Employability in the curriculum


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  • Learning encompasses all learning skills and includes ICT, information and media literacies, digital scholarship, collaboration, and managing digital identities: a digitally literate learner is flexible and reflective, confident and capable of selecting appropriate tools and software for effective scholarship and research.
  • Employability in the curriculum

    1. 1. Developing Employability Skills through the Curriculum Give someone a fish and they will eat well for a day. Give them a fishing rod and they will eat well for life. Anon. Sarra Saffron Powell Educational Development Curriculum Review Coordinator Team Sarrasaf@liv.ac.uk xt. 41180
    2. 2. Learning Outcomes• Participants will explore ways in which Employability impacts curricula s and will consider skills and attribute development through a range of frameworks including the CBI Framework, Learning and Digital Literacies, and professional & statutory bodies.• Participants will consider implementation, integration, learning activities and assessment.• Participants will be introduced to a tool to get started, other information sources and who can help (curriculum review support structure).
    3. 3. IntroductionsBriefly introduce yourselves… School and teaching responsibilities?
    4. 4. What are the drivers for employability? Sector wide?Local (University of Liverpool)? Professional Bodies? 10 mins
    5. 5. Fees (economic contracts and consumer choice)Access Agreements (Panel on Fair Access to theProfessions 2009) HEFCE fundingStudent expectation Digital technologiesNSS – Guild agendas Employment StrategyRussell Group CompetitorsUoL Strategy and Policy (Strategic Aims)Improving Student ExperienceHigher Education Achievement Record (HEAR)Internationalisation (global economy)QA standardsProfessional Bodies and CouncilsCo/extra curricula (Liverpool Life)Curriculum ReviewEmployers – CBI skill setsLow economic growth …… …others?
    6. 6. Employability is high on the agendaEmbedding employability into the core of higher education willcontinue to be a key priority of Government, universities andcolleges, and employers. This will bring both significant privateand public benefit, demonstrating higher education’s broaderrole in contributing to economic growth as well as its vital role insocial and cultural development. (HEFCE 2011, p5)Pegg A, Waldock J, Hendy-Isaac S, Lawton R, (2012) Pedagogy foremployability, HEA, YorkNB: HEFCE (Higher Education Funding Council for England) allocates funding from theGovernment to universities and colleges
    7. 7. Challenges for HEIs – Employability is a significant responseIn an environment of high tuition fees and low economic growth,student expectations of both the qualification, and theexperience of higher education (HE) itself, have been raised andquestioned. Many HEIs are now adopting a renewed focus onthe student experience and in engaging students as partners inlearning. The challenge for HEIs is to address this throughenhancing the quality of pedagogical approaches: the context ofdelivery, curricula construction and recognition of the impactthat co-curricular and extra-curricular activities have inencouraging students to become confident learners andindividuals capable of making a full contribution to society.Pegg A, Waldock J, Hendy-Isaac S, Lawton R, (2012) Pedagogy for employability, HEA,York
    8. 8. So what is Employability?
    9. 9. Two definitions and a starting pointA set of achievements – skills, understandings and personalattributes – that makes graduates more likely to gainemployment and be successful in their chosenoccupations, which benefits themselves, the workforce, thecommunity and the economy.(ESECT*, based on Yorke 2006)Pegg A, Waldock J, Hendy-Isaac S, Lawton R, (2012) Pedagogy foremployability, HEA, York* Higher Education Academy and the Enhancing Student Employability Co-ordinationTeam (ESECT) An employment approach
    10. 10. Employability is not just about getting a job. …Employability ismore than about developing attributes, techniques orexperience just to enable a student to get a job, or to progresswithin a current career. It is about learning and the emphasis isless on ‘employ’ and more on ‘ability’. In essence, the emphasisis on developing critical, reflective abilities, with a view toempowering and enhancing the learner.(Harvey 2003)Pegg A, Waldock J, Hendy-Isaac S, Lawton R, (2012) Pedagogy foremployability, HEA, York An employability approach
    11. 11. The “skills” debate…What are the differences between skills and attributes? (no clear, agreed definitions in lit.)How can we ensure they are adequately developed?
    12. 12. So what is Employability at UoL?
    13. 13. UoL Employability StrategyA set of skills, knowledge and personal attributes that make anindividual more likely to secure and be successful in theirchosen occupation(s) to the benefit of themselves, theworkforce the community and the economy ((HEA, 2006).The development of University wide Employability Strategyrequires an integrated approach based in a curricular, cocurricula and extra curricula collaboration.University of Liverpool, Employability Strategy, 2012
    14. 14. CBI skills setsNUS, CBI (2012) Working towards your future: Making the most of your timein higher education,http://www.nus.org.uk/Global/CBI_NUS_Employability%20report_May%202011.pdf
    15. 15. CBI skills sets1. Self-reliance skills: self-management, readiness to accept responsibility, flexibility, resilience, time-management;2. People skills: teamwork, communication skills, listening andquestioning, respecting others, contributing to discussions;3. General employment skills: problem solving, literacy,numeracy;4. Specialist skills: business and customer awareness,application of IT.University of Liverpool, Employability Strategy, 2012
    16. 16. Overlap and synergy with DigitalLiteracy and Learning Skills Strategy**In consolation Nov 2012
    17. 17. Digital Literacy and Learning Strategy*all students are given the opportunity to develop learning andstudy skillsstudents are able to develop the digital learning skills they needfor study and employmentthe contribution that the development of learning and digitalliteracy skills makes to the enhancement of student employabilityis clearly articulatedThe University of Liverpool, Learning and Digital Literacy Learning Strategy, 2012 Draft,*in consultation - revised Learning and study Skills Strategy
    18. 18. digital learning competences ensure students are adequatelyequipped for living, learning, working and researching in acontinually developing digital worldEmployers are increasingly expecting graduates to be conversantwith a range of information, communication and media tools.
    19. 19. ESECT Key findings• Development takes time – months and years.• Development takes practice.• Students need to hear, repeatedly, what it is intended that they learn in order to understand what that means, to know ways of judging what they have achieved, and to see how to improve.• Ideally, this would mean programme-level planning having priority over planning at the level of the module.Mantz Y, Knight P T, ( 2006) Embedding employability into the curriculum, HEA, York* Higher Education Academy and the Enhancing Student Employability Co-ordinationTeam (ESECT)
    20. 20. So how might employability in the curriculum look?
    21. 21. Employability through the whole curriculum?Employability in the core (key skills) curriculum?Work-based or work-related learning incorporated asone or more components within the curriculum?Employability-related module(s) within the curriculum?Work-based or work-related learning in parallel withthe curriculum?Mantz Y, Knight P T, ( 2006) Embedding employability into the curriculum, HEA, York
    22. 22. So how does employability in your current curriculum look?Does it support digital literacy ad learning skills? When is employability introduced to your students – how and who by?
    23. 23. In reality hybrid models most effective
    24. 24. Skills auditing – a common auditing tool for employability Skills auditing identifies the gaps Foregrounds programme <>module correlations Based on pedagogical model: curriculum alignment
    25. 25. Underpinned by ‘Constructive alignment’(outcomes based approach), Biggs, (2003)Learning Outcomes (LO) – Taught activities most likely to lead to LO - Practice assessment of LO - Assess arrive at final grade
    26. 26. Curriculum mapping– Module Leaders discuss interpretation of terms (what they mean and is there synergy with Digital Literacy and learning skills?)– Check understanding of proformas (e.g how much evidence constitutes confirmation that a skill is taught/practised/assessed?)– Module leaders undertake mapping exercise where skills are explicitly taught/practiced assessed
    27. 27. Curriculum mappingInformation from the mapping performance can collated intothe chart/spreadsheet to look at the overall picture (seeexample)Issues/questions can then be discussed - e.g. are all skillscovered; are there any instances where the students areassessed the skill level not been taught their skill; are thereissues of skill development and progression from years 1 to 2 in2 to 3 (for undergraduate courses)
    28. 28. Curriculum mappingThe information from the mapping for the modulescould not be used to revisit the learning outcomes eachpatrol/programmes. The whole process can oftenhighlight skills may not previously explicitly stated aslearning outcomes
    29. 29. You are not alone….
    30. 30. Curriculum Review Team curriculumreview@liverpool.ac.uk
    31. 31. Liverpool Life
    32. 32. iLearn (student skills development) 250+ resources Skills diagnostic Subject specific: Management Key lab skills Physics Stats for Psychologysarrasaf@liv.ac.uk
    33. 33. Developing Digital Literacies Working GroupTunde Varga Atkintva@liv.ac.uksarrasaf@liv.ac.uk
    34. 34. iTeach (relaunch Aug 2013) Sarrasaf@liv.ac.uk
    35. 35. Sources of support, resources and tools• Careers Faculty Employability consultants (Employability Strategy Implementation Plans)• Student facing workshops• Employer led programmes• Online Programme and Module Planner (coming soon!)• eLearning Unit• Educational Development (workshops)• PGCert – 402 Module Design and Evaluation• Guild input• Professional Bodies guidance and Subject Benchmarking• Higher Education Academy• ESECT literature etc
    36. 36. Summary• In response to economic conditions, Employability is high on all national and local agendas • Employability is defined variously and not always helpfully • Employability can take many shapes in the curriculum • Employability Strategy to be implemented across University• The strategy is based on CBI skills sets which must be included in curriculum • The strategy adopts a curricula, co curricula and extra curricula model • Employability is closely related to digital literacy and learning skills development • Skills auditing is a useful starting point to embed Employability into the curriculum • There are a range of resources to develop curriculum
    37. 37. • Feedback please
    38. 38. ReferencesPegg A, Waldock J, Hendy-Isaac S, Lawton R, (2012) Pedagogy for employability, HEA, YorkEducational Development and Developing Digital Literacies Working Group (Feb 2012), Learning and DigitalLiteracy Skills Strategy, draft version 7, Educational Development and Developing Digital Literacies WorkingGroupMantz Y, Knight P T, ( 2006) Embedding employability into the curriculum, HEA, York [accessed 29/11/2012]http://www.heacademy.ac.uk/assets/documents/employability/id460_embedding_employability_into_the_curriculum_338.pdfNUS, CBI (2012) Working towards your future: Making the most of your time in higher education, [accessed29/11/2012] http://www.nus.org.uk/Global/CBI_NUS_Employability%20report_May%202011.pdfUniversity of Liverpool, Employability Strategy, 2012,Biggs, J (2003) Aligning Teaching and Assessment to Curriculum Objectives, (Imaginative CurriculumProject, LTSN Generic Centre)