Why this course?
This innovative degree is a joint venture between the University of Strathclyde and three further education colleges - West College Scotland, Glasgow Clyde College and New College Lanarkshire.
The degree aims to prepare you for working in settings which combine health education and social work/social care. You’ll enter college at Diploma of Higher Education level, having first studied a relevant HNC. You’ll then go on to Year 3 at Strathclyde to study for the BA.
The Education & Social Services (BA) responds to the Scottish Government’s aspiration for different services to communicate more effectively and to work in a more integrated way to meet the service-user needs of children, young people and adults. A major aim of the degree is to develop the leadership qualities and skills required for this challenge.
What you’ll study
You’ll study six classes, including one option during your year at Strathclyde.
The five main areas of study are:
- professional & personal development
- contexts & policy
- integration of services
- understanding & meeting needs
- understanding & developing practice (workplace practice)
Each of the following classes are compulsory in Year 3 and builds on those studied during the Diploma:
- Management & Leadership in Integrated Services
- Contexts, Policy & Joint Working
- Option Module
- Understanding How People Behave
- Workplace Learning & Practice 2
- Reflective Practitioner
We have work placements in Years 2, 3, and 4 of the course across a range of organisations in the fields of education and social services and the placements provide valuable experience. We're also developing international links and there will be opportunities for students to engage in international placement and exchanges.
Please read our important information about the Protecting Vulnerable Groups (PVG) Scheme. This is for all applicants applying for courses which involve placement opportunities (working with children or vulnerable adults).
Students undertake projects in placements which are designed to enhance the delivery of integrated services. In Year 3, students undertake a six-week project, and in Year 4 they undertake a 12-week project. These projects are valuable in developing skills for future careers in education and social services.
The BA (Hons) provides an excellent foundation for postgraduate study. Current students have been successful in applying for postgraduate study in social work and initial teacher education and have achieved professional qualifications.
The broad aims of the course are to:
- advance the level of understanding, knowledge and proficiency of those who will work with children, young people and adults within education and social services
- develop professional attitudes, leadership and management skills, allowing graduates to contribute confidently to evidence based practice, informed by a value base of rights and respect for service users within integrated services
In planning the programme, a learning strands approach has been adopted to ensure breadth, depth and balance and consistency across the partner colleges and the University. The learning strands are:
Workplace Learning & Practice 1
- Strand 1 - Professional Development
- Strand 2 - Contexts and Policy
- Strand 3 - Integration of Services
- Strand 4 - Understanding and Meeting Needs
- Strand 5 - Understanding and Developing Practice
This module seeks to build upon students' practical knowledge and understanding gained at HNC level in a particular discipline and to extend their understanding of how practice is driven by the need to develop the concept of working collaboratively. Auditing a range of services/settings will develop an insight and awareness of the complexities of professional practice in collaborative settings. Students will be introduced to the concept of analysing and evaluating material gathered from the audit.
The Societal Context of Professional Working
This module aims to help students develop their professional and academic communication skills and give them confidence in academic research and writing. It develops professionals in education and social services who understand the knowledge, skills and values required to be successful in academic study and to work collaboratively.
This module is central to the aims of the degree, which seek to assist practitioners in developing best practice in working with users of services and fellow professionals. This module aims to assist students to begin the journey of effective academic reading and writing.
How People Develop & Learn
Students intending to work within community health, education or social services should familiarise themselves with the societal context in which they'll work. The ‘societal context’ refers to social factors that may influence the needs for services, and may also impact on their effective delivery. This awareness envelops the individual’s social responsibilities and the responsibilities of the professional groups involved in service provision.
Students will explore the nature of the 'community,' how it develops and how it is defined. Students will also look at the professional codes that facilitate social interaction, reciprocity and cooperation. Social problems and the roles of professionals are also explored.
This module shall lay the basis for issues that shall be developed further in Level 9: Context, Policy and Joint Working.
Introduction to Integrated Services
Professionals working with people need to understand the dynamics of human development and learning and the contexts that influence this. In order to enhance the quality of life for people who use Education and Social Services, professionals need to understand how people develop and learn. The aim of the module is to build on earlier study and enhance students' understanding of how learning and development is influenced by social, environmental, biological, cultural and personal factors.
Students in higher education need to understand the processes of learning and development in order to enhance their skills and maximise their own capacity for lifelong learning.
Being Professional Working Collaboratively
The integration of services through joint planning and delivery of services across health, education, community education, social work and related services has been identified as a key mechanism for supporting families, facilitating learning, protecting children, promoting health and wellbeing and empowering communities socially and economically. There is growing recognition that practitioners need to be competent in working with others in disciplines other than their own. This is, in part, recognition of a history of service failure arising from ineffective collaboration across disciplines.
Developing professionals in educational and social services are required to understand the knowledge, skills and values required to work collaboratively and the challenges to services themselves as they respond to the integrated services agenda.
Contexts Policy & Joint Working
This model provides a structured and supported introduction to quality frameworks and to how quality is evaluated. It is put into context by looking at students' placement experiences as well as exploring national contexts through consideration of policy, literature and e-learning sources.
The module also helps the development of a critical, evidence-based and reflective approach to professional development and professional action.
Management & Leadership in Integrated Services
Particular emphasis is placed on students' ability to appreciate the theory of effective inter-agency and collaborative practice, including issues of individual and community empowerment, accountability and leadership.
Students will learn about the relationship of theory of community, family and human development to the development of social policy, with particular emphasis on effective inter-agency and collaborative practice and its implementation within students' practice placement.
Understanding How People Behave
This module aims to develop students' knowledge and understanding of issues affecting the leadership and management of self and others, the change process, management of conflict and a consideration of the skills required to successfully lead and manage in a social services establishment. This module is aimed at all professionals whether or not they hold posts of responsibility.
The module is mapped to the SSSC NOS for health and social service workers, the NHS Leadership Framework and the Standard for Childhood Practice.
Students builds on and use the learning they have gained from the first module of this strand, How People Develop and Learn. A central theme throughout the module is developing understanding and awareness of the operation of discrimination and disadvantage at personal, cultural and structural levels.
Students will also develop their understanding of observation, assessment, recording, analysis and approaches to the management of behaviour as well as ways to support service users.
The continuing personal and professional development of students as they complete Level 3 of their studies is at the heart of this module. The people-centred nature of the field of Education and Social Services requires workers to have highly developed skills in working with people individually, in groups and within communities. This module facilitates the development and practice of these skills through further engagement with critical reflection on a theoretical and a practical level.
Workplace Learning & Practice 2
Students are prepared for undertaking a small-scale research project in this module. Students require a knowledge and understanding of contemporary literature, methods of data gathering and ethical issues related to conducting research.
The knowledge and skills gained will be transferable to further study and/or the workplace as there is increasing demand for enquiry-based practice. The module will support the development of a research proposal and consider the component parts required to write a dissertation. Successful completion of this module will allow students to progress to honours year.
Workplace Learning & Practice 3
Students further develop the professional knowledge, values and skills relevant for integrated practice and for managing a specific development project.
The placement will consolidate the student’s learning from across the course, particularly building on the key theories that have been introduced in the Management and Leadership in Integrated Services module. The module will have two phases: a project planning phase and a project implementation phase.
In order to further develop professional competences students will also continue to engage in the range of activities undertaken in Workplace Learning and Practice 1.
This class provides an extended work-based learning experience, which will enable students to apply knowledge and theory to integrated services. It'll offer opportunities for students to consider how integrated services meet the needs of service users, and understand the role of evidence informed practice in the delivery of services.
Personal & Professional Development
This class aims to provide students with an in-depth knowledge of contemporary practice issues in relation to specific service user groups. The class develops knowledge and skills in meeting the needs of people in a range of targeted services across the lifespan.
Professional Inquiry & Evidence Informed Practice - Dissertation
The aim of the class is to provide a formal and structured opportunity for consolidation of learning and planning for future learning and employment. Students will formally record and capture their learning and use this knowledge to gain relevant employment following graduation.
Students undertake a small-scale project for their honours dissertation in social work. It directly addresses the growing recognition that practitioners in Education and Social Care must be competent in reviewing using and conducting research.
Assessment has been designed to provide evidence of personal and professional development. Some assessments require practical application in the workplace. Forms of assessment include:
- seminar presentation
- investigative reports
- case studies
- preparation of resources
- reflective diaries
- profiling essays
You’ll mainly be assessed individually but there will also be group-based assessments. This allows you to benefit from shared experiences.
Learning & teaching
Faculty-based learning is combined with a six-week work placement with private, public or voluntary sector agencies.
We draw on practitioners and policy makers to inform the curriculum and invite guest lecturers form a diverse range of posts in education and social services. Students also engage directly in the policy making process with an annual visit to Parliament and an opportunity to meet MSPs and observe committee business.
You'll apply for this course to our participating colleges.
You'll enter college at Diploma of Higher Education level, having first studied a relevant HNC like:
- Early Education & Childcare
- Health Care, Social Care
- Additional support Needs
- Occupational Therapy Support
You'll then go on to study Year 3 of the BA and Year 4 of the BA Honours here at the University of Strathclyde.
You'll need two additional supporting documents when you come to Strathclyde:
- confirmation from the Board of Examiners that you've met the requirements to progress to the final years of the degree
- a Personal Statement outlining your commitment to continuing the course
All enquiries should be made to the relevant college contact:
We want to increase opportunities for people from every background. Strathclyde selects our students based on merit, potential and the ability to benefit from the education we offer. We look for more than just your grades. We consider the circumstances of your education and will make lower offers to certain applicants as a result.
Find out if you can benefit from this type of offer.
Find out entry requirements for your country.
Degree preparation course for international students
We offer international students (non EU/UK) who do not meet the entry requirements for an undergraduate degree at Strathclyde the option of completing an Undergraduate Foundation year programme at the International Study Centre. To find out more about these courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future.
You can also complete the online application form, or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.
Fees & funding
How much will my course cost?
All fees quoted are for full-time courses and per academic year unless stated otherwise.
Rest of UK
Bachelor degrees at Strathclyde will cost £9,250 a year, but the total amount payable will be capped at £27,750 for students on a four-year Bachelors programme. Students studying on integrated Masters degree programmes – for example MSci, MEng and MPharm – will pay £9,250 for the Masters year.
Placement & field trips
£40 cost for residential trip - subsidised.
PVG scheme (Protection of Vulnerable Groups)
£59 membership fee.
Please note: All fees shown are annual and may be subject to an increase each year. Find out more about fees.
How can I fund my studies?
Students from Scotland and the EU
If you're a Scottish or EU student, you may be able to apply to the Student Award Agency Scotland (SAAS) to have your tuition fees paid by the Scottish government. Scottish students may also be eligible for a bursary and loan to help cover living costs while at University.
For more information on funding your studies have a look at our University Funding page.
Students from England, Wales & Northern Ireland
We have a generous package of bursaries on offer for students from England, Northern Ireland and Wales
Our graduates are well-equipped to work within, and eventually lead, integrated services across the education, health and social care sector. The degree also gives you eligibility to apply for postgraduate training in areas such as social work, community education, childhood practice and primary teaching.
Where are they now?
Recent job titles include:**
- Advocacy Worker
- Deputy Head – Nursery
- Education Support Worker
- Facilitation Worker
- Housing Support Worker
- Nursery Manager
- Project Worker
- Trainee Youth Development Officer
Recent employers include:
- Scottish Association for Mental Health
- Turning Point
**Based on the results of the national Destinations of Leavers from Higher Education.