Upload
keene
View
21
Download
1
Tags:
Embed Size (px)
DESCRIPTION
Linking London Credit - flexibility for the future. Mick Betts Consultant In Higher Education Innovation and Lifelong Learning. What credit is…. A metric that enables learning against defined outcomes to be quantified - PowerPoint PPT Presentation
Citation preview
Linking London Linking London Credit - flexibility for the futureCredit - flexibility for the future
Linking London Linking London Credit - flexibility for the futureCredit - flexibility for the future
Mick Betts
Consultant In Higher Education Innovation and Lifelong Learning
Mick Betts
Consultant In Higher Education Innovation and Lifelong Learning
What credit is…What credit is…What credit is…What credit is…
A metric that enables learning against defined outcomes to be quantified
Credit rating is… a value given to a prescribed unit or episode of learning that confers a credit volume at a defined level
A metric that enables learning against defined outcomes to be quantified
Credit rating is… a value given to a prescribed unit or episode of learning that confers a credit volume at a defined level
What credit isn’t!What credit isn’t!What credit isn’t!What credit isn’t!
A learning system
A teaching system
A silver bullet
A way of life!
A learning system
A teaching system
A silver bullet
A way of life!
When we say “credit” we are normally referring When we say “credit” we are normally referring to a to a creditcredit systemsystem that is… that is…When we say “credit” we are normally referring When we say “credit” we are normally referring to a to a creditcredit systemsystem that is… that is…
outcomes led credit based modular
And operates within…
A qualifications framework with clearly defined levels and levels descriptors (e.g. QCF, FHEQ)
outcomes led credit based modular
And operates within…
A qualifications framework with clearly defined levels and levels descriptors (e.g. QCF, FHEQ)
Credit benefitsCredit benefitsCredit benefitsCredit benefits
Flexibility – especially in curriculum design, development and delivery
Consistency – using a standard metric Establishes value Establishes equivalence Supports and simplifies modularity Enables learning episodes of all sizes to be quantified – bitesize to
degree Enables learning episodes of all sizes to be recognised Facilitates and simplifies a consistent, quality assured approach to
AP(E)L Facilitates and simplifies a consistent, quality assured approach to
accreditation Supports work based learning (WBL) Enables accumulation, transfer and exit with honour
Flexibility – especially in curriculum design, development and delivery
Consistency – using a standard metric Establishes value Establishes equivalence Supports and simplifies modularity Enables learning episodes of all sizes to be quantified – bitesize to
degree Enables learning episodes of all sizes to be recognised Facilitates and simplifies a consistent, quality assured approach to
AP(E)L Facilitates and simplifies a consistent, quality assured approach to
accreditation Supports work based learning (WBL) Enables accumulation, transfer and exit with honour
Credit disadvantages….?Credit disadvantages….?Credit disadvantages….?Credit disadvantages….?
Atomises learning Encourages surface learning Makes learning assessment driven ? ?
BUT are these disadvantages really to do with credit?
Atomises learning Encourages surface learning Makes learning assessment driven ? ?
BUT are these disadvantages really to do with credit?
Who really cares about vocational progression Who really cares about vocational progression from L3 – L4… apart from learners?from L3 – L4… apart from learners?Who really cares about vocational progression Who really cares about vocational progression from L3 – L4… apart from learners?from L3 – L4… apart from learners?
Who actively promotes it? Who actively enables it in a practical sense? Is there a real or imagined glass ceiling (at L3) outside of
established routes? Do L3 providers really think progression? Do L4 providers get involved in feeder qualifications? Are L3 vocational programmes planned, designed, taught,
assessed and supported for what comes next? Are some L3 qualifications terminal in every sense? Are L4 qualifications designed to show continuity and
development from L3?
How can “credit” help?
Who actively promotes it? Who actively enables it in a practical sense? Is there a real or imagined glass ceiling (at L3) outside of
established routes? Do L3 providers really think progression? Do L4 providers get involved in feeder qualifications? Are L3 vocational programmes planned, designed, taught,
assessed and supported for what comes next? Are some L3 qualifications terminal in every sense? Are L4 qualifications designed to show continuity and
development from L3?
How can “credit” help?
““Credit” can help to…Credit” can help to…““Credit” can help to…Credit” can help to…
Build a continuous, “all through” curriculum for all vocational routes Develop credit based qualifications at all levels Establish and apply consistent design criteria Establish consistent “progression sensitive” approaches to:
Programme design Teaching and learning Assessment Student support and experience
Provide processes for AP(E)L Provide processes for accreditation Run the QCF and FHEQ side by side as parallel and equivalent
frameworks enabling learners to move sideways and up across both
Build a continuous, “all through” curriculum for all vocational routes Develop credit based qualifications at all levels Establish and apply consistent design criteria Establish consistent “progression sensitive” approaches to:
Programme design Teaching and learning Assessment Student support and experience
Provide processes for AP(E)L Provide processes for accreditation Run the QCF and FHEQ side by side as parallel and equivalent
frameworks enabling learners to move sideways and up across both
Possible learner journeys through parallel Possible learner journeys through parallel frameworksframeworksPossible learner journeys through parallel Possible learner journeys through parallel frameworksframeworks
To move forward all or some of the following To move forward all or some of the following action is needed…action is needed…To move forward all or some of the following To move forward all or some of the following action is needed…action is needed…
Joint FE- HE curriculum development
cross sector, subject based curriculum teams particularly at L3/4
Joint QCF/FHEQ programme design, validation and approval at L4 and above
Formal, working agreements about:
AP(E)L
accreditation
credit transfer
Proper, full partnerships (curriculum, management, T&L, support etc) between
HEIs
FECS
Other providers/AOs
Employers
Professional bodies/trade and industry associations
Sensible and supportive funding/costing mechanisms enabling easy movement between QCF and
FHEQ with no financial penalties to providers/sponsors/learners
And…
Joint FE- HE curriculum development
cross sector, subject based curriculum teams particularly at L3/4
Joint QCF/FHEQ programme design, validation and approval at L4 and above
Formal, working agreements about:
AP(E)L
accreditation
credit transfer
Proper, full partnerships (curriculum, management, T&L, support etc) between
HEIs
FECS
Other providers/AOs
Employers
Professional bodies/trade and industry associations
Sensible and supportive funding/costing mechanisms enabling easy movement between QCF and
FHEQ with no financial penalties to providers/sponsors/learners
And…
A FUNDED CATS PROJECT!A FUNDED CATS PROJECT!A FUNDED CATS PROJECT!A FUNDED CATS PROJECT!
AN IDEAL OPPORTUNITY TO DEVELOP IN A SINGLE CURRICULUM AREA
THINK BIG START SMALL!
AN IDEAL OPPORTUNITY TO DEVELOP IN A SINGLE CURRICULUM AREA
THINK BIG START SMALL!
APEL - Benefits APEL - Benefits APEL - Benefits APEL - Benefits For learners
Makes effective use of and rewards learning from life and work experience
Raises self esteem, increases motivation and confidence
Enables flexibility in pace, place, time and mode of part of a learning programme
May enable a qualification to be completed in a shorter time and/or at less or cost
For employers
Flexible means of providing up-skilling, CPD and in-house learning support
Assists workforce planning and development
Increases employee motivation and retention of staff
Promotes partnership and collaboration with HE/FE providers
For Providers
Positive support for access and widening participation
Enhances recruitment, retention and progression
Promotes innovation in course design and responsiveness
Increases potential for collaboration with employers and other providers
For learners
Makes effective use of and rewards learning from life and work experience
Raises self esteem, increases motivation and confidence
Enables flexibility in pace, place, time and mode of part of a learning programme
May enable a qualification to be completed in a shorter time and/or at less or cost
For employers
Flexible means of providing up-skilling, CPD and in-house learning support
Assists workforce planning and development
Increases employee motivation and retention of staff
Promotes partnership and collaboration with HE/FE providers
For Providers
Positive support for access and widening participation
Enhances recruitment, retention and progression
Promotes innovation in course design and responsiveness
Increases potential for collaboration with employers and other providers
Accreditation – BenefitsAccreditation – BenefitsAccreditation – BenefitsAccreditation – Benefits
Recognition (and reward)
confers internal and external validity
individual and corporate
Equivalence
Relevance
Flexibility
Time efficiency
earn & learn
less down time
Motivation and focus
Visible investment in human resources/capital
Productivity
Recognition (and reward)
confers internal and external validity
individual and corporate
Equivalence
Relevance
Flexibility
Time efficiency
earn & learn
less down time
Motivation and focus
Visible investment in human resources/capital
Productivity