Learning Through Employment Report for QAC (Revised to Apply to the Whole of USW)

Learning Through Employment Report for QAC (revised to apply to the whole of USW)

LEARNING THROUGH EMPLOYMENT

REPORT AND RECOMMENDATIONS FOR VALIDATING THE LEARNING THROUGH EMPLOYMENT FRAMEWORK

This paper is presented to the Quality Assurance Committee to discuss the issue of validating the shell framework and modules for Learning Through Employment.

QAC is asked to consider and, if appropriate, approve the included recommendations.

CONTEXT

Wales faces the problem of lagging behind the other nations of the UK in terms of GDP, employment opportunities, basic skills, vocational skills and educational achievement (WAG, 2007). The Leitch Review therefore began to recognise that there may be some differences in implementing the skills agenda in across the devolved nations of the UK.The Welsh Assembly Government (WAG) strategy for higher education (Reaching Higher) included the strategic plan for education, lifelong learning and skills in Wales (The Learning Country: Vision into Action). WAG’s Education for Sustainable Development and Global Citizenship (ESDGC) action plan considers the links between society, economy and environment (Daugherty and Davies, 2008). Government strategies and employer expectations both bring the imperative for HE in Wales to develop graduates with attributes embracing personal, ethical and social issues broader than the acquisition of academic skills, subject knowledge and competence based vocational skills alone which is not always replicated across the wider UK skills agenda (Thompson, 2009). Indeed, the Welsh Assembly Government and Learning and Skills Improvement Service have already joined forces to provide some online resources for Welsh work-based learning providers delivering programmes in leadership. However, the Employability theme arising from the Webb review recognises the tension between the acquisition of skills and the acquisition of knowledge (WAG, 2007).

While the recommendations in the Webb Review were reflected in the Skills that Work for Wales strategy and action plan (WAG, 2008), more recently, the For our Future strategy (WAG, 2009) also notes the way access to higher level learning in Wales is being transformed by the example of the Universities Heads of the Valleys Institute (UHoVI), involving the University of Glamorgan as a key collaborative partner, with a particular focus on the creation of Foundation Degrees embedded with an ethos of work-based learning. Another vision articulated in For Our Future is the need for HEIs in Wales to offer ‘flexible, accessible and learner centred provision’ that contributes ‘to the future renewal of the Welsh economy by raising the skill level of the Welsh workforce and by supporting businesses to become increasing innovative and competitive’ (WAG, 2009:3). Underpinning this vision is the need to provide better access to HE programmes by those already in the workforce, through part-time study opportunities that offer a flexible approach to learning that can be fitted around a student’s work and home life.

In response to these drivers, HEIs can embed employability across the curriculum at programme level, by offering work placement opportunities, or by providing specific modules designed to engender attributes that may be described as learning for employment. HEIs may also embed work-based learning in programmes where an employee can gain credit for the learning they have gained through employment(Gray, 2001). QAA defines work-based learning as ‘learning that is integral to a higher educationprogramme and is usually achieved and demonstrated throughengagement with a workplace environment, the assessment ofreflective practice and the designation of appropriate learning outcomes’ this is distinguished from placement learning which is defined by QAA as ‘learning achieved during an agreed and negotiated period of learning that takes place outside the institution at which the full or part-time student is enrolled or engaged in learning’ (QAA, 2007:4-5). The University already serves a relatively high proportion of part-time learners, many of whom are older than the ‘typical’ more traditional student. Over 31% of the University’s students are over 30 years of age. Of over 21,000 students, around 40% are undergraduates studying part-time accredited HE programmes, and 9% are studying part-time postgraduate programmes. While technology enhanced learning can aid the delivery of employability skills for students on traditional campus based programmes, many professionals now access technology enhanced learning in the workplace, and that will affect their expectations when engaged in accredited learning programmes delivered through a HEI, particularly if engaged with higher level learning as mature, part-time postgraduate students. QAA also recognises that ‘students involved in this type of learning are likelyto have different needs to those on campus full-time’ (2007:7).

The issue that follows therefore helps address the employability and skills agenda for University of South Wales students of all ages, on all modes of study, and at all HE levels, wherever they are studying, on or off campus, in the UK or overseas, with student support materials available on Blackboard utilising our expertise in technology enhanced learning.

A flexible approach to learning, such as that offered by the proposed Learning Through Employment framework for work-based learning will also allow the University of South Wales to address the attributes towards supporting a buoyant economy as outlined in For Our Future, by providing knowledge exploitation that encompasses workforce development at levels 4-7.

The Learning Through Employment Framework and Toolkit

There is an increasing call for a bridge between academic knowledge and vocational and transferable skills, and for accredited work-based learning programmes to be delivered at higher levels through Higher Education Institutions (HEIs). The specific challenges facing the Welsh economy, and the opportunities brought about by UHoVI, mean that the University of South Wales’ Learning Through Employment framework enables programmes at all HE levels to be designed in partnership with employers, in order that specific skills needs may be met that are relevant to the Welsh context.

Work–based learning may incorporate either learning for employment (e.g. a work placement on a sandwich degree programme or professional development such as a teacher education course), or may incorporate learning through employment (e.g. a company in-house training programme, or an accredited programme of study at a HEI such as the University of South Wales). Accredited work-based learning programmes are designed in such a way that the workplace becomes the context for some or all of the learning and assessment, and the employee can gain credit for the learning they have gained in the context of their work. It is this learning that is assessed, not simply the experience someone gains from being employed.

There are many instances of employability being embedded in the curriculum at the University of South Wales that incorporate learning for employment, highlighted, for example, in the recent Experience Works Week events. The commitment to employability is also seen to be driven from a senior level with the work of the Employer Engagement Group chaired by Professor Brian Hobbs, and its adjunct Work Experience Task Force. However, while there are some examples of highly developed and long standing work based programmes at the University of South Wales that are embedded with an ethos of learning through employment (for example in Nursing, but see also other examples of good practice on the CELT website at there is some reluctance to design and implement work based learning programmes at all HE levels, and the embedding of work based learning is not consistent across all faculties.

In order to facilitate higher levels of adoption of work-based learning, in 2009 CELT, in partnership with UGCS, developed a work-based learning framework and an online toolkit of support materials that articulates progression pathways from HE entry levels through to postgraduate study (Appendix A). The framework and toolkit fits with the UK’s Qualifications and Credit Framework (QCF) and Credit and Qualifications Framework for Wales (CWFW) and was developed in full consultation with Heads of Learning and Teaching.

The Learning Through Employment framework allows individuals already in employment to work towards a university-level qualification relevant to their specific area of work. Its main feature is that the majority of learning takes place through active and reflective engagement with work activities, underpinned by the appropriate academic knowledge and skills. Courses can be tailored around any subject and are negotiated between the learner, the university and the employer who work together to agree a programme of study that draws or builds on the learner’s work activities and, at the same time, satisfies the requirements for a university qualification at the appropriate level. The outcomes of the programme planning stage are recorded in a learning contract which, once approved by the university serves as a formal academic document like a course document, which is consistent with QAA guidance on supporting work-based or placement learners (QAA, 2007:16). The learning contract may incorporate a claim for credit to be awarded for previous learning where it is relevant to the theme of the overall programme. In addition to the identification of learning and development in the workplace and programme planning, programmes involve work-based projects, a research project and a module on reflection on learning in the workplace. Learners may also incorporate subject-specific modules, accredited in-house programmes or independent study modules into their individual programmes which is agreed at the programme planning stage. Outline modules, including sample Learning Outcomes, have been developed by CELT (Appendix B) in order that programme designers who may be less familiar with a competency-based approach to assessment or indeed less familiar with the accrediting of informal learning, may take these ‘off the shelf’ (see incorporate into their programmes. The approach taken to design the Learning Through Employment modules is consistent with QAA guidance that ‘agreed intended learning outcomes for a work-based or placement learning experience may be highly specific or more general’ (QAA 2007:8).

Learning Through Employment modules may also be used to accredit placement learning on traditional programmes wishing to embed learning for employment.

The toolkit of support materials has been developed by to provide practical advice, support and guidance on the Learning Through Employment Framework, with separate toolkits targeted towards learners, employers and lecturers. Promotion of the framework, and liaison between employers and faculties is undertaken by a Lecturer in Learning Through Employment based in CELT who is also able to provide additional support to academic staff in the design, delivery and support of Learning Through Employment programmes.

The employers’ toolkit is available via the university’s webpages, and in hard copy brochure format. Employer events are arranged through CELT and in liaison with UGCS and the Careers Service to promote the framework to industry and potential learners.

The learners’ toolkit is promoted on the University’s web pages, with support material available via Blackboard. The learners’ toolkit support materials interface with the VLE via the University of South Wales’ own content management system (CMS). The toolkit contains: Guidance on learning to learn with the toolkit and guidance on engaging with the CMS; guidance on the framework and credits; guidance on the accreditation of prior learning; guidance on preparing a learning contract; guidance on accessing the University’s facilities (many of which are available online); full support materials on how work-based learning can be assessed, including outlines of various methods of assessment, guidance on preparing a portfolio for assessment (with the integration of an e-portfolio tool within Blackboard to facilitate assessment and personal development planning), guidance on reflection and review, making presentations, and preparing work-based and research projects. This toolkit is also accessible by University staff involved in the support of these learners. The online learners’ toolkit offers a wealth of information including, for example, what courses are available, how assessment takes place, guidance on accreditation of prior experiential learning (APEL) and accreditation of prior certified learning (APCL) and advice about research and learning styles.

Lecturers’ toolkit materials are available electronically and also in hard copy brochure format – a copy of which has been sent to all lecturing staff across the University. This toolkit also contain information on managing work-based learning programmes, supporting work-based learners, and assessing work-based learning. The online toolkit materials also facilitate an equitable level of support for work-based learners at all levels, independent of the individual tutor support that may be variable across programmes.

In addition, staff support resources are provided via the CELT webpages (available at

SUMMARY

The employability and skills agenda across the UK is being driven by both government strategy and employer expectations. There is an increasing call for a bridge between academic knowledge and vocational and transferable skills, and for accredited work-based learning programmes to be delivered at higher levels through HEIs. The specific challenges facing the Welsh economy, and the opportunities brought about by UHoVI, mean that the University of South Wales’Learning Through Employment framework enables programmes at all HE levels to be designed in partnership with employers, in order that specific skills needs may be met that are relevant to the Welsh context. Validating the shell Learning Through Employment framework and outline module descriptors would facilitate the wider adoption of work-based learning across the USW Group.

In England a limited number of HEIs have adopted a framework approach to the accreditation of work-based learning. One such framework has been developed at Middlesex University, England’s acknowledged lead HEI in work-based learning. A framework approach has also been taken recently in a project led by the University of Gloucestershire in partnership with the University of Winchester and Pebble Learning Ltd. Recognising the need ‘for higher education institutions (HEIs) to establish a framework “designed to facilitate the accreditation, within higher education, of work based and work-relatedlearning” as a means of ensuring academic integrity and flexibility within the system’ (Jenkins and Gravestock, 2009).

RECOMMENDATIONS

It is crucial for UHOVI, as well as for the wider embedding of work-based learning that meets the Welsh employability and skills agenda, to have the shell framework and modules validated[1].

At the University of South Wales, modules must be validated not only to each different level of study, but also to relevant subject codes, as our current regulations require quality to be managed through the appropriate subject area, and marks processed through the appropriate subject boards.

The recommendation presented to QAC is to validate the attached modules (which do not have specific module codes) as part of a shell framework for Learning Through Employment. Validation would be subject to the faculties allocating appropriate subject codes when they use these modules which may then be taken ‘off the shelf’and incorporated into either new or existing programmes[2].

Heather Skinner

Principal Lecturer in Learning, Teaching and Assessment

CELT

July 2010

References

Daugherty, R. and Davies, S. (2008) Capacity and Quality in Education Research in Wales: A Stimulus Report for SFRE Forum I, Strategic Forum For Research in Education, [Internet] (accessed 9th March 2010)

Gray, D. (2001) A briefing on work based learning, York: Learning and Teaching Support Network Generic Subject Centre.

Jenkins, M. & Gravestock, P. (2009). Supporting the co-generation of work-based learningdesigns. In Same places, different spaces. Proceedings ascilite Auckland 2009.

[Accessed 12th April 2010]

Thompson, D. (2009) ‘Successful engagement in graduate attribute assessment using software’, Campus-Wide Information Systems, 26(5), pp. 400-412.

QAA (2007) QAA Code of practice for the assurance of academic quality and standards in higher education. Section 9: Work-based and placement learning - September 2007, Gloucester: The Quality Assurance Agency for Higher Education

Welsh Assembly Government (2007) Promise and Performance: The Report of theIndependent Review of the Mission and Purpose of Further Education in Wales in the Context of the Learning Country: Vision into Action (The Webb Review), Denbighshire: Welsh AssemblyGovernment.

Welsh Assembly Government (2009) For Our Future: The 21st Century Higher Education Strategy and Plan for Wales, Cardiff: Welsh Assembly Government.

APPENDIX A

PROPOSED FRAMEWORK FOR LEARNING THROUGH EMPLOYMENT

Foundation Modern Apprenticeship (Level 2)

Key Skills Level 1

NVQ Level 2

Technical Certificate

↓

Modern Apprenticeship (Level 3)

Key Skills Level 2

NVQ Level 3

Higher Technical Certificate

↓

*Foundation Degree (Levels 4 & 5)

Level 4

The learning contract and programme planning

(20 credits)

Learning in the workplace (20 credits)

**60 credits made up of other University level 4 modules, accredited in-house programmes, independent study modules or work-based projects

Reflection on learning in the workplace (20 credits)

↓

Level 5

Review of learning and development in the workplace and programme plan

(20 credits)

**80 credits made up of other University level 5 modules, accredited in-house programmes, independent study modules or work-based projects

Reflection on learning in the workplace (20 credits)

↓

*Honours Degree (Level 6)

Review of learning and development in the workplace and programme plan

(20 credits)

**40 credits made up of other University level 6 modules, accredited in-house programmes, independent study modules or work-based projects

Research project (40 credits)

Critical reflection on learning in the workplace (20 credits)

↓

*Masters Degree (Level 7)