uk/media/media_167194_en.pdf [Accessed 10 Oct 2015]
Spicker, P. (2008) Social Policy.Bristol: Policy Press.
Tett, L (2006) Community Education, Lifelong Learning and Social Inclusion. Policy and Practice in Education, Volume 4.
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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 | 2.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 30% Assignment Case Study |
70% Assignment Portfolio
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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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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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