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Benchmarking Careers Education

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Describes the desirable content of a programme of study ... SCOP. Many other interested parties UK and ROI. BENCHMARKING CAREERS EDUCATION. Next steps ... – PowerPoint PPT presentation

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Title: Benchmarking Careers Education


1
Benchmarking Careers Education
  • David Stanbury
  • AGCAS Careers Education Task Group
  • Project web site http//careers.lancs.ac.uk/cetg/
  • AGCAS web site http//www.agcas.org.uk/

2
What is a benchmark statement?
  • A document which
  • Describes the desirable content of a programme of
    study
  • Embodies an agreed understanding by the subject
    community
  • Provides an authoritative reference point for
    development and review
  • QAA Subject Benchmarks play key role in
    curriculum development
  • QAA has created 47

3
But..
  • New ones will be strictly limited
  • Where there is no specific Subject Benchmark, QAA
    directs attention to external reference points
  • This is mentioned in
  • Code of Practice, Section 7 Programme approval
  • Handbook for Academic Review
  • Annex C self evaluation docs for subject review
  • Annex E questions for external reviewers
  • QAA does envisage that CEBS can act as an
    external reference point

4
Why have one?
  • A statement benchmarking careers education (i.e.
    an external reference point) can
  • Provide an authoritative reference point (e.g.
    for external examiners)
  • Promote good practice
  • Articulate careers in relation to PDP etc.
  • Establish academic credibility
  • Complement QAA Code of Practice for CEIG
  • Enable the careers community to refine its own
    understanding of its practice

5
CEBS
  • Aims to address careers education within the
    undergraduate curriculum
  • Will include
  • The nature of the subject, characteristics
    principles
  • Teaching Learning
  • Subject in context (e.g. different curriculum
    models)
  • Institutional context (careers related agendas)
  • Institutional diversity
  • Outcomes

6
Issues
  • Pitfalls
  • May be seen as
  • Restrictive
  • Static
  • Dry and impenetrable
  • Possibilities
  • Reflects diversity and enables creativity
  • Descriptive and aspirational
  • Academic and accessible
  • Be recognised as authoritative reference point
    for curriculum review

7
How? The process
8
Who is involved?
  • Steering Group
  • LTSN Generic Centre / HE Academy
  • AGR
  • Guidance Council
  • GAB
  • LTSN subject centres / academics
  • AGCAS members
  • Careers Ed Task Group
  • Working Groups partners
  • QAA
  • SCOP
  • Many other interested parties UK and ROI

9
Next steps
  • Consult on drafts
  • Final draft version
  • Systematic consultation including all
    Universities and other stakeholders (Jan 05?)
  • Finalise document
  • Endorsement by HE Academy, AGR etc.
  • Promotion of the benchmark

10
Help needed
  • Is this the right way forward?
  • Which bodies / individuals should we approach for
    support?
  • What funding sources could we tap?
  • Ideas for promoting / disseminating the CEBS
  • Forthcoming conferences?
  • Relevant journals?
  • How could non-QAA Benchmark Statements be used?
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