This document outlines a project between Kibble Education and Care Centre and the University of the West of Scotland to develop a degree program incorporating prior learning and work-based learning. The program would assess staff for recognition of prior learning and credit transfer towards degrees. It would develop core modules in social pedagogy along with a work-based opportunities module. This would allow staff to complete degrees in a flexible manner using recognition of prior learning, work-based learning modules, and existing UWS modules. The benefits would include more efficient training, showing commitment to staff development, and improving retention. Potential barriers include costs, sustainability, and organizational culture, but finding ways to address these could motivate staff learning.

1. Past, Present and Future –
Incorporating Prior and Workbased
Learning in the Development of a
Degree Programme
CAMEL Group
Skye
April 2013

2. Choose UWS/2010
Key Objectives
Identify a process to link
employer led staff development
to UWS awards
Develop best practice in
partnership working meeting the
needs of employers, employees
and UWS
Focus on sustainable
engagement
Develop an integrated approach
to employer engagement
incorporating RPL, WBL and
UWS modules

3. Potted History of Kibble
Education and Care Centre
•1840 Miss Elizabeth Kibble dies. And an
endowment is set up
•1859 Kibble Reformatory School opens
•1932 Re-designated as an Approved
School
•1971 Becomes a List D School
•1996 Kibble Education and Care opens
•2011 Kibble accepts referrals for both
males and females

4. “The Kibble”
 Has been providing child
and youth care for over 150
years
Is one of Scotland’s
leading Social Enterprises
turning round the lives of
some of the most
disadvantaged young
people in Scotland
Provides a stable,
purposeful, safe and happy
environment for young
people in trouble

5. Kibble Education and Care
Centre – The Project
Assess staff for RPL and the transfer of credit
Facilitate APEL for staff through engagement with
Making Experience Count module where appropria
Develop core Social Pedagogy module(s)
Enrol a cohort of staff onto the Workbased Opport
module (20 points at SCQF level 8)
Identify existing UWS modules for inclusion in the
programme

6. www.scqf.org.uk

7. Programme Pathway
Option of double/triple
modules
Level 8
Work Based Opportunities
Module (LSCI)
Social Pedagogy Stage 2
(CORE)
+ 1 module
Work Based Opportunities
Module (LSCI)
Social Pedagogy Stage 2
(CORE)
+ 1 module
Work Based Opportunities
Module (LSCI)
Social Pedagogy Stage 2
(CORE)
+ 1 module
Work Based Opportunities
Module (LSCI) Social
Pedagogy Stage 2
(CORE)
+ 4 modules
Work Based Opportunities
Module (LSCI) Social
Pedagogy Stage 2
(CORE)
+ 4 modules
Level 7
Introduction to Social
Pedagogy (CORE)
Introduction to Social
Pedagogy (CORE)
Introduction to Social
Pedagogy (CORE)
Introduction to Social
Pedagogy (CORE)
APEL for 100 credits
Making Experience Count
Introduction to Social
Pedagogy (CORE)
DEGREE Related*
and non related
HNC SOCIAL CARE and
SVQ4
HND
RELATED
HNC SOCIAL CARE
HNC
UNRELATED

8. Benefits of RPL
For the student
Gaining credit and recognition for
learning increases confidence,
motivation and self esteem
Encourages further learning
No need to repeat learning experiences
for things they already know and for
which they can provide suitable
evidence
Enhances employment opportunities by
gaining a recognised qualification more
quickly saving time and money

9. For the Employer
More efficient use of the training budget
avoiding duplication of learning and
identifying the best way to meet skills
gaps
Provides a framework for skills
development and CPD enabling
employers to:
• Show a commitment to workforce
development
• Improve staff retention
Benefits of RPL

10. Recognition of Prior
Learning
Experiences are looked at and those where
significant learning has occurred are selected.
Clear statements in the form of learning
outcomes are written making sure that:
• Learning is at the right level.
• There is a clear link between theoretical
knowledge and practical application
• Learning has been kept up to date.
Evidence in support of the claim to learning is
collected and collated this takes the form of a
written report accompanied by a portfolio of
evidence

11. Why engage in WBL?
Links into SCQF
Encourages and motivates
Gives sense of achievement
Enhances reflection
Employer engagement

12. Indicators of what is
expected of the student
Designed to engage
students in the learning
process
Linked to subject
benchmark statements
and/or level descriptors
Learning
Outcomes are:

13. Workbased Opportunities - Learning Outcomes
Outline the skills and personal qualities needed to
effectively identify patterns of self-defeating behaviours
in young people.
Utilise an interactive therapeutic strategy such as the
Life Space Crisis Intervention (LSCI) to turn crisis
situations into learning opportunities.
Produce a reflective analysis of how LSCI has
contributed to your interpersonal skills and relate this to
the culture within your workplace and to government
initiatives.
Recognise the value of effective debriefing and how this
contributes to working practices.

14. Barriers/Risks
• Costs
• Economic climate,
• Benefits of staff development
• Sustainability
• Culture
• Resources
The will needs to be there to find a
way

15. What Students Say
Made me reflect on my working
practices and question why I did
things.
Gave me the confidence to suggest
different ways of working.
Made me appreciate what I had
achieved within the workplace.
I have caught the learning bug!

16. Lifelong Learning
Academy
Lea McKay
Director,
Lifelong Learning Academy
UWS
Lea McKay@uws.ac.uk
0141 848 3514