The course is taken over the academic year and comprises three modules at SCQF Level 10 worth 120 points. Applicants must hold an HND or equivalent to enter the course and on completion will graduate with a BA in Tertiary Education with Teaching Qualification in Adult Education. Applicants applying for the course must be working in post 16 education sector, in a paid or unpaid capacity, and have amassed at least 120 hours of teaching, tutoring or training practice in the twelve months prior to their entry to the course.
You will complete the following three modules:
- The Principles and Practice of Adult Education: enables students to establish an understanding of the principles of adult education and then examine how these principles impact on their practice. The focus of this module is to provide students with the opportunity to explore and recognise this diversity of influences and help them establish a fuller understanding of the place of theory and practice in adult education. Students from different adult education traditions will research and examine the range of practices making up the sector and consider whether a common framework of understanding of principles, theories and concepts for the field is practicable and desirable. It will also help students develop an understanding of the diverse approaches to the design, development and delivery of adult education provision. In this way this introductory module provides the prerequisite knowledge and understanding for the remainder of the course.
- Teaching and Assessment: focuses on the theory and practice of curriculum design, learning delivery, assessment and course evaluation. Adult education courses, in particular, focus on the concept of a learner centred provision and the negotiated curriculum. This module will enable students to explore and examine theory surrounding curriculum development, learning and evaluation, allowing them to develop their own programme development, management and evaluation knowledge and practice. The module is classroom based and will be assessed through coursework.
- Workplace Practice in Adult Education: enables students to reflect on, and demonstrate, their practice and how the skills and experiences gained through the first two modules has impacted on and informed their practice. The students are required to undertake a work-based project which will demonstrate effective practice in one of the following five areas: Support and Guidance in Adult Education; Diversity and Inclusion; Learner Success and Progression; Determining Quality in Adult Education Programmes: Developing, Designing and Managing an Adult Education Provision. Successful students will be eligible to progress to the Master of Education course at the University of Stirling.
- The Principles and Practice of Adult Education
- Teaching and Assessment
- Workplace Practice in Adult Education
Teaching and assessment
The course is full-time and consists of three modules offered over one calendar year. The first module is offered in mid- June at the University of Stirling. The second module takes place over the autumn semester and third module is a work-based practice module which requires on campus attendance for one day. Students will undertake the rest of this module in their own workplace with tutorial support being offered online or by telephone. Additional on campus support days can be arranged if required by the students on the programme and this will be subject to negotiation to ensure that these days take place at a mutually convenient time.
Assessment is 100% coursework. This coursework will involve a combination of written assignments, case studies and work-based observations. Normally the observations and assessments carried out in the workplace will be graded on a pass/fail basis.
- Brookfield, S, (1986), Understanding and facilitating Adult Learning, Milton Keynes, Open University Press
- Derrick, J, Field, J, Howard, U, Lavender, P, Meyer, S, Niussl von Rein, E, and Schuller, T, (2010), Remaking Adult Education. London, Institute of Education
- Ecclestone, K, (2002), Learning Autonomy in Post-16 Education, London, RoutledgeFalmer
- Hillier, Y. (2002) Reflective Teaching in Further and Adult Education, London: Continuum
- Illeris, K, (ed), (2010), Contemporary Theories of Learning, New York, Routledge
The timetable below is a typical example, but your own timetable may be different.
The course is offered both as a campus-based and work-based provision. Students will undertake the first module over three days in June of each year. The second module is then offered over four on campus days in the autumn Semester. In addition, for this module students will require to undertake two observations of their practice which will be carried out by members of the School of Education or their appointees. Finally, in the spring Semester students will then undertake a work-based module which will require one day's attendance on campus and off campus support as required.