1. Learning through Work Sean McCready Ufi learndirect

2. Context - Why should we ‘do’ WBL? Policy landscape –Widening participation –Employer engagement –Funding Demand –Employers require tailored, demand-led qualifications to meet their needs Environment –Emergence of SSCs –Improvements in technology –Partnerships

3. Key principles The most important thing about work-based learning in higher education is that it must be clearly recognisable as higher education, so… –Credit and awards gained for work-based learning must represent the same levels of rigour and intellectual challenge as those in more traditional areas. –In the UK, this means, like all other programmes, by being clearly and demonstrably located within the QAA Framework for Higher Education Qualifications (FHEQ).

4. Flexibility is the key However flexibility does not amount to licence… It should offer freedom, within the parameters of the award for learners and their employers to shape a qualification of personal and professional relevance, based on a curriculum of work and accessed in a way which is personally and professionally appropriate. Mapping the work-based curriculum against Level Indicators is particularly useful in reconciling flexibility with clearly identified higher education standards.

5. The challenge to Higher Education Process not discipline – shift from ‘discipline expert’ to ‘learning facilitator’ Demand-led rather than supply driven – responsive programmes within HE constraints Standards – ‘similar but different’ work based knowledge to be married with conventional academic learning and equivalence assured. Articulation and integration – tools and mechanisms to identify, express and locate learning within the work and academic context.

6. The LtW response (What it is and why its different) A means of gaining HE level qualifications (or credit) using work as a major learning resource. It enables ultimate flexibility – time, pace, mode, place and content Individual and group learners can undertake bespoke programmes to meet their own and their employers’ needs Blended learning programmes, based on work-based activities, courses, distance learning modules, in-house training, practical research The learning contract and its supporting resources are on the LtW website.

7. Why do HEIs use LtW? To attract more learners (“At least 90% of our LtW learners wouldn’t have enrolled on our standard provision”) Tap into new markets (employers & employees) Offer well-supported programmes to geographically distant learners Offer customised programmes to businesses Use the website facilities – dialogue, resources and on-line content; Benefit from learndirect marketing activity; To be part of a network at the forefront of work based learning developments.

8. Target learners Individuals in work wishing to gain a university qualification, top up an existing qualification or gain HE level credit Business-based cohorts working as a group in line with their organisation’s aims. Programme is agreed with the business but individuals negotiate a significant element of their learning contract themselves.

9. Qualifications and HEIs Certificate of Higher Education, Undergraduate Diploma Foundation Degree, BA/BSc Honours Degree Postgraduate Certificate, Postgraduate Diploma MA/MSc Degree University of Chester University of Derby University of Northampton University of Northumbria The Open University Staffordshire University Southampton University Wakefield College University of the West of England

10. Headline stats More than 3000 learners have registered and developed contracts. 750 plus have graduated to date 38% individuals, 62% part of employment-based cohorts 62% undergraduate level, 38% postgraduate level 100 + business based cohorts 81% have all or part fees paid by employers 650+ employers engaged, 33% in SMEs Low attrition rate

11. An individual learner: John Blundell Senior design engineer at Alstom Power; Wanted to develop within the company on the technical side; The company needed complex problems investigating; No ‘off the shelf’ courses were appropriate; Wanted minimum time out of the job.

12. What happened… John: developed and ‘owned’ a unique programme; High-level skills and knowledge and confidence; MSc Combustion, Fuels & Performance Modelling; Promoted to highest engineering grade in the company – 20% pay rise. Alstom Up-skilled and highly motivated senior engineer; Research projects – immediate business benefits; Excellent value for money.

13. Why do learners like LtW? For most interviewed it was the only option; Gaining a qualification without taking time off work to attend university or college; Tailoring learning plan to suit their needs, aspirations and work-life situation (sometimes negotiating an award title); Adds extra value to their workplace activities; Gaining credit for relevant prior learning (APCL and APEL) Working at their own pace; Allows learning at a distance from the HEI; Support, support, support…

14. Why do employers choose LtW? To enable staff to gain relevant (and QA’d) learning and qualifications without taking time off work; To tailor learning specifically to the work related needs of the employer and the individual; To meet a specific need within an appropriate timescale; To incorporate existing, relevant courses; To build in ‘must haves’ such as occupational standards, key skills etc. To meet needs that are not catered for elsewhere in the education and training system.

15. Next steps Platform: a brand new versatile, robust and scalable web-based set of resources for institutions to use to support the development and delivery of WBL. Content: on-line content to be accessible (and ‘buy-able’) separately from the learning contract to enable HEIs to respond to ‘just in time’ business. Customizable: to enable partners (HEIs and others) to brand and adapt parts Re-launch January 2008

16. Contact details Sean McCready – Head of Business Development smccready@ufi.com 07900 162 466 Judy Saxton, Partnership Manager (LtW) jsaxton@ufi.com 07748 105872

17. Mines Rescue Service Limited Provide the Escape and Rescue from Mines Scheme approved by the Secretary of State Employs 122 people in rescue, training and research Management and operational staff are from a mining background Mines Rescue requires them to be Miners Mines Rescue Service Limited requires them to be so much more

18. History (Nationalised Industry) Privatised in 1996 Legal requirements 46 collieries paying for the service with costs of £5,000,000 No skills outside of mining No customers other than collieries Quality system Closures

19. Diversification 14 collieries – 4 not producing – Income of less than £1.5 million – Costs of £6.25 million Diversify or close Brigadesmen Teaching Assessing Skills/competence Middle Management Senior Management

20. Operational Management 22 candidates 17 have passed to date Next batch have been identified and include some Senior Management The NVQ became a job description The NVQ became more important than the Rescue Officers Qualification Identified weakness Provided opportunity Effective Managers

21. Company Secretary Tailored to needs Specific where required Prior learning Learning contract The tutors The course Morale

22. Mines Rescue Management Specific Research Methods Leadership Communication The Tutors The Course Benefits are immediate

23. Benefits of Leaning through Work Suited the people Suited the company Fitted our needs exactly Immediate benefits Good practice Co-operation between sites Identified weakness Provided the improvement on an ongoing basis