Workforce and Employer Needs: A Collaborative Solution

Andrew Comrie ELRAH Director

Barbara Lawson Head of ExternalLiaisonEdinburgh’s TelfordCollege

Prof Morag GrayAcademic LeadBA (Hons) Youth WorkEdinburgh’s Telford College

Janis DeaneBA (Hons) Youth WorkProgramme LeaderEdinburgh Napier University

THE PRESENTING TEAM

Part 1: Introduction

ELRAH Director

DelegateQuestions

Presentation Structure

• Introduction

• Background to the Youth Work Programme

• Designing the Youth Work Programme

• Delivering the Youth Work Programme

• Sum Up

A Changing Post-16 Education LandscapeSeptember 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/2011/09/15103949/0  •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.

Helping with the Challenge of Designing Work-based Programmes

• JISC Work-Based Learning Maturity Toolkit: http://www.tinyurl.com/wbl-toolkitused 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.

Poll Question 1

Part 2: Background to the Youth Work Programme

Barbara Lawson Head of External LiaisonEdinburgh’s Telford College

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.

Edinburgh City Council

ELRAH

EdinburghNapierUniversity

Edinburgh’s Telford College

Skills for Scotland

Scottish Qualifications Credit Framework

Our Successful Partnership

Successful Partnership Working

PUBLIC SECTOR EMPLOYER ENGAGEMENT

Sue Bruce – Chief Executive, City of Edinburgh Council

Sue Bruce – Chief Executive, City of Edinburgh Council

“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.”

Christine Mackay – Edinburgh City Council Community Learning and Development (CLD) Manager

Christine Mackay – Edinburgh City Council Community Learning and Development (CLD) Manager

“The development of the work-based Youth Work Degree has been an important development for us.Working with Edinburgh Napier University and Edinburgh’s 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”

Gavin Crosby – Edinburgh City Council Youth Work Strategy Implementation Manager

http://www.youtube.com/watch?v=OfsdSMxzo1s

Question time

Part 3: Designing the Youth Work Programme

Prof. Morag GrayAcademic Lead, BA Youth WorkEdinburgh’s Telford College

Collaborative Development of Programme

• 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

PlanDesign Build Test Validation

Sept 2010

May 2011

Start September 2011

Programme Structure

1 year 3 months

1 year 3 months

6 months

9 months1 Year

Stage 1

Stage 2

Stage 3

Stage 4

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.

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.

Question time

Part 4: Delivering the Youth Work Programme

Janis Deane Programme LeaderEdinburgh Napier University

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)

Delivering the Youth Work Programme: Pre-entry and induction

Delivering the Youth Work Programme:Blended and online learning

http://www.youtube.com/watch?v=314c13vocZE

Delivering the Youth Work Programme:Student voice

Delivering the Youth Work Programme:E-learning

Moule’s 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.pdf

Delivering the Youth Work Programme:Example 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 colleague’s 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.

 

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 12:02 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.

Delivering the Youth Work Programme:Grading criteria for on-line discussions

Description and points out of 10

0• No posts, non-participation by student or merely repeats other people’s 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.

Marker’s 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

Question time

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

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?

Contact for Further Information

Andrew Comrie

a.comrie@napier.ac.uk

ELRAH Website:

www.elrah.ac.uk