Workforce and Employer Needs: A Collaborative Solution

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Workforce and Employer Needs A Collaborative
Solution
Andrew Comrie ELRAH Director
Prof Morag Gray Academic Lead BA (Hons) Youth
Work Edinburghs Telford College

Barbara Lawson Head of External Liaison Edinburgh
s Telford College
Janis Deane BA (Hons) Youth Work Programme
Leader Edinburgh Napier University
THE PRESENTING TEAM
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Part 1 Introduction
ELRAH Director
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Presentation Structure

• Introduction
• Background to the Youth Work Programme
• Designing the Youth Work Programme
• Delivering the Youth Work Programme
• Sum Up

Delegate Questions
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A Changing Post-16 Education Landscape

• September 2010 - Scottish Government published
  their pre-legislative White Paper, Putting
  Learners at the Centre Delivering our Ambitions
  for Post-16 Education in Scotland
  http//www.scotland.gov.uk/Publications/2011/09/15
  103949/0  
• Focus on workforce skills development.
• Regional Planning (driven by regional labour
  market needs).
• Collaborative curriculum design and delivery
  (HEI, Colleges and Employers working more closely
  in partnership to design and deliver programmes).
• No loss of time for learners (especially those
  moving to degree study having studied HE level
  programmes in a Scottish College).
• New partnership models for delivering HE in
  Scotland.

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Helping with the Challenge of Designing
Work-based Programmes

• JISC Work-Based Learning Maturity Toolkit
• http//www.tinyurl.com/wbl-toolkit
• used to inform and evaluate the design and
  delivery of the Youth Work Programme.
• Partnership development funded by JISC, led by
  University of Bradford in collaboration with
  University of Westminster, University of Wales
  Institute Cardiff and Middlesex University and
  ELRAH.

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Poll Question 1

• The term ARTICULATION has become commonplace in
  colleges and HEIs in Scotland. What does it
  mean?
• A College Students can gain some credit when
  applying for undergraduate programmes for prior
  learning at HE levels in colleges.
• B College Students gain full credit for Higher
  National Qualifications gained in colleges
  entering level 2 with an HNC and Level 3 with an
  HND. HEIs reserve places.
• C College Students must be able to evidence
  advanced level academic skills before being
  offered an undergraduate place in an HEI.
• D Dont Know

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Part 2 Background to the Youth Work Programme
Barbara Lawson Head of External
Liaison Edinburghs Telford College
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Background

• Youth Work Programme
• New Youth Work Programme developed to illustrate
  an alternative, collaborative way of delivering
  HE which is more flexible and responsive to local
  employer need.
• Articulation is designed in students can enter
  at advanced levels of the programme depending on
  prior qualifications and experience - this was a
  key aspect for the employer.

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Successful Partnership Working
Edinburgh City Council
Edinburghs Telford College
ELRAH
Our Successful Partnership
Edinburgh Napier University
Skills for Scotland
Scottish Qualifications Credit Framework
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PUBLIC SECTOR EMPLOYER ENGAGEMENT
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Sue Bruce Chief Executive, City of Edinburgh
Council
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By working in partnership we have made best use
of our resources and produced a very cost
effective course, grounded in practice and
accessible to a group of staff who now have the
opportunity to access this excellent professional
training.
Sue Bruce Chief Executive, City of Edinburgh
Council
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Christine Mackay Edinburgh City Council
Community Learning and Development (CLD) Manager
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The development of the work-based Youth Work
Degree has been an important development for
us. Working with Edinburgh Napier University and
Edinburghs Telford has been a very positive
experience our secondment of an experienced
youth worker to the qualification design team has
ensured that the content reflects the needs of
the field and core competencies which was
invaluable for us and great professional
development for her. Developing this
qualification has helped us ensure we train
work-based assessors who will be evidencing those
competences and this has been really worthwhile
Christine Mackay Edinburgh City Council
Community Learning and Development (CLD) Manager
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Gavin Crosby Edinburgh City Council Youth Work
Strategy Implementation Manager
http//www.youtube.com/watch?vOfsdSMxzo1s
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Question time
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Part 3 Designing the Youth Work Programme
Prof. Morag Gray Academic Lead, BA Youth
Work Edinburghs Telford College
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Collaborative Development of Programme
Plan
Design
Build
Test
Validation
Sept 2010
May 2011

• Learning gap expressed by Edinburgh City Council
• ELRAH Scoping
• Partnership working and early agreement

• Detailed Planning document
• Planning Team Experienced curriculum developer
  seconded subject expert
• Regular progress meetings

• Programme Team
• Existing Approved Foundation Degree Framework
• CLD competencies National Occupational
  Standards for Youth Work

• Employer Expert Team
• Potential Students
• Module Content
• Stage alignment and integrity
• Delivery and assessment strategies

• Collaborative programme Documentation
• Cohesive team reflecting partnership defended
  programme
• Commended by validation panel for obvious close
  working relationships

Start September 2011
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Programme Structure
1 Year
9 months
6 months
1 year 3 months
1 year 3 months
Stage 4
Stage 3
Stage 2
Stage 1
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This course is perfect for me otherwise I would
have to leave my job. What would I do if I failed
the course? I would have no job.
Its great because we are learning as we work so
you are not having to wait 3 years to put things
into practice.
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Question time
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Part 4 Delivering the Youth Work Programme
Janis Deane Programme Leader Edinburgh Napier
University
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Delivering the Youth Work Programme

• Community of practice and peer support
• Blended learning and the constructivist delivery
  model
• E-learning and the 3 major components of the
  online environment activities, resources and
  supports (Oliver Herrington 2001)

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Delivering the Youth Work Programme Pre-entry
and induction
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Delivering the Youth Work ProgrammeBlended and
online learning
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Delivering the Youth Work ProgrammeStudent voice
http//www.youtube.com/watch?v314c13vocZE
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Delivering the Youth Work ProgrammeE-learning

• Moules E-learning ladder (page 41 at the link
  below) offered a conceptual model for planning
  e-learning approaches across the programme.
• Moule, P. (2007) Challenging the 5 stage model
  for e- learning a new approach ALT-J Research in
  Learning Technology 15 (1) pp37-50 internet
  available at http//repository.alt.ac.uk/713/1/ALT
  _J-Vol15_No1_2007_Challenging_the_five-stage_mod.p
  df

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Delivering the Youth Work ProgrammeExample of
online learning activity

•  Discussion posting 2 Critical Incident
  Analysis 
• Look back at the Unit 1 week 2 reflection
  material and the reflective models
• reading in particular. 
• Using a model of reflection of your choice,
  undertake a critical incident
• analysis of a situation or event at work or in
  your personal life. This can be a
• small but significant event and need not be a
  crisis or even negative. Be careful
• with confidential information e.g. clients or
  colleagues names!
• Write this up as a 300 word (maximum)
  discussion posting and make
• at least 2 responses to other students of 50
  words total. This is worth10 of the
• module mark and due in week 7.
•  

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Delivering the Youth Work Programme brief
extract from online discussion posting

• Subject Discussion Posting 2 - Critical Incident
  Analysis Topic Online Discussion 2 Deadline 12
  Noon 21.10.11 Author xxxxxxx Date 20 October
  2011 1202 PM
• On researching different models of reflection, I
  have decided to complete a
• critical incident analysis using The Reflective
  Cycle (Gibbs G, 1988, Learning
• By Doing). I deliver a substance awareness
  session to a capacity building group
• as part of their twelve week programme, a few
  groups ago they asked if we
• would be interested in allowing a young person
  to complete their work
• placement in ---------------. We decided to have
  her placement as part of my
• project and that I would supervise her.

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Delivering the Youth Work ProgrammeGrading
criteria for on-line discussions

• Description and points out of 10
• 0
• No posts, non-participation by student or merely
  repeats other peoples contributions or not
  addressing the topic/question.
• 1-3
• Participates in a limited way, with relevant
  material but which has limited analysis or
  engagement of fellow-students. Posts but does not
  respond to peers or uses social/informal style
  with slang/text language.
• 4-7
• Participates with relevant contributions showing
  critical thought based on literature use. Trying
  to engage with fellow-students but could be
  stronger.
• 8-10
• Consistently enthusiastic and rigorous
  participation by student. Responsive engagement
  with material and with fellow-students. Evidence
  of critical thought based on a literature use to
  demonstrate new insights or synthesis of
  innovative ideas.
• Markers comments 10/10
• Excellent posting in both content and style and
  use of the Gibbs reflective cycle to add
  structure. 6
• positive responses to others. Obvious learning
  with forward planning. Any further questions,
  please get
• back to me.
• Janis

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Question time
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Summing Up

• An Effective, Collaborative Partnership
  employer actively involved from the start
  inputting to the design as well as development
  and delivery.
• A Work-based undergraduate programme developed
  and validated in 8 months.
• A flexible programme designed to meet industry
  needs with multiple entry and exit points
• Learners able to accelerate learning by getting
  maximum credit for prior qualifications
  (including work-based qualifications) and prior
  experience.
• Technology enabled to support remote learning,
  peer learning and mixed model of learner support
  from both College, HEI and Employers

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ONLINE DISCUSSION

• Please join us now in the online discussion area
  where we will be delighted to answer any further
  questions you may have.
• As a starter for ten
• Are you experiencing similar changes to post-16
  education where you come from? What will this
  mean for future delivery models of your
  programmes?

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Contact for Further Information

• Andrew Comrie
• a.comrie_at_napier.ac.uk
• ELRAH Website
• www.elrah.ac.uk