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Labyrinths of Lifelong Learning: A Cocktail of Social Mobility in Higher Education

This presentation by Wendy Fowles-Sweet and John Barker explores the institutional context of UWE's 2020 strategy for practice-oriented learning, widening participation, and inclusivity. It discusses the importance of lifelong learning and the development of professional competencies for employability. The workshop sessions focus on work-based learning, institutional identity, and the connections within UWE. The conclusions address the impact on existing programs and future activities, including Degree Apprenticeships.

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Labyrinths of Lifelong Learning: A Cocktail of Social Mobility in Higher Education

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  1. Labyrinths of Lifelong Learning: A Cocktail of Social Mobility in Higher Education Presentation by Wendy Fowles-Sweet & John Barker June 2017

  2. Institutional Context UWE 2020 Strategy: Practice-Oriented Learning Widening Participation Inclusivity 2020- Widening Participation Strategy & Enterprise 2020- Delivering Enterprising and Employability attributes Environment where difference is valued to enable socially transformative graduates

  3. Lifelong Learning Ecosystem Undergraduate personal and professional development for employability - Placements Career Long Education – Integrated Professional Development Sustaining Professional Development Tactical Approach

  4. Professional Sustainability* Applying your capability and having impact This academic qualification Professional Capability Academic Skills Society Learning Individual Impact & Innovation Market Interests Professional Development Professional Competencies Wanted by employers now Where you apply your capability because of motivation Rewarding Career Career Plan Future Updates & Changes Learner * Wendy Fowles-Sweet / Robert Sheffield 2017

  5. How: Encouraging Work Experience Professional Development Engagement at every level 0 – M: • Students mature at different rates • They have different starting points Level 1 and Level 2 – encouraging internships /placements Awareness of Social Capital and Mobility Link Professional Development with Assessment Continue into Level 3 – projects and employability: Graduate Attributes Engage academic and professional services staff (e.g. Careers) Encourage lifelong study

  6. How: Professional Development Awards Work-based learning at core of awards Flexibility within the programme allowing students to pick ‘n’ mix module choice Build a portfolio of professional skills and accompanying academic credit as the individuals career progresses – no limits on time Negotiated Learning Plan develops over time Allows competency development in partnership with employer / employee – e.g. Wiltshire Air Ambulance / Critical Care Passport Emphasis on work-based learning drives innovation for organisation and individual

  7. Why: Educational Integrity Theoretical underpinning of skills Supported by demonstration of competencies Enabling capability within both the academic and professional environment

  8. Workshop: Group Discussion 1 Please answer the following question: What do you think institutional identity of Work Based Learning is? Five minutes of discussion and then feedback.

  9. Workshop: Group Discussion 2 Please answer the following question: Are placements: work based learning practice-based learning something else entirely? Five minutes of discussion and then feedback.

  10. Workshop: Group Discussion 3 Please answer the following question: Are the connections within UWE strong enough between these areas of vocational learning? Five minutes of discussion and then feedback.

  11. Conclusions These issues have impact on existing programmes and future activities, including Degree Apprenticeships.  What should the institutional model be that differentiates us in the market?

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