Study pack for the module
Access to the library and web resources
As a student of Staffordshire University access is available to other universities through UK Libraries Plus.

A review of relevant theory and practice in relation to:
- Frameworks for accountability in the public sector: their rationale, role of choice, information and inspection and the implications of these for leading community partnerships;
- Multi-agency working in community settings: rationale in terms of `client-focus' and `joined-up thinking'; issues to be confronted such as: different professional traditions and cultures; the benefits of specialist input; allocation of benefits and costs amongst partners; establishing a shared vision and responsibility;
- Engagement of individuals in local communities: alternative analyses of community problems: locating problems in individuals, communities, context or policy. Alternative strategies to respond to these problems. Rational for these strategies and evidence of the effectiveness.
- The role of public/private partnerships in improving well-being in local communities: recent government policy in the UK: rationale and criticisms; the role of the voluntary and not-for-profits sectors; effectiveness of governance structures to co-ordinate the work of different sectors.

The learning strategy for the part-time module requires students to commit to 300 learning hours (including assessment). Of this there will be 36 hours of class or workshop support and 264 hours of independent and self-directed study. The independent and self-directed study will be supported through a study pack, which includes guidance on the indicative content, text extracts and set tasks.

The class and workshop support will include group and individual support. The tutor led-workshop sessions will introduce key ideas in educational leadership and management and will encourage critical discussion of these ideas. The sessions will include set tasks, which will review the application of general ideas to the professional contexts in which students are working. In addition, there will be an opportunity to receive detailed critical comment on one draft of your assignment.

A work based assignment, which assesses all learning outcomes and critically reviews experience in school in the light of relevant literature:
6,000 words maximum

ATKINSON, M., WILKIN, A., STOTT, A., DOHERTY, P. and KINDER, K. (2002). Multi-agency Working: a Detailed Study (LGA Research Report 26). (Slough: NFER).
BRADFORD, R. (1993) Promoting Inter-Agency Collaboration in Child Services, Childcare, Health and Development, 19, 6, pp. 355-367.
BURGESS, K., BURTON, C. AND PARSTON, G. (2002) Accountability for Results (London: HM Treasury).available at http://www.hm-treasury.gov.uk/media/028/79/Accountability%20for%20Results.pdf
DFES (2004a) Collaborating for the social inclusion of children and young people: emerging lessons from the first round of case studies.
DfES (2004b) Every Child Matters: Change for Children: Working with voluntary and community organisations to deliver change for children and young people. (London: HMSO).
GERELUK, D. (2005) Communities in a changing educational environment, British Journal of Educational Studies, 53,1, pp. 4-18.
MERRIL,B. AND HYLAND, T. (2001) Community, partnership and social inclusion in further education, Journal of Further and Higher Education, 25, 3, pp. 337-348.
PARSONS, C., AUSTIN, B., BRYAN, H., HAILES, J. AND STOW, W. (2003) On Track Thematic Report: Community and Schools Engagement DfES Research Report RR474 (London: HMSO).
RANSON, S. (2003) Public accountability in the age of neo-liberal governance. Journal of Education Policy, 18, 5, pp. 459-480.