June 2014 Next revalidation

Transcription

1 Programme specification 1. Overview/ factual information Programme/award title(s) Teaching Institution Edexcel BTEC Level 5 HND Diploma in Public Services (QCF) Edexcel BTEC Level 5 HNC Diploma in Public Services (QCF) Craven College Awarding Institution Date of latest Approval Pearson Edexcel June 14 Next revalidation Credit points for the award Programme start date Underpinning QAA subject benchmark(s) Other external and internal reference points used to inform programme outcomes Professional/statutory recognition Duration of the programme for each mode of study (P/T, FT,DL) Dual accreditation (if applicable) 240 September 16 QAA Subject Benchmark Statement for Business and Management () QAA Social Policy and Administration Benchmark 07 FT 2 years Date of production/revision of this specification The information contained here is believed correct at the time of distribution. The college reserves the right to make changes that result from on-going monitoring and evaluation. Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each unit can be found in student unit guide(s) and the students handbook. HNC-D Public Services programme-specification Page 1 of 9

2 2.1 Educational aims and objectives Edexcel BTEC Higher National in Public Services have been developed to focus on: providing education and training for a range of careers in public services providing opportunities for public service employees to achieve a nationally recognised level 4 or 5 vocationally specific qualification providing opportunities for full-time students to gain a nationally recognised, vocationally specific qualification to enter employment in public services or progress to higher education vocational qualifications such as a full-time degree in Criminology or related area developing the knowledge, understanding and skills of students in the field of public services providing opportunities for students to focus on the development of higher level skills in a public services context providing opportunities for students to develop a range of skills, techniques and attributes essential for successful performance in working life This qualification meets the needs of the above rationale by: equipping individuals with knowledge, understanding and skills for success in employment in the public services industry enabling progression to an undergraduate degree or further professional qualification in the public services or related area providing opportunities for specialist study relevant to individual vocations and contexts supporting individuals employed or entering employment in the public services industry developing the individual s ability in the public services industry through effective use and combination of the knowledge and skills gained in different parts of the programme developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enabling students to make an immediate contribution to employment providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in public services 2.2 Relationship to other programmes and awards (Where the award is part of a hierarchy of awards/programmes, this section describes the articulation between them, opportunities for progression upon completion of the programme, and arrangements for bridging units or induction) The qualification follows on from, and is clearly related to, the Edexcel Level 3 BTEC Extended Diploma in Public Services, and it is expected that many students will see the Higher National as a natural progression from those qualifications. The HNC/D in Public Services (Levels 4 & 5) are qualifications in their own right and may enable students to top up to honours level either at another HEI or to continue at Craven College onto the BA (Hons) Business Management in the Service Sector (Top-up). Following successful completion of the level 4 HNC, students may progress onto the level 5 HND. HNC-D Public Services programme-specification Page 2 of 9

3 3. Programme outcomes Intended learning outcomes are listed below. 3A. Knowledge and understanding Learning outcomes: Apply the underpinning value systems in which public services are delivered Apply and analyse significant, current and emerging theories and principles relating to the support of the public services Demonstrate knowledge and understanding of how organisations are managed, how they change and the external environment in which they operate. Learning and teaching strategy/ assessment methods A variety of methods are used to impart knowledge to students. Traditional lectures are enhanced by the use of diagrammatical representations of complex concepts in order to make them more accessible, as is the use of news reports and other visual media such as infographics. In-class activities such as textual analysis, case studies, research seminars, peer review and more spontanieous games and activities also help embed learning and appeal to a variety of learning styles. Apart from important background documents, sources presented to the students are no older than 5 years in order to provide them with the cutting edge of contemporary research. From the outset students are encouraged to read relevent journals. Students are encouraged and pushed to read at an academic level both to increase their subject knowledge, but also to improve their English and inculcate them in an academic writing style. HNC-D Public Services programme-specification Page 3 of 9

4 3B. Cognitive skills Learning outcomes: Identify, analyse and communicate principles and concepts recognising competing perspectives of public service management Undertake research on public service related data/statistics to identify patterns and relationships whilst recognising the limitations of statistical enquiry Collect and synthesise information to inform a choice of solutions to problems faced by public service managers in unfamiliar contexts Analyse a range of information comparing alternative methods and techniques of public service management. Select appropriate techniques/criteria for evaluating these methods Learning and teaching strategy/ assessment methods Several methods will be used to increase the cognitive capacity of students on the course. Firstly they will be introduced to epistemological terms like analysis, comparison, critical evaluation and judgement. They will then be able to apply these analytical tools to real-life public service related situations, for example analysing and choosing between different public service management strategies. Student s mental agility will also be spurred by discussion and also questioning of the dominant paradigms current in the public sector such as New Public Management and the increasing marketisation of public life. Students will be presented with a wide variety of different formal assessment methods, ranging from reports through to essays, exams, presentations, academic posters, reflective journals, fitness portfolios and disaster management scenarios in order to keep them stimulated and push them out of their comfort zones. 3C. Practical and professional skills Learning outcomes: Demonstrate awareness of how own attitudes, values and behaviour impact on work with in public services Evaluate using theory and research that informs the implementation practice in the public services sector Learning and teaching strategy/ assessment methods Throughout the course, the students rigourous academic theoretical learning is supplemented by may practical activities in order to bring the subject to life. Students learn how to manage a major emergency incident through real-time simulations of a disaster scenario that they have developed themselves. As part of their assessment students will be taught how to use practical change maangement tools such as Gantt charts, matrices for HNC-D Public Services programme-specification Page 4 of 9

5 HNC-D Public Services programme-specification Page 5 of 9 3C. Practical and professional skills controlling and evaluating projects, and financial and accounting rechniques for managing public service budgets. They are also taught practical techniques for managing public service staff such as predicting resistance to change, empathetic and predictive thinking matrices, the concept of the tipping point, and how to conduct pursuasive conversations. All of the above link with QAA s General Business Benchmarks and prepare students for work in the broader world of management in the private sector, should they choose that route. Professional standards in not only personal public service fitness levels, but managing and leading training for the fitness of staff are also studied. In doing so, the students must take part in and evaluate their own fitness programme against the entry standards of a public service of their choice. Of key practical import to students on the course are the numerous trips and visits they will take to public service venues to examine how public services work in real life. Students will also be taken to attend the conferences of major public sector management bodies in order to network and ask professionals for advice on building up ther continued professional development during their careers in the public services.

6 3D. Key/transferable skills Learning outcomes: Communicate ideas, principles and theories, arguments and analysis effectively in speech and writing, using visual and ICT media as tools where appropriate Demonstrate appropriate critical thinking skills Manage and organise own time, resources, records and information Learning and teaching strategy/ assessment methods This course has been developed in conjunction with the QAA s General Business benchmarks in order that students will have as wide a range of employment avenues as possible. For example, pactical skills such as team work, time management, flexibility, quick-thinking, interpersonal skills and dealing with complex and changing situations are central to the management of both the public and private sector. Providing students with the financial, interpersonal and change management skills to organise a major structural change in the NHS fit well with any large private-sector company. In assessments, undertaking literature reviews in order to compile different points of view on public service management and then assemble them in coherent arguments and analysis prepares them well for the submission of business plans. HNC-D Public Services programme-specification Page 6 of 9

7 4. Programme Structure Full-time Programme Structure - HNC Core Units Small-scale Research Projects in Public Services (L4) Organisations and Behaviour (L4) Fair Treatment in Public Services (L4) Personal and Professional Development (L5) Credit points Specialist Units Psychology of Human and Criminal Behaviour (L4) Custodial Care in England and Wales (L4) Justice and Punishment (L4) Crime Reduction and Community Safety (L5) Credit points Programme Structure - HND Core Units Managing Public Sector Finance (L5) Government, Decision-making and the Public Services (L5) Research Project (L5) Credit points Specialist Units Substance Misuse, Culture and Crime (L5) Aspects of Criminal Law for Public Services (L5) Criminological Theory Relating to Crimes of Violence (L5) Credit points HNC-D Public Services programme-specification Page 7 of 9

8 5. Distinctive features of the programme structure Where applicable, this section provides details on distinctive featurs such as: where in the structure above a professional/placement year fits in and how it may affect progression any restrictions regarding the availability of elective units where in the programme structure students must make a choice of pathway/route N/A 6. Support for students and their learning In order to provide a supportive learning environment, a wide range of academic and pastoral support will be made available to students. Students will have access to the college guidance, support and advice systems through the Student Support Services representatives. and telephone contacts are circulated through the student handbook and can be found on Virtual Learning Environment (MOODLE). When students begin the programme they will receive information on the following: Course documents and reading lists Advice on using the electronic resources Information on admission and induction arrangements Information regarding Disabled Students Allowance (DSA) Pastoral and welfare support Careers information and guidance Academic guidance and tutorial support Study support through the Specialist Learning Support Centre Guidance on using MOODLE All students will attend college at the beginning of their programme of study for Induction and to be familiarised with the course and its requirements. They will also experience a range of icebreaker and introduction techniques to forge group cohesion. Following this, students will normally attend the college according to the course timetable. Students will also have the opportunity to meet the staff in the Learning Resource Centre and the Specialist Learning Support Centre. Staff associated with the programmes will negotiate and provide individual support through individual tutorials, meetings or other contact, which could also be carried out electronically. HNC-D Public Services programme-specification Page 8 of 9

9 7. Criteria for admission Level 3 qualification equivalent to 1 UCAS Tariff points o (from 17 this will be 48 UCAS tariff points, i.e. 2 A Levels or a Subsidiary Diploma) English Language and mathematics at GCSE grade C / 4 or equivalent Students with a relevant HNC may be able to transfer credit in certain units onto the HND Students without the necessary qualifications but with relevant work experience are encouraged to apply 8. Language of study English 9. Information about assessment regulations Details of the Assessment Regulations can be found in the HE Assessment and Progression Regulations Higher Nationals document 10. Methods for evaluating and improving the quality and standards of teaching and learning. Evaluation of teaching and learning is assessed through lesson observations, unit evaluations, and students responses to questionnaires, focus groups, and students comments in HE Operational and course meetings. All teaching staff of more than 60 hours per year are required to have achieved a recognised teaching qualification in addition to their subject/sector qualifications/experience. Improvements are facilitated through group and individual staff development. There is a HE Staff Development Programme in addition to the College Staff Development Programme, both of which focus on raising standards in teaching and learning as well as individual tutors Continuing Professional Development. Improvements in teaching and learning are recorded in the College s annual monitoring report and any required improvements in an action plan. Monitoring plans are validated internally in addition to the scrutiny by the Open University and are reported to the Governors Quality and Standards Committee. The action plan is monitored during the year during performance reviews which involves updating any improvements identified in-year. The Scheme Management Board has an overview of any quality issues and will report on academic standards to the Academic Board. HNC-D Public Services programme-specification Page 9 of 9