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The Gloucestershire Framework Personal and Professional Development

The Gloucestershire Framework Personal and Professional Development. Professor Stephen Hill Dean of Teaching and Learning Innovation University of Gloucestershire University of Gloucestershire 7 April 2010. Stakeholders. Input to course design ↓. Support for learners ↓.

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The Gloucestershire Framework Personal and Professional Development

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  1. The Gloucestershire FrameworkPersonal and Professional Development Professor Stephen Hill Dean of Teaching and Learning Innovation University of Gloucestershire University of Gloucestershire 7 April 2010

  2. Stakeholders Input to course design ↓ Support for learners ↓ Input to delivery ↓ Student fees ↓ Employer ← Course design Commitment to learn → Learner HEI ← Course delivery Fees → Learner HEI ← Assessment/accreditation Funding bodies ↑ Teaching grant Adapted from “Stepping Higher” UUK and CBI (2008)

  3. Employer-responsive HE: guiding principles • Must be SIMPLE and ACCESSIBLE • About bite-sized chunks of CPD as well as whole awards, and must allow for any possibility at any level • Curriculum co-developed with employers • Employer-based training accreditation • Recognition of work-based and experiential learning • Fast responsiveness to employer needs • Simple processes and systems for QA and registration • Appropriate language • Details should be INVISIBLE during operation • Seamless progression • Meaningful partnership between HE and FE

  4. Employer HEI Funding With acknowledgements to Helen Millican, UWE

  5. Shell Framework • A flexible approach to • demand-led qualifications • employer engagement • personalised learning • is a bivalve mollusc • is rigid, but hinged and therefore flexible • contains an invertebrate animal • feeds and grows by sucking in whatever is available • can be supported by LOBSTERS • is like an oyster and • - makes pearls • makes travel easier for people of all ages

  6. Shell Framework Employment- and/or subject-related content Shell Shell Level 3 4 5 6 7 Preparation for HE Determined by negotiation with employers and/or learners Self-appraisal and PDP Foundation Certificate Intermediate Honours Masters Introduction to study Self-appraisal & PDP 1 Can be free-standing bite-sized chunks, sub-degree certificates, etc Investigative skills Reflective prac-tice & PDP 2 Research skills Approaches to action research Graduate research skills Action research EBTA, taught modules, WBL, experiential learning, etc Generic Generic

  7. Award Negotiated with employers or individual learners Can be free-standing bite-sized chunks, sub-degree certificates, etc EBTA, taught modules, WBL, experiential learning, etc Shell modules Shell modules

  8. Achievement assessed in respect of employability skills WBL shell module • Communications • IT and information literacy • Application of number • Lifelong learning and personal/professional development planning • Problem-solving • Teamwork • Project planning • Management Learner Learning contract Employer Tutor or in respect of specific employment-related skills

  9. Level Zero NQF Level 3 • PRP001 (15) Preparation for HE • PRP002 (15) Self-Appraisal and PDP

  10. Undergraduate Level I (NQF Level 4) SHELL MODULES PRP101 (art) (15) Self - Appraisal and PDPI PRP109 (Sc) (15) Self - Appraisal and PDPI PRP102 (art) (15) Introduction to Study PRP110 (sc) (15) Introduction to Study PRP103 (15) Experiential Learning II PRP104 (15) Employability II PRP105 (15) Generic Work - Related Module I PRP106 (30) Generic Work - Related Module I PRP107 (15) Mentoring and Coaching II PRP108 15) Entrepreneurship in the Creative Industries PRP116 (20) Setting Out PRP111 (20) Architectural History & Styles 1 PRP 112 (20) Stone Conservation PRP 113 (15) Fixing 1 PRP114 (15) Archaeology 1 PRP115 (5) Demonstration of Development From Short Learning Event

  11. Undergraduate Level II (NQF Level 5) SHELL MODULES • PRP201 ( art) (15) Self Appraisal and PDPII • PRP208 (sc) (15) Self - Appraisal and PDPI • PRP202 (Art) (15) Investigative Skills • PRP209 (Sc) (15) Investigative Skills • PRP203 (15) Experiential Learning II • PRP204 (15) Employability II • PRP205 (15) Generic Work-Related Module II P • RP206 (30) Generic Work-Related Module II • PRP207 15) Mentoring and Coaching II • PRP214 (5) Demonstration of Development From Short Learning Event • PRP216 (15) Undergraduate Research Internship • PRP210 (15) Archaeology • PRP211(15) Architectural History and Styles 2 • PRP212(15) Final Project PRP213 (15) Fixing 2 • PRP215 (15) Architectural Carving

  12. Undergraduate Level III (NVQ Level 6) • PRP301 (Art) (15) Approaches to Action Research • PRP308 (Sc) (15) Approaches to Action Research • PRP 302 (Art) (15) Research Skills • PRP309 (Sc) (15) Research Skills • PRP303 (15) Experiential Learning III • PRP304 (15) Employability III • PRP305 (15) Generic Work-Related Module III • PRP306 (30) Generic Work-Related Module III • PRP307 (15) Mentoring and Coaching III SHELL MODULES

  13. Postgraduate Level IV (NVQ Level7) SHELL MODULES PPD401 (Art) (30) Graduate Research Skills PPD408 (Sc) (30) Graduate Research Skills PPD402 (Art) (60) Action Research IV PPD409 (Sc) (60) Action Research IV PPD403 (20) Experiential Learning IV PPD404 (20) Employability IV PPD405 (30) Generic Work-Related Module IV PPD406 (20) Mentoring and Coaching IV PPD407 (30) Placement PPD410 (30) Cricket -Science and Coaching PPD411 (30) Cricket - Technical Expertise PPD412 (30) Cricket - Integrated Coaching Skills

  14. Co-generation of curriculum Employment-related content will be developed in partnership with employers. It can consist of any of • Bespoke modules developed from scratch • Employer-based training (EBTA) • Any modules available already in the University or its partner colleges • Individually negotiated work-based learning projects

  15. Co-generative Toolkit for curriculum development (JISC BCE project) • CogenT supports • Valuing prior and concurrent learning • Credit transfer • Clear expectations of students, tutors and employers

  16. Co-generative Toolkit for curriculum development (JISC BCE project) • CogenT supports • Open Access through articulating work-based learning • Business and community engagement` • Employer-based training accreditation (EBTA)

  17. ‘Because they can be based around work or study from home, these routes to qualifications are more attractive to a wider range of people. Importantly, against the backdrop of a gradual reduction in public funds, they also mean lower student support bills, and can attract contributions towards course costs from employers. Developing these alternatives can be a way of universities and colleges saving public money without reducing the quality of teaching. Some universities are already doing this successfully. Their example needs to be followed.’ Peter Mandelson, Education Guardian , 19 January 2010

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