Fd In Cps Ebta Presentation Final


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  • Why we decided to do it Basic structure Core WBL courses Learning Plan Negotiated learning programme Advantages for students Advantages for employers Issues
  • Experience of developing Fds in ICT & BIT. Questionable relevance of NOS, skills’ frameworks and SSC Fd frameworks to many of the students undertaking these qualifications. Need to engage employers and learners ‘at the coal face’. Flexibility and responsiveness to expressed need - but with the need to have a structure that facilitates a focussed discussion about learning and development needs. Popularity of Open degree model 30,000 link to Open degree and 4500 graduate with an Open degree each year.
  • Learning & development plan is incorporated within the first WBL course (30 credits) and the main functional outcome is a negotiated programme of learning (180 credits) that seeks to align PCD aspirations with organizational objectives. The final wbl course (30 credits), which as well as having specific subject content, acts as a study review and planning vehicle.
  • Structured process: - identifying existing skills, knowledge & values - examining current personal and career situation - developing P&CD plans to meet aspirations   Outcomes - Clearly many outcomes derive from the compilation of such a plan; however, the main one as far as the FdCPS is concerned is the negotiated learning programme, which identifies a coherent learning programme to enable students to progress towards their qualification aim (FdCPS initially).  
  • Present and future components of NLP.
  • Market research and consultations carried out, but need to test the proposition for real. Need to work within current institutional systems and processes, whilst at the same time making a case for innovation. OU is a complicated beast. Need to develop something that is scalable and practical. LtW pilot in the East Midlands - and possibly another one in Scotland.
  • Fd In Cps Ebta Presentation Final

    1. 1. Developing the Foundation Degree in Combined Professional Studies (FdCPS) Neil Murray, Lecturer in Work-based Learning
    2. 2. Why the FdCPS? <ul><ul><li>Cross sectoral approach - Perceived need for a qualification that challenges/complements the sectoral approach to Fd development </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Engagement - Desire to produce a vehicle capable of engaging learners and employers </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><ul><li>Flexibility & responsiveness - Structured ‘shell’ approach to negotiated work-based/related learning </li></ul></ul><ul><ul><li>OU expertise in supported open and distance learning - OU Open Degree model </li></ul></ul>
    3. 3. Basic structure of the FdCPS Career development and employability 30 credits at level 1 Seeks to align PCD aspirations with organizational objectives 180 credits (min. 90 at level 2 ) Change, strategy and projects at work 30 credits at level 2 First Course Learning & development plan Negotiated programme Final Course
    4. 4. T122 - Outline <ul><ul><li>Learning to learn at work </li></ul></ul><ul><ul><li>Reflective practice </li></ul></ul><ul><ul><li>NOS & skills frameworks </li></ul></ul><ul><ul><li>PCDP </li></ul></ul><ul><ul><li>Researching the workplace </li></ul></ul><ul><ul><li>Understanding the organizational context </li></ul></ul><ul><ul><li>Employability </li></ul></ul>
    5. 5. T227 - Outline <ul><ul><li>Understanding the drivers of organizational change </li></ul></ul><ul><ul><li>Analyzing the organizational context </li></ul></ul><ul><ul><li>Awareness of strategic planning </li></ul></ul><ul><ul><li>Developing and presenting a proposal for a real work-based improvement project </li></ul></ul><ul><ul><li>PCDP </li></ul></ul><ul><ul><li>Employability </li></ul></ul>
    6. 6. Learning & Development Plan - Overview Learning & Development Plan Careers Advice EBTA Credit Transfer NOS/Skills Frameworks APEL Fd Frameworks Work context P&CDP
    7. 7. Negotiated learning programme <ul><ul><li>180 credits (minimum 90 at level 2 ) </li></ul></ul><ul><ul><li>Components: </li></ul></ul><ul><ul><ul><li>Now </li></ul></ul></ul><ul><ul><ul><ul><li>OU courses </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Credit transfer for previously certificated learning </li></ul></ul></ul></ul><ul><ul><ul><li>In the future </li></ul></ul></ul><ul><ul><ul><ul><li>Recognition of prior experiential learning </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Credit for development undertaken at work </li></ul></ul></ul></ul>
    8. 8. Areas of study <ul><li>Arts and Humanities </li></ul><ul><li>Business & Management </li></ul><ul><li>Childhood and Youth </li></ul><ul><li>Computing and ICT </li></ul><ul><li>Education </li></ul><ul><li>Engineering & Technology </li></ul><ul><li>Environment, Development & International Studies </li></ul><ul><li>Health & Social Care </li></ul><ul><li>Languages </li></ul><ul><li>Law </li></ul><ul><li>Mathematics & Statistics </li></ul><ul><li>Psychology </li></ul><ul><li>Science </li></ul><ul><li>Social Sciences </li></ul>Over 570 university-level courses in around 60 subjects
    9. 9. Advantages for students <ul><ul><li>Accreditation - Students work towards a HE qualification that meets personal and professional needs and interests </li></ul></ul><ul><ul><li>Improve skills/employability – Supports career progression/marketability </li></ul></ul><ul><ul><li>Earn while they learn – No need to take time off work </li></ul></ul><ul><ul><li>Over 570 courses - Choose from a wide range of subjects </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Re-assess options – Review progress/options at specific points in the learning programme </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Progression - BA/BSc (Honours) Open degree or named honours degree </li></ul></ul>
    10. 10. Advantages for employers <ul><ul><li>Direct role in negotiating a programme of study - Align learning programme with specific business needs </li></ul></ul><ul><ul><li>Support employees - Develop a learning programme based on their work and progression opportunities within the organisation </li></ul></ul><ul><ul><li>Work-based learning - Employees complete real work-based activities and learn to integrate theory with practice </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><ul><li>Supported distance learning - No need to release employees for lectures/seminars </li></ul></ul>
    11. 11. Issues/Questions <ul><li>Market attractiveness </li></ul><ul><li>Tension between innovation and institutional systems </li></ul><ul><li>Scalability </li></ul><ul><li>Pilot approach favoured </li></ul><ul><li>Questions? </li></ul>