Workforce and employer needs

Workforce and Employer Needs:

A Collaborative Solution

Andrew Comrie

ELRAH Director

Barbara Lawson

Head of External

Liaison

Edinburgh’s Telford

College

Prof Morag Gray

Academic Lead

BA (Hons) Youth Work

Edinburgh’s Telford College

Janis Deane

BA (Hons) Youth Work

Programme Leader

Edinburgh Napier University

THE PRESENTING TEAM

Part 1: Introduction

ELRAH Director

Delegate

Questions

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 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/2011/09/15103949/0

• 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.

http://www.scotland.gov.uk/Publications/2011/09/15103949/0

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.

http://www.tinyurl.com/wbl-toolkit

Poll Question 1

The term ARTICULATION has become commonplace in

colleges and HEIs in Scotland. What does it mean?

College Students can gain some credit when applying for

undergraduate programmes for prior learning at HE levels in

colleges.

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.

College Students must be able to evidence advanced level

academic skills before being offered an undergraduate

place in an HEI.

Don’t Know

Part 2: Background to the Youth

Work Programme

Barbara Lawson

Head of External Liaison

Edinburgh’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

Edinburgh

Napier

University

Edinburgh’s

Telford

College

Skills for

Scotland

Scottish

Qualifications

Credit

Framework

Our

Successful

Partnership

Successful Partnership Working

PUBLIC SECTOR EMPLOYER

ENGAGEMENT

Youth Work

Degree

Christine Mackay

CLD Manager

Gavin Crosby

Youth Work Strategy Implementation Manager

Sue Bruce

CEO Edinburgh Council

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

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

Question time

Part 3: Designing the Youth

Work Programme

Prof. Morag Gray

Academic Lead, BA Youth Work

Edinburgh’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 months

1 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.

Question time

Part 4: Delivering the Youth

Work Programme

Janis Deane

Programme Leader

Edinburgh 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


Blended and online learning

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


Student voice

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


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

http://repository.alt.ac.uk/713/1/ALT_J-Vol15_No1_2007_Challenging_the_five-stage_mod.pdf


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.


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

[email protected]

ELRAH Website:

www.elrah.ac.uk

mailto:[email protected]

http://www.elrah.ac.uk/