Policy Background

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Policy Background

• The Dearing Report (1997) recommended the
  implementation of Progress Files consisting of
  two elements
• (i) a transcript recording student achievement
  which should follow a common format devised by
  institutionsThe Transcript
• (ii) a means by which students can monitor,
  build and reflect upon their personal
  development
• The Personal Development Plan (PDP)

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Policy Background

• In 2000 a policy statement and associated
  guidance was agreed by Universities UK( then
  CVCP), SCoP, Universities Scotland (then CoSHEP)
  and QAA.
• Guidelines for HE progress files' stipulates
  that the transcript was to be implemented by
  2002/3 and the PDP element of the policy
  objectives should be operational across the whole
  HE system and for all HE awards, by 2005/06.

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Policy Background The minimum expectations for
institutional PDP policies are that

• - Institutional promotional materials should
  indicate how the skills and attitudes that
  underlie PDP are promoted.
• - At the start of an HE programme, students will
  be introduced to the opportunities for PDP within
  their programme.
• - Students will be provided with opportunities
  for PDP at each stage of their programme.
• - The rationale for PDP at different stages of a
  programme will be explained for the benefit of
  students (e.g. in student or course handbooks or
  module/unit guides)
• - The nature and scope of opportunities for PDP,
  the recording and support strategies will be
  determined by each institution.

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UWIC Policy

• Academic Board received and ratified a paper in
  May 2002 A UWIC Policy for the Development of
  Progress Files which expressed UWICs commitment
  to the introduction of HE progress files within
  the timeframe prescribed by the QAA et al. The
  paper stipulated that all UWIC Schools will -

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• make clear in the programme specifications the
  opportunities for PDP
• make clear the rationale for PDP in the course
  handbook
• provide information for students on how they
  might integrate extra-curricula experiences
  (voluntary service, employment, fieldwork, study
  abroad) into their own PDP process
• engage students in a supported process to reflect
  on their learning and plan for the future
• provide students with information on how evidence
  of value added learning might be eligible for
  accreditation
• give students the opportunity to undertake PDP
  at each level of their programme
• allow students to receive structured academic
  guidance in the compilation of their Personal
  Records of Achievement, the setting of personal
  objectives and plans for self improvement
• allow students with support, to create Personal
  Records containing information on the qualities
  and skills they can evidence, which can be drawn
  upon when applying for a job or further study
• allow for local variety in the format of
  Personal Records across Schools
• identify mechanisms that will ensure PDP systems
  are being implemented effectively.

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Previous Implementation Support

• Since February 2000 a series of workshops have
  been delivered including a demonstration of the
  personal Academic Development for Students in
  Higher Education (PADSHE) model (Newcastle
  University) and the Liverpool Universal Student
  Interactive database (LUCID)
• Two pilot projects were supported, one in the
  Welsh School of Hospitality, Tourism and Leisure
  Management and one in the School of Sport, PE and
  Recreation
• A secondee to the QEC researched the different
  approaches being taken to Progress files across
  the UK and reported her findings to Directors of
  Learning and Teaching.

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Current Requirement

• In March Academic Board approved a recommendation
  that Schools submit implementation plans for
  Progress Files to the LT Board meeting in June
  2004, in order to meet the deadline of 2005.

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The Workshop Agenda

• To provide a range of examples of how programmes
  are currently addressing the requirement across
  UWIC
• To offer additional resources for use outside the
  workshop
• To provide an opportunity to start mapping
  implementation plans so that DLTs can compile a
  report of what the programmes in their respective
  Schools are planning for the June L T Board