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Work-based Learning in the Public Sector: 4Work-based Learning in the Public Sector: 4thth Nov. 2009 Nov. 2009
Working Together:Working Together:
The Common CoreThe Common CoreDelphine GarrWorkforce Development & Learning Manager
Alexandra BurghardtHead of Health, Education and Social Care, Barnet College
BarnetBarnetThe second largest
borough in LondonStrong partnership
workingApproximately 20,000
in the children’s workforce across the partnership
• Enhances skills of the workforce
• Creates greater flexibility for career progression
• Promotes common language and purpose
• Embeds integration
• Builds mutual trust and respect
• Improves outcomes for service users
• Children and young people value it
Why Common Core?Why Common Core?
The Common Core ElementsThe Common Core Elements
• Effective Communication and engagement
• Child and young person development
• Safeguarding and promoting the welfare of the child
• Supporting transitions
• Multi-agency working
• Sharing information
Views from Children Views from Children (1)(1)
• “…Patience and listening skills and has to be friendly. They have to like children and be trustworthy because a child might tell them a secret”
• “They need patience, skill and kindness. They also need to have qualifications to have these jobs”
Views from Children Views from Children (2)(2)
• “These people need all the skills real parents have like being able to cook, clean, work, tidy, be there for the child, be strict but fair, be nice, don't spoil the child and not to cause physical or verbal abuse”
• “They should be willing to work with others even if others are depressed or angry. They have to love their jobs and be very tolerant.”
Involving Young People Leaving CareInvolving Young People Leaving Care
• Importance of payment & training for young people
• Ongoing support
• ‘I was sort of surprised… they really listened to what we had to say’
• ‘I have a feeling they will take on board what we said…’
What’s in it for the Workforce?What’s in it for the Workforce?
• Acknowledgement of prior learning
• Facilitates flexible career pathways
• Continuous professional development
• Transferable credits for further study
• Demonstrates substantial level of learning in its own right
Quotes from staff who attendedQuotes from staff who attended
•I really just felt quite inspired by them…that is the first time I have been on a training course where I have heard young people speak’
•‘I think it was really good to hear from young people first hand, their own experiences… as opposed to talking about it as some kind of case study…’
The Accreditation ProcessThe Accreditation Process• Consulted the workforce
• Consulted our children and young people
• Worked with our partners:
• Middlesex University
• Barnet College
• Health
• PVI sector
•Successful collaboration resulted in meaningful recognition of prior learning.
Approach to Training ProgrammeApproach to Training Programme
• Multi-agency training at both levels
• In-depth one-day training courses on the six areas of expertise (Certificate Level)
• Half-day workshops for professionally qualified (Graduate Level)
• Materials developed to support programme.
How the Accreditation WorksHow the Accreditation Works
• Accredited at two levels by Middlesex University:
• Certificate Level: 60 credits
• Graduate Level: 30 credits
• Certificate Level delivered by Barnet College
• CATS points transferable and valid for five years
Progression RoutesProgression Routes
• Varied opportunities at each level
• Common Induction Standards
• Linked into PQ for social workers
• Early Years Foundation Degree
• Early Childhood Studies Foundation Degree
• Foundation Degree in Integrated Youth Work and Support
• Valid prior learning for EYPS
The heart of it….The heart of it….Common Core SkillsCommon Core Skills
Effective Effective PracticePractice
Improved Improved Workforce Workforce SkillsSkills
Quality Quality service service delivery delivery
for children, for children, young people young people and familiesand families
What is the Take-Up Like?What is the Take-Up Like?
• Programme started in January 2007
• Take up is gaining momentum
• Total trained (April 07 – to date):
• Certificate level: 1157
• Graduate Level: 385
Certificate Level Take-UpCertificate Level Take-UpTotal number of people trained at certificate level
130
139
491
109
120
168 Effective Communication
Child & Young PersonDevelopment
Safeguarding & PromotingWelfare of the Child
Supporting Transitions
Multi-Agency Working
Sharing Information
Graduate Level Take-UpGraduate Level Take-UpTotal number of people trained at Graduate level
69
62
7556
72
51
Effective Communication
Child & Young PersonDevelopment
Safeguarding & PromotingWelfare of the Child
Supporting Transitions
Multi-Agency Working
Sharing Information
Certificate Level DistributionCertificate Level DistributionCertificate Level Inter-agency Distribution
343
250
26
10
159
193
173
21 Local Authority
Schools & Leaning
Higher Education
Private Education
PCT/ Health
Voluntary
Private
Probation
Police
Graduate Level DistributionGraduate Level DistributionGraduate Level Inter-agency Distribution
285
16
1
1
31
35 160
0
Local Authority
Schools & Leaning
Higher Education
Private Education
PCT/ Health
Voluntary
Private
Probation
Police
What have been the challenges?What have been the challenges?
• Common Core not mandatory
• Competing CPD programmes across the workforce
• Low levels of publicity
• Initially too frequent
• Accreditation level confusing
• Lack of time to attend training
Next StepsNext Steps
• Deepen partnership between all stakeholders across the Children’s workforce
• Continue on-going delivery of programme
• Increase publicity for programme
• Implement findings of evaluation project with IDeA.