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Iain Wolloff

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To debate the focus of WP activity in health & social care ... 53% of young people have 5 good GCSEs or their equivalent at age 16, that figure ... – PowerPoint PPT presentation

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Title: Iain Wolloff


1
Widening Participation in Health and Social
CareAn FE College Perspective
2
  • Presentation Aims
  • To debate the focus of WP activity in health
    social care
  • To establish the view of WP from the FE
    perspective
  • To outline the contribution that FE colleges can
    make to WP in health social care

3
Widening whose participation?
4
  • Who should be the focus of WP activities?
  • Under-represented groups
  • Men / Women
  • People from black and minority ethnic communities
  • People from lower socio-economic groups
  • etc.
  • Young People in schools / colleges
  • Existing workforce in lower skilled jobs

5
Widening whose participation?
  • Who are the under-participating groups in
    healthcare?
  • Data from Skills for Health
  • 2 million employees across the UK (1.3 million on
    the NHS)
  • Four sectors Hospital, medical practice, dental
    practice other
  • Largely female (78)
  • Predominantly white (89)
  • Broad spread of ages (35 to 44 largest group)
  • 62 full-time employees

6
Widening whose participation?
  • Who are the under-participating groups in
    social care?
  • Data from Skills for Care
  • 1 million employees in adult social care in
    England
  • 25,000 employers in the private, voluntary and LA
    sectors
  • Largely female (81)
  • Predominantly white (86)
  • Less than 50 full-time employees

7
Widening whose participation?
8
Widening participation for the existing workforce
  • Prof RH Fryer, (2006) Learning for a change in
    Healthcare, DoH NHS.
  • One third of NHS staff (400,000) report having no
    opportunities for taught learning in the last
    year
  • 70 (900,000) reported no on-the-job training in
    the last 12 months
  • A quarter of NHS staff are qualified below NVQ
    level 2 40 NVQ 2 or below
  • 40 of all social care staff are qualified to NVQ
    2 or below.
  • Recommendation 5b
  • Reduce the number of healthcare staff without NVQ
    Level 2 by at least 15 each year

9
  • What do FE colleges do?

10
  • FE colleges A diverse Sector
  • Overview
  • There are 430 colleges in England, Wales NI
  • Colleges have 3.5 million LSC funded students and
    4 million in total.
  • Types General, Sixth Form, Tertiary,
    Specialist.

11
  • FE colleges A diverse Sector
  • Young People
  • 120,000 14-16 year olds choose to study
    vocational courses at college.
  • 701,000 16-18 year olds choose full time study in
    college, compared with 345,000 in schools.
  • While only 53 of young people have 5 good GCSEs
    or their equivalent at age 16, that figure rises
    to 76 at age 19, largely due to the help they
    receive at local colleges.

12
  • FE colleges A diverse Sector
  • Adults
  • 154,000 learners enrolled on a Skills for Life
    college course to improve their basic skills
  • More than half of all vocational qualifications -
    over 550,000 annually - are awarded via colleges
  • In three years 2 million vocational
    qualifications were awarded through colleges,
    compared with 233,000 through employers.

13
  • FE colleges A diverse Sector
  • Employers
  • Colleges provide 114 million learning days at all
    levels - compared with around 43 million days of
    off-the-job training supported by employers
  • 60 of employees are in companies which use
    colleges for training.
  • The average college has links with 500 employers.
    The bigger urban colleges can provide training
    and other services for 1000 or more employers.

14
  • FE colleges A diverse Sector
  • Higher Education in Colleges
  • c. 65,000 FTE students studying HE in FE in
    England (11 of all HE)
  • 50 directly funded, 50 via an HEI
  • Often focussed on vocational learning,
    non-traditional entrants and widening
    participation
  • Also, 44 of students going on to Higher
    Education come from colleges

15
Example Farnborough College of Technology
  • Medium-sized Mixed Economy College
  • Broad, wide deep curriculum offer
  • 16,000 enrolments
  • 1,000 HE students
  • 2,500 Full Time FE (16-18s)
  • 200 IF Students (14-16s)
  • 250 Apprentices
  • Remainder are part-time (evening, day release,
    work-based, etc)
  • Twenty Five Years practice at delivering HE in FE
  • (but could be 90)
  • Accredited by the University of Surrey in 2002
  • Foundation, Honours, Masters and Research
    degrees.
  • Twenty Three FDs validated. 

16
How can colleges contribute to WP in Health
Social Care
17
Colleges contribution to WP in Health Social
Care
  • Throughout the Student Lifecycle
  • Raising aspirations working with schools,
    communities and those in employment. Aimhigher.
    Lifelong Learning Networks
  • Pre-entry activities open days, summer schools
  • Admissions courses at all FE levels in all
    subjects. Open to those with academic
    vocational qualifications
  • Getting started induction, Degree Academy
  • Moving through the course vocational pedagogy
    curriculum, work based (apprenticeships
    placements)
  • Progression Key mission of many colleges

18
Colleges contribution to WP in Health Social
Care
  • Example Progression routes in health social
    care _at_ Farnborough
  •       

19
  • Case Study
  • The contribution of Foundation Degrees to WP in
    Health Social Care

20
  • Foundation Degrees
  • Nationally
  • Health Care 236
  • Community Social Studies 171
  • Education (inc. Childcare) 382

21
  • Key Features
  • Employer involvement
  • Accessibility
  • Articulation progression
  • Flexibility
  • Partnership
  • Knowledge, understanding skills
  • Assessment

22
  • Employers
  • Positive involvement in validation review
  • Listening to employer needs or stimulating
    employer interest
  • Large employers or SMEs
  • The role of SSCs
  • College myths employer realities

23
  • Accessibility
  • Entry qualifications
  • Clear role in widening participation
  • Differences between FD and honours

24
  • Articulation Progression
  • Significant progression level 3 to FD
  • Vocational specialism and vertical identification
  • High rates of progression to honours
  • Combination with vocational/professional
    qualifications
  • Flexible FDs to inflexible Hons.
  • Matching curriculum, as well as CATS
  • Specialised FDs to generalist Hons.

25
  • Flexibility
  • Three main routes available
  • Full-Time
  • Part-Time
  • Work-Based

26
  • Partnership
  • Role of HEI partner
  • Increasing partnership with other colleges
  • Employers as partners in design, delivery and
    assessment

27
  • Knowledge, understanding skills
  • Challenge of locating supporting work-based
    elements
  • Inclusion of key skills

28
  • Assessment
  • Reflecting the learner continuous and
    time-constrained assessment
  • Assessing work-based elements
  • Employer involvement

29
  • Summary
  • Need for focus in WP in health social care
  • FE Colleges are diverse and can make different
    contributions to WP
  • Key mission of many colleges is to widen
    participation and to provide progression
  • Colleges can offer diverse routes to higher
    qualifications
  • FDs can provide an important work-based route to
    higher qualifications in health social care

30
Widening Participation in Health and Social
CareAn FE College Perspective
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