Education- Delivering the Workforce

1. Education- Delivering the Workforce Jo Smith & Andy Morris

2. Aims: • To share the University of Bolton’s experience • To consider some of the context around Foundation Degree’s • To think about the challenges & how these are overcome • To consider the partners in the development of Assistant Practitioners • To look at ways in which the WBEF are key to the learning process

3. Background • Foundation Degree has been delivered at the University of Bolton since 2002 • 1 of 2 HEIs providing the education to the Assistant Practitioners • University of Bolton was involved in working with social care partners from the beginning • Informing the way in which the curriculum evolved • Focusing upon both social care and health

4. Ethos of Foundation Degrees • Widening opportunity • Linking theory with practice • Giving recognition to the tacit skills which exist within the work place • Built upon skills and giving recognition to the possibilities within the workforce • In this case to increase the skills and knowledge based of support workers / band 4 workers

5. Work-based learning • Work-Earn & Learn • Gives recognition of what takes place within the workplace • In terms of skills and knowledge development • Academic ethos of linking theory and practice “Workplace learning is of central importance and a crucially important site for learning” (Evan & Rainbird, 2002)

6. Life-long Learning • Promotion of Citizenship& belonging in society “Learning enables people to play a full part in their community. It strengthens the family, the neighbourhood and consequently the nation” (Blunkett, ‘Learning Age’) • But also in response to the changing nature of the workplace

7. Curriculum development • Core of learning based on needs of health and social care • Collaboration, Team work & Care Planning • Enhancing fitness for practice • Specialists: Mental Health, Disability and Society, Working with Older People, Long-term Conditions, Therapy Skills, End of Life Care, Social Inclusion & Empowerment

8. A Person Centred to Care • Person Centred approach is key to the ethos of the Foundation Degree • Keeping the person and their family at the centre of care delivery is a message which runs through • Based upon a responsive approach and making use of a partnership approach

9. Challenges for HEI’s • Linking with the employers; to make work-based learning a real experience • Ensuring there are mentors in practice who will be able to support learners • Working across organisations • Adapting to meet different cultures and priorities • Whilst maintaining educational & academic standards

10. How can this be achieved? • Clear communication & listening to partners • Clear roles and responsibilities • Clear vision of expectations • Being flexible and reflexive • Having a central person who can cross the boundaries between university and workplace, working across the team • Being focused upon supporting the learner / Assistant Practitioner

11. * The role of the Practice trainer an historical perspective • Developed in 2002 • Part of the Delivering the Workforce initiative • Seconded to the HEI in Greater Manchester • Different models across the North West Region • Brought together and harmonised in 2011 as the WBEF Network

12. * Work-Based Education Facilitators: model A community of practice of individuals from a variety of professional backgrounds Working with HEI’s and employers Promoting role understanding and knowledge Planning / recruitment….through to graduation and qualification Dedicated time for preparatory work, on-going support and liaison with mentors Wider remit of working with bands 1-4 staff

13. *Work-Based Education Facilitators: For Learners…… • Supporting individual needs • Giving advice and guidance: Including a pastoral role • Supporting the learning process • Furthering and enhancing the links between theory and practice • Giving a sense of security

14. *Work-Based Education Facilitators: For Education….. • Ensuring that there are clear links between academic and competency development • Bridging practice theory gap • Keeping the focus and helping the curriculum keep up-to-date with regards to practice • Making sure there are firm connections which ensure fitness for practice • Open and honest dialogue at all times

15. *Work-Based Education Facilitators: For Employers • Good communication between the workplace and university • More dedicated time • More support / advice • Emphasising the benefits to mentors & organisation • Establishing a culture of mentoring

16. *Work-Based Education Facilitators For The Region • Promoting the Role of the Assistant practitioner across the region • Assisting established and emerging organisations with Role design and function • Representing the work of the network at a local, regional and national level • Close working relationships with organisations such as the RCN, Skills for Health/Care, Health Education North West, The Workforce Transformation Team.

17. The importance of a network • Joint working and sharing good practice • Embedding the Assistant Practitioner role across the region • Increasing understanding and acceptance of the Assistant Practitioner role • Enhancing the links between partners on a broader level

18. Building Bridges & Working Together • For the University of Bolton an integrated approach is fundamental • Working towards collaboration between education with employers • Considering Health and Social Care holistically • Looking at new challenges and working in partnership to address them

19. Quality Outcomes for Health and Social Care : • Supporting Assistant Practitioners to fulfil the aims of their role: • Increasing quality of provision for individuals and their carers, improving skills mix, meeting the demands of the community • Providing compassionate care • Serving the individual / family /community