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Stoke Childrens University: Developing a New Learning Brokerage Model.

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Presentation on theme: "Stoke Childrens University: Developing a New Learning Brokerage Model."— Presentation transcript:

1 Stoke Childrens University: Developing a New Learning Brokerage Model

2 Introduction About Stoke Childrens University Models of Learning Brokerage Some thoughts on an appropriate Model Tools to build the network Formalising the network -A Service Level agreement?

3 Stoke Childrens University Founded with funding through the National CU and Staffordshire University. Present funding ends in June 2011. The Stoke CU aims : -To raise aspirations toward higher and lifelong learning -To recognise and value extra curricula activities of 7-14 age cohort -To ensure that extra curricula activity recognised by CU is of appropriate quality -To develop new targeted extra curricula activities

4 To foster and nurture deeper collaboration and networking across education providers in the sub-region. To promote extra-curricula activities focusing on local cultural identities and sense of place. To specifically target children and young people resident in the sub regions most deprived areas.

5 Background There are over 96 Childrens Universities in the UK. All CUs have the Planning for Learning validation framework, and the Quality in Student Support (QiSS) framework in common Most subscribe to the Award structure of 30 credits=Bronze 65 Credits = Silver 100 Credits = Gold Most use The CU passport and Learning destination model in some form. All agree that a CU activity must be Extra curricula Voluntary Legal

6 The National CU Provides corporate materials e.g. certificates logos, posters, passports, etc. Provides networking opportunities, validation training and QiSS recognition Local CUs are organised locally and are a disparate group: Local authorities Charitable Trusts School Clusters Individual Schools OFSTED Universities All with different approaches and organisational structures. Each with different sets of challenges

7 Stoke Childrens University Founded in August 2008 as a University Quarter initiative To be managed and delivered through the Academic Development Institute. Funded Through grants from National CU and WP Premium 0.4 Project Officer post to be created to implement From the outset Stoke CU was envisaged as a network. Stoke CU would identify best practice in the region and validate these activities It was obvious the University would not deliver all activities but was in a position to act as the hub organisation

8 Teething Problems Restructuring within University delayed appointment of Project Officer until March 2009 Institutional home for CU unclear Senior level line management unclear-problems with reporting lines, roles and responsibilities, access to resources, etc Repeatedly failing Local Authority Extend Services within Local Authority uncooperative and actively hostile Data Protection/Child Protection issues-providers unable to share Childrens records of achievement Unstinting apathy

9 Learning Brokerage Models What is a learning brokerage? In essence it is a mediation between learners and providers seeking to negotiate and inform. Models of learning brokerage vary and there is no clear use or understanding of the term. However To broker effectively Thomas et al ((2004) identify six stages a brokerage must excel at to effectively broker learning Understanding the current situation Gaining entry and building Trust Raising interest in Learning Identifying right learning opportunities Promoting Learning success Addressing organisational Issues

10 Two Models Externally focussed –in which the learning broker achieves aims through connecting a vast array of external partners but maintains a straight forward internal structure. Internally focused in which the all learning brokerage roles are brought into the hub Stoke CU acts as the hub of the network and combines the two models. Whilst located within the University Stoke CU is required to engage with different stake holder groups with the institution e.g. Faculties, Student Union, Vice Chancellors Office, Facilities Management, Aimhigher, Sales, etc.. As well as the more clearly identified external agencies.

11 Structure Stoke CU Strategy Board Project Manager National CU Validations Networking Project Officer & Partners Chancellor Developing New Provision Monitoring Graduation Staffordshire University Executive Stoke University Quarter CPD

12 The terms of reference for the strategy group focus on four main themes: Providing a strategic vision which will ensure buy in from all represented groups and forward the CU agenda. Deliver a sustainability of funding through internal and external networking, expertise and access to other sources of funding. Provide an environment and impetus to further enable, consolidate and encourage partnership working. Facilitate the formation of discreet working groups to enable delivery of the strategic vision such as a funding group, validation panel, media group, etc.

13 Membership Regional Director MLA Head of Sixth Form College University Executive member University Quarter Representative Local Solicitor The Co-operative Group University Governor Provider representative Head of Children and Young Peoples Services Head of Sales and Student Recruitment Non Executive Chancellor-Staffordshire University Vice Chancellor To be added shortly-Childrens group representative and Parents group representative

14 Building the Network CU quality kite mark Website links to providers (Learning platform/ University web pages) Marketing materials/access to networks Recognise and reward element of LA and School plans/commitments CPD offer/s- bespoke free undergraduate, postgraduate awards, assessment elements of PGCE and Foundation Degrees, access to community Learning courses. Demonstrable footfall from local schools for Museums/libraries/ Other providers. Joint funding bids Access to help with funding and legal requirements of providers.

15 How do we bind the network together and extend? Clear outline of roles and responsibilities: Service Level Agreement? What should it look like? Understanding the current situation Stoke CU- communicate and record all validated activities and providers monitor and communicate funding opportunities, identify gaps in provision, avoid replication and duplication. Providers- ensure CU informed of new provision or where provision is to be discontinued, provide information on student numbers, credits and any provision under-construction or identified need.

16 Gaining entry and building Trust Stoke CU- QiSS accreditation, other accreditation, University governance, processes and regulations, national network agreements re quality, undertake to provide accredited staff development, develop professional marketing materials, timely updates on website and learning platforms, newsletters, pledged validation time scales and staff conduct. Providers-Delivery of activities to highest standard (denoted in validation) look for other external accreditation, undertake appropriate staff development, appropriately badge CU activities and keep websites and publicity material updated. Raising interest in Learning Stoke CU-Seek press coverage for events and activities, up to date website, develop/commission new activities, consultation with learners, utilise feedback Providers--Seek press coverage for events and activities, up to date website, develop/commission new activities, consultation with learners, utilise feedback

17 Identifying right learning opportunities Stoke CU- guided by learners and providers through networking meetings…child chooses learning destinations. Providers- guided by experience, networks, etc… Promoting Learning success Stoke CU- Graduation ceremonies, press coverage, website and learning platform, graduation Photos, robes, etc, certificates. Providers-record keeping, passports updated, notify CU of progress toward an award, engagement with graduation ceremonies.

18 Addressing organisational Issues Stoke CU What does this look like? Providers

19 Useful Links Macbeath, G. Waterhouse,J. (2009) Evaluation of the Childrens University-First Report. University of Cambridge Macbeath, G. Waterhouse,J. (2010) Evaluation of the Childrens University-Second Report. University of Cambridge ary%20-%20FINAL.pdf ary%20-%20FINAL.pdf National CU website Stoke Childrens University

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