The purpose of this module is to provide participants with an understanding of the development of the lifelong learning sector and of the critical policy and theoretical perspectives influencing this development. International comparisons and economic factors will be outlined with key recent policy initiatives being investigated. Issues likely to impact on lifelong learning provision in the future will be identified and participants will consider how all the above relates to their specific work contexts and possible futures for the sector.

ARMITAGE, A. BRYANT, R. DUNNILL, R. HAYES, D. HUDSON, A. KENT, J. LAWES, S. AND RENWICK, A, (2007) Teaching and Training in Post-compulsory Education, Buckingham, Open University Press
HILLIER, Y. and THOMPSON, A. (2004) Readings in Post-Compulsory Education, London, Continuum
LEA, J. HAYES, D. ARMITAGE, A. LOMAS, L. MARKLESS, S. (2003) Working in Post-Compulsory Education Buckingham, Open University Press
LUMBY,J and FOSKETT,N (2005), 14-19 Education Policy: Leadership and Learning London, Sage
OECD (2005) Education at a Glance, OECD

University teaching sessions
Tutorials
University library
Materials and links on BA Education (Lifelong Learning) Blackboard

An assignment length 2500 words weighted at 85% and a linked presentation of 10 minutes /5 slides (max) on the key issues from the written assignment. (15%) Both assessments must be undertaken. Assesses Learning Outcomes 1, 2 and 3.

The assignment will take the form of a review of literature on the development of the lifelong learning sector linked to a review of aspects of one organisation providing education and training in the sector.

The learning strategies will require participants to commit 150 learning hours of which 15 hours will consist of contact time. Sessions will consist of lectures, seminars, workshops and tutorials, (15 hrs). These will provide participants with a broad theoretical overview and the conceptual frameworks which have underpinned the development of the lifelong learning sector. They will also provide the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of aspects of one organisation providing education and training in the lifelong learning sector in preparation for the assignment.

A further 135 hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about the development of the lifelong learning sector and relating all this to their own working context. This will form the basis of the assignment. Participants are also required to organise and review their session notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, discussions individually and as part of a group.