Programme Specification for Inter-professional Practice (Children’s Workforce Development) Postgraduate Certificate
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Final award |
Postgraduate Certificate |
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Intermediate awards available |
N/A |
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UCAS code |
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Details of professional body accreditation |
N/A |
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Relevant QAA Benchmark statements |
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Date specification last up-dated |
6th November 2009 |
Profile
The summary - programme advertising leaflet
Programme content
An exciting new programme developed with the local authority which aims to help students to develop the critical, analytical and evaluative knowledge and skills required to ensure that service provision safeguards and meets the needs of service users; and to understand professionalism in the context of inter-professional working within the current policy context.
Postgraduate Certificate in Inter-professional Practice at UEL
This is a unique professional development certificate, which has been designed and written for the Children’s Workforce, and incorporates the necessary exploration and interrogation of the common core skills whilst analysing and evaluating inter-professional working and development.
Admission requirements
Applicants will need to hold a first degree or equivalent (academic or professional). They will typically have relevant experience within the Children’s Workforce which is relevant to the focus of the Postgraduate Certificate.
In the case of applicants whose first language is not English, then IELTS 6.5 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes.
Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption.
Programme structure
The programme comprises of two 30 credit modules delivered over two semesters. The common core skills module (EDM707) can be delivered in a local setting.
Learning environment
- Lectures/Seminars - to generate group and individual discussion and reflection
- Workshops – to explore communication dilemmas, methods and techniques
- Guided reading and independent study - to enable participants to engage with relevant and appropriate debate
- Supported self study using relevant materials - to promote individual enquiry and development
- Individual tutorials - to enable a more extended, in-depth analysis and support of self study
- Modules supported by UEL Plus virtual learning environment (VLEs)
Assessment
Each module is assessed through a portfolio submitted in week 12 of the module.
Relevance to work/profession
It is essential that everyone working with children, young people and families has an up to date knowledge and understanding of the ‘Common Core of skills and knowledge for the children’s workforce’ Knowing about and understanding these skills enables professionals to work together more effectively in the interests of the child and underpins successful integrated working.
Thesis/Dissertation/project work
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Added value
Developing critical, analytical and evaluative knowledge and understanding of the Common Core Skills, on which this programme is based, is essential when leading and managing the children’s workforce and it is expected that the programme will further enhance the employment prospects of those who facilitate effective delivery of provision for children, young people and families.
Your future career
Successful completion of this programme can be used as accreditation onto to a named Masters programme.
How we support you
You will be invited to attend an induction session at Barking Learning Centre in which you will be introduced to members of staff, informed about the resources available, and receive an introduction to UELPlus, the university’s virtual learning environment. You will have tutorial support throughout the programmes and opportunities to discuss your learning and development. You will be informed about central UEL services and the ways in which you can access counselling and advisory support; support for disabilities/dyslexia; and ongoing English language. You will be encouraged to form study groups with your fellow students to support each other and to be a forum for discussion.
Bonus factors
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Outcomes
Programme aims and learning outcomes
What is this programme designed to achieve?
This programme is designed to give you the opportunity to:
- To understand a range of policy and practice issues in multi-agency and integrated working with children, young people, families and carers; and to develop the critical, analytical and evaluative knowledge and skills required to ensure that service provision safeguards and meets the needs of service users
- To develop leadership and management skills that facilitate the effective delivery of the required common skills outcomes; and to explore and critically reflect on the processes involved in the management of policy and practice issues within the workplace
- To critically analyse and reflect upon the relationship between theory, policy, power and service provision
- To reflect critically on the self-management of learning and development with a view to career enhancement and personal development
- To understand professionalism in the context of inter-professional working within the current policy context.
What will you learn?
Knowledge
- Critical understanding of current legislation, policies and procedures to safeguard children
- Critically analyse a range of policy and practice issues within a multi-agency context
- Critically evaluate child development and children’s responses to transition and change
- A critical understanding of professional boundaries and how to work across them
Thinking skills
- Critically reflect on the implications of intervention and referral to other services for children, young people and their families/carers
- Engage with a broad range of texts critically and analytically
- Evaluate and synthesise information sources and make judgments about service provision
- A critical understanding of how internal and external factors impact professional activity
Subject-Based Practical skills
- Analyse current trends in communication and consultation with children and families and how this can support effective decision making
- Critically analyse and evaluate current policy issues of safeguarding children and implementation of the Common Assessment Framework
- Evaluate the impact of multi-agency and integrated working - the mechanisms of implementation and external organisation frameworks
- a critical understanding of inter-professional working in the policy context
- an understanding of the accountability process in the inter-professional context
Skills for life and work (general skills)
- Evaluate and discuss information from a variety of sources
- Develop action plan for continuing professional development
- Manage own learning through portfolio development
Structure
The programme structure
Introduction
All programmes are credit-rated to help you to understand the amount and level of study that is needed.
One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).
Credits are assigned to one of 5 levels:
- 0 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme
- 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
- 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
- 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
- M - equivalent in standard to a Masters degree
Credit rating
The overall credit-rating of this programme is 60 for a PG Certificate.
Typical duration
The expected duration of this programme is one year (two semesters) when attended in part-time mode.
How the teaching year is divided
The teaching year begins in September and February of each year. The common core skills module begins in September and the Inter-professional agency module begins in February. It does not matter in which order the modules are taken.
What you will study when
Two 30 credit modules
- ‘Multi-agency working to safeguard and support the development of children and young people’
- ‘Inter-professional Agency’
One module will be studied each semester. As it is a rolling programme it does not matter the order in which the modules are undertaken. Your Postgraduate Certificate in Inter-professional Practice will be awarded on successful completion of both modules.
| Level | UEL Module Code | Module Title | Credit | Status |
|---|---|---|---|---|
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M |
EDM707 |
Multi-agency working to safeguard and support the development of children and young people |
30 |
Core |
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M |
EDM705 |
Inter-professional Agency |
30 |
Core |
Requirements for gaining an award
In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level M.
Masters Award Classification
Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification
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70% - 100% |
Distinction |
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60% - 69% |
Merit |
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50% - 59% |
Pass |
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0% - 49% |
Not Passed |
Assessment
Teaching, learning and assessment
Teaching and learning
- Lectures/Seminars - to generate group and individual discussion and reflection
- Workshops – to explore communication dilemmas, methods and techniques
- Guided reading and independent study - to enable participants to engage with relevant and appropriate debate
- Supported self study using relevant materials - to promote individual enquiry and development
- Individual tutorials - to enable a more extended, in-depth analysis and support of self study
- The modules are supported by UEL Plus virtual learning environment (VLE)
Assessment
A portfolio for each module:
Portfolio to include - reflection on their role and responsibilities for safeguarding children and young people; critical evaluation of the impact of multi-agency and integrated working on information sharing with children and young people and their involvement in effective decision making for service provision; critical assessment of own knowledge and skills for the effective management of their professional and academic development.
Portfolio for the Inter-professional Agency module to reflect the development of professionalism whilst working with other agencies in relation to practice and policy implementation
Quality
How we assure the quality of this programme
Before this programme started
Before the programme started, the following was checked:
- there would be enough qualified staff to teach the programme;
- adequate resources would be in place;
- the overall aims and objectives were appropriate;
- the content of the programme met national benchmark requirements;
- the programme met any professional/statutory body requirements;
- the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.
This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.
How we monitor the quality of this programme
The quality of this programme is monitored each year through evaluating:
- external examiner reports (considering quality and standards);
- statistical information (considering issues such as the pass rate);
- student feedback.
Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee.
Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.
The role of the programme committee
This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures.
The role of external examiners
The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:
- To ensure the standard of the programme;
- To ensure that justice is done to individual students.
External examiners fulfil these responsibilities in a variety of ways including:
- Approving exam papers/assignments;
- Attending assessment boards;
- Reviewing samples of student work and moderating marks;
- Ensuring that regulations are followed;
- Providing feedback through an annual report that enables us to make improvements for the future.
Listening to the views of students
The following methods of gaining student feedback are used on this programme:
- Module evaluations
- Student representation on programme committees (meeting 3 times year)
- Student/Staff consultative committee (meeting 3 times a year)
Students are notified of the action taken through:
- circulating the minutes of the programme committee
- providing details on the programme notice board on UELPlus
Listening to the views of others
The following methods are used for gaining the views of other interested parties:
- Annual student satisfaction questionnaire
- Questionnaires to former students
- Questionnaires to employers
Further Information
Alternative locations for studying this programme
| Location | Which elements? | Taught by UEL staff | Taught by local staff | Method of Delivery |
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Barking Learning Centre |
Common Skills Module (EDM707) |
Yes |
No |
Part-time |
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Where you can find further information
Further information about this programme is available from:
- The UEL web site
- The programme handbook on Cass School of Education Noticeboard in UELPlus
- Module study guides on Cass School of Education Noticeboard in UELPlus
- UEL Manual of General Regulations
- UEL Quality Manual
- Regulations for the Academic Framework
- UEL Guide to Undergraduate Programmes
- School web pages
- Current External examiners
- External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))
