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Employability and work-based learning

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Information on employability and work-based learning contributing to a session on the PostGraduate Certificate in Higher Education at the University of Wales, Newport

Information on employability and work-based learning contributing to a session on the PostGraduate Certificate in Higher Education at the University of Wales, Newport

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  • 1. Employability and work-based learning .
    Dr Jo SmedleyAssociate Dean (Learning & Teaching), Newport Business School
    1
  • 2. Employability and Work-based Learning
    This chapter raises awareness of the benefits of linking learning and teaching to real-life employment situations with associated case studies and perspectives from employers and graduates to provide guidance for future developments.
    Core knowledge:
    Appropriate methods for teaching and learning in the subject area and at the level of the academic programme
    How students learn, both generally and in the subject
    Activity areas:
    Teaching and/or supporting student learning
    Developing effective environments and student support and guidance
    Professional values:
    Commitment to development of learning communities
    Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity"
  • 3. About employability
    Employability: a person's capability of:-
    gaining initial employment
    maintaining employment
    obtaining new employment if required (Hillage and Pollard, 1998)
    Employability depends on:-
    the knowledge, skills and abilities they possess
    the way they use those assets and present them to employers
    the context (e.g. personal circumstances and labour market environment) within which they seek work.
  • 4. Where is the Drive Coming From?
    Page 4
    Where is the need for leadership and management training and development is coming from, what/who is the chief driver for this?
    Leadership and management development is important to almost all companies and very important to 77%. This is even higher in Corporates (more than 1000 employees)
    A belief in leadership and management development at the senior level is most likely to have an influence on practice.
    This indicates that helping senior management see the benefits of leadership and management development in their staff will have a positive impact
    % Respondents
    Base: 100
  • 5. Deliverables: Employers and Workplace Skills
    Page 5
    When it comes to deliverables for your staff from a leadership and management programme, what are you most looking for your staff to have developed… RANK IN ORDER OF IMPORTANCE
    Proportion ranked 1st
    % Respondents
    Base: 99
  • 6. Page 6
    Course Preferences
    I am going to read some pairs of issues associated with courses for leadership and management development. Thinking of what you are looking for, which of these do you lean towards?
    SCALE: Strongly lean towards, Generally lean towards, or lean towards neither
    Preference for in house delivery of training
    Preference for external providers
    Courses are delivered by a reputable University or Institute of Higher Education
    Courses are delivered by a reputable private training company
    Courses are certificated and carry a formal recognised qualification
    Course are not certificated with a formal qualification
    Courses are specifically designed for our organisation
    Course are generally available to all companies and individuals
    Courses offer a flexible learning approaches
    Courses are delivered using traditional modes of attendance
    Courses meet the needs of employees
    Courses meets the needs of the employer
    Courses are strongly theory based
    Courses are strongly practically based
    The employer is heavily involved in the programme of learning
    The training provider determines most aspects and the employer is not involved in the learning programme
    Content delivery uses multi modal teaching methods e.g. interactive electronic teaching materials
    Content delivery utilises traditional teaching methods i.e. lectures, tutorials, practicals
    Stand alone accredited modules which could build to a formal qualification
    Complete formal qualification
    Strongly lean towards
    Lean towards neither
    Strongly lean towards
    Base: 100
  • 7. Preferred Teaching MethodsFlexible Delivery and Engagement
    Page 7
    Which of these teaching methods are you looking for from education and skills development courses in leadership and management
    % Respondents
    Base: 99
  • 8. Work Based Projects Are Most Effective
    Page 8
    Which do you feel is most effective in developing the leadership and management skills you need? ALL ISSUES IDENTIFIED IN PREVIOUS QUESTION, RANK IN ORDER OF EFFECTIVENESS
    First
    Rank
    Last
    Mean Score
    (Ranking from 1st to 7th )
    Base: 99
  • 9. Assessment Preferences For Longer And Shorter Courses
    Page 9
    Which approaches to assessment are you looking for, for longer formal qualifications or modules which build to qualifications?
    And for shorter courses e.g. CPD, executive education, bespoke courses?
    Presentations and extended writing are the most preferred methods
    There is an expectation that longer courses will have a range of different assessment methods whereas presentations and group work as a form of assessment are clearly expected for short courses
    Other suggestions include continuous assessment and feedback/proof of progress to managers
    % of respondents
    Base: 95; 92
  • 10. Employer Led, Employee Gain...
    Page 10
    90% of large companies have a programme in place or a preferred/restricted list.
    Only 10% of the L&M training market is available without working with employers in some way
    There is the potential for partnerships with private providers and learning organisations to increase visibility and credibility
  • 11. Developing effective environments and student support and guidance
    • Work-related learning
    • 12. Liaison
    • 13. Building on experience, e.g. past projects
    • 14. Work-placement learning
    • 15. Employer expectations
    • 16. Learning from experience
    • 17. Work-based learning
    • 18. Communities of practice
    • 19. Flexible and accessible developments
  • Professional values
    Commitment to development of learning communities
    Peer-to-peer
    Employer engagement
    Benefits
    Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity
    Equal access

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