BA (Hons) Education Studies

The BA (Hons) Education Studies degree is designed for professional staff working in an educational context. In particular, the course is aimed at developing the critical perspectives and analytical skills of students who want to understand the pedagogical, social and philosophical perspectives underpinning contemporary issues in education.

The Course aims to:

• Develop a systematic understanding and critical awareness of the skills, techniques and insights relevant to working in the field of education.
• Support a critical examination of current pedagogic practice.
• Enable participants to critically examine their own professional practice.
• Enable a critical evaluation of UK educational policies
• Develop a comprehensive understanding and critical assessment of the tools and techniques relevant to carrying out research in the field of education.

Entry to this BA (Hons) Education Studies programme is governed by the regulations of the University of Chichester and requires one of the following:

• A minimum of three ‘A-Level’ passes (or High School Diploma to age 18 where it is deemed equivalent), or
• An International Baccalaureate (28 points) or
• A recognised and relevant Foundation/Access to Higher Education course. Equivalent T Level qualification

• A current DBS Check/Certificate – should not have a criminal background which might prevent them from working in the education sector with young people or vulnerable adults. (If you do not have a DBS and wish to apply for one, please click here for more information on how to apply)

• Entry via the foundation year is considered for individuals with many years of work experience and relevant skills, do not meet the entry requirement for the full degree, are enthusiastic about further studies and are able to pass our initial assessment test.

All prospective students for the BA (Hons) Education Studies programme, whose first language is not English and have not done the last two years of their education in English must meet a minimum English language requirement before commencing their studies. To join an honours undergraduate programme, they must pass our initial assessment Numeracy and Literacy test and must achieve at Level 2. Other equivalent English language tests at that level will be accepted.

Normally the course will involve three years of full-time study with an additional year for the foundation option.

The structure of the BA (Hons) Education Studies programme is shown below:

Year 0: Foundation Course (OPTIONAL) – 120 Credits at Level 4

TERM 1

• Personal Study Skills (20 cr.)
• Becoming a Critical Learner (20 cr.)

TERM 2

• English for Academic Purposes (20 cr.)
• Numeracy and ICT Skills in Academic Studies (20 cr.)

TERM 3

• The Development of Educational Theories (20 cr.)
• Contemporary Issues in Education (20 cr.)

Year 1: Certificate in Higher Education – 120 credits at Level 4

TERM 1

• Learning and the Learning Process (20 cr.)
• The Assessment and Evaluation of Learning (20 cr.)

TERM 2

• Pedagogic Principles (20 cr.)
• The Role of Education in Promoting Economic Growth and Development (20 cr.)

TERM 3

• The Financing of Educational Systems (20 cr.)
• Multi-agency Working in Education (20 cr.)

Year 2: Diploma in Higher Education – 120 credits at Level 5

TERM 1

• The Role and Importance of Empathy in Education (20 cr.)
• Multi-culturalism and Education (20 cr.)

TERM 2

• Social Justice – Inclusion and Equality in Education (20 cr.)
• The Role of Education in Social, Emotional and Mental Health (‘Well-being’) (20 cr.)

TERM 3

• An Introduction to Educational Psychology (20 cr.)
• Research Methodology (20 cr.)

Year 3: Honours Level – 120 credits at Level 6

TERM 1

• Leadership in an Educational Setting (20 cr.)
• Comparative Education Systems (20cr.)

TERM 2

• New Developments and Innovations in Education (20 cr.)
• UK Educational Policy: Objectives and Effectiveness (20 cr.)

TERM 3

• Research Project (40 cr.)

The BA (Hons) Education Studies – Foundation YEAR ZERO (6 Compulsory Modules)

Personal Study Skills

The module is designed to help students make the transition from secondary education to higher education. Higher education emphasises the importance of students becoming autonomous learners which can be a challenge for those new to this approach. Understanding how you learn, and your preferred learning style, enables students to create a learning agenda specific to their particular needs including learning as a collaborative activity. Technological innovations are enabling greater use of student-centric as opposed to tutor-centric learning so encouraging the development of the individual as an autonomous learner through collaborative learning.

Becoming a Critical Learner

Critical thinking is the ability to question what we read, hear and/or see. In all academic disciplines there are differences of opinion, conflicting evidence and uncertainty and a key skill in higher education is the ability to assess the evidence and arguments presented by others. This assessment involves researching the topic, analysing the arguments given by different researchers, and weighing up the evidence so that you can form your own conclusions about whose point of view you agree with and why.

English for Academic Purposes

The module is designed to increase confidence and fluency in the use of formal and informal English language skills. In particular the course prepares students for the many different forms of interaction with speakers of English including academic staff and fellow students. The content focuses on the importance of clarity through the use of appropriate English in different academic situations and covers four key areas: listening and presenting skills, reading skills, writing skills, and how to select and use appropriate grammar and vocabulary in different academic contexts.

Numeracy and ICT Skills in Academic Studies

Research is part of the process of developing an ‘enquiring mind’. Whether to deepen subject knowledge, write an assignment or carry out a project, research is fundamental to studying at higher education. The module provides a foundation in the use of relevant numeracy and ICT skills in order to investigate, process and interpret information in the course of conducting research.

The Development of Educational Theories

An understanding of the evolution of educational theories provides the foundation for analysing how these theories are relevant to present day societies. The module considers four broad areas. First, a sociological perspective considers education in the context of the society in which it occurs. Second, a political perspective assumes education cannot be divorced from political factors, such as notions of liberty and oppression. The third area examines theories of motivation to learn how ‘mind-sets’ affect the learning process. The last section considers the efficacy of different approaches to delivering learning.

Contemporary Issues in Education

The module considers four contemporary issues in education:

• A decline in behaviour and respect making teaching and learning more challenging.
• The funding of education coming under increasing pressure.
• Problems of recruitment and retention into the profession.
• The polarisation of political views on education.

The BA (Hons) Education Studies – YEAR ONE (6 Compulsory Modules)

Learning and the Learning Process

This module explores a range of issues related to the process of learning in both formal and informal educational contexts including theories of knowledge, learning and development. In particular, the module examines how individuals learn, how learning differs between individuals and groups, and what factors hinder and facilitate learning. The analysis focuses on memory, motivation, metacognition and behaviour and how attitudes and expectations can influence each of these elements.

The Assessment and Evaluation of Learning

The module is designed to develop an understanding of the role of assessment in the evaluation of learning and the learning process. A range of techniques and strategies are examined that will enable students to select techniques appropriate to particular circumstances including an evaluation of their effectiveness. Assessment methods are examined in terms of validity, reliability, fairness and practicability including the design of assessments for practical situations. The module will also help students find solutions to problems in the design of assessments and explore how evaluation can lead to improved programmes of learning.

Pedagogic Principles

The effectiveness of different pedagogical approaches is examined with respect to the context and subject matter being taught including the identification of short and long term goals. The module begins by analysing the principles underpinning effective pedagogy before various models for teaching learners with diverse backgrounds and needs is considered. The third part of the module examines the importance of managing classroom behaviour to ensure there is no disruption to the learning process. A review of recent innovations in pedagogy completes the module.

The Role of Education in Promoting Economic Growth and Development

It is widely recognised that education plays a fundamental role in promoting economic growth and development. In LDCs, education enables those in formal employment to earn higher wages leading to better nutrition and living standards. In the informal sector education helps those producing food to interpret and respond to new production methods. Education also improves health outcomes through people being better informed about diseases and sanitation. In developed countries education plays a vital role in promoting a healthy workforce, raising productivity and fostering innovations.

The Financing of Educational Systems

The financing of education is concerned with how governments and other agencies raise revenue through taxation, tuition fees, philanthropy, etc., to support the operational and capital expenditure of education. But the way education is financed also involves public policy issues such as equity, efficiency and freedom of choice. There is a continuing debate over the role of markets versus the role of governments, and the relationship between the level of financial investment in education and student performance which can have legal ramifications.

Multi-agency Working in Education

Multi-agency working occurs in many aspects of education where individuals with different professional expertise collaborate to address a particular issue. Often seen in the safeguarding of children, this form of collaboration can range from formal strategic partnerships between statutory agencies to the informal participation of client groups. The benefits are significant, both in terms of improved services to clients and improved working practices. However, multi-agency working can be difficult as it involves working across agency boundaries with conflicting agency aims, values and cultures.

The BA (Hons) Education Studies – YEAR TWO (6 Compulsory Modules)

The Role and Importance of Empathy in Education

Developing and using empathy is an essential component in the toolkit for working in education. Understanding the biological, cognitive and social aspects of empathic behaviour is the basis for appreciating how it can be used and its importance in education. The module considers four aspects of empathy. In the first part various approaches to defining the social neuroscience of empathy are reviewed. In the second part the social, cognitive and developmental perspectives on empathy are examined which leads, in the third part, to an analysis of various clinical perspectives on empathy. The final part of the module considers a neuroscience perspective of empathy.

Multi-culturalism and Education

Multi-cultural education aims to overcome the problem of school syllabuses reflecting a bias in favour of dominant cultural norms by incorporating the histories, texts, values and beliefs of students from a range of cultural backgrounds. Specifically, multi-cultural education assumes that the way students learn and think is strongly influenced by their heritage, and unless an educational approach recognises and values these diverse cultural backgrounds the attainment and achievement levels of students will be lower than those from the dominant culture. The module examines four aspects of multi-cultural education; the components of multi-cultural education, the challenges of multi-culturalism, developing a multi-cultural curriculum and multi-culturalism in the UK.

Social Justice – Inclusion and Equality in Education

From early concepts grounded in a philosophic view of individual rights to later concepts that include sociological perspectives, notations of social justice have evolved over time. Today fairness, social recognition, diversity, inclusion and anti-bias form the main components of what is considered social justice, but the role of education in promoting these concepts is still contentious. This module considers four aspects of social justice and education. First, the problem of defining social justice. Second, how the concept of social justice has evolved over time. In the third part the principles of inclusive learning and teaching are analysed and in the last part the role of the OECD in promoting social justice through education is reviewed.

The Role of Education in Social, Emotional and Mental Health (‘Well-being’)

This module examines well-being as a psychological construct that encompasses an individual’s overall satisfaction and happiness with life, and the presence of positive emotions, thought and behaviours. Well-being includes both the experience of pleasure and happiness, and a sense of purpose and meaning in life and has direct relevance to a person’s inclination and capacity to learn. The concept goes back to philosophers such as Aristotle and ideas of the good life and happiness but its modern form can be traced to the early twentieth century when educationalists began to research influences on attainment and behaviour in schools as the state began to play a larger role in driving educational reform.

An Introduction to Educational Psychology

Educational psychology covers two broad areas. The first is cognitive development, cognitive psychology and the role and impact of personal differences. The second area covers social development and social psychology. The module explores current debates and challenges in cognition, learning and teaching including intelligence testing, language development, numeracy anxiety and inclusion. In addition, social, emotional and behavioural issues are examined including bullying, autism, school phobia, pupil identity and school ethos.

Research Methodology

This module lays the groundwork for undertaking a research project in the final year of the programme. In particular it examines different research philosophies and the basic elements of research design and how they shape and inform the research process. Core skills that will be developed include selecting an appropriate method of data collection and analysis, identifying relevant information sources, preparing and collecting data, analysing data using different approaches for qualitative and quantitative research projects and writing the report once the research is completed.

The BA (Hons) Education Studies – YEAR THREE (5 Compulsory Modules)

Leadership in an Educational Setting

There is a lack of consensus about which ‘style’ of leadership is most appropriate for different educational contexts. Views on leadership also tend to reflect the economic, social and political context in which leaders operate. This module examines various theories of leadership and their applicability to context and level of staff undertaking the role. Change is a constant in education and the link between theories of change and the role of leaders in building trust through the exercise of ‘responsible’ leadership is a particular theme of the analysis. Also examined is the relationship between effective leadership and personality traits, the role of ‘followership’ leadership and transformational leadership.

Comparative Education Systems

Comparative education involves undertaking cross-national comparisons of educational systems in order to develop a critical understanding of their strengths and weaknesses. The analyse is often underpinned by international league tables covering educational outcomes from primary to higher education which can be used to identify changes needed to overcome perceived weaknesses or improve outcomes. However, comparing different educational systems is not straightforward and this module examines the problems of definition and socio-economic and cultural factors impinging on this type of analysis. The final part of the module considers the role of UNESCO and the OECD in generating and analysing data, and formulating policy prescriptions.

New Developments and Innovations in Education

Together with other developments, technological innovations are set to radically transform the education landscape in the coming decades. Control and power over what is taught, and how it is taught, is increasingly being shaped by commercial actors abetted by politicians who fear a loss of international competitiveness. Developments in AI and advances in communication technologies, such as 6G networks, will enable an increasing focus on the development of social, emotional and meta-cognitive competencies. These developments will change the nature of traditional education; inter- and intra-relationships between teachers, pupils, parents and society will influence what is learnt and how it is learnt with collaborative learning becoming the norm.

UK Educational Policy: Objectives and Effectiveness

Because of its role in economic development and a reduction in social inequality, education plays a major role in political policy that can never be completely separated from ideology. The result can be the formulation of policy not grounded in evidence based information, and changes in policy as a result of changes in governments. This module examines how education policy is formulated and how policy has changed over the years with a consequent impact on teaching and leadership in education. This module considers how education policy is formulated in the UK and the breakdown in a consensus over policy that lasted until the late 1950s. The module then examines current educational policy and some of the issues, both intended and unintended, that have arisen as a consequence.

Research Project

The independent research project provides students with an opportunity to integrate and apply knowledge and understanding from the three levels of the degree to a typical workplace environment and to develop research skills in a specialised area. The project is an original, detailed research analysis on a topic selected in consultation with, and supervised by, a member of LSME’s academic staff. The project includes a critical literature review and primary and/or secondary empirical work to address a specific research question (or questions).

Normally the course will involve three years of full-time study with an additional year for the foundation option.

The BA (Hons) Education Studies programme is delivered through a full-time of formal lectures, workshops and seminars.

A wide range of methods are used in the BA (Hons) Education Studies programme to assess each module including essays, reflective assignments, written reports, Presentations, case studies and projects. There are no time-constrained examinations.

Successful BA (Hons) Education Studies students who are awarded a minimum of a 2(2) classification can progress to a range of university Masters Programmes in Education, including the MEd Students can also progress in employment in a range of positions in different educational sectors, or as leaders/ managers in education and training, with specific roles in policy development, quality assurance and compliance related issues.