Undergraduate Course: Introduction to Community Education (EDUA08062)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 8 (Year 1 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course aims to provide a brief critical introduction to community education by exploring some of its defining ideas and the claims that are made for it. The course is designed to meet the needs of first year BA Hons Community Education students, but it may also be of interest to a wider audience who want to develop an awareness of approaches to informal educational theory and practice. |
| Course description |
Community education can be justified in a variety of ways, depending on how its purpose is understood. There are therefore different ways of thinking and talking about community education and why it matters. This course will introduce ideas from leading contributors to help students think about the theory and practice of community education both in the UK, particularly Scotland, and elsewhere. The course will explore the historical context of community education in the UK. Foundational ideas such as the importance of community, the value of self-help, empowerment, inclusion, citizenship, democracy and participation will be clarified and questioned in terms of their validity, utility and purpose. It will also enable students to gain insights into the key domains of practice such as, Adult Education, Community Development and Youth Work.
The course is taught through lectures and tutorials. Each lecture will include opportunities for questions, and a tutor-led activity such as a reading task or small group discussion. The tutorials will include opportunities for students to give a presentation and lead a discussion on a selected topic each week.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | **PLEASE CONTACT THE COURSE SECRETARY BEFORE ENROLLING STUDENTS ON THIS COURSE** |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2017/18, Available to all students (SV1)
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Quota: 40 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Seminar/Tutorial Hours 11,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
163 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Students will be required to submit the equivalent of a 2500 word essay. This assessment will be undertaken as a self-study task and submitted at the end of the semester in which the course is taught. |
| Feedback |
Formative feedback occurs in two ways, a formative essay and also feedback during tutorials. A feed forward model of assessment supports the summative assessment. This involves students submitting a formative essay and receiving comments. This allows students to consider the tutors comments and, if need be, make improvements and adjustments before submitting a summative essay. Formative feedback also takes place during tutorial discussions. Tutors will comment on students understanding of the ideas covered in the course, and may give specific advice regarding progress. Such feedback is intended to help students understand what their strengths and development points are, and to enable them to take informed responsibility for their learning and progression. Students will be given specific feedback on their tutorial presentation when their turn for that comes. In addition students will have opportunities to provide feedback to fellow students through the peer assessment mechanism incorporated in the tutorial programme. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Understand different ways of thinking about key claims made for community education
- Identify some major differences in the thinking and practice of community education
- Understand a range of core concepts, principles and terminology which inform the theory and practice of community education
- Differentiate the contribution and focus of work in the main sectoral areas of community education
- Assess claims made for community education
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Reading List
Tett, L (2010) Community Education, Learning and Development (Third Edition) Edinburgh; Dunedin Academic Press. (Approx. £15.00 retail)
And:
Buchroth, I. & Parkin, C. (2010) Using Theory in Youth and Community Work Practice Exeter; Learning Matters Ltd. (Approx. £17.00 retail)
Both books are also available as an electronic resource via the main library catalogue.
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Additional Information
| Graduate Attributes and Skills |
Knowledge of the historical development and defining features of community education, along with an understanding of key theories, concepts and terminology and a capacity to question these.
Critically evaluate some of the key claims made about the theory and practice of community education.
Make effective use of oral, written and visual means to create and communicate understanding of the theory and practice of community education to a range of audiences.
Exercise autonomy and initiative in some activities and work with others to present work and evaluate the contribution of peers.
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| Additional Class Delivery Information |
Timetable is arranged annually
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| Keywords | Community Education Youth Work Community Development Adult Education Empowerment Citizenship Partici |
Contacts
| Course organiser | Mr Stuart Moir
Tel: (0131 6)51 6266
Email: |
Course secretary | Mrs Lesley Spencer
Tel: (0131 6)51 6373
Email: |
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