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This document discusses the benefits and challenges of involving service users and carers in the development of the Practice Learning Qualification (SS) framework in Scotland. Service users and carers provided input at various stages of development, including working groups, consultation, and approval panels. Their involvement presented both opportunities and challenges. Key challenges included determining whose agenda was being met, defining the nature of the relationship between developers and service users/carers, addressing issues of representation and individual needs, and ensuring proper resources and support for involvement.
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This document discusses the Scottish Credit and Qualifications Framework (SCQF) and its recognition of prior informal learning. It outlines a pilot project to use recognition of prior learning (RPL) to help social service workers gain qualifications and confidence through assessing their existing skills and knowledge from life and work experiences. The pilot involved mentors guiding learners through reflecting on their experiences and mapping their learning to qualification standards. An evaluation found the RPL process effectively supported confidence building and understanding reflective practice, and identified existing skills for preparing to gain credits towards vocational qualifications. The materials and process were refined based on feedback and the pilot expanded to more organizations.
Defining Excellence In Learning Resource Provision
The toolkit is intended to provide guidance for practitioners and managers in evaluating LRS quality. It draws on peer review models developed in Wales and Scotland. The toolkit will contain key questions, quality indicators, and grade illustrations to assess LRS performance. A working party consisting of representatives from colleges across the UK helped develop the toolkit. The toolkit is meant to highlight the important role of LRS and provide a standard for self-evaluation and improvement.
Recognition.Higher Education Academy Fellows.17th annual seda conference 2012...
This document summarizes the 17th Annual SEDA Conference on excellence in teaching. The conference focused on recognizing, enhancing, evaluating, and achieving impact in teaching. It included a workshop on rewarding teaching and developing the identity of Higher Education Academy Fellows. The workshop aimed to better understand the UK Professional Standards Framework and professional recognition process. It also discussed how to systematically reward teaching within institutions. Key issues discussed included the lack of national systems that promote teaching's importance and perceptions that teaching is undervalued and underrewarded in UK higher education. The UK Professional Standards Framework was presented as a means to benchmark, develop, recognize, and reward teaching roles. Professional recognition through the Higher Education Academy was also discussed.
Pilkington and Eland
The SEDA Professional Development Framework (PDF) provides a system of awards to recognize professional development activities of higher education staff, with over 20 named awards addressing areas like leadership, teaching, research, and student support; institutions can have their professional development programs accredited under the PDF which benefits staff seeking national certification for their work.
Support for NQSWs & cont professional development
This document discusses several initiatives to support newly qualified social workers (NQSWs) in Scotland, including:
1) Pilot programs in several local authorities to provide NQSWs with protected time, supervision, learning opportunities, and formative and summative assessments over their first year of practice.
2) The development of benchmark standards and indicators for NQSWs focused on ethical practice, vulnerability, complexity, learning, and wellbeing.
3) Connections between the NQSW pilot programs, the Professional Recognition and Regulation framework, and a proposed new post-qualifying framework to support continuous learning and development for social workers.
Brendan D'Cruz, Workshop 2
This workshop was facilitated by Brendan D'Cruz and covered the integration of competence into the academic curriculum. This included the benefits and challenges of teaching competence and learning from what others do to address the issue of competence.
Micro credentials proposal by Koen Nomden
This document proposes a European approach to micro-credentials for lifelong learning and employability. It defines micro-credentials and establishes standard elements and principles for their design. The objectives are to enable people to acquire skills needed for changing labor markets and support providers in enhancing transparency and flexibility of learning. Recommendations include adopting the definition and standards, developing ecosystems for micro-credentials, and using them to upskill and reskill workers and support education and training. Member states would implement measures using EU funds and the Commission would support research, tools, cooperation and monitoring progress.
AC23 - SFC Kay Guccione and Charlotte Matheson.pdf
The Scottish Funding Council (SFC) convened an advisory group to provide recommendations on supporting postgraduate researchers in Scotland. The advisory group discussed several key issues, including how the Research Postgraduate Grant is currently used, developing principles for its accountability, and gathering evidence on equality, diversity and inclusion for postgraduate students. The group aims to enhance collaboration across universities and provide a value-added model for accountability that reduces workload. It will continue meeting through early 2024 to inform SFC's approach to supporting postgraduate researchers.
Hea enhancement event london oct2014_professional recognition writing consult...
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
Esu and scl emma di iorio, helsinki 28 october 2010
The document discusses student-centered learning (SCL) and the T4SCL project. It notes that SCL has become increasingly prominent in European higher education. The project aims to clarify and deepen understanding of SCL, increase capacity for its implementation, and develop SCL policy. Through research, a toolkit, and training, the project will contribute to discussions on effective SCL approaches and strategies. National case studies provide examples of challenges and promising practices in facilitating SCL.
Scope seminar introduction
The document proposes developing a framework of teaching expectations for higher education in Canada. It outlines the benefits of such a framework, including providing reference for teacher training, professional development, and accountability. Examples of frameworks from the UK are described, including areas of teaching activity, core knowledge, and professional values. Resources needed to implement a framework include a coordinating body, funding, stakeholder representatives, and support from institutions. Feedback received so far supports the idea and suggests Canadian teacher training could benefit from a national framework.
Developing a strategy for flexible learning programmes at NorthTec
Case Study presented at Future Learning and the Digital Conference June 2013 Auckland, New Zealand
Developing a strategy for flexible learning programmes in your organisation:
• How to develop and implement an institute wide strategy
• How to lead change initiatives and embed them into institutional practice
• Ways to effectively use technologies to engage and inspire learners and create accessible learning opportunities
• Tips on how to effectively integrate technology strategically into teaching and learning
Sharing the Learning from Innovation in Mental Health Practice
Mental health practice has a long history of person‐centred care approaches and recent initiatives and material have further developed this focus. This session will highlight what impact these initiatives have had..
DEAL e-Learning Standards 2017
This document outlines standards for distance education and learning (DEAL) courses. It discusses standards in several areas, including that presenters and sponsoring organizations should be credible sources of information and disclose conflicts of interest. Course overviews should provide information on content, structure, objectives and requirements. Competencies and objectives should be clearly communicated and aligned with learners' needs. Instruction should be accurate, up-to-date and support achieving objectives through interactive activities. Assessments should measure achieving objectives and collect learner feedback. The user experience should have a consistent design and easy navigation, while technologies should support content and engagement. Courses should accommodate diverse learners and accessibility needs.
Mark Novels CV - July15
Mark Novels has over 30 years of experience in the vocational education sector. He is currently the managing director of Novels Consulting Ltd, an education consultancy firm. Previously he held senior roles at the Qualifications and Curriculum Development Agency and City & Guilds, where he led major qualification reform initiatives. He has extensive experience developing qualifications, standards, and regulatory policies both in the UK and internationally.
QUALC Approach: Quality Assurance Network for Adult Learning Centres
The document summarizes the QUALC project, which aims to develop a quality assurance framework for adult learning organizations in Europe. The key points are:
1. QUALC seeks to define quality standards and provide quality certification for adult learning centers to improve opportunities for lifelong learning.
2. It involves partnerships across 8 European countries and draws on their experiences in quality assurance.
3. The proposed QUALC quality approach is based on principles of continuous quality improvement through sharing of experiences between learners, organizations, and communities.
QUALC Approach:Quality Assurance in Adult Learning Centres
The document summarizes the QUALC project, which aims to develop a quality assurance framework for adult learning organizations in Europe. The key points are:
1. QUALC seeks to define quality standards and provide quality certification for adult learning centers to improve opportunities for lifelong learning.
2. It involves partnerships across 8 European countries and draws on their experiences in quality assurance.
3. The proposed QUALC quality approach is based on principles of continuous quality improvement through sharing of experiences between learners, organizations, and communities.
QUALC Approach: Quality Assurance in Adult Learning Centers
The document summarizes the QUALC project, which aims to develop a quality assurance framework for adult learning organizations in Europe. The key points are:
1. QUALC seeks to define quality standards and provide quality certification for adult learning centers to improve opportunities for lifelong learning.
2. It involves partnerships across 8 European countries and draws on their experiences in quality assurance.
3. The proposed QUALC quality approach is based on principles of continuous quality improvement through sharing of experiences between learners, organizations, and communities.
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Hea enhancement event london oct2014_professional recognition writing consult...
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Esu and scl emma di iorio, helsinki 28 october 2010
Developing a strategy for flexible learning programmes at NorthTec
Developing a strategy for flexible learning programmes at NorthTec
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Sharing the Learning from Innovation in Mental Health Practice
QUALC Approach: Quality Assurance Network for Adult Learning Centres
QUALC Approach: Quality Assurance Network for Adult Learning Centres
QUALC Approach:Quality Assurance in Adult Learning Centres
QUALC Approach:Quality Assurance in Adult Learning Centres
QUALC Approach: Quality Assurance in Adult Learning Centers
QUALC Approach: Quality Assurance in Adult Learning Centers
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pepe432
The document summarizes a research program called GRIP (Growing Research in Practice) that aims to develop a culture of practitioner research among social workers in Auckland, New Zealand. The program brings together practitioners, academics, and agencies to conduct small-scale research projects on issues in their own practice. It provides mentoring, workshops, and resources to support practitioners in developing research skills and confidence. Early analysis finds the collaborative approach helped build research capacity and confidence among social workers, though challenges around time, knowledge, and resources remain. The program highlights the need for organizational support and commitment to further develop a culture of practitioner research in social work.
pepe322
This document summarizes a study on an innovative module aimed at collaborative learning between social work and nursing students. Preliminary findings suggest the module helped develop students' skills but also caused tensions as it pushed them out of their comfort zones. While motivation and understanding of topics increased, interprofessional practice and managing group dynamics proved more challenging. Further analysis is needed to explore facilitating groups and linking course topics to partnership experiences.
pepe121
The document discusses the impact of learning discourses on social work and examines the ideal of the learning organization. It presents findings from a study of continuing education in New Zealand social work. Key findings include: (1) practitioners acknowledge influential learning discourses but are cynical about their implementation; (2) viewing mistakes as learning opportunities is an ideal not always followed in practice; (3) feedback is unlikely in low-trust environments; and (4) continuous improvement is difficult due to unstable human services organizations. Practitioners want local, practical learning to meet needs rather than organizational priorities alone.
Keynote John Geates
The document discusses the training program for new police recruits in Scotland. It notes that the program focuses on developing knowledge, skills, attitudes and behaviors through a facilitative style. It has received several awards. Judges commented that the culture change and program could serve as a model for the rest of the UK. The program provides various certifications up to diploma and degree levels and aims to promote lifelong learning and professional development.
Pepe 2008 Keynote Myra Pearson
The document discusses the Scottish Teachers for a New Era (STNE) initiative, which aims to transform teacher learning and development. It outlines the goals and design principles of the STNE program, including developing teachers' curriculum knowledge, investigative skills, and ability to support all learners. The STNE model involves university-based learning, field experiences from years 1-6, and research on factors influencing the learning to teach process. Student reactions suggest the new collaborative and evidence-driven approach helps develop excellent, adaptive teachers who can tailor instruction to pupils' needs.
Pepe 2008 Keynote Alex Wilson
BT is a leading global communications company with over 100,000 employees operating in 170 countries. It has annual turnover of about £20.2 billion and principal lines of business include retail, wholesale, global services, and network operations. BT sees learning and developing its people as essential to its strategy of growing in new areas while defending traditional markets. It has a structured approach to identifying and developing talent through talent pools and leadership development programs aligned to its values of trustworthy, helpful, inspiring, and straightforward.
pepe351
This document summarizes a research study that examined the self-presentation styles and strategies used by beginning teachers during their internship. The study analyzed written cases produced by 51 teacher interns using Schütz's taxonomy of four self-presentation styles: assertive, offensive, protective, and defensive. The analysis found that interns used all four styles, with protective being less common. Interns sought to present themselves as competent teachers and encourage support through their cases. An example case demonstrated how one intern effectively used offensive, assertive, and defensive styles to establish an impression of competence in handling a classroom issue. The study suggests self-presentation styles may help explain teacher attrition and could be used to improve teachers' practice.
pepe321
The document summarizes a study that examined the needs and experiences of young people in residential care or who had left care in Saudi Arabia. The study used mixed methods including questionnaires, interviews, and observations across multiple residential care sites. Key findings included that many young people experienced multiple care placements and broken attachments, which impacted their identity development and self-esteem. The study concluded by considering policy and practice changes needed to better support these young people, such as exploring alternative family models and ensuring facilities are staffed by qualified caregivers.
pepe382
The document summarizes a study on social presence in blended social work education. It examines how social presence, a sense of community, and communities of practice relate to students' field experiences. Preliminary data shows that students in blended field experiences had more and longer comments, showing more affect. Qualitative results found that students felt field experiences and discussing experiences with others were most beneficial for learning. Students indicated aspects like field experience and interacting with others facilitated social presence most effectively.
pepe831
This document provides an overview of "The Debate Project" which aims to make a difference by better preparing social workers and residential child care workers. It discusses what the project does, including holding group meetings, teaching students, helping with staff selection and course development, and participating in research. It outlines positive feedback from students and goals of developing more skills and teaching methods. It lists some of the project's achievements like funding and accolades. It concludes by thanking various organizations that have supported the project.
pepe812
The document discusses the involvement of service users and carers in the qualifying programs at the University of Dundee. It outlines several modules where service user influence is incorporated, including policy, practice learning, and service user views. It also discusses the benefits of inclusion, such as helping students understand issues important to service users and regarding them as experts in their own situations. Service users were consulted about their experiences with student social workers and emphasized qualities like being friendly, approachable, good listeners, and able to communicate.
pepe811
1) The document summarizes a study exploring the illness experiences of individuals with chronic kidney disease through interviews over one year.
2) A core category of "enabling/disabling" was identified, relating to six health-related life skills that determine whether chronic kidney disease is properly identified, managed, and individuals are supported in learning to live with the condition.
3) Findings showed a lack of awareness and recognition of chronic kidney disease among participants and healthcare providers, and different coping strategies used by individuals to manage their condition.
pepe752
The document discusses authentic learning and how it can address the divide between classroom learning and real-world problem solving. Authentic learning involves ill-structured problems that resemble real-life situations and promotes deep learning through strategies like case studies, role-playing, and collaborative problem solving. It also discusses how multimedia and digital technologies can support authentic learning by allowing students to engage with complex problems and collaboratively construct their own understanding.
pepe661
This document discusses supporting the development and implementation of protocols relating to substance misuse and children. It provides statistics on the number of children affected by parental substance use in the UK. It advocates for a multi-agency approach and local protocols to protect children's welfare and ensure they are helped early. The challenges include overcoming professional resistance and different perspectives, while improving knowledge and collaboration. Workshops and training involving over 7,000 staff in Scotland aimed to address these challenges and help professionals recognize their role in effecting change for children's welfare.
pepe751
This document summarizes a study that aimed to scope current practices in work-based learning and assessment programs for health professionals in Scotland. The researchers conducted a literature review, interviewed key staff from 13 higher education institutions and health employers, and identified strengths and weaknesses of these programs. They found that work-based programs can effectively develop skills when robust partnerships exist, but they also require significant resources. The researchers recommended these programs for some healthcare education and training, but noted more research is needed to compare them to traditional education models.
pepe732
This document discusses a study on school-based teacher educators' perceptions of their role in preservice teacher education programs. The study found that these educators often feel marginalized by universities, who they see as not valuing their expertise or experiences. They report poor communication from universities and feeling unsupported in their efforts to provide feedback on struggling preservice teachers. However, some school-based educators have developed stronger relationships with universities that make them feel more like partners in the process. The researcher concludes universities should work to recognize these educators' knowledge and perspectives to improve preservice teacher education programs and the support provided.
pepe641
The document summarizes research conducted in two care homes that examined the values of different staff members in their work with older people. A questionnaire was administered to staff from various disciplines to analyze their responses to ethical dilemmas. The findings showed some differences between health and social care staff in their answers, though numbers were small. Overall, respondents displayed some ageist assumptions and a utilitarian approach to decision making. Training needs identified included articulating ethical principles, addressing ageist attitudes, defining duty of care, and developing autonomous moral decision making. The implications for service users were left for discussion.
pepe651
The document discusses using speed dating techniques in educational settings to facilitate meaningful conversations in large classes. Speed dating involves having brief conversations on a specific topic. The author proposes using it for getting students acquainted, peer teaching of course content, and exam revision. Examples of speed dating questions are provided.
pepe632
This document discusses research on using technology to enable peer supervision for social workers in rural and remote areas of Australia. It outlines the need for regular supervision, definitions of key terms, and the methodology used. Interviews and focus groups with participants provided largely positive feedback on the peer supervision experience and benefits like sharing knowledge and feeling less isolated. Challenges included costs, availability, and high turnover of rural social workers. The research aims to contribute to acceptance of peer supervision and use of technology to overcome geographic barriers to supervision.
pepe631
This document summarizes research on mentoring programs in the public sector. It reviewed 25 research papers on public sector mentoring programs. Most programs aimed to develop new or existing leaders, though some targeted new employees or had affirmative action goals. Benefits included improved skills, confidence and support for both mentors and mentees. However, lack of time, poor mentor training and mismatching mentors and mentees were common challenges. Effective programs require investment, clear goals, mentor training and support from senior leadership.
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