ESCalate:Embedding Employability in Education ceth Employability Framework© Dr Helen Day Senior Research Fellow Contact: 2 nd June 2009

Ceth Employability Framework© Audience Staff and Students (and other stakeholders i.e. employers) Rationale To enable individuals and subject teams to provide students with a focused and standardised notion of what we expect in terms of employability and to ensure staff and students can identify where employability is being taught, learnt and assessed

Using the Ceth Employability Framework© Marking Criteria for formally assessing Employability Identifying Employability Skills within Modules (including student self-assessment) Curriculum Mapping and Development including identifying employability across programmes and where you teach, practice and assess employability Student Action Planning for Personal and Academic Development Validation Research into student and staff understanding of Employability Skills “Guidance Notes” and a downloadable version of cEF can be found on the ceth website or by contacting Helen Day

How the Ceth Employability Framework© has been used and evaluated 1. For assessment (Managing an ArtHouse Cinema module) 2. On ELSIE programme (ELSIE programme, Angela) 3. As marking criteria (Food Writing module) 4. Evaluating the impact of modules (RWE modules) 5. Curriculum Development (EDSS, Ruth and Mike) 6. Researching the curriculum (ESCALATE project) 7. Validation (MA Writing for Children) 8. Research into student understandings of employability (ceth interns) 9. Pedagogic research (ejournal article on Film and British National Identity module) 10. Understanding employability (Val Butcher & various staff from across UK)

Employability Exercise Are we being explicit about whether we Teach Practice Assess Employability skills (appropriate to our individual modules)? Are there employability skills that you teach, practice and assess that are not on the cEF and you think should be?

Employability Exercise Using your own module/programme as an example, fill in the blank cEF-TAP with examples of aims, learning outcomes, classroom exercises, ‘homework’/preparation and assignments to show whether you teach, assess and enable students to practice the employability skills listed Take notes of any gaps where, for example, you Get the students to practice a task/process and assess it but you don’t offer specific teaching sessions Offer teaching sessions and assess the task/process but you don’t offer students the chance to practice during the module (this often happens with reflection) Teach something and/or allow students to practice it but don’t assess it If there are not good pedagogic reasons for this, how can you change what you do?

Thanks … … for your participation Comments and questions or if you would like to develop a pilot study to uk