give me credit work-based learning for administrators
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John Braithwaite, Registrar, School of Health, Community and Education Studies Paul Kelly, Academic Registrar. Give me Credit Work-Based Learning for Administrators. John Braithwaite, Registrar, HCES Paul Kelly, Academic Registrar. - PowerPoint PPT PresentationTRANSCRIPT
John Braithwaite, Registrar, School of Health, Community and Education
StudiesPaul Kelly, Academic Registrar
Give me CreditWork-Based Learning for Administrators
Images taken from: www.missouristate.edu; www.ibmecsp.edu.br; www.alleducationschools.com
John Braithwaite, Registrar, HCESPaul Kelly, Academic Registrar
Signposts
What’s Work Based Learning – what does it mean?
Case Studies
Competence Framework for Administrators
What skills do you need for your job?
Professional Practice Programme
What learning could be recognised? How could you apply your learning?
It’s an approach to workforce development with a focus on “learning which accredits or extends the workplace skills and abilities of employees” (Universities for the North East, 2007)
It’s about “Learning in and Through Work – supporting personal, professional and organisational development” (HCES Professional Practice Programme)
WBL - What is it?
WBL - What is it?
It’s about recognising experience and competence
It’s a way of incorporating practical knowledge and experience into an academic framework
It focuses on real work activities and allows learners to concentrate on issues and projects at work that are directly applicable to their role
Case Studies
The Linen Supervisor
The Care Worker
The Ward Manager
Case Studies – administration?
Data Quality Enhancement Project
GTP Administrator’s Handbook
Administering the Late Authorisation Process
What’s in a code? JACS’ Story
AUA Competence Framework
Your first task
List key skills/competences you need for your job
Write on tablecloth
Share with others at table.
Offer suggestions to others and add to your own list
Surprised by how many skills you need?
How has the list changed since starting job? Number and level of skills
Professional Practice ProgrammeNegotiated work-based learning in & from
workplace, work provides focus for learning Extend learner’s capability and individual
effectiveness Agent for change for workplace Negotiated flexible and bespoke programmes
of study
PPP Background @ Northumbria
Introduced September 2006 to address Workforce Development priorities across health, social care & education
Offered at FD, U/G & P/G levels.
Utilises Northumbria’s Work-Based Learning Framework
400 enrolled 09/06-09/08
144 awards to date from Certificate to Masters
Programme: Principles & StructureKey Principles:
Programme derives from needs of workplace & learner: work forms curriculum
Learners engage in recognition of current competencies prior to negotiation of programme of study
Assessed against a framework of standards and levels
Structure:Learning Contract – learning needs & programme planning
Managing Own Learning- study skills & underpinning knowledge to manage, reflect & evaluate learning
Academic Recognition of CPD - In-house or external CPD & reflection on how this is/to be applied to practice
Independent Study – workplace enquiry Work-based Project
Subject-specific modulesAP(E)L
Programme Pathways
Foundation Degree Route
BA/BSc Hons Named awards e.g.BA(Hons) Health Practice / BA(Hons) HE Administration
Staged Awards (60 credits) e.g.Diploma Social Care Practice / Diploma HE
Administration
MA/MSc Professional Practice (HE Administration)
*
Negotiating the ProgrammeReview past learning & work experience
Analyse: current competence, behaviour, values, interpersonal skills, strengths & weaknesses against appropriate occupational standards (e.g. HE Administrators’ Competence Framework) or organisational/job standards
Identify attitudes to learning (particularly HE study) & ascertain learning styles and needs
Ascertain current position with respect to organisational role; career progression, & aspirations
Develop action plan through Learning Contract
Learning Contract
Negotiated between learner, workplace adviser & university tutor
Programme, pathway & specific context of aims & learning outcomes unique to individual
Module menu agreed dependant upon individual vocational & academic need
Award Title- U/g title based on occupational role, field & focus of study.
*
Learner Support
Aims:
to make learning a positive experience
to guide learners through reflective journey.
to set out clear boundaries on issues of ethics and confidentiality
Who provides support?
Workplace support by Workplace Advisors -identified by occupational competence and ability to support learners in the workplace.
Academic staff maintaining student contact through face-to-face and online seminars and tutorials.
Career Development at Northumbria
Administrator Career Pathway: apprenticeship programme, talent pool, ‘skills and attributes framework’
Professional Practice Programme for HE Administrators: How would it fit? Opportunity to demonstrate achievement against
recognised professional benchmarks, or against the University competence framework.
Help to fill the ‘skills and attributes’ gaps Could assist in application for career progression
Your last task
On your table: What do you like/dislike about the proposal? Would you use the programme? If not why not, if so:
How? What recent / new learning to be recognised? Link back to answers to the first task on skills needed
for the job Have you an idea for the work-based project, or is
there a burning issue in the Department/School which could from the basis for a project?
Complete the feedback sheet