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Quality assurance considerations in work- based learning provision Wendy Stubbs Assistant Director Development and enhancement Group

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Presentation on theme: "Quality assurance considerations in work- based learning provision Wendy Stubbs Assistant Director Development and enhancement Group"— Presentation transcript:


2 Quality assurance considerations in work- based learning provision Wendy Stubbs Assistant Director Development and enhancement Group

3 Presentation coverage some key terms: Employer responsive provision Flexibility Partnership QA considerations approaches to employer responsive provision types of partnership and QA considerations QAA activities in this area

4 Graduate apprenticeships Professional qualifying programmes eg Teaching, Nursing Dual accreditation programmes Sandwich degrees Foundation Degrees Accredited in-company programmes Cohort negotiated WBL programmes Individually negotiated WBL programmes 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 HEI Curriculum defined by external standards (NOS, Professional bodies, SSCs) Curriculum determined by workplace goals and objectives Work-based learning programmes in HE WBL as minor part Curriculum prescribedCurriculum negotiated WBL as major part

5 Shared characteristics for current prescribed and employer responsive provision need for flexibility partnership customisation accreditation opportunities 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 provider

6 Employer responsive provision: has brought about change of culture in HEIs increase in demand-led higher education employer involvement in curricula, delivery and assessment more rapid response to employers demands flexible learning workplace as the site of learning and assessment bite sized learning APEL/ accreditation of units into awards accreditation of in-house training

7 Quality assurance considerations awarding credit external examiners staff development managing risk/ sustainability Unique to HEIs provision is within the scope of audit involves assessment decisions assessment procedures 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 wrong

8 Quality assurance considerations (ii) access to HE resources for bite sized students 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 ?

9 What approaches can an institution adopt? Frameworks for WBL

10 Characteristic Pre-validated template or shell modules emphasising experiential learning Purpose Enable learners actively to build into their studies learning and knowledge generated through their own workplace Pre-validation of modulesModules used as the basis for negotiating customised programmes specific to work- related needs and interest A learning contract of agreement for individually negotiated programmes of study Formalises the process of negotiating individual programmes and defines the outcome reflected in the agreed award title Level descriptors that can be translated into learning outcomes and assessment criteria Locate WBL within HE through benchmarking against FHEQ qualifications descriptors Distinctive characteristics of fit- for- purpose WBL frameworks ( Willis 2008 )

11 Characteristics The facility to include a proportion of taught modules selected from other subject disciplines within the institution, within a specified credit limit Purpose Learners might choose to include these in their programme of study to reflect their own interests or specialisms Flexibility to negotiate and customise learning programmes and award titles without going through a full validation process for each one Efficiency and responsiveness of institution to employer and individual learner demand Flexibility over size of credit-rated modules that can be offered Enables smaller or larger credit chunks than might otherwise be feasible in a standard institutional modular framework, to reflect employer need Identification of proportion of accreditation of prior experiential learning [AP(E)L] available, where relevant and coherent to the negotiated route Learners can identify areas where they can claim general or specific credit towards their awards through using clear procedures in the context of their learning

12 How are institutions working with others on setting up frameworks? Types of partnership

13 employer employee FEC or private training provider FEC + private training provider Consortium of HEIs/FECs/ private training providers HEI + Employers site of learning/ assessment

14 SHELL Framework in a consortium of providers : FECPrivate HEI FEC HEI LEAD HEI (awards the full qualification HEI private

15 Quality assurance considerations outlined in the QAA statement July 2008 emphasis on HEI deciding what is appropriate QA- fitness for purpose may need contracts for private providers the HEI awarding full qualification: determines the confidence it has in other(s) quality assurance ( may vary depending on provider) no QAA limit on acceptance of the credit/ grades/ awards of another HEI/partner – no need to revalidate all components ( need to consider maximum credit of others accepted)

16 QAA activities response to the 2008 HEFCE /QAA task group report Joint HEA/FDF Employer Engagement action plan Autumn 2009 joint conference QAA activities Liaison Officer project Survey of institutional approaches and identification of QA guidance needs July 10 conference Case studies of approaches Presentation of findings Overarching principles presented and developed briefing for auditors and reviewers revision of APEL guidelines


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