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Forsyth & Goodwin 20101 Education Partnerships Alec Forsyth H. A. Forsyth Consultancy Mike Goodwin Education Partnerships University of Wolverhampton Which.

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Presentation on theme: "Forsyth & Goodwin 20101 Education Partnerships Alec Forsyth H. A. Forsyth Consultancy Mike Goodwin Education Partnerships University of Wolverhampton Which."— Presentation transcript:

1 Forsyth & Goodwin Education Partnerships Alec Forsyth H. A. Forsyth Consultancy Mike Goodwin Education Partnerships University of Wolverhampton Which Way Now to Widen Participation to Higher Education – Widen Participation within the Workforce; An Opportunity for Higher Education

2 Forsyth & Goodwin The opportunity to widen participation is reduced by: –Cuts in HE places –Reduced revenues Government expectations of HE: –Update Industry –Help develop new industries –Earn more from industry Demographics of potential workforce: –Downward trend therefore need to widen participation of the existing workforce Introduction:

3 Forsyth & Goodwin UK Industry will be more dependent upon: –Workforce capability –Exporting high value goods/services –Developing ‘green’ solutions –Agility to respond to market needs –Demand led HE –An increase in Graduates –Constant workforce development Rationale:

4 Forsyth & Goodwin Problem: Most employers prefer professional qualifications. Only 27% employers use HE for updating. Relevant qualifications are important. Employers want to see quick payback to education costs. Universities need to be proactive in offering bespoke programmes.

5 Forsyth & Goodwin Meeting the Challenge: Provide a holistic approach to: 1. Mode of Study 2. Learning Support 3. Learning Framework

6 Forsyth & Goodwin Mode of Study CPD by work related independent study projects. As this method uses ‘work’ it reduces the study burden. It is relevant to the employer & employee. Project outcomes give payback. Employers see projects as a relevant & powerful learning tool. Projects reinforce employability skills.

7 Forsyth & Goodwin Learning Support CPD must cope with a wide range of: –Age groups –Education experience –Geographical dispersion –Time since last update Learners: - Plan, manage, monitor & communicate learning - Take responsibility for learning

8 Forsyth & Goodwin Learning Support Tutors: –Move from pedagogical to andragogical model –Provide safe learning environment –Provide “How to” tools for CPD to: Manage learning Determine and evidence academic level Measure achievement This increases participant retention

9 Forsyth & Goodwin Learning Framework Develop a sustainable collaboration with the employer, tutor & learner Embrace the complexity of the workplace Expand and protect skills capital and capability Have a number of entry points (APEL) Provide a range of awards via CPD

10 Forsyth & Goodwin Framework Implementation Learners identify and elicit the required learning outcomes through: –Investigation –Analysis –Reflection –Time & resource management –Emotional competencies –Communication –Understanding business needs

11 Forsyth & Goodwin Intended outcomes: Flexible cost effective CPD Possibility culture developed Embedded employability skills Continual CPD Sustainable revenue streams The expectations of employers and government met


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