Framework and toolkit to support learning through employment
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Framework and Toolkit to Support Learning Through Employment. Heather Skinner & Peter J. Green. Introduction. HEIs & employer engagement. Knowledge Transfer Consultancy Applied Research Secondments Work-based learning. Reasons to engage. Third Mission

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Heis employer engagement
HEIs & employer engagement

  • Knowledge Transfer

  • Consultancy

  • Applied Research

  • Secondments

  • Work-based learning


Reasons to engage
Reasons to engage

  • Third Mission

  • Relevance of what we do for businesses

  • New revenue streams:

    • CPD (HEIs get only around 7% of £5billion funding for professional development)

    • “huge opportunities for dramatic expansion in Higher Education will come from work-based degrees” (Bill Rammell MP, Times Higher, July 13, 2007)


Reasons not to engage
Reasons not to engage?

  • Poor understanding of the market?

  • Long, slow, cumbersome accreditation cycles?

  • Staff workload vs. financial appeal?

  • Lack of understanding of informal learning?

  • Fear of APEL?

  • Fear of change?


Should we do things better
Should we do things better?

  • Leitch Report (Dec 06)

    • Role and status of the UK in the global economy

  • Sainsbury Report (Oct 07)

    • Restructuring into high value goods, services & industries

  • Rapid Demographic Change

    • Ageing workforce and decrease in number of 17-18 year olds

  • Recession


Can we do things better
Can we do things better?

  • Knowledge exchange not knowledge transfer?

  • Collaboration not competition?

  • Brokerage?

  • Better web presence for WBL degrees?

  • Better web navigation for the non-traditional learner?

  • Staff development

  • Support resources



So what are we doing at the university of glamorgan
So what are we doing at the University of Glamorgan?

  • UoG currently delivers a number of programmes including work-based elements and already delivers many programmes based on flexible and distributed delivery, e.g.

    • HEA Workforce development project

    • Accreditation framework for a voluntary sector organisation needing to develop a wide range of professionals and volunteers

    • Media Toolkit scheme

    • Accrediting students undertaking legal advice work with a voluntary sector organisation


Network 75
Network 75

  • Is a combined work and study route to a degree. Undergraduates apply their academic knowledge to real-life work within a host company. During term-time students work in a local business for three days per week and attend university for two days per week. Students work full-time at their host companies throughout holiday periods. Students receive a tax-free bursary, and 40% of students receive additional payments directly from their host companies. Students also get a holiday allowance and time off for exam revision.


Fd in football coaching performance
FD in Football Coaching & Performance

  • The FD has UEFA coaching awards embedded in it. In addition to a compulsory work-based learning triple module in year 2 (run in partnership with FAW football development officers and Cardiff City FC and Swansea City FC), students are encouraged to undertake a 12 week placement abroad at the end of year 1, with either UK Elite or Manchester United Soccer Schools. A reflective report on delivery of their lesson plans during this placement can offset up to 15% of the compulsory work-based triple module of 360 hours WBL.


Glamorgan business school mapd
Glamorgan Business School - MAPD

  • The structure of the programme can be custom-built for both individuals and for organisations. The programme is designed to be highly flexible and can involve online, face to face and part-time study. The course includes optional modules which can be subject-specific depending on the workplace, and where learning is gained via negotiated work-based projects.


Ug programmes at gbs
UG programmes at GBS

  • Most programmes within the Business School involve an element of project-based work-based learning where students conduct a live project for an organisation. The objective is for every student to have completed at least one such project during their programme of studies. Projects may vary in length from three months to a full academic year.

    • ‘The projects give students a sense of working in the real world and of issues relating to time and task management. Students learn skills such as problem-solving and communication which can’t be learnt at a desk.’ (Rob Hamilton, Lecturer, Business School)


Rationale for designing the framework
Rationale for designing the framework

  • Substantial experience of Accreditation of Prior Learning (APL), but enrolments via APEL are not consistent across all faculties, and there is significant potential for this take up to be enhanced.

  • The University’s Centre for Excellence in Learning and Teaching (CELT) has therefore established a Learning Through Employment Framework to enable the APL process to be used by staff unfamiliar with existing practice.


The learning through employment framework1
The Learning through Employment Framework

  • Allows individuals already in employment to work towards a university-level qualification relevant to their specific area of work

  • The majority of learning takes place through active and reflective engagement with work activities

  • Courses can be tailored around any subject and are negotiated between the learner, the University and the employer


Who is it for
Who is it for?

  • Those who would like to gain a university qualification relevant to their work

  • Those who would like a framework for continuing or extending their development

  • Those who would find difficulty in attending a conventional full-time or part-time university course


Proposed framework for learning through employment
Proposed Framework for Learning through Employment

*Foundation Degree

Level 4

The learning contract and programme planning (20 credits)

Learning in the workplace (20 credits)

**60 credits made up of other University level 4 modules, accredited in-house programmes, independent study modules or work-based projects

Reflection on learning in the workplace (20 credits)

Level 5

Review of learning and development in workplace and programme plan

(20 credits)

**80 credits made up of other University level 5 modules, accredited in-house programmes, independent study modules or work-based projects

Reflection on learning in the workplace (20 credits)

*Title to be decided on validation

**This could include up to 20 credits from the level below


Proposed framework for learning through employment cont
Proposed Framework for Learning through Employment (cont.)

*Honours Degree (Level 6)

Review of learning and development in workplace and programme plan

(20 credits)

**40 credits made up of other University level 6 modules, accredited in-house programmes, independent study modules or work-based projects

Research project (40 credits)

Critical reflection on learning in the workplace (20 credits)

*Title to be decided on validation

**This could include up to 20 credits from the level below


Proposed framework for learning through employment cont1
Proposed Framework for Learning through Employment (cont.)

*Masters Degree (Level 7)

The learning contract and programme planning

(20 credits)

80 credits made up of other University Masters modules, accredited in-house programmes, independent study modules or work-based projects

Research project (60 credits)

Critical reflection on learning in the workplace (20 credits)

*Titles to be decided on validation


Case study 1
Case study 1

The Learner: Bernard Bunsen

Current work: Biomedical laboratory technician (Biobec, Treorchy)

Qualifications HNC Biomedical Sciences, UWIC (1993)

& experience: 14 years of experiential learning

APL: APCL–160 credits (100 at level 4; 60 at level 5)

APEL – no credits

Requirements: 200 credits for an honours degree

(20 credits at level 4, 60 credits at level 5 and 120 credits at level 6)


Framework and toolkit to support learning through employment

The programme: BSc (Hons) Biomedical Technology

Programme plan: Level 4

*Learning contract & programme planning (20 credits)

Level 5

Work-based projects (40 credits)

Human genetics (20 credits)

Level 6

Work-based project (20 credits)

Clinical biochemistry & pharmacology (20 credits)

Scientific literature review (online) (20 credits)

*Research project (40 credits)

*Critical reflection on learning in workplace (20 credits)

*Core modules


Case study 2
Case study 2

The Learner: Dafydd Williams

Current work: MIND Co-ordinator (Heads of the Valleys)

Previous work: Actions Against Addictions team leader

Voluntary support worker (mental illness)

Qualifications Cert HE Community Regeneration, Cardiff University (2004)

& experience: Social psychology course, OU (2006)

APL: APCL – 180 credits (120 at level 4; 60 at level 5)

Requirements: 180 credits for an honours degree

(60 at level 5; 120 at level 6)


Framework and toolkit to support learning through employment

The programme: BSc (Hons) Psychology

Programme plan: Level 4

*Learning contract and programme planning (20 credits)

APCL Community Regeneration programme (60 credits)

APEL for WCVA and MIND training (40 credits)

Level 5

Work-based project (20 credits)

OU Social Psychology modules (60 credits)

UoG Psychology module (20 credits)

Accelerated in-house WCVA programme (20 credits)

Level 6

UoG Psychology modules (40 credits)

*Research project on Alcoholism (40 credits)

Accredited in-house MIND programme in Abnormal Behaviour (20 credits)

*Critical reflection on learning in the workplace (20 credits)

*Core modules


Case study 3
Case study 3

The Learner: Janet Baker

Current work: HR Officer (MLM Bank Headquarters, Cardiff)

Qualifications HNC Business Studies, UoG (1998)

& experience: CPP, Coleg Glan Hafren (1999)

8 years of experiential learning including 50 training courses on HR related issues

APL: No credits

Requirements: 180 credits for a Masters degree


Framework and toolkit to support learning through employment

The programme:MSc Human Resource Management

Programme plan: Level 7

*Learning contract and programme planning (20 credits)

CPD Human Resource Management (10 credits)

Learning and development (20 credits)

People resourcing (20 credits)

Managing HR in a business context (20 credits)

Work-based project (20 credits)

*Research project (60 credits)

*Critical reflection on learning in workplace (20 credits)

*Core modules



The learners toolkit
The Learners’ Toolkit

  • Is promoted on the University’s web pages, with support material available via our VLE.

  • This toolkit is also accessible by University staff involved in the support of these learners.






The employers toolkit
The Employers’ Toolkit

  • Is promoted on the University’s web pages.

  • Full materials are available in brochure format for companies interested in engaging with the framework.



The lecturers toolkit
The Lecturers’ Toolkit

  • Has been designed to offer generic support that can then be tailored to the way work-based learning is managed within individual faculties.

  • It contains some ideas on the ways in which Learning Through Employment can be delivered and supported.


Lecturers toolkit contents
Lecturers’ Toolkit Contents

  • Guidance on Framework and Credits

  • Guidance on advising / supporting learners with Accreditation of Prior Learning (APL)

  • Guidance on the Learning Contract

  • Lecturers’ Guide to Supporting Work-Based Learners

  • Assessment Toolkit

  • Case Studies






Benefits of inclusive practice
Benefits of inclusive practice

  • Enhances the learning experience of all students, particularly disabled students and those from backgrounds that have not traditionally participated in higher education.

  • Increases student retention.

  • Enhances quality and raises standards.

  • Removes unintended or incidental barriers to learning that prevent students achieving their potential (and that could make learning providers vulnerable to litigation from disabled students).


Supporting disabled students in the workplace
Supporting disabled students in the workplace

Disabled people (including dyslexics and people with mental health conditions) have tended to be excluded from the workplace, even though they are often able to be productive and successful in the workplace.


Responsibilities and role of he
Responsibilities and role of HE

  • The UoG and the student’s employer have joint responsibility under the Disability Discrimination Act 2005 to make reasonable adjustments that will enable the student to work and learn effectively.

  • Examples of reasonable adjustments could be providing assistive technology or office equipment, or flexible working or reduced hours.


Government initiatives
Government initiatives

  • The government is launching a major initiative to get disabled people and people with long-term health problems off incapacity benefit and into employment, and many of these people will therefore be making use of workplace learning initiatives.

  • Money to pay for workplace adjustments can be obtained through the Access To Work scheme.



Existing programmes
Existing Programmes

  • Long institutional experience of APCL and APEL

  • Framework will enable this process to be used by staff unfamiliar with existing practice

  • Support for flexible delivery from senior management


Existing programmes1
Existing Programmes

  • We already allow 20 credits of wild cards per programme – this can be used to build Learning Through Employment into existing degrees

  • We already have programmes with flexibility – MAPD

  • Foundation Degrees can build the framework into their existing delivery


Course development and approval
Course Development and Approval

  • The framework will be adopted as a means of supporting delivery of Learning Through Employment into faculty based course development

  • Our aim is to simplify the approvals process to allow for flexibility

  • Outline module descriptors for the framework's core modules have also been made available to academic staff


For further information
For Further Information

Please contact:

Heather Skinner – hskinner@glam.ac.uk

Peter J. Green – pgreen@glam.ac.uk

http://celt.glam.ac.uk