A professional career working with young people in the community.
The programme provides students with the professional Community Youth Work qualification (endorsed by NSETS, North South Education and training standards committee) recognised by employers throughout the United Kingdom and the Republic of Ireland. This course equips youth workers with a wide range of skills, values and knowledge to work in professional settings with many agencies that work with young people. The programme also provides a foundation for postgraduate study.
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The programme integrates teaching and practice in its approach to learning. There are three work-based assessed practice modules over the three-year period, which last for a minimum of 10 weeks for approximately 25-30 hours per week. The modules of study reflect the need for students to develop knowledge and skills for practice. These include the context of youth work, foundations of youth work practice (interpersonal skills and informal education) psychology processes, sociology, social policy & management and supervision theory & practice. Community development and applied independent study also form key elements of the programme.
The staff team are experienced youth work practitioners with a range of specialisms. Youth justice, gender-based work, community relations, sexual orientation and mental health are some of the research themes which the team have focused upon.
This programme is endorsed by NSETS (North South Education and Training Standards committee) and confers professional status on those who successfully complete the three years of study.
The duration of the course is three academic years full-time.
Attendance is three to four days each week.
Due to the change of youth work professional training within UK and Ireland it is now necessary to have a degree for professional recognition.
The teaching learning and assessment is dynamic and creative. Teaching is focused on the needs of the student, the community youth work profession and the youth sector. Lectures are interactive and require high levels of participation. There is much emphasis on the learning environment and effort is made to cater for a wide range of student needs. The assessment is varied with the use of traditional essays alongside presentations, posters, groupwork, skills performance and journals.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2021-2022.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
This module assists students to develop a deeper understanding of the backdrop and context within which youth work operates. To understand the backdrop, students will grapple with a historical perspective on how the youth work sector has developed; to include the impact of 'the troubles' on the shape of youth work responses. This understanding of youth work policy will equip students to understand the current structures and funding mechanisms of the youth sector. This module brings together local and global influences, perspectives and drivers that impact upon the direction and practice of youth work. This is foundational in understanding the guiding principles of the youth work discipline.
Year: 1
Status: C
This module aims to support Community Youth Work students to develop interpersonal skills in working with individuals and groups and understand the pedagogical processes of youth work. It is designed to build upon existing experiences of the student and hence experiential learning and participatory teaching methods are utilised. The module will equip students with the core theoretical concepts and methods of interpersonal skills in a community youth work context. It will provide students with an in-depth grounding in the principles and practices of informal education.
Year: 1
Status: C
This is a practice based module and is incorporated at each of the three levels of training. At level four there is a strong focus on developing interpersonal skills and relationships within the community youth work context and building the generic action skills needed to operate in a generic youth work setting. Students are assessed against a number of core competency areas and record and reflect on their learning through reflective recordings. Students also carry out work-related tasks to build discipline-specific competence.
Year: 1
Status: C
The module explores how the approaches of political theory, sociology and social policy can produce practitioners who are better informed about soci-political processes and their impact on young people and communities.
Year: 2
Status: C
This module will equip students with the necessary skills to work within contested spaces using community development approaches. Students will gain a sound understanding of the historic and current political processes and begin to develop models of practice. The module focuses on the Northern Ireland perspective using a social policy lens. Students are also encouraged to compare and contrast these approaches from a global perspective.
Year: 2
Status: C
This module will give students the opportunity to critically explore what constitutes a just society where goals and outcomes reflect norms of fairness. Students will rigorously critique the patterns of gender and racial inequality along with other marginalised groups, come to recognise the values that underpin diversity. Students will gain knowledge and sound understanding about the rights of social integration and identity.
Year: 2
Status: C
This is a practice based module and is incorporated at each of the three levels of training. At level five there is a strong focus on understanding youth work across a range of settings within a diverse society. Students will also build up practice skills in working with young people with complex needs and to understand the settings which impact on these. Students are assessed against a number of core competency areas and record and reflect on their learning through reflective recordings. Students also carry out work-related tasks to build discipline-specific competence.
Year: 2
Status: C
The module addresses theories of human development and how they relate to young people's development and learning. Concepts of Risk and Resilience and how a youth worker can intervene to build protective factors in the lives of young people. Education theory is considered and models of learning that are relevant to youth work practice. Finally the module explores how group work and group work facilitation can enable young peoples learning.
Year: 3
Status: C
The module is designed to enable students to engage in critically thinking and reflection concerning practice and to use this as a tool for professional development and the development of practice in youth work settings. It will enable students to consider their future professional development and how they share practice and influence the development of practice and policy in youth work settings.
Year: 3
Status: C
This module relates to the independent study or evaluation of practice within community and/or youth work practice. This module introduces students to the range of skills and methods employed in community and youth work based research. Students systematically investigate and critically reflect on key aspects of practice thus developing critical discourse and analysis within a professional frame of reference. The final written piece of 6,000 to 7,000 words will reflect the student's autonomous learning and development, knowledge and conceptual understanding of current community or youth work practice.
Year: 3
Status: C
This is a practice based module and is incorporated at each of the three levels of training. At level six students are expected to reflect a deepening of understanding in relation to the practical application of learning and to show a growing level of autonomy and independence. The module is assessed against a number of core competency areas and the depth of learning at Level 6 is highlighted in the Assessed Practice Handbook. Students also carry out work-related tasks to build discipline-specific competence.
Year: 3
Status: C
This module is designed to help students understand the essential nature of leadership and management and their relationship to each other. It will also examine supervision skills and how they can be used to develop people and practice.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
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The A Level requirement for this course is CDD*.
*You may satisfy the requirement for the third A Level grade by substituting a combination of alternative qualifications to the same standard as recognised by the University.
A range of OCN NI Youth Work qualifications hold UCAS points. These will contribute to your total tariff eg OCN level 3 certificate in youth work equals 8 points with the level 3 diploma equating to 16 points.
Overall BTEC QCF Extended Award profile MMM.
Overall BTEC RQF National Extended Diploma profile MMM.
78 UCAS tariff points to include a minimum of five subjects (four of which must be Higher Level) to include English at H6 if studied at Higher Level or 04 if studied at Ordinary Level.
The Scottish Highers requirement for this course is CDDDD.
The Scottish Advanced Highers requirement for this course is CC.
Overall International Baccalaureate profile minimum 24 points (12 at Higher level).
Overall Access profile 51%.
GCSE Profile to include CGSE English Language grade C or above (or equivalent).
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Please note that this course is a "regulated and/or care provision" within the meaning of the Protection of Children and Vulnerable Adults (NI) Order 2003 and the Safeguarding of Vulnerable Groups (NI) Order 2007. They may involve access to children and/or vulnerable adults and students are required to be subject to the criminal records check and may not complete the course without it. The fee for this is £33.00.
In this section
Graduates from this course are now working for:
With this degree you could become:
A qualified Community Youth Worker may take up positions with a wide range of employers providing services to young people. In Northern Ireland these range from statutory organisations to voluntary and community agencies. Completion of the degree will also provide you with opportunities to progress to postgraduate study in youth work or related areas.
This programme is endorsed by NSETS (North South Education and Training Standards committee) and confers professional status on those who successfully complete the three years of study.
There are three (300 hour) placements throughout the course, one per year. The first placement resides in a traditional full-time youth work setting. The second is aimed at challenging the student further, with an option of working outside of Northern Ireland. In the past students have had work placements in South Africa, Australia, Iceland and USA. The final placement involves an area of work which the student hasn't experienced or in which they want to specialise. Throughout the course, the placements represent 25% of the content and are central to the learning process.
Endorsed by the North/South Education and Training Standards Committee for Youth Work (NSETS) (JNC Recognised) for the purpose of professional qualification.
£4,630.00
£9,250.00
£15,360.00
Please note that this course is a "regulated and/or care provision" within the meaning of the Protection of Children and Vulnerable Adults (NI) Order 2003 and the Safeguarding of Vulnerable Groups (NI) Order 2007. They may involve access to children and/or vulnerable adults and students are required to be subject to the criminal records check and may not complete the course without it. The fee for this is £33.00.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
Course Director: Liz McArdle
Admissions Contact: Kerry Moran
Admissions Service
“The course not only provided me with the knowledge, skills and critical insights to progress in the Youth and Community Work sector but has also been hugely beneficial for the development of myself as a person. I would highly recommend this course.”
(Former student: four years post qualified)
"The community youth work degree provides students with a fantastic opportunity to develop their critical thinking skills. The friendly and passionate staff help to create the ideal learning environment in which students can debate and challenge ideas, discuss issues relevant to young people, and develop the skills necessary to become effective practitioners in the field. A challenging and worthwhile experience."
(Former student: three years post qualified)
“The Community Youth Work course has given me the opportunity to widen my youth work experience and implement theory into practice. Throughout the course my confidence has grown and overall it’s been a great experience.”
(Final year student)
