Flexible Learning for Health, Social Care & Early Years

1. Flexible Learning for Health, Social Care & Early Years Celia Moran 18th June 2010

2. Context for the day • Where have we come from • What we have found out • Possibilities • Issues to address • Potential Benefits • What we need to do

3. The story so far....

4. Audit: Employer learning needs for Assistant Practitioners and flexible provision already available Recommendations: • Employers to produce precise specs of learning needed • Demonstrator projects – explore learning demands for different competence sets. • Explore regional framework and how partners might engage with it. • Agreement on transferable credit. • Explore how academic quality and standards can adapt to changing demand. • Scope transitional support available/needed. • Database of lead contacts in each institution/employer.

5. What might it look like?

6. It is not • A foundation degree (but it can be) • Non-accredited bank of training (but this can be included) • A rigid specification • A commitment to a long programme • A fixed pattern of attendance

7. Issues

8. Benefits • Consistency through shared learning outcomes • Portable skills • Core units available from range of providers • Learners only learn what they need to do the job • Learners can earn credit towards longer term goals • Progression pathways through all levels • Higher quality staff/services • More efficient use of resources

9. What is needed to make this happen?