Loading in 2 Seconds...
Loading in 2 Seconds...
Quality assurance considerations in work- based learning provision. Wendy Stubbs Assistant Director Development and enhancement Group email@example.com. Presentation coverage. some key terms: Employer responsive provision Flexibility Partnership QA considerations
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.
Development and enhancement Group
Employer responsive provision
Work-based learning programmes in HE
programmes eg Teaching,
Dual accreditation programmes
Cohort negotiated WBL
Individually negotiated WBL
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)
WBL as minor part
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 providerShared characteristicsfor current prescribed and employer responsive provision
managing risk/ sustainability
Unique to HEIs
provision is within the scope of audit
involves assessment decisions
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 wrongQuality assurance considerations
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)
Frameworks for WBL
Distinctive characteristics of fit- for- purpose WBL frameworks ( Willis 2008 )
Types of partnership
(awards the full qualification