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Widening Participation in Education Through Workforce Development

Widening Participation in Education Through Workforce Development. Lesley J. Moore. Churchill Fellow and National Teaching Fellow 2005 University of the West of England, Bristol. ESCalate Education Subject Centre Conference: October 21, 2005

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Widening Participation in Education Through Workforce Development

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  1. Widening Participation in Education Through Workforce Development Lesley J. Moore. Churchill Fellow and National Teaching Fellow 2005 University of the West of England, Bristol ESCalate Education Subject Centre Conference: October 21, 2005 Widening Participation to University Study Through Flexible Delivery

  2. Rammell B.Minister of State for Lifelong Learning, Further & Higher Education. “ We are determined that the part-time sector should remain strong and become still more responsive to the growing demand for the flexible provision of higher education.” (18th October 2005)

  3. New organisational infrastructure. • Sector Skills Development Agency • Sector Skills Councils • Foundation Degree Forward • Regional Skills Partnerships • Higher Education Academy • Lifelong Learning Networks “A strategic collaboration between employers and educational providers to manage supply and demand of higher skills.”

  4. Aim of the session • To explore how academic consultancy can enable workforce development and widen participation in Higher Education.

  5. Academic Consultancy – HE Business Interaction Survey (2001/2) …Provision of expert advice and work, which, while it may involve a degree of analysis, measurement or testing, is crucially dependent on a higher degree of intellectual input from HEI to Business. (p.27)

  6. How organisations can use consultants – Kubr (2002) • Providing information • Providing specialist resources • Establishing business contacts and linkages • Providing expert opinion • Doing diagnostic work • Developing action proposals • Developing systems and methods • Planning organizational changes • Training and development • Counselling and coaching.

  7. The Consultancy Case Study • A scoping exercise of Acute and a Primary Care NHS Trusts to identify and develop resources for work-based learning, from 2000 to 2003

  8. The Agenda for Change in the NHS To enhance the context of learning: • Knowledge & Skills Framework • Skills escalator • Appraisals • Personal Development Plans • Learning Contracts • Skills for Health • National Service Frameworks • Role engineering • Emphasis on work-based learning.

  9. Objectives of the Scoping Exercise • Develop a process for converting development needs & projects in practice which can be operationalised within an educational frame that can attract internal & external recognition, & if desired academic credit along with local currency. • To promote & develop an ethos of lifelong learning & its contribution to a learning organisation.

  10. Objectives continued • Identify how individual activity through WBL contributes to strategic developments & direction. • Identify the links to clinical governance. • Evaluate the impact of WBL on recruitment & retention, personal & professional development.

  11. Consultancy activities & outcomes: • an in depth literature review, • scoping exercises which used a triangulation of methods, • examination of Trust courses, • design & validation of a suite of generic work-based learning (WBL) modules, • design of educational resource material • Action learning sets

  12. Consultancy activities continued: • implementation and evaluation of the generic WBL modules • initial pilot for the testing of the modules & resources • staff development workshops • bid for inclusion in the national Learning Through Work Project (Ufi) • dissemination of findings, to local, national & international audiences.

  13. The Challenges: • Scepticism & dealing with tribalism • Widening the perception of knowledge transfer. • Academic understanding of tacit knowledge & ways of making it explicit • Letting go of teacher control and power • Embracing student centred approaches & locus of control

  14. Challenges continued: • Facilitating action learning in the workplace • Promoting reflection & dialogue • Developing double and triple loop learning • Sowing the seeds for a learning organisation • Constantly reviewing learning resources & tool kits. • Seeking critical readers/reviewers

  15. The positives: • Witnessing the educational development in the adult learner- the articulate enquirer, problem solver, reflexive practitioner. • Creative innovations & change management • Making tacit knowledge more explicit • Seeing windows of opportunity for more development & collaboration.

  16. The positives continued: • Outcomes informing the strategic plans of Faculty and curricula, & clinical academies. • Growth in Continuing Professional Development through HE • ACADEMIC LEARNING!

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