University of Bradford
School of Lifelong Education and Development
Programme Specification
Awarding and Teaching Institution:
Final Award:
Programme Title:
Duration:
UCAS Code:
Subject benchmark statement:
Date produced:
University of Bradford
Certificate of Continuing Studies (English National
Qualifications Framework level C)
Certificate of Continuing Studies in Management of
Vocational Education
1-3 years part-time
Not applicable
Not Applicable
November 2006
Introduction
The programme has been specifically designed for experienced practitioners in the fields of
teaching, training and supporting 14-19 vocational education who have not got a first degree..
Students are attracted from a wide cross-section of learning settings including schools,
colleges, work-based learning providers, voluntary and community sector organisations,
connexions, careers and youth services and youth offending services.
The main aims of this programme are to enable you to increase knowledge, understanding
and experience of leading and managing teams, curriculum delivery and effective support for
14 – 19 year old young people engaging in a wide range of vocational and personal learning
pathways. You will engage in an interactive programme during which you will investigate and
pilot best practice from a range of vocational learning settings. You will undertake a
substantial investigation into relevant professional practice, which allows you to demonstrate
theoretical understanding, critical awareness and personal reflection.
The certificate enables you to focus upon areas of specialisation within your professional field,
relevant to your learning setting and to develop the advanced research skills and theoretical
awareness necessary to complete a substantial piece of research.
Programme Aims:
This programme should:
 Provide a knowledge of current trends and strategy in 14 -19 education and training,
within a framework of advanced theory in learning, training and development.
 Provide a flexible programme of study that reflects and utilises areas of tutor
experience and expertise exemplifying best practice in vocational learning in different
settings.
 Give an awareness of best practice in vocational education in different learning
settings and to investigate and reflect on practice in the candidates own organisation.
 Develop independent learning skills through the provision of a supportive and
structured learning environment which promotes sharing of expertise and learning
amongst and with fellow practitioners from a wide range of provider backgrounds.
 Develop subject knowledge and understanding which will assist you to work at a a
higher level both in your current job and in your future career.
 Prepare practitioners for situations requiring them to influence and take
responsibility/accountability for major decision-making within their professional field.
 Develop problem-solving skills which will assist practitioners in addressing key issues
within your employing organisations or with those that you seek to influence.
Programme Outcomes:
On successful completion of the Certificate of Continuing Studies in Management of
Vocational Education you will have acquired the underpinning knowledge and the
understanding and skills needed to tackle the demands of undergraduate study. In addition
you will have acquired the following:
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Knowledge and understanding
On successful completion of the programme you will be able to:





differentiate different forms of vocational learning including the role of individual,
group organizational, provision in different settings and flexible learning
understand the functions, structure and culture of organisations and how these are
influenced in changing and complex organizational settings
understand personalised learning and flexible learning pathways within a wider 14-19
curriculum framework.
understand quality issues as regards auditing teaching, training and support with
reference to national expectations within the Common Inspection Framework;
review a range of literature and research specific to the area of learning, training and
the development of 14-19 education and training in the UK.
Discipline skills
On successful completion of the programme you will be able to:
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
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evaluate vocational policy and provision, staff and learner needs, and effective
support for learners with additional needs.
understand the role and purpose of curriculum planning and evaluation; effective use
of data for learning and staff development.
evaluate the potential of vocational learning for 14-19 young people in determining
future impact on personal life chances, local and regional regeneration and
contribution to economic health and growth.
understand the importance management in vocational education relevant to the
students experience
Personal Transferable Skills
On successful completion of the programme you will be able to:


Identify information from a range of primary and secondary sources and apply this to
your work and other situations.
reflect on personal individual training needs and communicating these effectively in
writing
Curriculum
The pathway programmes consists of 40 Level 1 credits and 20 credits at level 2 (Curriculum
Management.
Unit Code
LED
LED
LED
Unit Title
Curriculum Management
Vocational Learning
Learner Achievement
Type
Core
Core
Core
Credits
20
20
20
Level
2
1
1
Sem
1 or 2
1 or 2
1 or 2
Please note that the curriculum may change, subject to the University's course approval,
monitoring and review procedures.
Assessment regulations: a summary
Continuing Studies Modular Programmes and Awards regulations apply:
To be eligible for the award of Certificate of Continuing Studies, you must achieve at least
40% in 50 credits and 35% in the other 10 credits.
Successful completion of the award may allow you to progress programmes within the School
e.g. Foundation Degree in Education and Training Policy, BA (Hons) in Combined Studies
Teaching, learning and assessment strategies
The course is based upon a taught programme with input from a range of experts from the
vocational learning sector. The taught material will then be applied in the workplace through
work based learning. Support will be available from a designated tutor to enable students to
complete assignments.
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Students can undertake the course by attending the taught programme with inter-session
activities including:
1.
2.
3.
4.
weekly sessions of 3 hours run as an early evening or twilight
mentoring sessions with identified staff from own organisation
group work activities and opportunities for shared practice
mini-placements within alternative work-based and vocational learning settings
Assessment is seen as an integral part of the learning process. Modes of assessment will not
be based simply on essays, but will include a range of assignments. This will include
investigations, studies and group presentations. In other words the assessment is embedded
in the content of the course and should extend knowledge, experience and skill. All
assessment is by coursework; there are no examinations.
Admission requirements
You will be admitted on the basis of your ability to benefit from the course of study. All
candidates must have at least two years professional experience in the fields of vocational
education or support for 14-19 learners
Access to the course is then either:
a)
b)
via the Associate Student Scheme. Associate students become eligible to join the award
bearing course upon successful completion of at least 20 Level 1 credits from the
programme. If you join the course as an associate student and later decide to complete
the award you must state your intention before commencing your final Level 1 module of
study.
or:
by direct application. This will be through a written application to the Course Leader.
If you already possess relevant advanced qualifications (for example a degree, CertHE or
DiPHE) and/or previous relevant credits under a Credit Accumulation and Transfer scheme,
you may apply for exemption from up to fifty percent of the balance of the award in
accordance with university regulations. If you wish to apply for APEL, other university
regulations also apply.
Student support and guidance
The Course Director and a Course Management Team provide strategic direction, an
academic overview and support to both students and module tutors. Each module has two
tutors, one acting as the module leader (to ensure consistency and quality of module content,
one as cohort tutor (to ensure consistency of approach and support to students) and both as
personal tutors on each module. The role of the tutors will be to support students in achieving
the learning outcomes of the course and to provide both written and verbal feedback of
progress for each student, on both a formal and an informal basis. A Mentor will support your
development in the workplace. Each cohort as a group will also be encouraged by tutoring
staff to provide peer support and sharing of experience both within and outside the taught
elements of the course
As a student of the University you will have access to the support available from the
University’s student support system, including the Library, Computer Centre, the Student
Welfare Office and the Staff/Student Counselling Service. The Disability Office of the
University offers support for students with a disability. Study support and guidance is also
available from staff in the School of Lifelong Education and Development. In addition the
learning of students supported by module specific handbooks and e-learning (Virtual Learning
Environment (VLE – Blackboard). A key feature of the course will be regular contact with
programme tutors whose role will include offering advice and guidance to students on
academic-related matters.
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There will be an induction session where you will be introduced to the learning resources of
the university. Also you will be shown how to use Blackboard. During this induction period
the nature of the work-based learning aspects of the course and the assessment procedures
will be explained.
During this session
Equal Opportunities
The School and its partner organisations are committed to Equal Opportunities and will
demonstrate this through the implementation of the University’s Equal Opportunity Statement.
This will be shown through admissions and support procedures, teaching learning and
assessment strategy and support of the curriculum.
Quality Management
The School of Lifelong Education and Development is committed to maintaining and
improving the quality of its programmes. To this end a number of procedures are in place to
ensure quality. The programme will be reviewed periodically to ensure structure and modules
remain relevant and knowledge current. A monitoring report will be prepared annually.
Assignments are considered by two markers. Students will be given the opportunity on
completion of modules to evaluate them with reference to teaching quality, learning
environment, support and resources. There will be a further opportunity to evaluate the
programme as a whole. There is also a Staff-Student Liaison Committee, which meets twice
per semester. The Committee is student-led and looks at programme or School wide issues.
Minutes of the meetings are presented to the School Academic Committee where issues are
considered and recommendations may be presented to the School Board. In turn, and in
accordance with the School governance structure, minutes of the School Academic
Committee are presented to the School Board who reports to the Senate of the University.
For further information contact:
The School of Lifelong Education and Development, University of Bradford, Bradford BD7 1DP.
Call: 01274-233210.
Visit: www.bradford.ac.uk/sled
Email: learning@bradford.ac.uk
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