Presentation on theme: "The Work-based Learning Maturity Toolkit"— Presentation transcript:
1The Work-based Learning Maturity Toolkit The purpose of the toolkitWhy it is neededWhat the toolkit containsHow it can be usedOutcomes of using the toolkitPilotsDiscussionsThe Work-based Learning Maturity Toolkit
2The toolkit helps users/institutions to: Assess current performance in work-based learning.Identify a vision for WBL and the “enablers” and “barriers” for reaching it.Recommend future actionsPlan their change management.
3Why is it needed?Increasing numbers of students are opting to learn in the work-place - WBL is therefore becoming more strategically important.Good practice is slowly emerging but not widespread in e.g.pedagogic modelsprogressionuse of ICTpartnership workinghow best for institutions to “prepare for work-based learning”Institutions need to assess their performance against what the sector perceives as “mature” - in order to inform policies/plans.
4Has this approach been used successfully before? The Higher Education Academy/JISC national e-learning benchmarking programme ( )“Maturity” toolkits:Pick&MixeMMELTIMIT90s
5What does the toolkit contain? Criteria and statements of “mature” performanceSelf-assessment guidelinesto support assessing performance against what the sector currently judges as “mature”Guide to evidence to look for.Exemplars of good practice.A recommended process for using it.
6The recommended process Two key options:Use within an institution(option for an internal CAMEL group)Collaboration with other institutionsusing a CAMEL group
7Commitment & Customisation Evidence Collection & synthesis Decide upon focus (e.g. whole institution or faculty or programme)Identify and co-opt stakeholdersIdentify initiatives to align with (e.g. development of a WBL strategy)Agree the timescale and project plan, including defined roles (e.g. PM)PlanningCAMELMeetingMeeting/workshop with all stakeholders to explain process and build commitmentSelect relevant criteria from the toolkit & customise as appropriateCommitment & CustomisationCAMELMeetingIdentify evidence needed to decide on “level of maturity” for each criterionIdentify methods for gathering evidenceCollect evidenceSynthesis evidence and produce a concise/usable reportEvidence Collection & synthesisReview evidence report in “levelling” workshop with all stakeholdersAssess your current performance against criteria/level statementsEnsure that all stakeholders agree on:Vision & “enablers” / “barriers” for reaching this visionRecommendations for changeLevelling WorkshopCAMELMeetingConvene workshop with group who are identified to take forward the changesDevelop action plan – and define measures of successIdentify institutional structures, systems & champions which can take forward the changesActions Workshop
8“Levelling” workshop For each criterion: Collectively, undertake “levelling” – assessing performance against criteria/level statementsNot developed:No developed plans and little or no consistent practiceSome development:Plans in development and little or no consistent practiceEmerging practice:Plans in development (or developed) and emerging consistent practiceConsistent Practice:Developed plans and consistent practice
9What are the areas of focus? Institutional readinessFaculty/school/department readinessProgramme designProgramme delivery and assessmentPartnership engagementThe learner experienceEffective, usable, accessible technologies
10What are the criteria? 1. Institutional readiness WBL strategy & plans Organisation, resourcing and support for WBLInnovation managementWBL Customer focusExternal marketing and communicationsProcesses and procedures for staffing WBL programmesStaff development, recognition and rewardWBL procedures and processes for programme validationQA for WBLSystems to support WBLSystems and processes to support registration and enrolmentBusiness, commercial and financial approachesCross institutional communication and collaboration
11What are the criteria? 2. Faculty/school/department readiness WBL strategy & implementation planPartnership workingBusiness and commercial approachesTraining and support for external staff and employersEvaluation and review of programme and pedagogic research
12What are the criteria? 3. Programme design Alignment with employer and employee needsQualifications, pathways and creditDevelopment & planning for validationAlignment with professional standardsCurriculum design (structure)Curriculum design (implications)Integration of ICT/e-learning into curriculum designLearning outcomes and progressionCommercial/business caseLearning materials and resources
13What are the criteria? 4. Programme delivery and assessment Transition and inductionDeliveryAssessment and progressive achievementStudent training and supportPedagogic research
14What are the criteria? 5. Partnership engagement Long-term sustainable and strategic partnershipsStrategic sector initiativesBusiness-oriented ways of workingUnderstanding employer and employee needs and readinessAppropriate resourcing for forming partnershipsCo-ordinated approach to marketing and communications
15What are the criteria? 6. The Learner experience Pre-Entry Programme InductionProgramme Design, Review and Quality EnhancementProgramme Delivery and SupportAssessment and Progressive AchievementTransition and Progression
16What are the criteria? 7. Effective, usable, accessible technologies Systems to support employer engagementTools to allow evidence collection, learner reflection and related dialogueAssessment and feedback toolsTools to support communication and knowledge-sharingManagement and monitoring of work-based learner dataFinance systemsExchange of data between systemsAccess to information, support, training and guidance
17Example: Area of focus 1 Institutional readiness Criterion 1-2 Organisation, resourcing and support for WBLMain statement Organisational structures and mechanisms are in place to resource, support and co-ordinate the WBL strategy/business plan and activities across faculties, schools and departments, though ensuring local ownership.Self assessment guidelines The institution’s committee structure through to SMT/executive level has been reviewed so that agenda’s and reporting channels are designed to ensure that WBL development and progress receives appropriate scrutiny.An institutional WBL business plan is in place and provides a framework within which School/Faculty plans are developed and monitored.There could be a central unit to coordinate WBL activity across the faculties, schools and departments and to lead WBL research, innovation, developments and implementation of effective practice throughout the institution.Mechanisms are in place to resource, support and co-ordinate WBL activities across faculties, schools and departments, though ensuring local ownership.Mechanisms are in place to avoid duplication of effort in WBL through use of cross school/faculty modules and development of generic WBL modules that each faculty/school/department can incorporate into their programmes.A business model and costing policy is in place which encompasses the provision of other WBL services such as the development of bespoke programmes and APEL and recognises the different resourcing model deployed when learning takes place on employer’s premises with WB mentor support.
18Example: Area of focus 2 Faculty/school/department readiness Criterion 2-2 Partnership workingMain statement Strategic "smart partnerships" are in place - designed to be sustainable and win-win in nature with professional ways of working and involving all key sector stakeholders.Self assessment guidelines Sustainable, strategic partnerships with employers and other providers/bodies are in place that align with each partner's strategic objectives, business plans and career progression.Clear roles and responsibilities are identified for each partner and signed up to.A tripartite model exists between employer, employee and providers in order to create a “win-win” situation for all, where each partner plays to their strengths and recognises each others’ motivations - though accepting the need to be demand-driven.Sector-based partnerships are in place which align with UK, national, regional objectives, regulatory requirements, employer consortia needs and professional standards and involve the appropriate sector, regional and national agencies or initiatives e.g. SSCs, professional bodies, employer consortia.Effective leadership and business-like ways of working are in place where there are mechanisms/structures in place to effect regular dialogue between all partners e.g. via advisory or development groups.Employers are involved in all stages including programme design and delivery.Learners and past learners are involved in the partnership dialogue.Long-term holistic approaches with employers are in place that focus on the employer’s “intellectual capital”.
19Example: Area of focus 6 The Learner experience Criterion 6-2 Programme inductionMain statement Induction to the programme is pre-planned and tailored for work-based learning. It takes into account personalised development plans and its design recognises that learners may be remote from tutors and other programme participants. Self assessment guidelines A tailored programme induction that can be delivered and accessed flexibly throughout the year in accordance with individual start dates on the programme.A demand led Induction, designed around and informed by Personal development Plans (PDPs) and learner agreements.Opportunities to participate in Programme Induction remotely using online tools and resources.Activities that build learner confidence and relationships with other participants, tutors, peer/work-based mentors and assessors.Programme literature and materials (accessible online) setting out the course content, structure and setting out requirements and expectations.Introduction to support offered to learners including key contacts such as programme tutors, assessors, mentors, administrators, ICT Technical Help/SupportIntroduction to course documentation, online environments, tools and resources.Opportunities and mechanisms for learners to request further information, clarification and personal support.
20Outcomes of using the toolkit An assessment of current performance in work-based learning.A vision for WBL - and barriers and enablers for reaching it.An action plan for change - aligned with institutional structures and systems.
21Using the toolkit Pilots 1 (April – June): Recent activity: Univ Westminster (focus: School of Computing)Univ Bradford (focus: School of Engineering)UWIC (focus: Dentistry programme, then institution)ELRAH (focus: Youth Worker upsklling programme, then Edinburgh Napier University)Recent activity:Some institutions have applied for JISC funding to adopt the toolkitWestminster embedding into curriculum review process & using with a Change Academy initiativeCurrently aligning with student study for Chartered Engineering status (Engineering Council/RAEng) via a STEM PTP.LSIS intend to integrate the toolkit with GeneratorA sustainable approach:e.g. peer supportcontinuous improvementalignment with other initiatives
22ELRAH Pilot (1)ELRAH is a 5 year project funded by Scottish Funding Council to promote progression with advanced standing (articulation) to degree study using qualifications gained in college.One strand has been to explore progression to degree level study using work-based qualifications and the development of work-based degrees programmesA WBL model has been developed and used to inform the development of a new degree in Youth Working.The BA Youth Work has been developed in partnership involving Edinburgh Napier University, Edinburgh’s Telford College and Edinburgh City Council (Community Learning Development Partnership).
23ELRAH Pilot (2) Reasons for Using the ToolKit: Inform the design, development and delivery of the BA Youth Work (Formative Evaluation).Assess Faculty/School Readiness for WBLPromote the Youth Work Model to others in Edinburgh Napier University and to other ELRAH Partners and other Universities in Scotland through the Articulation Hub Network (5 Articulation Hubs in Scotland) and Scotland’s Work-Based Learning Forum (QAA).
24Key Outcomes/ Actions: ELRAH Pilot (3)Key Outcomes/ Actions:FACULTY/SCHOOL READINESSOutcomes:Partnership roles and responsibilities are clearly defined in Validation Documentation and Collaborative AgreementAll partners are involved in programme delivery throughout at all levels.Actions:(Work-based) Mentor and Assessor training is now being put in place for WBL Mentors and AssessorsWB/ College staff delivering the programme will be eligible to enrol on the University’s PGCERT in Learning and Teaching in HE (recommendation from validation).Programme leader will co-ordinate monthly communications with WBL Mentors/Assessors and College delivery team to continuously evaluate programme delivery.Procedures to be reviewed to assess time to bring WB products to Market.Assess impact on employer.Assess business model.
25Key Outcomes/ Actions: ELRAH Pilot (4)Key Outcomes/ Actions:PROGRAMME DESIGNOutcomes:Blended delivery model with only 8 hours of “attendance” required per module (not mandatory).RPL is an integral part of the programme design. Applicants will be assessed using RPL criteria and placed on the programme.Advanced Entry to Stages 2 and 3 will be offered from the outset.Programme offers different exit qualifications all levelled to SCQF.Programme takes 5 years to complete Hons Degree (no loss of time).Validation event was held at partner college. Validation team included representation from across the partnership.Qualification LOs have been mapped to the Occupational Standards for Youth Workers and to relevant subject benchmarks.Framework has generic modules: “ Learner Centred Development in the Work Place / “Active learning in the workplace”.Study Skills are embedded: “Personal Development Planning for Academic Success”.
26Key Outcomes/ Actions: ELRAH Pilot (5)Key Outcomes/ Actions:THE LEARNER EXPERIENCEOutcomes:Series of leaflets and information events have been developed to promote programme (run in Employer venues).Entry allows for WB qualifications and RPL for people with expertise but not qualifications.Actions:Tailored Induction is in development. PDP will be part of this.More work is needed to assess digital literacy levels of recruits.RPL guidelines are being prepared for applicants.
27Key Outcomes/ Actions: ELRAH Pilot (6)Key Outcomes/ Actions:USEABLE AND ACCESSIBLE TECHNOLOGIESOutcomes:Technology has been integrated into programme design (e-Portfolios, Blogs etc).Actions:Need for access diagnostics of work-place venues.Induction onwards needs to build digital literacy skills (staff and students).Work is underway to develop technologies for ensuring strong communication between programme team members including work-based mentors.Explore virtual classroom tools ( e.g. Elluminate, Big Blue Button) for sessions that are delivered on campus to accommodate people who can’t attend.Investigate use of audio feedback.Explore e-assessment techniques.Explore e-Apel to increase efficiency.
28(WBL toolkit integrated with MAC self-reflection tool) WestminsterDiagnostics(WBL toolkit integrated with MAC self-reflection tool)Curriculum ReviewWorkshop
29UWIC Pilot findings: WBL at UWIC is currently fragmented We need to formalise WBL activitiesA single WBL policy with high level objectives, but with enough scope for localised planning and implementation, is needed.Staff need to feel ownershipThe Toolkit was found to be unsuitable for use with large groups of stakeholdersThere was consensus that the toolkit was an accurate, comprehensive representation of WBL maturityResulting actions:Development of an institutional strategyWork with Schools to create localised plans and activities, structured around the strategyGenerate procedures for WBL to inform staff about how to develop and deliver high-quality WBL
30Discussions Clarifications. Could Welsh institutions benefit from using it?How could it be taken forward?Next steps?