Youth and Community Work at UEL addresses current issues in youth and community work, exploring the relationship between theory and practice, using student experiences in the field to address issues of diversity, empowerment and rights. The programme is innovative, providing students with skills in management for the future; depending on student option choices, the programme will facilitate career paths in diverse areas of youth and community work including regeneration, community arts, and diverse and specific cultural communities.

Applicants need to have the following:

• 240 UCAS tariff points
• Substantial experience of youth or community work, voluntary or paid, and a reference to support this.
• No criminal record which would prevent the student working with children or young people and a current DBS check to support this.

Students may be admitted through Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes.

In the case of applicants whose first language is not English, then IELTS 5.5 (or equivalent) is required.  International qualifications will be checked for appropriate matriculation to UK Higher Education undergraduate programmes.

• Experience significant and challenging opportunities for professional development through youth and community fieldwork practice (placements)
• Develop the skills and understanding of the reflective practitioner in order to create programmes of personal and social education
• Develop transferable academic skills in reading, writing, speaking
• Explore the key issues in youth and community work for the twenty-first century

Knowledge

• demonstrate knowledge of Youth and Community Work in its historical, political and organisational contexts
• demonstrate a clear understanding of the principles of informal education and community development which underpin Youth and Community Work
• demonstrate a clear understanding of the importance of professional values in working in Youth and Community settings
• develop knowledge of current themes and priorities in Youth and Community Work

Thinking skills

• develop analytical and critical approaches to theory and knowledge
• develop the skills of a reflective practitioner in non-formal educational settings
• develop abilities in approaching complex Youth and Community issues and the skills to recognise, respond and lead change
• develop skills in gathering, analysing and summarising information within a practice setting
• to undertake research from a variety of theoretical perspectives

Subject-Based Practical skills

• develop the ability to work independently
• develop the skills of informal education and group work
• to work effectively within a team and across disciplinary boundaries
• develop the skills to communicate effectively to diverse audiences, including planning and delivering presentations
• work within ethical and value-led boundaries and in association with other professionals
• develop the skills to create programmes of non-formal education for youth and community groups
• develop ICT skills

Skills for life and work (general skills)

• develop self management skills in organising learning
• develop time-management skills and the ability to prioritise tasks
• communicate effectively in a variety of media to diverse audiences
• develop the ability to interpret and present information in a critical and constructive way
• develop the ability to organise and articulate opinions, arguments, and information in speech and in writing
• develop the ability work effectively as part of a team, including working through conflict
• work effectively in a variety of organisational settings
• develop the ability identify, understand and respond to change

The expected duration of this programme is three years when attended in full-time mode or longer in part-time mode. It is possible to move from a full-time mode of study to a part-time mode of study and vice-versa, to accommodate any external factors such as financial constraints or domestic commitments. Many of our students make use of this flexibility and this may impact on the overall duration of their study period.

The teaching year begins in September and ends in June, but some programmes also allow students to join at the start of Semester B, in February. A student, normally registering for 6 modules in one year (3 modules in each Semester) would do so in a full-time attendance mode of study and a student registering for up to 4 modules in one year (2 modules in each Semester) would do so in part-time attendance mode of study.

This programme is part of a modular degree scheme. A student registered in a full-time attendance mode will take six 20 credit modules per year. An honours degree student will complete six modules at level one, six at level 2 and six at level 3.

It is possible to bring together modules from one field with modules from another to produce a combined programme. Subjects are offered in a variety of combinations however please note that National Youth Agency validation will apply only for students on the single programme:

• Single - 120 credits at levels one, two and three
• Major - 80 credits at levels one, two and three
• Joint - 60 credits at levels one, two and three
• Minor - 40 credits at levels one, two and three

Modules are defined as:

• Core - Must be taken
• Option - Select from a range of identified module within the field
• UEL Wide Option - Select from a wide range of UEL wide options

The following pages show the core and optional requirements for the single and major programmes.

The following are the core and optional requirements for the single and major pathways for this programme

In order to gain an honours degree you will need to obtain 360 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 120 credits at level three or higher

In order to gain an ordinary degree you will need to obtain a minimum of 300 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 60 credits at level three or higher

In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 120 credits at level one or higher and 120 credits at level two or higher

In order to gain a Certificate of Higher Education you will need to obtain 120 credits at level one or higher.

In order to gain a Foundation Degree you will need to obtain a minimum of 240 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher

(A foundation degree is linked to a named Honours degree onto which a student may progress after successful completion of the Foundation degree.)

Knowledge is developed through

• Lectures, seminars, workshops
• Discussion and in-class activities
• Private study to consolidate understanding of key issues
• Field Work Practice (placements)
• Activities and work associated with the field work practice
• The use of audio-visual aids
• Group work sessions within the learning environment and outside these times
• Research seminars and talks organised by the School of Education
• Reading and study for modules, coursework and exams

Thinking skills are developed through

• Understanding, analysing and applying theory and theoretical models, in the context of youth and community work, and via placements and through UEL sessions; and synthesising solutions to show original and creative thought
• Planning, managing, and reflecting on learning and progression, in acquiring graduate attributes towards a career in youth and community work

Practical skills and skills for life and work are developed through

• The wide spectrum of tasks involved in the programme
• Challenging practice within the field
• Project and course work requiring a variety of skills
• Participation in group work within modules and in the field necessitating skills of empathetic interaction and communication

Each module is assessed through one or two assignments, linked to learning outcomes. The assignments may take a variety of forms including:

Knowledge is assessed by

• Coursework assignments – reports, essays, learning journals, presentations
• Fieldwork practice reports

Thinking skills are assessed by

• Analysis of placement observations
• Reflective journals
• Coursework assignments
• Participation seminars, workshops and tutorials

Practical skills are assessed by

• Presentations
• Research project
• Fieldwork practice reports

Skills for life and work (general skills) are assessed by

• Fieldwork practice reports
• Presentation of data in research projects and other assignments
• The student’s own reflection on placement