Presentation on theme: "HND Social Services Sector Briefing Session 23rd March 2007."— Presentation transcript:
HND Social Services Sector Briefing Session 23rd March 2007
General aims of HNCs and HNDs All HNCs and HNDs have a range of broad aims that are generally applicable to all equivalent higher education qualifications. Examples include: ♦ developing candidates’ knowledge and skills such as planning, analysis and synthesizing ♦ developing employment skills and enhancing candidates’ employment prospects ♦ enabling progression within the SCQF ♦ developing study and research skills ♦ developing transferable skills including Core Skills
The different needs of these exit pathways can be met by including optional Units. For example, articulation to a degree programme may require achievement of additional theoretical knowledge not normally required by employers. The structure of the Group Award should provide opportunities for candidates to take different routes through the qualification to meet their exit aspirations.
HNCs and HNDs are also often designed to provide candidates with the knowledge and skills required for further study such as articulation to degree programmes and/or professional body qualifications.
All HNCs and HNDs must have a mandatory section. For HNCs this will be a minimum of 48 SCQF (4 units) credit points, including a Graded Unit of 8 SCQF credit points at SCQF level 7. For HNDs, it will be a minimum of 96 (12 units) SCQF credit points, including a Graded Unit of 8 SCQF credit points at SCQF level 7, and Graded Unit(s) of 16 SCQF credit points at SCQF level 8. The Award will have a total of 240 credit points (48 option points or 6 credits)
The Award The question remains and was not resolved by the consultation as to whether the HND should be one or more qualifications.
However, one qualification has the advantage of: attracting more people on to the course, rather than diluting the intake (which may be important at this level); allowing exchange of ideas across the different occupational areas and from different perspectives offering maximum transfer opportunities.
At present we have identified the suggested content for a single qualification, with three routes: Social Care and housing (Adults and Children and young people); Early Years Learning and Development Leadership and Management in Social Care.
Suggested content for the generic mandatory units for all routes Legislation, regulation, guidance, frameworks and standards for working with adults, children and young people in social care and educational settings Research, theory and best practice for the promotion of individual learning, development and growth (to include psychological, sociological and pedagogical research, theory and best practice) Communication, recording and reporting systems, processes and best practice to support adults, children and young people to realise their potential (or HSC41: Use and develop methods and systems to communicate, record and report
Suggested content for the generic mandatory units for all routes (continued) Assessing risk and protecting children, young people and vulnerable adults from danger, harm and abuse Policy, principles and practice in Social Care and Educational settings Personal and professional development and reflection (or HSC43: Take responsibility for the continuing professional development of self and others) Joint working agreements, practice and participation Social Care, Early Education and Childcare: Graded unit
Remaining issues 1.The need to liaise with the Higher Education Institutions to ensure that there is ‘real’ articulation with year 3 of the degrees mentioned. 2.The need to liaise with potential HND providers to ensure that a single qualification is the best option for the HND 3.The need to work with SSSC to ensure that the content of the HND reflects the emerging para-professional social work role being developed by SSSC
Remaining Issues 4. The need to ensure that the Leadership and Management route articulates with: the newly reviewed Leadership and Management for Care Services SVQ’s 5. The need to ensure that the qualification(s) provides a pivotal focus for the career development programme and milestones laid out in the Changing Lives Implementation Plan 6. The need to ensure that the qualification(s) articulates with and meet the timescales, career and qualification needs laid out in Scottish Executive’s Response to the ‘National Review of the Early Years and Childcare Workforce: Investing in Children’s Futures’
Design Team Should include representatives from the following: HEI FE Employers SSSC Scottish Institute for Excellence in Social Work Education Social Care Institute of Excellence Service User and Carer groups Voluntary Service Workforce Development Unit Learning Networks Learner representatives
Developing a new Award Stage 1:Initial review 1 Set up the Qualification Design Team. 2 Identify potential qualifications for development and agreeing the proposal with SQA. 3 Establish the need for the qualification by consulting stakeholders. 4 Evaluate stakeholder responses. 5 Determine the scope of the project. 6 Carry out market research and develop the rationale and aims of the Group Award.
Stage 2:Development of the qualification 7 Plan the work of the Qualification Design Team. 8 Identify the tasks and timelines to take the development forward. 9 Write or revise Units and get them validated. 10 Write group award Graded Units. 11 Signpost Core Skills in Units. 12 SQA validation of the Units (see step 9 above). 13 Produce a Validation Proposal Document for the Group Award. 14 Appoint a Validation Panel for the Group Award. 15 Hold a Validation meeting for the Group Award. 16 Produce a Validated Document (ie HN Group Award Arrangement document).
. Stage 3:Implementation 17 SQA coding of the Group Award and all new Units and informing Students Awards Agency Scotland (SAAS). 18 Gain centre or SQA approval. 19 Launch the Group Award. 20 Develop or revise assessment instruments and teaching materials.
HND in Social Services Sector – Implementation Timetable 23rd March 2007 Briefing Session Glasgow Put together Design Team and Identify Unit Writers End March 2007 Online Consultation Forum (Blog) established (SQA) Early April 2007 Agree a series of design team meetings 30 th May 2007 Course design completed July 2007 Meeting with unit writers team July – Dec. 2007 Monthly meetings with unit writing team Ongoing consultation and support February 2008 Validation Document complete March 2008 Course Validation Aug 2008 Course Available for Delivery
Workshop Activity How would you meet each of the identified challenges in the design of this award? What range of skills and experience do you think the design team need? What could you offer to this process and why? Can you suggest other useful contacts?