The module will look at the context and policy drivers across the Lifelong and Work-Related sector; the nature of educational practice and innovation in the Lifelong and Work-Related sector; and the impact of policy on practice.
Aims and Objectives
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Critically analyse relevant education Lifelong and Work-Related theory, practice and policy
- An understanding of the context and policy drivers across the Lifelong and Work-Related sector
- An understanding of the nature of educational practice and innovation in the Lifelong and Work-Related sector
- Understand current policy directives across the range of Lifelong and Work-related sectors and their impact on practice;
- Demonstrate an understanding of the key drivers and enablers in educational innovation
- Evaluate your own work and life experience and relate them to your practice in Lifelong and Work-related education
- An ability to critique the impact of policy on practice
- Critically reflect on key text and policy documents and relate these to your own practice
In studying this module you will cover aspects of:
- The current policy landscape, key directives and mapping of this to local practice
- An historical review of the development of Lifelong and Work-Related over the recent past
- Critiques of specific themes such as lifelong learning, widening participation, e-learning, curriculum development, accessibility and special educational needs, student support, skills, and organisational issues
Learning and Teaching
Teaching and learning methods
The teaching and learning methods will include lectures, workshops, seminars that involve group discussions, presentations and activities and self-directed study.
|Total study time||200|
Resources & Reading list
Towards a unified e-learning strategy.
Dyke, M. (2006). The role of the 'Other' in reflection, knowledge formation and action in late modernity. International Journal of Lifelong Education, 25(2), pp. 105-123.
Raffe, D. (1998). The Unification of Post Compulsory Education and Training - Towards a Conceptual Framework.. British Journal of Educational Studies, 46(2).
Young, M.F.D. (1998). The Curriculum of the Future: From the 'new sociology of education' to a criticaltheory of learning. London: Falmer Press.
Rainbird, H., A. Fuller, et al. (2004). Work place learning in context. London: Routledge.
Halsey, A Lauder, H Brown, P Stuart Wells, A (2001). Education; Culture Economy and Society. Oxford University Press.
Lauder, H., Brown, P., Dillabough, J., Halsey, A. (2006). Education, Globalisation and Social Change. Oxford University Press.
Gray, D. and Griffin, C (2000). Post-Compulsory Education and the New Millennium. London: Jessica Kingsley.
Ball, S. (2005). The Routledge Falmer Reader in Sociology of Education. London: Routledge Falmer.
NCIHE (1997). National Committee of Inquiry into Higher Education - the Dearing Report, Higher Education in the Learning Society. London: HMSO/NCIHE.
Giddens. A Runaway World : how globalisation is reshaping our lives London Profile.
Raffe, D. and Spours, K. [eds.] (2007). 'Policy Making and Policy Learning in 14-19 Education. London: Bedford Way Papers.
DfES (2003). Skills Strategy White Paper: 21st Century Skills. London: Stationery Office.
Working Group on 14-19 Reform (2004). 14-19 Curriculum and Qualifications Reform: Interim Report on the Working Group on 14-19 Reform.. Annersley: DfES.
Halsall, R. and Cockett, M. (2006). Education and training 14-19: Chaos or Coherence?. London: David Fulton Publishers.
Hodgson, A. and Spours, K. (1997). Dearing and Beyond: 14-19 Qualifications, Frameworks and Systems. London: Kogan Page.
Raggat, P. and Williams, S. (1999). Government, markets and vocational qualifications: an anatomy of policy. London: Falmer Press – especially chapter 1.
DfEE (1998). The Learning Age, Department for Education and Employment.
DfES (2005). 14 - 19 Education and Skills. London: Stationery Office.
Lumby, J. and Foskett, N. (2005). 14-19 Education: Policy, Leadership and Learning. London: Sage.
Dearing, R. (1996). Review of Qualifications for 16 – 19 year olds. Hayes: SCAA.
Hodgson, A. and Spours, K. (1999). New Labour's Educational Agenda: Issues and Policies for Education and Training from 14+.. London: Kogan Page.
Hodgson, A. and Spours, K. (2003). Beyond A Levels: Curriculum 2000 and the Reform of 14-19 Qualifications.. London: Kogan Page.
This is how we’ll formally assess what you have learned in this module.
Repeat type: Internal & External