The Gloucestershire Framework

Personal and Professional Development

Professor Stephen HillDean of Teaching and Learning Innovation

University of Gloucestershire

University of Gloucestershire 7 April 2010

Funding bodies

Lear

ner H

EI

Employer

Learner HEI

Commitment to learn →

Fees →

← Course design

← Course delivery

← Assessment/accreditation

↑

Teaching grant

Adapted from “Stepping Higher” UUK and CBI (2008)

Student fees

↓

Input to course design

↓

Input to delivery

↓

Support for

learners

↓

Stakeholders

Employer-responsive HE: guiding principles

– Must be SIMPLE and ACCESSIBLE– About bite-sized chunks of CPD as well as whole

awards, and must allow for any possibility at any level– Curriculum co-developed with employers

• Employer-based training accreditation• Recognition of work-based and experiential learning

– Fast responsiveness to employer needs• Simple processes and systems for QA and registration• Appropriate language

– Details should be INVISIBLE during operation– Seamless progression

• Meaningful partnership between HE and FE

FundingHEI

Employer

With acknowledgements to Helen Millican, UWE

Shell Framework

• is a bivalve mollusc• is rigid, but hinged and therefore

flexible• contains an invertebrate animal• feeds and grows by sucking in

whatever is available• can be supported by LOBSTERS• is like an oyster and

- makes pearls-makes travel easier for people of all ages

A flexible approach to• demand-led qualifications• employer engagement• personalised learning

Action research

Preparation for HE

Graduate research skills

Introduction to study

Self-appraisal & PDP 1

Self-appraisal and PDP

Research skills

Investigative skills

Reflective prac-tice & PDP 2

Approaches to action research

Shell Framework

Shell Level

3

4

5

6

7

Foundation

Certificate

Intermediate

Honours

Masters

ShellEmployment- and/or subject-related content

Determined by negotiation with

employers and/or learners

Generic Generic

Can be free-standing bite-sized chunks, sub-degree certificates, etc

EBTA, taught modules, WBL, experiential learning, etc

Negotiated with

employers or individual learners

Can be free-standing bite-sized chunks, sub-degree

certificates, etc

EBTA, taught modules, WBL,

experiential learning, etc

AwardS

hell

mod

ules

She

ll m

odul

es

Achievement assessed in respect of employability skills

• Communications• IT and information literacy• Application of number• Lifelong learning and

personal/professional development planning

• Problem-solving• Teamwork• Project planning• Management

WBL shell module

Learning contract

Learner

Employer Tutor

or in respect of specific employment-related skills

Level Zero NQF Level 3

• PRP001 (15) Preparation for HE • PRP002 (15) Self-Appraisal and PDP

Undergraduate Level I (NQF Level 4)

PRP101 (art) (15) Self - Appraisal and PDPI PRP109 (Sc) (15) Self - Appraisal and PDPI PRP102 (art) (15) Introduction to Study PRP110 (sc) (15) Introduction to Study

PRP103 (15) Experiential Learning II PRP104 (15) Employability II PRP105 (15) Generic Work - Related Module I PRP106 (30) Generic Work - Related Module I PRP107 (15) Mentoring and Coaching II PRP108 15) Entrepreneurship in the Creative Industries PRP116 (20) Setting Out PRP111 (20) Architectural History & Styles 1 PRP 112 (20) Stone Conservation PRP 113 (15) Fixing 1 PRP114 (15) Archaeology 1 PRP115 (5) Demonstration of Development From Short Learning Event

SHELL MODULES

Undergraduate Level II (NQF Level 5) • PRP201 ( art) (15) Self Appraisal and PDPII • PRP208 (sc) (15) Self - Appraisal and PDPI • PRP202 (Art) (15) Investigative Skills • PRP209 (Sc) (15) Investigative Skills

• PRP203 (15) Experiential Learning II • PRP204 (15) Employability II • PRP205 (15) Generic Work-Related Module II P• RP206 (30) Generic Work-Related Module II • PRP207 15) Mentoring and Coaching II • PRP214 (5) Demonstration of Development From Short Learning Event • PRP216 (15) Undergraduate Research Internship • PRP210 (15) Archaeology • PRP211(15) Architectural History and Styles 2 • PRP212(15) Final Project PRP213 (15) Fixing 2 • PRP215 (15) Architectural Carving

SHELL MODULES

Undergraduate Level III (NVQ Level 6)

• PRP301 (Art) (15) Approaches to Action Research • PRP308 (Sc) (15) Approaches to Action Research • PRP 302 (Art) (15) Research Skills • PRP309 (Sc) (15) Research Skills

• PRP303 (15) Experiential Learning III • PRP304 (15) Employability III • PRP305 (15) Generic Work-Related Module III • PRP306 (30) Generic Work-Related Module III • PRP307 (15) Mentoring and Coaching III

SHELL MODULES

Postgraduate Level IV (NVQ Level7) PPD401 (Art) (30) Graduate Research Skills PPD408 (Sc) (30) Graduate Research Skills PPD402 (Art) (60) Action Research IV PPD409 (Sc) (60) Action Research IV

PPD403 (20) Experiential Learning IV PPD404 (20) Employability IV PPD405 (30) Generic Work-Related Module IV PPD406 (20) Mentoring and Coaching IV PPD407 (30) Placement PPD410 (30) Cricket -Science and Coaching PPD411 (30) Cricket - Technical Expertise

PPD412 (30) Cricket - Integrated Coaching Skills

SHELL MODULES

Co-generation of curriculum

Employment-related content will be developed in partnership with employers. It can consist of any of– Bespoke modules developed from scratch– Employer-based training (EBTA)– Any modules available already in the University or

its partner colleges– Individually negotiated work-based learning

projects

CogenT supports•Valuing prior and concurrent learning•Credit transfer•Clear expectations of students, tutors and employers

Co-generative Toolkit for curriculum development (JISC BCE project)

CogenT supports•Open Access through articulating work-based learning•Business and community engagement`•Employer-based training accreditation (EBTA)

Co-generative Toolkit for curriculum development (JISC BCE project)

Methodology

Teaching Learning Assessment

Traditional Classroom-based inputTutor-led

LectureWeekly seminar

Library EssaysExams

Employer engaged

Experiential and reflectiveStudent-focussed

Work-basedDistanceOn-line

Learning contract negotiated with employer and provider against agreed outcomes

Real-time projectNo exams unless professionally required

‘Because they can be based around work or study from home, these routes to qualifications are more attractive to a wider range of people. Importantly, against the backdrop of a gradual reduction in public funds, they also mean lower student support bills, and can attract contributions towards course costs from employers. Developing these alternatives can be a way of universities and colleges saving public money without reducing the quality of teaching. Some universities are already doing this successfully. Their example needs to be followed.’

Peter Mandelson, Education Guardian , 19 January 2010