TOWARDS A REGIONAL FRAMEWORK IN HEALTH AND SOCIAL CARE

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TOWARDS A REGIONAL FRAMEWORK IN HEALTH AND SOCIAL
CARE

• Gwen Chaney
• Building Common Foundations Project Leader

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THE POLICY CONTEXT - ISSUES FACING DfES

• Personalisation, choice and partnership
• The knowledge economy, employability
• Social Justice
• Regionalisation
• Lifelong learning, education/training until 18,
  50 participation in HE, weakness in basic skills
  for adults, and skill gap at associate
  professional level (white papers)
• Supply of staff with current vocational skills

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THE POLICY CONTEXT - ISSUES FACING DoH

• Personalisation, choice and partnership - i.e.
  organisational change
• Rapidly developing technological change
• More older people demanding care
• Recruitment problem - a decreasing numbers of
  young people overall with more career options
• Retention problem - particularly nursing, SW,
  retirement issue
• Progessional interest groups/ regulation
• An emergent career framework and pay policy

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DoH REQUIRMENTS OF A FOUNDATION DEGREE

• Focus on retention - upskilling people with NVQ3
  into emergent Associate Practitioner roles at
  level 4 on the Career Framework
• provides a work-based progression route into HE
  and thence to professional registration at
  honours level (22 model) or a degree (21)
• HE education to promote deep learning and
  lifelong learning for staff to cope with change
• Registered professionals enabled to progress

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NHS Career Framework,
providers and qualifications
HEI
Prof
CPD
9
8
PhD
8
M
7
7
6
FD
FEC
6
H
5
NVQ
I
4
5
School
4
C
3
3
2
2
LLN
1
1
Qualifications
14-19 Strategy
Providers
NHS Career Framework
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BUILDING COMMON FOUNDATIONS

• Herda-sw/ nhsu foundation degree project
• Report on research work-in-progress finding out
  from an employer perspective if
• it is possible to take a common approach to work
  based learning within the FD
• there is a common core curriculum for FD health
  and social care, and what it would be
• MREC approved, triangulated qualitative approach,
  June 7 Symposium

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INTERIM FINDINGS - EMPLOYERS WANT IT TO

• Be based on evidence KSF (PDP)
• Evidence competence against NOSs (NVQ type in
  social care but not in health)
• Improve performance on targets/ NSF
• Support new roles with small numbers
• Minimum work for assessors/ managers
• FD recognised nationally and across sectors
• D (and some C and E) type model of WBL

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DRAFT FRAMEWORK FOR WORK-BASED LEARNING FOR AN FD
DESIGNED
FOR EMPLOYED STUDENTS
Negotiated programme based on the needs of the
individual learner in the context of employer
need.
Learner progressing through the pay bands at
level 4, may start at level 3 role and progress
into aspects of 5 or into a new role.
2 - 5 years
Start of Programme
End of Programme
Assistant
Practitioner
HCA
in (e.g.) AHP,
PDP
Community,
Support
Direct payments
Implementation and
Worker
Demonstration
Implementation and Demonstration
Cadet, Adv Appr
Common Core
WBL - competence based and/ or
Improved retention
KSF Core Dimension
project based centred on innovation.
WRL Inter-sectoral
Could map to professional standards
Workforce
WBL Contexualised
and/or to NOS
development
NVQ3
Implementation and Demonstration
Service
WRL - provider led modules, assignments linked
to
improvement
workplace role but centred on conceptual,
comparative and
AVCE A level Other Quals
critical perspectives. Could be provided in the
workplace
Personal
and/or be regional and could use ICT and/or
learning sets.
development
Applied assignments
Progression
opportunities
Exploration and Design
Supplementary Development according to student
need
Recognition and Accreditation of Learning
Return to learn/GCSE grade C, key skills 2 for
experienced students
(RAL) prior and future perspectives
Diagnosis of supplemental needs
Work experience for students who enter from
academic route or career change
How to learn - pedagogy of WBL, reflection
APEL support for module claims, could be NVQ3
plus evidence of CPD
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CORE COMMON CURRICULUM 50 level 1 20 level 2

• Current provision KSF link
• 100 do research methods (KSF4)
• 90 do study skills/ PDP (KSF2)
• 90 do psychology/ human growth
• 90 do equality and diversity/sociology (KSF6)
• 80 do social administration
• 80 do ethics, roles, care planning (KSF 5)
• 80 do communic skills (KSF1)
• KSF 3 is not done

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WE SHAPE OUR BUILDINGS, OUR BULDINGS SHAPE US

• Type D employs personalisation (PDP) and choice
  (module menu, different providers)
• Type D requires partnership - regional
• It challenges current models, AP(E/C)L
• It needs mechanisms for coordination
• It delivers innovation, transparency, efficiency,
  economy, social justice, learner transferability,
  and can adapt to change