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Quality assurance considerations in work- based learning provision. Wendy Stubbs Assistant Director Development and enhancement Group w.stubbs@qaa.ac.uk. Presentation coverage. some key terms: Employer responsive provision Flexibility Partnership QA considerations

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quality assurance considerations in work based learning provision

Quality assurance considerations in work- based learning provision

Wendy Stubbs

Assistant Director

Development and enhancement Group

w.stubbs@qaa.ac.uk

presentation coverage
Presentation coverage
  • some key terms:

Employer responsive provision

Flexibility

Partnership

  • QA considerations
  • approaches to employer responsive provision
  • types of partnership and QA considerations
  • QAA activities in this area
slide4

WBL as major part

Work-based learning programmes in HE

Graduate apprenticeships

Professional qualifying

programmes eg Teaching,

Nursing

Dual accreditation programmes

Sandwich degrees

Foundation Degrees

Accredited in-company

programmes

Cohort negotiated WBL

programmes

Individually negotiated WBL

programmes

CPD short courses

Employability skills, progress files, PDP

APEL/AEL/Recognition of Experiential learning

Work experience ‘taster’ modules Independent study WBL modules

Curriculum determined by workplace goals and objectives

Curriculum determined by HEI

Curriculum defined by external standards (NOS, Professional bodies, SSCs)

Curriculum prescribed

Curriculum negotiated

WBL as minor part

shared characteristics for current prescribed and employer responsive provision
need for flexibility

partnership

customisation

accreditation opportunities

in design delivery and assessment

in internal procedures to be able to respond quickly,

WBL as site of learning and assessment

involvement of employers/ students/other providers

bespoke programmes to suit the individual, the employer

accreditation of small units/ APEL/ in-house training/provision of private training provider

Shared characteristicsfor current prescribed and employer responsive provision
employer responsive provision
Employer responsive provision:
  • has brought about change of culture in HEIs
  • increase in
    • demand-led higher education
    • employer involvement in curricula, delivery and assessment
    • more rapid response to employers demands
    • flexible learning
    • workplace as the site of learning and assessment
    • “bite sized learning”
    • APEL/ accreditation of units into awards
    • accreditation of in-house training
quality assurance considerations
awarding credit

external examiners

staff development

managing risk/ sustainability

Unique to HEIs

provision is within the scope of audit

involves assessment decisions

assessment procedures

who is involved?

what type/ what roles do they have?

institutional responsibilities for development of own/other staff

clarity of roles and responsibilities to all partners

back up situation when things go wrong

Quality assurance considerations
quality assurance considerations ii
access to HE resources for “bite sized” students

University committee structures

comparability across sites

monitoring and evaluation

coherence of the award

what entitlements do they have?

flexibility to accommodate new provision within traditional structures

exactly the same experience not possible –

Fitness for purpose to achieve the learning outcomes

collecting feedback from all partners

Where is it reported?

how is the learner supported through the process ?

Quality assurance considerations (ii)
types of partnership
employer

employee

FEC or private training provider

FEC + private training provider

Consortium of HEIs/FECs/ private training providers

Types of partnership

HEI

+

Employer’s

site of learning/

assessment

shell framework in a consortium of providers
SHELL Framework in a consortium of providers :

private

FEC

Private

HEI

FEC

LEAD HEI

(awards the full qualification

HEI

HEI

quality assurance considerations15
Quality assurance considerations
  • outlined in the QAA statement July 2008
  • emphasis on HEI deciding what is appropriate QA- “fitness for purpose”
  • may need contracts for private providers
  • the HEI awarding full qualification:
    • determines the confidence it has in other(s) quality assurance ( may vary depending on provider)
    • no QAA limit on acceptance of the credit/ grades/ awards of another HEI/partner – no need to revalidate all components ( need to consider maximum credit of others accepted)
qaa activities
QAA activities
  • response to the 2008 HEFCE /QAA task group report
    • Joint HEA/FDF Employer Engagement action plan
    • Autumn 2009 joint conference
  • QAA activities
    • Liaison Officer project
      • Survey of institutional approaches and identification of QA guidance needs
      • July 10 conference
      • Case studies of approaches
      • Presentation of findings
      • Overarching principles presented and developed
    • briefing for auditors and reviewers
    • revision of APEL guidelines