Work Related

1
Work Related Work Based Learning in HNs and
Foundation Degrees in England A home
international comparison

• Jim Gallacher Robert Ingram
• Glasgow Caledonian University
• Fiona Reeve, Open University

2
Higher Nationals and Foundation Degrees Project -
(HN/FD Project)

• Differing models of short cycle, work-related
  higher education provision in Scotland England
• Major policy initiative to replace HNs with FDs
  in England (DfEE 2000)
• Modernisation project for HNs in Scotland
  (2003-08)
• Leitch Report Skills Strategy for Scotland have
  placed further emphasis on employer engagement

3
HN/FD Project

• The project set out the investigate
• the emergence of differing policy agendas and
  frameworks in Scotland and England
• Development and implementation of different forms
  of work based learning (WBL) or work related
  learning (WRL) provision in Scotland and England
  (sample of 22 HNs 8 SQA, 16 FDs)
• the experiences of learners and stakeholders
  participating in this provision (questionnaires
  from 111 students, 30 student interviews 13
  employers or SSC reps)
• the outcomes for learners and employers (national
  data plus data from programme organisers
  follow-up interviews with 19 students 6
  employers)

4
The Policy Framework - England

• Growing concern with skills deficit at
  intermediate level
• HNs perceived to have lost employer roots and
  failing to develop new awards in growth areas
• Also interest in creating more accessible and
  flexible routes into HE to help increase and
  widen access to HE
• Initiative to establish FDs led by Blunkett and
  Department for Education Employment (DfEE 2000)

5
The Policy Framework - England

• QAA Benchmark (2004) codifies guidelines for FDs
• WBL as integral part of FDs
• Employers should be fully involved in design
  regular review of programmes, and where possible
  in delivery, assessment and monitoring of
  students, particularly in workplace
• Partnership between HEIs, colleges, employers
  SSCs
• Accessibility
• Flexibility full-time part-time, distance,
  work based on-line
• Opportunities for articulation progression, eg
  from apprenticeships and to honours degrees

6
The Policy Framework - Scotland

• HNs continued to enjoy relatively high level of
  support at policy level
• No strong policy steer for change
• HN Modernisation Project 2003-08 - key objectives
• Rationalisation reduce duplication and
  inefficiency
• Improve quality consistency
• Reduce assessment burden
• Strengthen links with National Occupational
  Standards (NOS)

7
The Policy Framework - Scotland

• Design Principles to guide review teams
• Less prescriptive than QAA Benchmark
• Focus is mainly on structure of HN programmes
• Also an emphasis on Core Skills
• Involvement of employers through market research
  and presence on validation panels

8
The Policy Frameworks Compared

• English proposals are for a more radical
  re-structuring with introduction of FDs
• FDs explicit emphasis on WBL HNs emphasis is on
  Core Skills
• Central role for employers in development and
  delivery of FDs in HNs employers involved
  through market research and validation, and in
  other ways where appropriate and possible
• Emphasis on opportunities for articulation and
  progression from FDs this recognised as option
  from HNs but not emphasised.

9
Patterns of participation Entrants to FDs in
England
Academic Year Full-time Part-time Total Percentage Full-time
2001-02 2260 1740 3995 57
2007-08 24440 16005 40445 60
Source HEFCE 2008
2007-08 entrants 44 taught wholly or partly
in HEIs 56 taught wholly in colleges
10
Patterns of Participation Entrants to HNC/Ds in
Scotland
Academic Year HNCs HNDs Total
2001-02 16,802 11,874 28,676
2007-08 17,879 14,056 31,935
Source SQA 2009

• 2007-08 Entrants
• HNCs 97 in Colleges and 56 of these are
  full-time
• HNDs 78 in Colleges and 91 of these are
  full-time

11
Work-based/work-related learning on FDs HNs

• National policy mediated in programmes at local
  level through a range of factors
• Established culture practice within
  occupational sectors
• Interest and involvement of employers
• Definitional issues for WBL and WRL
• Similarities and differences between the two
  countries - forms which WBL or WRL takes varies
  in both FDs HNs
• Overall WBL or WRL a stronger feature of FDs in
  England than of HNs in Scotland
• .

12
Work-based/work-related learning on FDs HNs

• While national policy frameworks are so different
  a wide range of WBL WRL was identified in both
  FDs and HNC/Ds
• Evidence of innovative approaches particularly in
  contexts where WRL was more appropriate than WBL

13
Range of WBL/WRL on FDs HNs

• Placements central elements in HNs FDs
  leading to professional qualifications or
  specific occupations (eg Early Education
  Veterinary Nursing)
• Shorter student led placements (eg FD Events
  Management, HN Sports Therapy)
• College based WBL environments (eg HN in
  Hospitality) including virtual environments (eg
  FD in Multimedia)
• College based or college led WRL environments (eg
  HN in Travel Tourism) key areas of work

14
Range of WBL/WRL on FDs HNs

• Projects set by industry insiders (eg FD in
  Fashion Design)
• Industry based staff as p-t lecturers (eg HN in
  Fashion Make-up)
• Using real work of part-time students already
  employed in sector ( eg FD in Early Years)
• No WBL or WRL on some programmes, but possibility
  of industry based qualifications (eg HN in
  Computing)

15
Students experiences of WBL or WRL

• Over half of FDs students and HN students rate
  WBL or WRL as very important in developing
  knowledge, understanding and skills, and
  abilities to do the job.
• However 79 of FD students, but only 45 of HN
  students see WBL/WRL as a very valuable part of
  their programme.
• This reflects the greater emphasis on WBL/WRL in
  many FD programmes

16
Students experiences of WBL or WRL

• What do students gain from WBL/WRL
• A different type of learning
• You could sit in a classroom all day with people
  telling you how it works but you never actually
  find out till when you get out there when you
  find all the problems and things and have to deal
  with them (Cindy student FD Events Management)
• Integrating WBLWRL and classroom based learning
• there is something particularly good about
  having some theory then a placement and going
  back for theory then coming back for placement it
  really develops their practical skills and their
  theory. (Helen employer HNC Early Years)

17
Students experiences of WBL or WRL

• Experiencing real life
• Im going to know basically the way that its
  going to work and whos going to be around me and
  that kind of thing so its definitely probably
  the most important part of the course. (Kay
  Student HNC Fashion Make-up)
• A foot in the door
• but also what was one of the reasons why I
  actually took the course as well was that I would
  be able to put a foot in the industry with the
  work placement (Joyce Student FD Events
  Management)

18
The role of employers

• Four categories of involvement
• Development
• Delivery
• Support
• Assessment
• Differences in culture and practice in
  occupational sectors were very significant.
• While employer involvement patchy in both FDs
  HNs, some evidence of greater involvement in FDs
  than HNs associated with national policy and the
  more regional or local focus of some FDs

19
Progression from FDs
Full-time Part-time
Studying 47 13
Studying employed 21 38
Employed 26 45
Source DLHE Survey, 6 Months after completion
After 6 months After 3.5 Years
in graduate jobs 39 54
20
Progression from FDs

• 54 of FD qualifiers (2003-04) registered in
  English HEIs proceeded to honours degree
  programmes
• 87 who stayed in same institution got 2 or more
  years of credit
• 60 who moved to different institution got 2 or
  more years of credit

21
Progression from HNs
Studying/training Permanent UK employ-ment Temporary UK employ-ment Overseas employ-ment Unemployed Other
57 31 5 1 4 2
Source First destination statistics for
full-time students

• 2007-08 2,717 Scottish domiciled entrants with
  HNC or HND entered 2nd or 3rd year of a full-time
  first degree course (Source SFC 2009 - data on
  entrants to first year of degree programmes not
  available)
• 2006-07 20,629 students were awarded HNCs or HNDs
  (Source SQA 2008)

22
Progression from HNs FDs

• Data from our study confirms national data that
  majority of students progress to some form of
  further study
• Case study data points to significant group of
  students entering work in a sector not relevant
  to their studies.

23
Conclusion

• Despite different national policies with respect
  to the importance of WBL/WRL a wide range of
  provision is found in both Scottish HNC/Ds and
  English FDs.
• National policies are mediated through
  established cultures and practices within sectors
• Scottish HN students are as likely as English FD
  students to recognise the importance of WBL/WRL
  for developing knowledge, understanding, skills
  and the ability to do the job.
• In a number of cases they have less opportunities
  to experience this type of learning and as a
  result they are less likely to see it as a very
  valuable part of their programme

24
Conclusion

• This reflects both national policy priorities,
  but also other factors within FDs such as smaller
  student cohorts greater emphasis on
  local/regional provision.
• Evidence of innovative approaches to the
  development of WRL when this is more appropriate
  than WBL possible opportunities to develop
  these further.
• Employer involvement, while more extensive in
  FDs, was often limited in both types of programme
  and the importance of established sectoral
  traditions emerged as being of considerable
  importance in shaping this involvement.
• Progression routes from FDs to Honours degrees
  are stronger feature than progression from HNs to
  degrees follows from national policy.