MODULE SPECIFICATION FORM
Module Title:
Leading and Developing Informal
Education
Module code:
YCW602
Existing/New:
Level:
Semester(s) in which to
be offered:
NEW
Originating Subject:
Module duration
contact hours
directed
directed private study:
Title of module being
replaced (if any):
Youth and Community
Work
200
40
80
80
1
6
Credit Value:
With effect
from:
20
Sept 2010
MHS, Comm Ed
Module
Leader:
Status: core/option/elective
(identify programme where
appropriate):
Brandon Wells
CORE
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Programme(s) in which to be
offered:
BA (Hons) Youth and
Community Work
Pre-requisites per
programme (between levels):
NONE
Co-requisites per programme
(within a level):
Part-time students only
fieldwork module
‘Professional Reflective
Practice
Module Aims:
To enable students to: 1. Utilise the relevant National Occupational Standards to provide a template of the
knowledge, understanding and skills needed by individuals and teams to improve both
individual and organisational performance.
2. Understand the changing context of the exercise of management within the developing
field of ‘education’ involving challenges to traditional formal education, community
education (and informal education) and the consequent expansion of the practice of
community development (as regeneration, sustainability, capacity building etc);
3. To analyse the process of community development in consideration of the theories of
adult-education, lifelong learning and the empowerment of community groups by reflection
on the changing management and leadership priorities within contemporary work setting,
often involving a multi-disciplinary approach.
4. Analyse and evaluate (individually and collectively) their personal practice experience
identifying personal and organisational
shortcomings and
5. To develop, in the student, a critical evaluation of contemporary practice in the changing
field of ‘lifelong learning’ enabling them to develop strategies for change that bring benefits
to staff, client groups and potentially to the wider society.
Expected Learning Outcomes
At the end of this module, students should be able to:
Knowledge and Understanding:
1. demonstrate an understanding of the relationship between management and the ethical
conduct of their professional roles involving a grounding in the understanding of the
contribution of key writers (e.g. Freire, Gramsci & Illich) to the community education
debate;
2. demonstrate a clear understanding of the relationships between organisational structure,
leadership, culture and utilise this to develop a critical overview of the management
function within adult education, youth work, community work and their place in the
appropriate development of ethically based lifelong learning;
3. compare and contrast different organisational contexts in terms of the various imperatives
and impediments towards professional development by tracing the changing pattern of
community education in the UK, and comment critically on contemporary structures;
4. provide evidence of their critical reflection on and application of the relevant National
Occupational Standards in relation to managing relationships with people (internal and
external to the organisation), identifying and developing collaborative projects, utilising
resources effectively and efficiently while contributing to the professional
ethical/legal/procedural/managerial/administrative function;
5. analyse and evaluate different approaches to organisational change and relate these to
their own practice environment and comment upon this in view of the philosophical
underpinnings of community education and development and their application to
contemporary evidence based practice.
Transferable/Key Skills and other attributes:
1. Analytical and Critical skills
2. Critical reflection and evaluation skills
3. Ethical leadership and communication skills
4. Imagination and creativity skills
5. Understanding of and commitment to professional, organisational and community
development processes and enhancement of these processes.
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
Assessment
One
Learning
Outcomes
to be met
1-5
Two
1-5
Type of assessment
Essay selected by
the student from
three management
topics. Sample
Topic 1* below.
Essay selected by
the student from
three Informal
Education topics
Weighting
Duration
(if exam)
50%
-
Word count
or equivalent
if appropriate
2,000 words
50%
-
2,000 words
NOTE:
1. All elements of assessment must be passed in order to pass the module.
*Select one of the following statements and critically analyse the degree to which you
think contemporary youth or community or substance use work or social work
providers meet the implied challenge. Utilise both theory and practice examples to
inform your analysis and justify your own conclusion (2,500 words).
Sample Management Topic 1: The word "empowerment” is a very powerful buzzword. It's
also very dangerous. Just granting power, without, some method of replacing the discipline
and order that come out of command and control bureaucracy, produces chaos. We have to
learn how to disperse power so that self discipline can largely replace imposed discipline.
That immerses us in the area of culture: replacing the bureaucracy with aspirations, values
and visions.'
The Fifth Discipline Fieldbook, Peter Senge, 1996, p.14, Nicholas Brealey Publishing,
London.
Sample Community Education & Development Topic: Critically analyse the contribution
of a lifelong learning imperative for practice within adult education, youth work or community
work.
Learning and Teaching Strategies:
A combination of lead lectures together with problem solving group-work based upon on the
experiential learning of the student cohort. Students are encouraged to ask questions and
contribute fully, bringing their own experience as an elemental component to the learning
process. Interaction and cross-disciplinary exchange is a positive element in the group
dynamic. This will be complemented by case studies, use of video, contributions by
community education thinkers and access to community education settings.
Seminars and group tutorials are used to focus on different developmental agendas for
different groups supported by individual tutorials and student self-directed learning.
Occasional external lecturers (one per semester) are arranged after discussion with the
students in order to provide specialist current practice input.
Syllabus outline:
 The changing role of management involving a critical evaluation of key concepts and
central theorists in leadership, management and organisational theory
 the central concepts in community education and development, with direct reference to the
contributions of writers such as Paulo Freire, Ivan Illich, Ettiore Gelpi, Henry Morris, Eric
Midwinter.
 Analysis of various contemporary professional contexts and the management function in
relation to people, projects, resources and information.
 trace the origins and development of both Community Education and Development in the
UK with a close analysis of the philosophies and practice of Adult Education, Youth Work,
Community Development and Life-long Learning.
 Exploration of the relationship between personal, organisational and social change both in
theory and in community education practice
 The techniques and processes of personal and organisational change and their relation to
social change, particularly in relation to agendas assocaietd with Lifelong Learning.
 A review of the empirical evidence concerning the effective management of people and
the central role of trust in maintaining effective relations across the field of education
Bibliography
Key Texts with Practice Management Focus:
Cole G A
2007, Management Theory and Practice, Letts/Thomson Learning, London
Coulshed, V. &
Mullender, A 2001, Management in Social Work, Palgrave, Basingstoke.
Kouzes J
& Posner,
2002, The Leadership Challenge, Jossey Bass, San Francisco
Payne, M.
2000, Teamwork in Multi-Professional Teams, Macmillan, Basingstoke.
Senge, P.
1998, Fifth Discipline Fieldbook Nicholas Brealey
Key Texts with Community Education Focus:
Banks, S et al 2003, Managing Community Practice, Policy Press, Bristol.
Furlong, A &
Cartmel, F
1997, Young People & Social Change, OU Press, Buckingham
Jarvis, P (Ed) 2001, Twentieth Century Thinkers in Adult & Continuing Education
Kogan Page, London.
Tett, L
2002, Community Education, Lifelong Learning & Social Inclusion,
Dunedin Press, Edinburgh.
Reading on General Community Education
Allen G
1992, Education & Community – the Politics of Practice, Cassell
Allen G, et al 1987, Community Education: An Agenda for Educational Reform, OU Press,
Buckingham.
McConnell, C (Ed) 1996, Community Education: The Making of an Empowering Profession,
SCEC.
O’Hagan (Ed) 1991, The Charnwood Papers: Fallacies in Community Education, Education
Now.
Richardson, L
2001, Principles & Practice of Informal Education: Learning Through Life,
& Wolfe, M (Eds)
Routledge/Falmer, London
Web Siteswww.cedc.org.uk/
www.infed.org/
Community Development
Banks, S et al (Eds) 2003, Managing Community Practice Bristol: Policy Press.
Clarke, S et al (Eds) 2002, Community Development in South Wales, University of Wales Press.
Cooke, I *&
Shaw, M (Eds) 1996, Radical Community Work, University of Edinburgh.
Ledwith, M
1997, Participation in Transformation, Venture Press.
Popple, K
2001, Analysing Community Work: Its Theory & Practice, OU Press.
Twelvetrees, A 2009, Community Work, Palgrave.
Web Siteswww.cwetn.org/
www.cdf.org.ukwww.nya.org.uk/ www.glyndwr.ac.uk/
Journals: Adults Learning, Community Development Journal, Concept, Critical Social Policy,
Journal of Youth Studies, Studies in the Education of Adults, Youth & Policy, and Ymlaen.
Relevant Youth Work National Occupational Standards (addressed in whole or in
part):
1.1
Promote access to information and support
1.2
Promote young people’s self awareness, confidence and participation
1.3
Facilitate learning and development of young people through youth work
1.4
Plan and implement learning activities in youth work
2.1
Work with young people in promoting their rights
2.2
Safeguard the health and welfare of young people
2.3
Promote equality and the valuing of diversity
2.4
Fulfil regulatory and organisational requirements
3.1
Engage with young people and their parents/carers
3.2
Engage with the local community
3.3
Build working relationships and networks
4.1
Establish and prioritise requirements for youth work
4.2
Plan and implement youth work strategy
4.3
Facilitate change
4.4
Monitor and evaluate the effectiveness of youth work strategy and plans
5.1 Manage yourself
5.2
Lead and manage others
5.3
Develop colleagues
5.4
Maintain health and safety in the workplace