The learning strategies will include the following;
- lectures and presentations by the tutor;
- guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches.
- support from the peer group through collaborative learning activities

The hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their work experience, for reading and thinking about their work as training coordinators and relating all this to their own working context. This will form the basis of the assignment.

The module will require learners to engage with three main content areas in the context of learning and learner-centred education and training within the National Offender Management Services (NOMS).

First, the issues involved in high quality education and training provision for individual learners working within the prison service including: training needs identification and analysis (e.g. Anderson 2000), course development and associated issues of learning, teaching and assessment (e..g. Armitage et al 2007), statutory requirements in relation to special educational needs and disability and the provision of learning support.

Second, the issues involved in coordinating the provision of such high quality provision (e.g. Wilson and Reuss 2000 and Jameson 2005, Gleeson and Knights 2008) including: course management, staff induction, development and performance management and the linking of education/training area planning for improvement to that for the whole organisation (e.g. HMIE 2003).

Third, the self-assessment approach to educational improvement (e.g. Gore, Bond and Steven 2000) and its use by external inspection frameworks such as OFSTED together with the communication issues involved in using self-assessments inside the prison service.

College library and IT facilities in conjunction with the University Blackboard system.

A work-related assignment (3000 word equivalent) linked explicitly to the issue of self-assessment and which covers all LOs broadly requiring the following:

Exemplar task: Through the process of self-assessment, 1. Identify an area requiring improvement. 2. Explain the context for this area requiring improvement. 3. Outline and justify approaches you would employ to improve this issue and how data might be collected and analysed in order to assess impact. 4. how would you use this to communicate about this issue to two different audiences 5. Reflect on experience of participating in this process.

Armitage et al (2007) Teaching and Training in Post Compulsory Education, Buckingham, Open University Press
LSC (2008) New Self Assessment Guidance 2008- Rationale, aims and scope, Coventry, LSC
LSC (2007) Developing the Offenders' Learning and Skills Service: The Prospectus, Coventry, LSC
Wilson and Reuss (2000) Prison(Er) Education: Stories of Change and Transformation, Hook, Waterside Press