Inaugural Future Directions Conference Graduates for our Future

1. Inaugural Future Directions ConferenceGraduates for our Future • GlyndŵrUniversity • 26 April 2012

2. Future learner scenarios in a flexible credit system Dr Karen Fitzgibbon Professor Danny Saunders

3. Workshop outline • Background to a flexible credit system • Consideration of some typical learner scenarios • Small group discussion • Plenary of shared experiences

4. Jargon Bingo

5. Headlines • Youth obsession • Leitch’s demand led advanced skills perspective – some even arguing for commissioning of providers via credit vouchers • Priority skills sectors – but which ones? – LMI crisis ! • Recession and impact on training / CPD including REACT & PROACT • Learning through life (NIACE) • Skills policy post Leitch – overload!?

6. Learning through Life Niace (2009) www.lifelonglearninginquiry.org.uk • Rebalance resources across the lifespan • Entitlements – a human right • Flexible credit based systems • Quality of work, rather than just skills qualifications • Support for the teachers and advisers • Local responsibilities • Strategy across the UK • Evidence base to inform policy

7. Learning Trajectories(Rees G Gorard S, Fevre R and Welland T (2001) Lifelong Learning Trajectories: some voices of those ‘in transit’, International Journal of Lifelong Learning, 20, 169-87 ) Learning engage- ment Time

8. The Escalator ... Or the Gently Sloping Ramp (R. Cornwall 2006) Progression Push/Pull Formal Commitment Learning To Learn Diagnose Blocks Soft Entry Hook Curiosity →Problem-solving →Locus of Control Identity →Resilience

9. Bite sized accreditation • CQFW – Scotland and New Zealand origins • Credit passports and learner identifiers • Flexible assessment • From short awards to Fds to Doctorates by portfolio • RPL • But ... Fragmentation between providers

10. WESB Observations • Systemic failure pre-16 ... Implications for later workforces • Demand led perspective • Employer challenge for universities • Building on apprenticeships • Anchor companies and supply chains • High Performance Working • Bite sized accreditation

11. Flexible Credit Example: Learning CoachesSaunders D (2008) The Learning Coaches of Wales Welsh Assembly Government: Cardiff • 1000 Coaches trained by First Campus consortium over the first 2 year phase • Accredited level 3 & 4 modules in: • Coaching methods • Relationships • Study skills & learning styles • Legislation “more practical than a mentor, less intense than a counsellor, and less institutionalised than a teacher” • So what are the accreditation issues?

12. Coaching: some of the flexible accreditation issues • Mixed groups at levels 3 and 4 • Cert HE at 120 credits: short award? • RPL • Consortium based accreditation • appropriate assessment for WBL • PBL pedagogies

13. Small group activity – 20 minutes On your tables there are a variety of learner scenarios. Please discuss the scenario – if it helps with the questions you can embellish it with further detail, or develop your own scenario. Consider the questions and provide feedback using the available flipchart paper

14. Plenary discussion Each table will provide an overview of their learner scenario and the questions they were asked to consider. The group will provide their ideas in response to the questions.

15. Findings from voluntary sector and UHOVI • Credibility of HE is variable • Limited capacity to embark on accreditation • Limited experience of APEL, but willing • Tension between accreditation and volunteering ethos • Mystifying language of providers • Escalator model

16. ....and finally We have captured all the questions and learner scenarios on a single sheet. Please feel free to use these and debate them within your own institutions.

17. Contact details • Dr Karen Fitzgibbon • kfitzgib@glam.ac.uk • Prof Danny Saunders • dmsaunde@glam.ac.uk