Past, Present and Future –Incorporating Prior and Workbased Learning in the Development of a Degree Programme

CAMEL GroupSkye April 2013

Choose UWS/2010

Key Objectives

Identify a process to link employer led staff development to UWS awards

Develop best practice in partnership working meeting the needs of employers, employees and UWS

Focus on sustainable engagement

Develop an integrated approach to employer engagement incorporating RPL, WBL and UWS modules

Potted History of Kibble Education and Care Centre

• 1840 Miss Elizabeth Kibble dies. And

an endowment is set up

• 1859 Kibble Reformatory School opens

• 1932 Re-designated as an Approved School

• 1971 Becomes a List D School

• 1996 Kibble Education and Care opens

• 2011 Kibble accepts referrals for both males and females

“The Kibble”

Has been providing child and youth care for over 150 years

Is one of Scotland’s leading Social Enterprises turning round the lives of some of the most disadvantaged young people in Scotland

Provides a stable, purposeful, safe and happy environment for young people in trouble

Kibble Education and Care Centre – The Project

Assess staff for RPL and the transfer of credit

Facilitate APEL for staff through engagement with the Making Experience Count module where appropriate

Develop core Social Pedagogy module(s)

Enrol a cohort of staff onto the Workbased Opportunities module (20 points at SCQF level 8)

Identify existing UWS modules for inclusion in the programme 

www.scqf.org.uk

Programme Pathway

Option of dou ble/trip le m od ule s

Level 8

Work Based O pportunities Module (LSCI)

Social Pedagogy Stage 2

(C OR E) + 1 module

Work Based O pportunities

Module (LS CI)

Social Pedagogy Stage 2 (C OR E)

+ 1 module

Work Based O pportunities

Module (LSCI) Social Pedagogy Stage 2

(C OR E) + 1 module

Work Based O pportun ities Module (LSCI) S ocial

Pedagogy Stage 2 (C OR E)

+ 4 modules

Work Based O pportunities Module (LSCI) S ocia l

Pedagogy Stage 2 (CO R E)

+ 4 modules

Level 7

Introduction to Social Pedagogy (CORE)

Introduction to Social Pedagogy (CORE)

Introduction to Social Pedagogy (CORE)

Introduction to Social Pedagogy (CORE)

APEL for 100 cred its Making Experience C ount

Introduction to Socia l Pedagogy (C O R E)

DEGREE Related* and non related

HNC SOCIAL CARE and

SVQ4

HND

RELATED

HNC SOCIAL CARE

HNC

UNRELATED

Benefits of RPL

For the student

Gaining credit and recognition for learning increases confidence, motivation and self esteem

Encourages further learning

No need to repeat learning experiences for things they already know and for which they can provide suitable evidence

Enhances employment opportunities by gaining a recognised qualification more quickly saving time and money

For the Employer

More efficient use of the training budget avoiding duplication of learning and identifying the best way to meet skills gaps

Provides a framework for skills development and CPD enabling employers to:

• Show a commitment to workforce development

• Improve staff retention

Benefits of RPL

Recognition of Prior Learning

Experiences are looked at and those where significant learning has occurred are selected.

Clear statements in the form of learning outcomes are written making sure that:

• Learning is at the right level.• There is a clear link between theoretical

knowledge and practical application • Learning has been kept up to date.

Evidence in support of the claim to learning is collected and collated this takes the form of a written report accompanied by a portfolio of evidence

Why engage in WBL?

Links into SCQF

Encourages and motivates

Gives sense of achievement

Enhances reflection

Employer engagement

Indicators of what is expected of the student

Designed to engage students in the learning process

Linked to subject benchmark statements and/or level descriptors

Learning Outcomes are:

Workbased Opportunities - Learning Outcomes

Outline the skills and personal qualities needed to effectively identify patterns of self-defeating behaviours in young people.

Utilise an interactive therapeutic strategy such as the Life Space Crisis Intervention (LSCI) to turn crisis situations into learning opportunities.

Produce a reflective analysis of how LSCI has contributed to your interpersonal skills and relate this to the culture within your workplace and to government initiatives.

Recognise the value of effective debriefing and how this contributes to working practices.

Barriers/Risks

• Costs

• Economic climate,

• Benefits of staff development

• Sustainability

• Culture

• Resources

The will needs to be there to find a way

What Students Say

Made me reflect on my working practices and question why I did things.

Gave me the confidence to suggest different ways of working.

Made me appreciate what I had achieved within the workplace.

I have caught the learning bug!

Lifelong Learning Academy

Lea McKayDirector, Lifelong Learning AcademyUWS

Lea McKay@uws.ac.uk0141 848 3514