1 of 14

PROGRAMME SPECIFICATION

FINAL

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BA (Hons) Working with Children and Young People

Intermediate award

BA Working with Children and Young People

Dip HE Working with Children and Young People

Cert HE Working with Children and Young People

Course status Validated

Awarding body University of Brighton

School Education

Location of study/ campus Falmer

Partner institution(s): N/A

Admissions

Admissions agency Application direct to School of Education

Entry requirements Check the University’s website for current entry requirements.

Applicants are normally expected to meet the following entry requirements:

One year’s experience working in relevant employment context;

Currently working in a relevant setting with at least 12 hours per week of activity-focused time with groups of children and/or young people;

Agreement of employer to support mentoring, assessment and workplace course activities;

An appropriate A-level OR a relevant NVQ/SVQ level 3 or other vocationally related NQF level 3 qualification OR an advanced modern apprenticeship in an appropriate subject;

Appropriate access to a computer and internet;

Evidence of valid DBS clearance at time of entry onto the programme (the student’s DBS number will be recorded and held on their student file).

Applicants with a language other than English as their first language must have proven competence in written and spoken English and will be required to have an IELTS average score of at least 6 or equivalent.

Claims for RPL will be considered in accordance with University guidance.

Start date September 2017

2 of 14

Mode of study Duration of study (standard) Maximum registration period

Part-time 4 Years 8 Years

Course codes/categories

UCAS code N/a

Contacts

Course Leader Melanie Gill

Admissions Tutor Melanie Gill

Examination and Assessment

External Examiner Name Place of Work Tenure Expires

Dr Jane Rowley Staffordshire University 30/09/2017

Examination Board(s) (AEB/CEB)

School of Education Combined Area Examination Board

Undergraduate Work-Based Learning Programmes Course Examination Board

Approval and review

Approval date Review date

Validation March 20141 2018/192

Programme Specification September 20173 August 20184

Professional, Statutory and Regulatory Body

N/A

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here.

3 of 14

PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

1. To develop a broad and balanced common core of skills and knowledge to enhance practice in the children’s and young people’s workforce;

2. To encourage the exploration, questioning and analysis of learning and development processes contexts and policy in a wide variety of contexts and for this critical engagement to inform practice;

3. To enable students to become critical reflective practitioners able to draw on research and practice evidence bases in working with children and young people;

4. To provide students with a broad and balanced knowledge and understanding of the principal features of learning and development in a wide range of contexts;

5. To ensure practice respects diversity and promotes inclusion;

6. To support students in meeting national professional standards relevant to their professional role.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate5.

Knowledge and theory

The programme will develop students’ understanding of:

1. The principal features and processes of education, learning and development including some of the key theoretical perspective and their relevance to practice;

2. Cultural, societal, political, historical and economic contexts perspectives for working with children and young people including issues of diversity and social justice;

3. Safeguarding and promoting the welfare and wellbeing of the child or young person, including effective communication and engagement with children, young people, their families and carers and supporting transitions;

4. Formal and informal contexts for learning and the roles of, and relationships with, other disciplines and professions in multi-agency working;

5. Methods of enquiry in learning and development and educational research and its

application to professional practice;

6. Principles and interventions in planning for, facilitating and assessing learning;

7. Effective communication and engagement with children, young people, their

families and carers;

8. Complex needs and barriers to children’s learning and planning, development, implementation and evaluation of an inclusive curriculum and pedagogy;

9. Significant current and emerging principles, concepts and theories relating to children and young people’s learning and development;

10. Concepts of professional identity and accountability in the children and young people’s workforce.

5 Please refer to Course Development and Review Handbook or QAA website for details.

4 of 14

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

Students will develop their ability to;

11. Reflect upon and question professional values and practices (including their own) and apply this critical understanding to professional problems;

12. Use digital literacies to support professional development and practice; 13. Enhance acquired skills and undertake further learning at work and in other

contexts, as autonomous learners; 14. communicate, argue and analyse, in a variety of forms, to specialist and non-

specialist audiences, in their field of study and in work contexts; 15. Critically engage with and appreciate the significance and limitations of

theory and research. 16. Contribute to planning of learning opportunities for children and young people

and personalising provision by taking practical account of diversity

17. Contribute to the monitoring and assessment of children and young people’s

learning

18. Work collaboratively and cooperatively with colleagues and where

appropriate, parents;

19. Establish respectful, trusting, supportive and constructive relationships with

children and young people

20. Engage in models of practice which reflect multi-disciplinary and

interprofessional working in the children and young people’s workforce

QAA subject benchmark statement6 Education

PROFESSIONAL, STATUTORY AND REGULATORY BODIES: N/A

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

Approach to Learning and Teaching

The pedagogy for the course is premised on a model of work-based and experiential learning which

recognises the learning potential of experience in the work-place, but also posits that such learning is not

automatic nor necessarily ‘educative’. It must be structured and supported to ensure that the learning

potential is maximised for all learners. The teaching and learning strategies are therefore designed to

optimise the interaction between the taught elements of the course and students’ professional

experience.

The strategy aims to provide students with the opportunity to:

Experience – professional practice, work-based activities, workshops

Observe and Reflect – in professional practice, tutorials and group critical studies groups,

work based activities, on-line discussion groups, learning logs, professional portfolio

development

Conceptualise – through taught inputs, work-based activities and assignments, personal

research, project development including work-based research

Plan – through self and professional development planning

6 Please refer to the QAA website for details.

5 of 14

The learning outcomes of the modules are met through a mixture of taught sessions, student led seminars, workshop activities, online discussion groups, individual reading and reflective learning. The strategy recognises that there are different ways of learning and aims to introduce students to a variety of learning situations, and will require students to reflect on these and on their own engagement with different learning and teaching approaches.

Learning and teaching strategies Learning and teaching strategies include: Tutor-led lecture style inputs, primarily to introduce underpinning knowledge, theoretical argument,

central issues, key texts and relationship to other fields of study; Study of key texts and supplementary reading to allow students to identify particular aspects of the

topic which have most relevance to their own learning and to enhance their understanding and intellectual ability;

Group discussion or debate, to encourage students to critically analyse the topic and ensure its relevance to their lived experiences; group discussion is also intended to further improve their interpersonal, group and communication skills and their intellectual and imaginative abilities;

Case studies and problem-solving tasks, to provide opportunities for individual and group learning in ways which ensure deeper levels of understanding and professional judgement;

Development of practice based critical analysis, through independent reflection, guided individual workplace learning facilitation and group supervision;

Assessment tasks designed to assess the appropriate level of knowledge and practice skills required and which encourage the development of critical analysis, reflection and creativity;

Use of Studentcentral to facilitate student led exploration and discussion of professional issues arising from placement experiences.

Workplace Learning

The workplace element is integrated into every module through workplace observations and activities and assessments which draw on participant’s work-experience. The relationship between the course and the student’s work experience is made closer through a number of strategies. Blended learning means that teaching and learning experiences provided through attendance at Brighton can be supplemented by a range of resources made available online for students to access when they are away from the university including tutorials by ‘live’ links via ‘ webinar’ technology for example. The Reflective Practice Modules in years 1 and 2 of the programme provide facilitated sessions, ‘action learning sets’ and structured sessions with ‘learning facilitators’ in the workplace’ to support students’ learning.

Partnership with Employers:

The course has been developed out of a long standing commitment to providing accredited HE programmes for a range of formal and informal educational roles. The course team has taken into account the SEEC Work-related Learning: Notes for Guidance and the Quality Assurance Agency’s Code of Practice for Placement Learning in designing and integrating the work-based learning component of the course. Throughout this long history, we have developed effective partnership arrangements with the settings in which the students work.

These settings enter into a partnership agreement with the School of Education in which as part of their commitment to the course, and to supporting the CPD of their member of staff, the setting is required to nominate a ‘learning facilitator’ whose role is to support the student with their work-based learning and provide formative feedback in the workplace.

Student Support

Students on the course will also benefit from an associated programme of support tutoring through which they will be allocated a support tutor with whom they will have regular meetings in small groups as well as recourse to individual tutorials. In addition, students in the School of Education may access (or be referred to) the School of Education Student Support and Guidance Tutor (SSGT) to deal with specific and/or significant difficulties.

ASSESSMENT

Assessment methods

6 of 14

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

Over the course of the programme, students will engage in a variety of assessment methods including; individual essays and written assignments, reports of workplace activities, individual and group presentations in the workplace and the university. There are no exams.

Module assessment tasks generally provide opportunities for students to:

Demonstrate their understanding of key concepts and models presented in the module;

Reflect upon and analyse practice in relation to theory;

Reflect on their experience of application of key skills developed during the module;

Demonstrate their awareness of their own strengths and areas for development.

Within each module assignment there is scope for students to select a focus relevant to their work and professional development. For example, within the written assignment format, use is made of reflective journals based on practice experience and case studies based on scenarios encountered or activities undertaken within the student’s workplace.

Module assignments for the Professional Reflective Practice in Learning and Development modules are portfolio based and formative assessment features strongly through placement workplace learning facilitator and reflective practice tutor feedback. Formative assessment processes are also used within tutorials to both develop meta-cognition and as guidance in working towards assignment completion.

The following table shows how the generic course learning outcomes relate to specific module assignment tasks:

Learning Outcome Module

1. The principal features and processes of education, learning and development including some of the key theoretical perspective and their relevance to practice;

KV420

2. Cultural, societal, political, historical and economic contexts perspectives for working with children and young people including issues of diversity and social justice;

KV400 KV519

3. Safeguarding and promoting the welfare and wellbeing of the child or young person, including effective communication and engagement with children, young people, their families and carers and supporting transitions;

KV518 KV519

4. Formal and informal contexts for learning and the roles of, and relationships with, other disciplines and professions in multi-agency working;

KV611

5. Methods of enquiry in learning and development and educational research and its application to professional practice;

KV615, K*600

6. Principles and interventions in planning for, facilitating and assessing learning;

Year 1 and 2 electives

7. Effective communication and engagement with children, young people, their families and carers;

Year 1, 2 and 3 electives

8. Understanding complex needs and barriers to children’s learning and Planning, development, implementation and evaluation of an inclusive curriculum and pedagogy;

Year 1,2 and 3 electives

9. Significant current and emerging principles, concepts and theories relating to children and young people’s learning and development;

KV421 KV518 KV611

10. Concepts of professional identity and accountability in the children and young people’s workforce;

KV421 KV518 KV611

11. Reflect upon and question professional values and practices (including their own) and apply this critical understanding to professional problems;

KV400 KV421 KV518, KV611

7 of 14

12. Use digital literacies to support professional development and practice;

All modules

13. Enhance acquired skills and undertake further learning at work and in other contexts, as autonomous learners;

KV421 KV518 KV611

14. communicate, argue and analyse, in a variety of forms, to specialist and non-specialist audiences, in their field of study and in work contexts;

All modules

15. Critically engage with and appreciate the significance and limitations of theory and research;

KV615, K*600

16. Contribute to planning of learning opportunities for children and young people and personalising provision by taking practical account of diversity;

KV500

17. Contribute to the monitoring and assessment of children and young people’s learning;

Year 1,2 and 3 electives

18. Work collaboratively and cooperatively with colleagues and where appropriate, parents;

KV400 K421, KV518 KV611

19. Establish respectful, trusting, supportive and constructive relationships with children and young people;

All Modules

20. Engage in models of practice which reflect multi-disciplinary and interprofessional working in the children and young people’s workforce.

All modules but especially KV611

8 of 14

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Handbook: The University and you

Extensive library facilities

Computer pool rooms

E-mail address

Welfare service

Student Central

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Personal tutor for advice and guidance

Direct support for work-based learning via a named, employment-based workplace learning facilitator.

Support tutoring programme

Course Handbook

Course Induction Programme

Turnitin assignment submission

Ethics guidance for research

Course and module related digital resources (podcasts, webinars, Student-folio)

PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

Approach to study

The course will normally be studied over 4 years part-time. The course comprises a university based element and a work-based element. Each year of university based study will include regular sessions on a weekday and 1 Saturday per month as well as significant interaction online through blended learning. The work-based element comprises a minimum of 12 hours of relevant experience per week throughout the course.

Throughout the various learning opportunities provided by the course (and in the reflective practice modules in particular), students are supported and encouraged to be critically reflective practitioners. Learning from practice is enhanced by explicit discussion and critique of that practice. In addition pedagogical skills are explicitly developed and supported through modelling in both university and work-place components. Through small peer group sessions and individual tutorials and learning agreements students are encouraged to identify and take responsibility for meeting their professional development needs through the programme. An important aspect of the course’s aims is the development of the students’ capacity for independent research and critical reading and the course incorporates academic skill development and the opportunity to undertake professionally relevant projects.

Student attendance and participation

Full attendance at the University and at the place of work is expected. Failure to complete any of the university-based modules including sufficient hours of practice may necessitate that component being repeated when it is next offered, in accordance within the University’s General Examination and Assessment Regulations (GEAR).

Teaching groups

Students are taught in groups of different sizes using a variety of learning and teaching strategies, as well as benefiting from small group and individual tutorial support.

9 of 14

A number of the modules comprising the course are shared with other courses which are designed to meet the professional development and progression needs of workers in the children and young people’s workforce. These provide opportunities for students to work together in multi-disciplinary groups. On these occasions, part of the teaching session is undertaken on a large group basis involving students from a range of professional backgrounds, before breaking into smaller, single discipline seminar groups to look at the issues raised from the perspective of the students’ own profession.

All students undertake KV611 Professional Identity and Inter-Professional Practice Development. Working in small groups, students explore work place themes and issues common to their different professional roles and perspectives, reflecting current and emerging national policy. Students pursue an area of personal and professional interest within KV600 Professional Enquiry.

Agreements Central to the programme is the partnership between the University and the employer who enter into an agreement with the student, to give support towards successful completion of the placement and work-based element of the course. This agreement is established between the student, the workplace learning facilitator (on behalf of the employer) and the reflective practice tutor (on behalf of the University). The purpose of this agreement is to clarify expectations and so enable the student to gain maximum benefit from their work experience. Alongside this agreement is a ‘learning contract’ in which the student identifies key areas of learning and development each semester. The learning contract is agreed between the student, workplace learning facilitator and reflective practice tutor and provides a focus for the development of the student’s practice and workplace learning with the workplace learning facilitator. More detailed information about the workplace learning facilitator process and the roles and responsibilities of the student, workplace learning facilitator and reflective practice tutor can be found in the course handbook.

10 of 14

Stage September - May Credits

Year 1 /

Stage 1

KV400: 20 credits @ level 4 The Practitioner as Learner

KV420: 20 credits @ level 4 Children and Young People’s Learning and Development

ELECTIVE 1: 20 credits @ level 4 KY400: Pedagogical Approaches and the Adult Role KV418: Understanding Additional Learning Needs and Barriers to Learning KE402: Readers and Texts KC440 : Relationships and Interventions with Young People

ELECTIVE 2: 20 credits @ level 4 KY402: Play as a Developmental Learning Process KE401: Supporting Literacy in Secondary and Further Education KS401: Introduction to Science at Key Stages 1 and 2 KC432 Informal Education and the Youth Work Curriculum

100 @ L4

KV421 Professional Reflective Practice in Learning and Development – 20 credits @ level 4

Year 2 /

Stage 2

ELECTIVE 3: 20 credits @ level 4 KY403: Communication Language and Literacy Development KM402: Learning and Teaching Number at Key Stages 1 and 2 KM401: Supporting Numeracy in Secondary and Further Education KC439: Contemporary Issues for Young People

ELECTIVE 4: 20 credits @ level 5 KY500: Assessing Children’s Achievements KV516: Principles and interventions to Support and Facilitate Learning KC523: Working with Groups of Young People KC403 Principles of Effective Relationships and Interventions with Families in Need

ELECTIVE 5: 20 credits @ level 5 KY501: Families in Communities: the role of the setting KI502: Using ICT and Digital Media to Support Learning KE501: Spoken and Written Language and How We Use It KC501: Managing People and Provision KV422 Supporting Pupils who have Experienced Relational Trauma and Loss

KV500: 20 credits @ level 5 Safeguarding and Promoting Welfare and Wellbeing

20 @ L4 80@ L5 Exit award Cert HE

KV518 Further Professional Reflective Practice in Learning and Development – 20 credits @ level 5

Year 3 /

Stage 3

ELECTIVE 6: 20 credits @ level 5 KY502: The Positive Learning Environment KV520: Informal, Work-based and Alternative Learning Strategies KM501: Learning and Teaching Mathematics at Key Stages 1 and 2 KC525: Young People, Transitions and Change

KV519: 20 credits@ level 5 Equality and Inclusion

ELECTIVE 7: 20 credits @ level 6 KV614: Perspectives on Leadership KV612: Information, Advice and Guidance in Secondary and Further Education KI601: Developing Digital Literacy and Computational Thinking in the Primary Classroom KC623: Understanding Participation and Community Development

ELECTIVE 8: 20 credits @ level 6 KY602: Foundations for the Future KV613: PSHEE and Citizenship in Learning and Development Contexts KC624 Quality Assurance in Services for Young People

40 @ L5 60 @ L6 Exit award Dip HE or BA

KV611 Professional Identity and Inter-Professional Practice Development – 20 credits @ level 6

Year 4 /

Stage 4 KV615: Practitioners as Researchers – 20 credits @ level 6 K*600: Professional Enquiry: Education Studies – 40 credits @ level 6 60 @ L6 Exit award BA(Hons)

11 of 14

Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)*

A = Additional (modules which must be taken to be eligible for an award accredited by a professional,

statutory or regulatory body, including any non-credit bearing modules)

* Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability

Level7 Module code

Status Module title Credit

4 KV400 C The Practitioner as Learner 20

4 KV420 C Children and Young People’s Learning and Development 20

4 KY400 O Pedagogical Approaches and the Adult Role 20

4 KV418 O Understanding Additional Learning Needs and Barriers to Learning 20

4 KE402 O Readers and Texts 20

4 KY402 O Play as a Developmental Learning Process 20

4 KC440 O Relationships and Interventions with Young People 20

4 KC432 O Informal Education and the Youth Work Curriculum 20

4 KC439 O Contemporary Issues for Young People 20

4 KC403 O Principles and Effective Relationships and Interventions with Families in Need

20

4 KE401 O Supporting Literacy in Secondary and Further Education 20

4 KS401 O An Introduction to Science at Key Stages 1 and 2 20

4 KV421 C Professional Reflective Practice in Learning and Development 20

4 KV422 O Supporting Pupils who have Experienced Relational Trauma and Loss

20

4 KY403 O Communication, Language and Literacy Development 20

4 KM402 O Learning and Teaching Number at Key Stages 1 and 2 20

5 KM401 O Supporting Numeracy in Secondary and Further Education 20

5 KY500 O Assessing Children’s Achievements 20

5 KV516 O Principles and Interventions to Support and Facilitate Learning 20

5 KY501 O Families in Communities: the role of the setting 20

5 KI502 O Using ICT and Digital Media to Support Learning 20

5 KC523 O Group Work with Young People 20

5 KC501 O Managing People and Provision 20

5 KC525 O Young People. Transitions and Change 20

5 KE501 O Spoken and Written Language and How We Use It 20

5 KV500 C Safeguarding and Promoting Welfare and Wellbeing 20

5 KV518 C Further Professional Reflective Practice in Learning and Development 20

5 KY502 O The Positive Learning Environment 20

5 KV520 O Informal, Work-based and Alternative Learning Strategies 20

5 KM501 O Learning and Teaching Mathematics at Key Stages 1 and 2 20

5 KV519 C Equality and Inclusion 20

6 KV614 O Perspectives on Leadership 20

6 KC623 O Understanding Participation and Community Development

20

6 KC624 O Quality Assurances and Services for Young People 20

7 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which Corresponds with the learning outcomes of each module.

12 of 14

6 KV612 O Information, Advice and Guidance in Secondary and Further Education

20

6 KI601 O Developing Digital Literacy and Computational Thinking in the Primary Classroom

20

6 KY602 O Foundations for the Future 20

6 KV613 O PSHEE and Citizenship in Learning and Development Contexts 20

6 KV611 C Professional Identity and Inter-professional Practice Development 20

6 KV615 C Practitioners as Researchers 20

6 K*600 C Professional Enquiry: Education Studies* 40

Shaded boxes indicate modules common to suite of work-based undergraduate awards within the Working with Children and Young People programme.

* Students have the option of completing K*600 The Professional Enquiry module in one of the following specialisms: KC600: The Professional Enquiry: (Informal Learning and Development) KE600: The Professional Enquiry: (English) KI600: The Professional Enquiry: (Computing) KM600: The Professional Enquiry: (Mathematics) KS600: The Professional Enquiry: (Science) KV600: The Professional Enquiry: (Education, Learning and Development) KY600: The Professional Enquiry: (Early Years Care and Education)

13 of 14

AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits8

Minimum credits at level of award9

Ratio of marks:

Levels 5/610:

Class of award

Final BA (Hons) Working with Children and Young People 6 360 90 (25:75) Honours Degree

Intermediate BA Working with Children and Young People 6 300 60 (25:75) Ordinary Degree

Intermediate Diploma of Higher Education Working with Children and Young People 5 240 90 Level 5 marks Dip HE

Intermediate Certificate of Higher Education Working with Children and Young People 4 120 90 Level 4 marks Cert HE

Award classifications

Mark/ band % Honours degree

70% - 100% First (1)

60% - 69.99% Upper second (2:1)

50% - 59.99% Lower second (2:2)

40% - 49.99% Third (3)

8 Total number of credits required to be eligible for the award. 9 Minimum number of credits required, at level of award, to be eligible for the award. 10 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award.

14 of 14

EXAMINATION AND ASSESSMENT REGULATIONS

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The following regulation is applied to students on the BA (Hons) Working with Children and Young People:

The student profile will be considered by the Course Leader at the end of year 2 to identify where existing elective choice over years 1 and 2 might be directly replicating a specialist route. Where direct replication is noted the student will be offered the opportunity to transfer to the specialist route. If the student chooses to remain on the Working with Children and Young People route their elective choices in Year 3 will be restricted to those electives which do not directly replicate a named specialist route. The elective restriction will be reported to the Course Examination Board.

With respect to the compensation of academic credit the following regulation will apply to all awards comprising the WCYP UG WBL programme:

i) Compensation of 20 credits per stage may be awarded.

ii) No more than 20 credits compensation may be awarded across modules of the same level irrespective of the stage in which the module occurs.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

N/A