Education- Delivering the Workforce

Jo Smith & Andy Morris

• To share the University of Bolton’s experience

• To consider some of the context around Foundation

Degree’s

• To think about the challenges & how these are

overcome

• To consider the partners in the development of

Assistant Practitioners

• To look at ways in which the WBEF are key to the

learning process

Aims:

Foundation Degree has been delivered at the

University of Bolton since 2002

1 of 2 HEIs providing the education to the Assistant

Practitioners

University of Bolton was involved in working with

social care partners from the beginning

Informing the way in which the curriculum evolved

Focusing upon both social care and health

Background

Widening opportunity

Linking theory with practice

Giving recognition to the tacit skills which exist

within the work place

Built upon skills and giving recognition to the

possibilities within the workforce

In this case to increase the skills and knowledge

based of support workers / band 4 workers

Ethos of Foundation Degrees

Work-Earn & Learn

Gives recognition of what takes place within the

workplace

In terms of skills and knowledge development

Academic ethos of linking theory and practice

“Workplace learning is of central importance

and a crucially important site for learning”

(Evan & Rainbird, 2002)

Work-based learning

Promotion of Citizenship & belonging in society

“Learning enables people to play a full part in

their community. It strengthens the family, the

neighbourhood and consequently the nation”

(Blunkett, ‘Learning Age’)

But also in response to the changing nature of the

workplace

Life-long Learning

Core of learning based on needs of health and

social care

Collaboration, Team work & Care Planning

Enhancing fitness for practice

Specialists: Mental Health, Disability and

Society, Working with Older People, Long-

term Conditions, Therapy Skills, End of Life

Care, Social Inclusion & Empowerment

Curriculum development

Person Centred approach is key to the ethos

of the Foundation Degree

Keeping the person and their family at the

centre of care delivery is a message which

runs through

Based upon a responsive approach and

making use of a partnership approach

A Person Centred to Care

Linking with the employers; to make work-based

learning a real experience

Ensuring there are mentors in practice who will

be able to support learners

Working across organisations

Adapting to meet different cultures and priorities

Whilst maintaining educational & academic

standards

Challenges for HEI’s

Clear communication & listening to partners

Clear roles and responsibilities

Clear vision of expectations

Being flexible and reflexive

Having a central person who can cross the boundaries

between university and workplace, working across the

team

Being focused upon supporting the learner / Assistant

Practitioner

How can this be achieved?

Developed in 2002

Part of the Delivering the Workforce initiative

Seconded to the HEI in Greater Manchester

Different models across the North West Region

Brought together and harmonised in 2011 as

the WBEF Network

* The role of the Practice trainer an historical perspective

* Work-Based Education Facilitators: model

A community of practice of individuals from a variety of

professional backgrounds

Working with HEI’s and employers

Promoting role understanding and knowledge

Planning / recruitment….through to graduation and

qualification

Dedicated time for preparatory work, on-going support

and liaison with mentors

Wider remit of working with bands 1-4 staff

Supporting individual needs

Giving advice and guidance: Including a

pastoral role

Supporting the learning process

Furthering and enhancing the links between

theory and practice

Giving a sense of security

*Work-Based Education Facilitators: For Learners……

Ensuring that there are clear links between academic and competency development

Bridging practice theory gap Keeping the focus and helping the

curriculum keep up-to-date with regards to practice

Making sure there are firm connections which ensure fitness for practice

Open and honest dialogue at all times

*Work-Based Education Facilitators: For Education…..

Good communication between the workplace and university

More dedicated time More support / advice Emphasising the benefits to mentors &

organisation Establishing a culture of mentoring

*Work-Based Education Facilitators: For Employers

Promoting the Role of the Assistant practitioner across the region

Assisting established and emerging organisations with Role design and function

Representing the work of the network at a local, regional and national level

Close working relationships with organisations such as the RCN, Skills for Health/Care, Health Education North West, The Workforce Transformation Team.

*Work-Based Education Facilitators For The Region

Joint working and sharing good practice

Embedding the Assistant Practitioner role

across the region

Increasing understanding and acceptance of

the Assistant Practitioner role

Enhancing the links between partners on a

broader level

The importance of a network

For the University of Bolton an integrated

approach is fundamental

Working towards collaboration between

education with employers

Considering Health and Social Care holistically

Looking at new challenges and working in

partnership to address them

Building Bridges & Working Together

Supporting Assistant Practitioners to fulfil

the aims of their role:

Increasing quality of provision for individuals

and their carers, improving skills mix,

meeting the demands of the community

Providing compassionate care

Serving the individual / family /community

Quality Outcomes for Health and Social Care :