Personal Development Plans: setting the scene

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Personal Development Plans setting the scene
The one-stop shop for the HE Progress File
http//www.recordingachievement.org/
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• ORIGINS OF THE HE PROGRESS FILE
• Dearing HE Inquiry Recommendation 20
•  We recommend that Institutions of Higher
  Education, over the
• medium term, develop a Progress File. The File
  should consist of
• two elements
•  A transcript recording student achievement which
  should follow a common format devised by
  institutions collectively through their
  representative bodies
• A means by which students can monitor, build and
  reflect upon their personal development (personal
  development planning/recording).
•  
• National Committee of Inquiry into Higher
  Education, 1997

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Processes for recording learning and achievement,
and guidance systems to support PDP
Personal Development Planning Activity/process
to improve own learning  
Opportunities for developing and practising PDP
and for recording the results of learning
 
 
Personal Development Records   Information
owned by the student
Transcript     Information owned by
the institution  
Creative use of information and PDP skills by
students as they interact with the world outside
HE
THE CONCEPT OF THE HE PROGRESS FILE
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PERSONAL DEVELOPMENT PLANNING
 Personal Development Planning defined   a
structured and supported process undertaken by an
individual to reflect upon their own learning,
performance and/or achievement and to plan for
their personal, educational and career
development.   Policy Intentions to help
students become more effective, independent and
confident self-directed learners understand how
they are learning and relate their learning to a
wider context improve their general skills for
study and career management articulate their
personal goals and evaluate progress towards
their achievement and encourage a positive
attitude to learning throughout life.   5 year
lead-in-time (2005/06 start date) for the
implementation of policy across the whole system
and for all HE awards. This will enable PDP to
be designed into programmes as they are reviewed
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REACTIONS TO PDP

• Another
• Load of educational jargon.
• Job to do.
• Form filling, paper-pushing activity.
• Demand from the QAA.
• Distraction from why I am here.
• Activity the students dont want.
• But (there is another way)

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REACTIONS TO PDP AN ALTERNATIVE PERSPECTIVE

• Something we are doing already, so..
• not a new idea, but a mainstream academic
  process.
• Offers coherence to a range of contexts.
• Technology can serve and support the process,
  but...
• A central/local policy balance, so customisable
  frameworks' for practice.
• Needs student responsibility and staff
  involvement/support.

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WHERE FROM HERE?

• Audit existing practice/build upon existing
  expertise.
• Be clear what is it we want to achieve through
  PDP, and what to avoid.
• Be clear on costs and workloads are we taking
  about
• Embedding PDP in the curriculum
• Replacing existing activities with new ones based
  around PDP
• New build' - adding PDP on top of existing
  provision?