Presentation for wbl event on 28 june 2011 v2

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Presentation for wbl event on 28 june 2011 v2

  1. 1. Edinburgh, Lothians, Fife and Borders Regional Articulation Hub Work-Based Maturity Toolkit – ELRAH Pilot Insert image here
  2. 2. Context for Pilot <ul><li>ELRAH is a 5 year project funded by Scottish Funding Council to promote progression with advanced standing (articulation) to degree study using qualifications gained in college. </li></ul><ul><li>Strand of our work has been to explore progression to degree level study using work-based qualifications and the development of work-based degrees programmes </li></ul><ul><li>Our WBL model has been developed and used to inform the development of a new degree in Youth Working. </li></ul><ul><li>The BA Youth Work has been developed in partnership involving Edinburgh Napier University, Edinburgh’s Telford College and Edinburgh City Council (Community Learning Development Partnership). </li></ul>
  3. 3. Programme Framework Stage 1: 120 Credits (SCQF level 7) Cert HE (120 Credits) Stage 2: 120 Credits (SCQF level 8) Dip HE (240 Credits) Stage 3: 120 Credits (SCQF level 9) Napier Foundation Degree (300 Credits) Ordinary Degree (360 Credits) Stage 4: 120 Credits (SCQF level 10) Honours Degree 480 Credits Entry: RPL Prof. Dev Award (PDA ) HNC
  4. 4. Reasons for Using the ToolKit <ul><li>Inform the design, development and delivery of the BA Youth Work (Formative Evaluation). </li></ul><ul><li>Assess Faculty/School Readiness for WBL </li></ul><ul><li>Promote the Youth Work Model to others in Edinburgh Napier University and to other ELRAH Partners and other Universities in Scotland through the Articulation Hub Network (5 Articulation Hubs in Scotland) and Scotland’s Work-Based Learning Forum (QAA). </li></ul>
  5. 5. Area of Focus Area of Focus Criteria Faculty/School/ Department Readiness 2.2 Partnership Working 2.3 Business & Commercial Approaches. 2.4 Training and Support for External Staff and Employers 2.5 Evaluation and Review of programme Programme Design 3.1 Alignment with Employer/Employee needs 3.2 Qualifications Pathways and Credit 3.3 Development and Planning for Validation 3.4 Alignment with professional Standards 3.5 APEL 3.6/ 3.7 Curriculum Design 3.8 Integration of ICT 3.9 Learning outcomes 3.10 Business Case
  6. 6. Area of Focus Area of Focus Criteria The Learner Experience 6.1 Pre-entry 6.2 Programme Induction Usable and Accessible Technologies 7.1 Systems to Support Employer Engagement 7.2 Tools to allow evidence collection, learner reflection and related dialogue 7.3 Assessment and Feedback Tools 7.4 Tools to support communication and knowledge sharing
  7. 7. Methodology Stage Activities Timescale Planning ELRAH Project Director: Presentation for BA Youth Work Project Team. April 2011 Commitment and Customisation ELRAH Director/BA Youth Work Project Board Introduce Toolkit to BA Youth Work project Board Agreed Focus /Timescale for Data Collection Agreed who would participate in data collection activities Prepared Brief for External Project Evaluator using Agreed Toolkit Criteria May 2011
  8. 8. Methodology Stage Activities Timescale Evidence Collection & Synthesis External Evaluator: Interviews with Key BA Youth Work Stakeholders June 2011 Levelling/Action Meeting External Evaluator: Meeting with ELRAH Director/ Project Board June 2011 Dissemination Paper to “Articulation for All” Workshop Paper to ELRAH Board Workshop for ENU May 2011 June 2011 July 2011
  9. 9. Key Outcomes/ Actions <ul><li>FACULTY/SCHOOL READINESS </li></ul><ul><li>Outcomes: </li></ul><ul><li>Partnership roles and responsibilities are clearly defined in Validation Documentation and Collaborative Agreement </li></ul><ul><li>All partners are involved in programme delivery throughout at all levels. </li></ul><ul><li>Actions: </li></ul><ul><li>(Work-based) Mentor and Assessor training is now being put in place for WBL Mentors and Assessors </li></ul><ul><li>WB/ College staff delivering the programme will be eligible to enrol on the University’s PGCERT in Learning and Teaching in HE (recommendation from validation). </li></ul><ul><li>Programme leader will co-ordinate monthly communications with WBL Mentors/Assessors and College delivery team to continuously evaluate programme delivery. </li></ul><ul><li>Procedures to be reviewed to assess time to bring WB products to Market. </li></ul><ul><li>Assess impact on employer. </li></ul><ul><li>Assess business model. </li></ul>
  10. 10. Key Outcomes/ Actions <ul><li>PROGRAMME DESIGN </li></ul><ul><li>Outcomes: </li></ul><ul><li>Blended delivery model with only 8 hours of “attendance” required per module (not mandatory). </li></ul><ul><li>RPL is an integral part of the programme design. Applicants will be assessed using RPL criteria and placed on the programme. </li></ul><ul><li>Advanced Entry to Stages 2 and 3 will be offered from the outset. </li></ul><ul><li>Programme offers different exit qualifications all levelled to SCQF. </li></ul><ul><li>Programme takes 5 years to complete Hons Degree (no loss of time). </li></ul><ul><li>Validation event was held at partner college. Validation team included representation from across the partnership. </li></ul><ul><li>Qualification LOs have been mapped to the Occupational Standards for Youth Workers and to relevant subject benchmarks. </li></ul><ul><li>Framework has generic modules: “ Learner Centred Development in the Work Place / “Active learning in the workplace”. </li></ul><ul><li>Study Skills are embedded: “Personal Development Planning for Academic Success”. </li></ul>
  11. 11. Key Outcomes/ Actions <ul><li>THE LEARNER EXPERIENCE </li></ul><ul><li>Outcomes: </li></ul><ul><li>Series of leaflets and information events have been developed to promote programme ( Run in Employer venues). </li></ul><ul><li>Entry allows for WB qualifications and RPL for people with expertise but not qualifications. </li></ul><ul><li>Actions: </li></ul><ul><li>Tailored Induction is in development. PDP will be part of this. </li></ul><ul><li>More work is needed to assess digital literacy levels of recruits. </li></ul><ul><li>RPL guidelines are being prepared for applicants. </li></ul>
  12. 12. Key Outcomes/ Actions <ul><li>USEABLE AND ACCESSIBLE TECHNOLOGIES </li></ul><ul><li>Outcomes: </li></ul><ul><li>Technology has been integrated into programme design (e-Portfolios, Blogs etc). </li></ul><ul><li>Actions: </li></ul><ul><li>Need for access diagnostics of work-place venues. </li></ul><ul><li>Induction onwards needs to build digital literacy skills (staff and students). </li></ul><ul><li>Work is underway to develop technologies for ensuring strong communication between programme team members including work-based mentors. </li></ul><ul><li>Explore virtual classroom tools ( e.g. Elluminate, Big Blue Button) for sessions that are delivered on campus to accommodate people who can’t attend. </li></ul><ul><li>Investigate use of audio feedback. </li></ul><ul><li>Explore e-assessment techniques. </li></ul><ul><li>Explore e-Apel to increase efficiency. </li></ul>

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