20 credits at level HE5
This module will encourage you to reflect on the political. economic, social, technical legal and environmental influences (PESTLE) and the key bodies that impact on the criminal justice sector in which you work and in turn, their impact on those in the criminal justice sector management and administration.
• Influences and impacts on the offender services sector: Main bodies involved in the criminal justice sector e.g., the Home Office. Ministry of Justice, the Offender Learning and Skills Service (OLASS), the National Offender Management Service, (NOMS), the Social Exclusion Unit, Her Majesties Chief Inspector of Prisons (HMCIP), Office of Standards for Education (OFSTED), the National Probation Service. The PESTLE factors that impact on the main bodies and how these in turn can affect the criminal justice sector. PESTLE factors addressed will vary but examples are:
o Political factors e.g., the current political climate and the government’s view of offending and how it should be managed. The media and its influence on government and public opinion.
o Economic factors e.g., the recession and the resulting strain on the treasury.
o Social trends e.g., demographic trends, population statistics, the breakdown of the traditional family, falling standards in education, designer drugs, binge drinking, gangs.
o Technological factors e.g., e learning in prisons, internet chat sites, use of mobile phones, Oasys (offender assessment system) tagging. DNA evidence.
o Legal factors e.g., Rehabilitation of Offenders Act 1974, Human Rights Act 1998, the Criminal Justice Act 2003.
o Environmental factors e.g., impact of large prisons on the environment, waste disposal, vandalism, damage to property, no go areas in the community. Offenders and their attitudes to the environment.
It may also be advisable to consider how prison watchdog groups and charities such as the Prison Reform Trust and the Independent Monitoring Board can influence the governance of prisons in relation to political and social influences.
• Project management: Needs identification and selecting a project topic; project specification through setting objectives which are specific, measurable, realistic, achievable within a time frame i.e. SMART; project and action planning, taking action (e.g., conducting research), monitoring progress against the plan, evaluation, learning from the experience).
• Ethical practice: maintaining confidentiality and anonymity; sensitivity; integrity; seeking permission for project work from appropriate personnel in the workplace; working within relevant legislation (e.g., the Data Protection Act) and your organisation’s policies, procedures and practices.
• Study / academic skills and reflective practice: Assessment requirements of the module; appropriate structure and presentation of work for assessment; correct use of English (e.g., grammar, punctuation, spelling, style); on-line literature search; Harvard referencing; incorporating theoretical knowledge appropriate to level 4 into your work, ethics and confidentiality (including the appropriate use of ethical frameworks where any project includes primary research involving people as participants); University of Bolton Level Descriptors; QAA Academic Infrastructure (NQF) Level Descriptors; maintaining a learning journal; identifying and preparing reflective accounts; learning from reflection.
• Transferable skills: Communication; problem solving; ICT; self-management; working with others; planning; information seeking.
Some of the content relating to study / academic skills, ethical practice, and transferable skills are developed early in the Foundation Degree programme and referred to / refreshed in this and other subsequent modules as necessary. In the case of CPD stand-alone provision, they are explicitly developed in the teaching of this module.
A blended learning approach will be used to deliver the module. Face-to-face sessions will be provided in which you will undertake activities, discussions, and case studies. You will also have access to online activities and discussions.
For your assessment, you will develop a portfolio of work. The portfolio evidence must meet the learning outcomes for the module. You will agree how you will meet the learning outcomes with your tutor and how you will present the portfolio evidence. Your portfolio may include:
• a PESTLE analysis and explanation;
• an online discussion of the analysis and influences;
• a fact sheet for a new staff member;
• a discussion on-line with peers;
• a proposal;
• a learning contract;
• a project specification action plan;
• a report of the investigation
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Be aware of the political, economic, social, technical, legal and environmental influences that impact on the offender services sector in which you work and discuss their impacts on the work of those providing offender services||
1.1 Conduct an analysis of the complex political, economic, social, technical, legal and environmental influences that impact on the offender services sector in which you work and explain the analysis.
1.2 Analyse the impact of the complex political, economic, social, technical, legal and environmental influences on your work as a provider of offender services.
|2.||Be aware of different bodies involved in the sector in which you work and differentiate between them in terms of their roles and the impact they have on your role as a provider of offender services.||
2.1 Identify the main bodies involved in the offender services sector in which you work, and research their roles.
2.2 Analyse the impact the bodies have on your role as a provider of offender services.
|3.||Have explored and reported on an agreed area of interest in relation to a current or contextual issue or issues.||
3.1 Propose and agree (with your tutor and an appropriate person in your workplace) an investigation that meets your learning needs for work and which is at level 5.
3.2 Investigate and report on the agreed area of interest.
|4.||Have demonstrated study and academic skills appropriate to level 5.||
4.1 Demonstrate the following in your assessed work:
(i) appropriate structure and good presentation;
(ii) correct use of English (e.g., grammar, punctuation, spelling, style);
(iii) correct use of Harvard referencing;
(iv) theoretical knowledge appropriate to level 5.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||The portfolio evidence will be equivalent to 3,000 – 3,500 words and must meet the assessment criteria for the module. You will agree the following with your tutor: • how you will meet the assessment criteria in terms of the process and the work you will undertake; • the type of evidence you will provide; • how the evidence will be presented.|
There are no prerequisites for this module.
No restrictions apply.
Roberts, J, and Hough, M. (2002) Changing Attitudes to Punishment. Devon: Willan
Grover, C. (2008) Crime and Inequality. Devon: Willan.
Downes, D,. Rock,P., and Gearty, C. (2008) Crime, Social Control and Human Rights From Moral Panics to States of Denial, Essays in Honour of Stanley Cohen. Devon; Willan
Liebling, A., and Maruna, S. (2006) The Effects of Imprisonment. Devon: Willan
Liebling, A., Price,D., and Schefer, G. (2009) The Prison Officer. Devon: Willan
Padel, U., Hough, J. M., and Allen, R. (2006) Reshaping probation and prisons: the new offender management framework. Bristol: Policy Press
Bolton Interactive Study Skills Tutorials Online http://data.bolton.ac.uk/bissto/
Criminal Justice System for England and Wales http://www.cjsonline.gov.uk
Offenders' Learning and Skills Service http://olass.lsc.gov.uk
Prison Reform Trust http://www.prisonreformtrust.org.uk
The National Institute of Adult Continuing Education (NIACE) www.niace.org.uk
University of Bolton – Online Resources http://www.bolton.ac.uk/Students/StudyResources/ElectronicResources/Home.aspx
University of Bolton – Study skills booklets http://www.bolton.ac.uk/Students/StudyResources/Library/HelpGuides/StudySkills/Home.aspx
|Host Subject Group:||Education|
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