Growing your own graduates:
This presentation is the property of its rightful owner.
Sponsored Links
1 / 21

Growing your own graduates: opportunities and challenges for flexible higher education in the new funding environment PowerPoint PPT Presentation


  • 59 Views
  • Uploaded on
  • Presentation posted in: General

Growing your own graduates: opportunities and challenges for flexible higher education in the new funding environment. Dr. Liz Marr, Centre for Inclusion and Curriculum Kevin Streater, Business Development Unit The Open University. Contents. Context Role and purpose of HE in 21 st Century

Download Presentation

Growing your own graduates: opportunities and challenges for flexible higher education in the new funding environment

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Growing your own graduates opportunities and challenges for flexible higher education in the new funding environment

Growing your own graduates:opportunities and challenges for flexiblehigher education in the new fundingenvironment

Dr. Liz Marr, Centre for Inclusion and Curriculum

Kevin Streater, Business Development Unit

The Open University

UALL 2012


Contents

Contents

  • Context

  • Role and purpose of HE in 21st Century

  • HE and business

    • RPL

    • Higher Apprenticeships

  • Case study – IT sector

  • Gaps and Challenges

  • Conclusions

UALL 2012


Context

Context

  • Turbulence

  • Gulf of mutual incomprehension

  • Treasury at the heart of the system

  • Creative gales of destruction

  • Disjunctures:

    • Stem /humanities

    • Training/education

UALL 2012


Role and purpose of universities in the 21 st century

Role and Purpose of Universities in the 21st Century

  • Influenced by:

    • Policy

    • Technology

    • Demography

    • Plurality of provision

    • Expectations of Students

    • Stratification

  • (amongst other things…)

UALL 2012


The role of universities

The role of Universities

  • There is a growing realisation ‘of the central role of universities in providing high level skills, a world class research base and a culture of inquiry and innovation. Universities are an essential part of the supply change to business – a supply chain that has the capability to support business growth and therefore economic prosperity’. Sir Tim Wilson, February 2012

  • Universities are ‘perhaps the single most important institutional medium for conserving, understanding, extending and handing on to subsequent generations the intellectual scientific and artistic heritage of mankind’. Stefan Collini, 2012

UALL 2012


Higher education and social goods

Higher Education and Social goods

UALL 2012


Hei s and business bridging the gap

HEI’s and Business – bridging the gap

  • Corporate Requirements of a Learning Provider are:

  • Quality

  • Speed

  • Dependability

  • Flexibility

  • Cost

  • Priorities for a University as a Learning Provider are:

  • Teaching

  • Learning

  • Quality

  • Research

  • Intermediaries are needed to buffer between these two domains. These can include:

  • APEL/RPL/APL

  • Use of training providers as partners.

UALL 2012


Rpl all roads can lead to rome

RPL – All roads can lead to Rome

  • Credit transfer

  • Direct entry

  • APEL/APL

  • Accreditation of Employer & Sectoral Training and CPD

  • Accreditation of Industry Certificated

  • Challenge Exams

UALL 2012


Growing your own graduates opportunities and challenges for flexible higher education in the new funding environment

Higher Apprenticeships

Significant new development in the higher learning landscape

Provides a structure to facilitate the integration of vocational and knowledge based higher education with higher level critical reflection and autonomous decision making skills

Fully supports work-based learning concepts

UALL 2012


Case study it sector

Case Study – IT Sector

UALL 2012


Skills framework for the information age

Skills Framework for the Information Age

What is SFIA?

  • A common reference model for the identification of the skills needed to develop effective Information Systems (IS) making use of Information Communications Technologies (ICT).

  • A simple, logical two-dimensional framework consisting of areas of work on one axis and levels of responsibility on the other.

  • A common language and a sensible, logical structure that can be adapted to the training and development needs of a very wide range of businesses.

UALL 2012


Skills framework for the information age1

Skills Framework for the Information Age

What is SFIA?

  • A common reference model for the identification of the skills needed to develop effective Information Systems (IS) making use of Information Communications Technologies (ICT).

  • A simple, logical two-dimensional framework consisting of areas of work on one axis and levels of responsibility on the other.

  • A common language and a sensible, logical structure that can be adapted to the training and development needs of a very wide range of businesses.

UALL 2012


Sfia levels

SFIA Levels

  • A central component of SFIA are the level descriptors. Each level is fully described in its own right under each of these four headings:

    • Autonomy

    • Influence

    • Complexity

    • Business Skills

  • Each level has a short tag that summarises the essence of the level, and a full generic definition that is independent of the skills definitions.

UALL 2012


Seddon 2005

Seddon 2005

  • Highlights the main barriers to the progression of Advanced Apprentices to higher education, including:

    • Ignorance as to the composition and status of the frameworks associated with apprenticeships

    • The quantum change in teaching/learning experienced by vocational learners in HE (shift towards autonomous learning, discursive assessment and disconnect with the work-setting.

UALL 2012


Why the quantum change

Why the “quantum change”?

  • Quite different learning experiences at QCF Level 3 (SFIA Level 2) and QCF Level 4 (SFIA Level 3)

  • QCF Level 3:

    • Solving of defined problems

    • Limited autonomy

    • Recognisable levels of supervision and directed activity

    • Assessment of procedural activity

  • QCF/FHEQ Level 4 onwards:

    • Solving of complex problems which might be solution-free

    • Need to orient in complex/competing epistemological systems

    • Discursive assessment

UALL 2012


A need for reflection

A need for reflection…

  • There’s a need to recognise the challenges for students in making this transition

  • Important to also consider why students are making the transition…

    • Fundamentally it’s about employability (and personal development?)

  • That being the case we need to consider the nature of two ecologies

Higher Education

IT Professionals

UALL 2012


How the ecologies compare

  • Higher Education

    • Governed by subject benchmarks and qualification frameworks

    • Aims to develop self-directed learners with transferable skills suited to employment

  • IT Professionals

    • Employment is framed in terms of SFIA

    • Geared towards the development of tomorrow’s IT Professionals

How the ecologies compare…

UALL 2012


Future higher apprenticeship qualification framework

L3 Advanced Apprenticeshipor equivalent level qualification

Transition Support

Future Higher Apprenticeship Qualification Framework

Competency DevelopmentFunctional/Key SkillsEmployee Rights & ResponsibilitiesPersonal LearningLevel 4 HE credit recognition

New Module

FoundationDegree

Mentoring Support

Existing Modules

Additional Knowledge (level 4 credit)

Work Based Learning (level 4 credit)

New Module

Additional Knowledge(level 5 credit)

Existing Modules

Honours Degree

Masters Degree

UALL 2012


Growing your own graduates opportunities and challenges for flexible higher education in the new funding environment

Postgraduate Certificate in Advanced Professional Practice

60 points

Open degree

B..834 – Improving your Practice

(Module 2)

30 credits – 6 months

U..810 – Continuing Professional Development in Practice (Module 1)

30 credits – 6 months

Additional related CPD

90 hours

(up to 30 hours can be from other

defined sources)

OU content

Three Units of 30 Hours CPD

90 hours

Reflective log

70 hours

150 hours

Readings and Assessment around taking new knowledge back into practice

50 hours

Recognised Training Provision

from sector provider.

OR

Potential 60 points named UG degree (content dependant)

OR

Readings and Assessment around learning and development

150 hours

300 hours MBA elective

OR

Potential

60 points

Masters (content dependant)

UALL 2012


The gap s and challenges

The Gap(s) and Challenges

  • Conceptual

  • Attitudinal

  • Financial

  • Language

  • Using RPL

  • The link between the practical and the theoretical

UALL 2012


Conclusion

Conclusion

English government policy is heavily focused on the economic returns of investment in higher education for individuals and for the state and there is a considerable risk of a wider chasm emerging between ‘education’ for one section of society and ‘training’ for the rest. Apart from the moral and ethical issues this raises , the development of higher level practical skills without the ability to critically reflect or make autonomous decisions about their deployment can severely limit their effectiveness and potential to enhance economic performance. Economic benefit cannot be divorced from social good.

UALL 2012


  • Login