PDP4Life and the South West Lifelong Learning Network SWLLN Meriel Lee The Open University

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PDP4Life and the South West Lifelong Learning
Network (SWLLN)Meriel LeeThe Open University
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Part 1 - PDP for Cross Institutional Lifelong
Learning and the SWLLN Part 2
PDP4Life Extension and Case Studies
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Part 1 The South West Lifelong Learning Network
aims to create a greater quality of choice in
Higher Education for work-based, vocational
learners in the region. The focus is on three
sectors Public Services Cultural
Services Heritage and Tourism SWLLN
comprises 3 Strands Curriculum Development
and Vocational Practice Development Unit
(led by University of Plymouth) Progression
Framework (led by Bournemouth University)
Information, Advice, Guidance and Learner Support
(IAGLS) led by the Open University
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• The SWLLN Information, Advice, Guidance and
  Learner Support Strand (IAGLS)
• Potential use of PDP/e-portfolio for IAG and LS
• Careers advice and planning
• Access to diagnostics
• Choice of learning and progression pathways
• Preparation for learning at HE from access
  through to PG
• CPD/development needs
• Gaining Professional Membership
• Accreditation of Prior Experience/Learning
• Portability of learning

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Reporting to PDP4Life XL2 User case
studies Employer perspectives
Informing the PDP4Life specification
Evaluation of the ioPortal
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Part 2 PDP4Life Extension and Case
Studies Based on conversations with
Non-Institutional Lifelong Learners to explore
the value of and attitudes to PDP
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Christine A Typical Case?
Sales Admin Team ? Team Leader ? Aspiring Product
Representative
F.T. in Hairdressing Salon
PT in Hairdressing Salon
Agency/Admin Temp
Employment
8 GCSEa C
NVQ 2 Hairdressing inc- ?Communications ?IT
?Number
NVQ 3 Customer Services including an Individual
Learning Plan In-house Management Training and
Development
Qualification Training
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Christine describes her NVQ material as a
paper stack which is a mile high well almost a
foot tall if you include my Records of
Achievement file which I used to take to
interviews but no one ever wanted to look at
She recognises that the interpersonal and
communication skills I learnt in hairdressing
enabled me to move smoothly from hairdressing
into sales administration. But the paper stack is
exactly that just a mass of paper to me that
feels as if it was gathered from three separate
lives
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Rachel An Atypical Case?
GCSE Pass in English
GCSE3 passes ? OND ? HND
In-house Staff Development application via
Activity Plan and PDP process supported by
Staff Development Officer
NVQ3 Advice Guidance, including a Self
Development Unit with production of a PDP
embedded but with little guidance and support
offered
Rachel adapted previous employer's PDP template,
now used for planning timescales and outcomes
(process). which are transferred to her
CPD record (outcome)
Public Sector Administrative work
Community Outreach
Self-Employed Consultancy
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Rachel recognised that the supported PDP process
structured my thinking and helped me see how
activities could develop me personally and
professionally. I did two pieces of work which
have stayed with me in terms of skills
developed She describes PDP as a map of where
I am and where I want to go, how Ill get there
and when
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and lifelong learning as in academic terms
learning which will advance my career but in more
general terms learning something new every day
and having insight into experience, the second
bit is true lifelong learning, the first bit is
formalised and of portfolios, as something
that can be added to as you go along as opposed
to just when you need it and suggests it should
be an electronic depository controlled by the
individual
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What can we glean from these snapshots? Individua
ls will come with mixed experience and
perceptions of PDP Any PDP process has to
valuable to and valued by users It has to be
owned by the individual And that PDP can be a
valuable tool and process for reflection and
gaining insight, identifying and planning
development needs and recognising achievement