Conceptualising learning and teaching for the ‘new lifelong learning sector’

1. Conceptualising learning and teaching for the ‘new lifelong learning sector’ Andrew Holmes Centre for Lifelong Learning A.G.Holmes@hull.ac.uk

2. Conceptualising learning and teaching for the ‘new lifelong learning sector’ • Project funded by Escalate the Education Subject centre • http://escalate.ac.uk/ • Joint YHELLN & CLL project Change the way you think about Hull | 7 October 2009 | 2

3. What we set out to do • The project had three aims: • 1 Develop a new conceptual model of learning in a business context based on a case study of successful inter-company learning (the Greater Economic Success Group, GES) •  2 Identify practical lessons for developing learning and teaching strategies for employed learners at a higher level (Level 4+) in the post-Leitch world. •  3 Identify the learning and professional development implications for the development of HE/FE Education professionals in the new lifelong learning sector post Leitch. Change the way you think about Hull | 7 October 2009 | 3

4. The background • GES forum of companies with an interest in learning and development in North-East Lincolnshire • University of Hull’s Centre for Lifelong Learning • Kingsway consultancy centre from North Lindsey College • YHELLN Change the way you think about Hull | 7 October 2009 | 4

5. GES group • The GES is a forum bringing together North Lincolnshire Council, local businesses (large, medium and small) and the Kingsway centre (the consulting arm of North Lindsey College) to identify areas of common interest and develop collaborative action to support local economic development. • The Centre for Lifelong Learning worked with YHELLN, the GES group and the Kingsway Centre to design, develop and deliver short 10 credit ‘bite sized’ courses. Change the way you think about Hull | 7 October 2009 | 5

6. The offer • University of Hull accredited • Bite sized courses of 10 credits rather than 20 • Flexible modules • Level 4 delivery and above • For example Professional Award in Continuous Business Improvement (PACBI) – series of thematically linked modules in lean improvement processes; designed to improve manufacturing businesses efficiency and specific learner skills and knowledge Change the way you think about Hull | 7 October 2009 | 6

7. Current or traditional mainstream view • That individual modules within a programme of education must be located at a specific level within the national qualifications framework: • Level 4 certificate • Level 5 diploma • Level 6 final degree level • And that a learner progresses through these in a vertical manner one level after the other (as a ‘typical’ full time student entering HE age 18 year would do). Change the way you think about Hull | 7 October 2009 | 7

8. Our project findings indicate that • Work-based learners often do not progress upwards through modules in a linear vertical manner. • They may move up, down and across. • A network or climbing frame approach of vertical movement both up and down the publication framework and horizontal movement across it is much more appropriate for part-time workplace learners. • But this climbing frame approach is very much at odds with current HEFCE funding rules). Change the way you think about Hull | 7 October 2009 | 8

9. Also that • Short courses can be developed which allow transference to take place between existing pathways and levels. These can act as bridging courses aimed at easing the transition both between levels and across pathways. • There is also the potential here for the development of programmes in which content is relevant on several levels. • Meaning that the learner’s existing knowledge and experience plus their role in the workplace all have a bearing on how they interact with and draw meaning from the learning experience. Change the way you think about Hull | 7 October 2009 | 9

10. And that • We have identified a cross over between pathways that blurs the boundaries between academic and vocational pursuits. E.g. an individual with a level 4 qualification on a vocational pathway may endeavour to take a level 2 academic qualification. The focus here is on the use of the learner’s need rather the level of achievement. • The learner with an existing academic or vocational qualification at a certain level will study a new topic at a different level (but will bring with them the study skills they have). For example a learner studying for a level 7 academic research degree may need to study a level 2 ITC qualification in order to be able to process their research data. They study both at the same time, at a different level. • Effectively there exists a network or climbing frame approach to the national qualifications framework rather than the existing ladder structure. Change the way you think about Hull | 7 October 2009 | 10

11. Some findings • Partnership is at the heart of work based learning and when successful this is an ongoing relationship between the university and employers. • Time is needed to establish and develop these relationships. • Academics need time and recognition for building and developing relationships that are not just about making money for the institution • Work based learning needs to acknowledge and validate knowledge which has currency in the workplace and be prepared to move away from received academic conventions. • Validation can be a problematic issue and programmes which seek to challenge established systems often run into difficulty when University QA procedures are encountered. An example is the possibility of a course running at a number of different levels and learners engaging with the same material at different levels. But this is just not possible within the current HEFCE funding regime nor within current University quality approval systems which require a module to be firmly located at a specified level. Change the way you think about Hull | 7 October 2009 | 11

12. Staged engagement • The accreditation of CPD is a part of a ‘staged engagement’, by which people are encouraged to enter higher education, initially through a single session or a short module, leading on to further study. • See document by YHELLN about Staged Engagement http://www.yhelln.ac.uk/Downloads/Documents/Staged%20Engagement%202007-8.pdf. • Balances and facilitate the demands of the employers, the needs of the employees/learners, with the higher skills requirements of the region/area. • Flexibility is the key, as is involving the learners and employers in both curriculum design and where possible delivery. Change the way you think about Hull | 7 October 2009 | 12

13. A climbing frame approach? • This climbing frame approach recognises that learners may continue their learning by moving between levels and pathways rather than following a sequential upward route within a pathway. The 'climbing frame' can be entered at any point, traversed by one of a number of routes and left at any point. Again though HEFCE funding rule swill not fund al of this as a learners has to ‘complete’ their intended programme of study and not be an ELQ • There is a debate to be had about the whole system of academic levels, progression through them and their real world currency. • Companies within the GES group or learning hub can collaborate to identify topics and content for accredited staged engagement for the benefit of the local group. Change the way you think about Hull | 7 October 2009 | 13

14. Who recognises the qualification • The model also questions the traditional concept of awards in which the real-world value and recognition of the award is determined by the provider, not just the HE provider. • Greater emphasis is given to the recognition of the value of learning by the learner and the employer. Change the way you think about Hull | 7 October 2009 | 14

15. The result? • The end result of this model is a flexible approach to qualifications and pathways tailored to the needs of the individual learner, group, employers and local economy. Change the way you think about Hull | 7 October 2009 | 15

16. Existing convention – a problem? • The National Qualification Framework (and indeed HEFCE funding regulations such as for Equivalent and Lower Qualifications or ELQs) assumes a vertical progression by learners through the hierarchy of levels; that learners enter a programme of study at a particular level all having the same knowledge and experience and HE provides and approves courses as being at a specific level. • Yet this is clearly not the case (other than arguably for 18 year olds entering a degree programme having studied the same A levels). • Adult work based learners engage with the same subject material at different levels depending on their qualifications, experience and role in the workplace. Change the way you think about Hull | 7 October 2009 | 16

17. Funding issues £ = FTEs =‘Completions’- ELQs • There is the problem of funding - HEIs are funded for FTE (full time equivalent) students per year who complete their programme of study. Learners taking programmes such as the model suggests, with flexibility and horizontal progression through levels are at odds with funding systems and recent changes such as removing funding for students with a pre-existing qualification (ELQs –Equivalent and Lower Qualifications) meaning that anything other than vertical progression up the qualification framework is not fundable. • HEIs cannot deliver these courses profitably when they are compared to the income gained from a full time 18 year old non ELQ on a linear vertical qualification path such as a degree. • Community engagement, employer engagement, regional role are important long term. Change the way you think about Hull | 7 October 2009 | 17

18. For higher education lecturers and teachers • The role of education professionals changes from owning/controlling to guiding/influencing, from a teacher of knowledge to a facilitator of learning. • The role of learners changes from enrolling on courses offered to that of actively identifying their learning needs and ensuring relevant learning content as well as relevant learning style and time and place of delivery. •  The role of employers becomes active in owning and designing the course content and the qualifications. • The implications for progression again link to the notion of ownership. The progression route is determined by the learner and employer in partnership, not by the provider and a fixed, hierarchical, process-based qualifications system. = £££issues! Change the way you think about Hull | 7 October 2009 | 18

19. Other findings • Working with business is a collaborative activity from which all parties benefit. • Academics and related staff need to understand business culture. As professionals in education, it is the responsibility of the wider academic community to take the lead in bridging the cultural gap. HEIs should not rely on those in the business community to take the lead and educate them about the ways of business! •  Language can have an important role as barrier between business and academia, but can also provide bridging objects from which the barriers can be overcome •  Flexibility to meet learner and employer needs is essential, while retaining academic professionalism and standards. •  Working with business provides a significant learning opportunity for education professionals, as well as opportunities to widen participation. Change the way you think about Hull | 7 October 2009 | 19

20. If you would like a copy of the full project report email me • Andrew Holmes A.G.Holmes@hull.ac.uk www.hull.ac.uk/ifl/cll/ Change the way you think about Hull | 7 October 2009 | 20