The University of Southampton
Courses

EDUC6442 Context of Lifelong Learning

Module Overview

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

Module Aims

The module aims to provide: • 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; • An ability to critique the impact of policy on practice.

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • 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
  • An ability to critique the impact of policy on practice
  • Critically analyse relevant education Lifelong and Work-Related theory, practice and policy
  • Demonstrate an understanding of the key drivers and enablers in educational innovation
  • Understand current policy directives across the range of Lifelong and Work-related sectors and their impact on practice;
  • Evaluate your own work and life experience and relate them to your practice in Lifelong and Work-related education
  • Critically reflect on key text and policy documents and relate these to your own practice

Syllabus

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.

TypeHours
Teaching24
Independent Study176
Total study time200

Resources & Reading list

Halsall, R. and Cockett, M. (2006). Education and training 14-19: Chaos or Coherence?. 

Gray, D. and Griffin, C (2000). Post-Compulsory Education and the New Millennium. 

Raffe, D. and Spours, K. [eds.] (2007). 'Policy Making and Policy Learning in 14-19 Education. 

Rainbird, H., A. Fuller, et al. (2004). Work place learning in context. 

Hodgson, A. and Spours, K. (2003). Beyond A Levels: Curriculum 2000 and the Reform of 14-19 Qualifications.. 

Hodgson, A. and Spours, K. (1999). New Labour’s Educational Agenda: Issues and Policies for Education and Training from 14+.. 

DfES (2005). 14 – 19 Education and Skills. 

Dyke, M. (2006). The role of the 'Other' in reflection, knowledge formation and action in late modernity. International Journal of Lifelong Education. ,25 , pp. 105-123.

The future of Higher Education’, Government white paper [Online] Available.

Halsey, A Lauder, H Brown, P Stuart Wells, A (2001). Education; Culture Economy and Society. 

Raggat, P. and Williams, S. (1999). Government, markets and vocational qualifications: an anatomy of policy. 

Widening Participation in UK Higher Education: A Policy Overview Working Paper 3 for ESRC funded the Non-Participation in Higher Education project..

Hodgson, A. and Spours, K. (1997). Dearing and Beyond: 14-19 Qualifications, Frameworks and Systems. 

DfEE (1998). The Learning Age, Department for Education and Employment. 

Dearing, R. (1996). Review of Qualifications for 16 – 19 year olds. 

DfES (2003). Skills Strategy White Paper: 21st Century Skills. 

Young, M.F.D. (1998). The Curriculum of the Future: From the ‘new sociology of education’ to a critical theory of learning. 

Giddens. A Runaway World : how globalisation is reshaping our lives London Profile. 

Ball, S. (2005). The Routledge Falmer Reader in Sociology of Education. 

Lauder, H., Brown, P., Dillabough, J., Halsey, A. (2006). Education, Globalisation and Social Change. 

NCIHE (1997). National Committee of Inquiry into Higher Education - the Dearing Report, Higher Education in the Learning Society. 

Raffe, D. (1998). The Unification of Post Compulsory Education and Training - Towards a Conceptual Framework.. British Journal of Educational Studies. ,46 .

Towards a unified e-learning strategy. 

HEFCE strategy for e-learning.

Working Group on 14-19 Reform (2004). 14-19 Curriculum and Qualifications Reform: Interim Report on the Working Group on 14-19 Reform.. 

Lumby, J. and Foskett, N. (2005). 14-19 Education: Policy, Leadership and Learning. 

Assessment

Summative

MethodPercentage contribution
Coursework assignment(s) 100%

Repeat Information

Repeat type: Internal & External

Share this module Share this on Facebook Share this on Google+ Share this on Twitter Share this on Weibo

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×