ࡱ> RTQ bjbj 4"rrV<"V$V$V$V$V$V$V$X[BHVHV]Vooo."Vo"VooOU@>i!.~Q6VsV0VQN[O[lU[U oHVHV_V[ : COMMUNITY LEARNING AND DEVELOPMENT (PgDip) 65X290VX Qualifications for entry: Applicants will be graduates or able to provide evidence that they can work at postgraduate level. They must have previous relevant experience and be able to undertake studies and related developments in their workplace setting or other appropriate agency. Aims: The programme aims to meet the continuing professional development needs of practitioners who wish to advance their skills, knowledge and understanding, enhance their professional practice, and extend their capacity to lead and shape change in a range of Community Learning and Development settings. The programme explicitly activates and utilises learning which is situated in the professional context. The distinctive feature of the programme is its strong focus on transformative education and on an activist professionalism which has at its core the need for practitioners to connect, negotiate and take informed action to generate professional knowledge and move practice forward. This form of professionalism, in contrast with older formulations, is characterised not by self interest and external regulation, but rather by the motivation to contribute to the collaborative development of practice and make informed contributions to professional discourse. The aims of the programme are to extend the skills, knowledge and understanding of the participants by: increasing their capacity to meet the changing demands of professional practice by taking an evidence-based approach to personal and professional development; developing their capacity to analyse critically evidence and arguments to support professional judgements in complex and ambiguous situations; providing opportunities to frame professional enquiries into practice and so make an informed contribution to current professional debates and discussions; providing them with opportunities to apply advanced knowledge and understanding of a range of theoretical perspectives and approaches to enhance personal professional practice; developing their capacity to shape, lead and deliver change-solutions in a variety of practice settings; exploiting opportunities to use research to generate professional knowledge and enhance understanding and practice. Learning Outcomes are linked to key competences as defined by CLD Standards Council By the end of the programme, participants will have demonstrated that they: Know and understand the community in which they work Build and maintain relationships with individuals and groups Provide learning and development opportunities in a range of contexts Facilitate and promote community empowerment Organise and manage resources Develop and support collaborative working Evaluate and inform practice Content: The PG Dip CLD programme consists of 5 courses, which are normally completed by all students in the same pattern as part of a deliberately cumulative experience over 18 months. In the first phase, the course ED50SU Enquiring Professionalism (30 credits) runs parallel to a series of 3 practice-related courses: ED502W Planning in Partnership with Communities (15 credits), ED502X Ethical Relationships in Practice (15 credits), ED502T Changing Practices in Community Work (30 credits). At the end of this phase students bring forward a portfolio of evidence demonstrating how they have addressed all the CLD competences. The second phase of the programme entails students undertaking practitioner action research to achieve the course ED502V Enquiring into Practice in Community Settings (30 credits) for which they have prepared through the Enquiring Professionalism course. Assessment: Assessments on the programme are designed to be directly relevant to practice and to encourage students to use practice concerns and challenges as the basis of their work. The assessment profile across the programme is deliberately varied to allow students to demonstrate their knowledge, understanding and capabilities in different ways but also to elaborate their presentation and communication skills, particularly in the use of multimedia approaches. Each course within the programme is individually assessed through an assignment task or tasks. Assessment consists of both formative and summative assessment. Formative feedback from course tutors and peers assist students to draw together what is needed for the summative assessment. In addition to course assessments, practice is assessed by means of a Portfolio of evidence relating to the CLD competences and a Professional Conversation. #&)+345OQ R S W Y ?ôôxlx[M<× ht](ht](CJOJQJ^JaJh2|CJOJQJ^JaJ ht](h2|CJOJQJ^JaJht](h2|5CJaJht](h2|5OJQJ^JaJht](h2|OJQJ^JaJht](6OJQJ^JaJht](h2|6OJQJ^JaJht](ht](OJQJ^JaJht](ht](6OJQJ^JaJh2|OJQJ^JaJht](hvuv5OJQJ^JaJht](he5OJQJ^JaJ45Q R S ' ( /[ u?Gt & Fgd2|gd2| dh^gd2| & Fgd2|gdt](gd2| D%gdvuvt]Z[\]12QR D%gde $ & Fa$gd2|gd2|  ^gdt]( & Fgd2|NZ]c8R\giж hvuvhxQht](6OJQJ^JaJhQ~6OJQJ^JaJht](h2|6OJQJ^JaJht](h2|OJQJ^JaJht](h2|5OJQJ^JaJ21h:pxQ. 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