3. QAA Chapter B10
o “A range of work-based learning that
may involve delivering full
programmes, individual modules or
elements of programmes for a
specific employer, or otherwise using
the workplace as a site of learning”
o “placement learning or work-based
learning necessary to achieve the
relevant learning outcomes “
o “[due diligence] might simply involve
checking information at Companies
House”
o “degree-awarding bodies may
agree to delivery organisation
arranging for a third party to provide
specific learning opportunities such
as placements or work-based
learning”
5. FHEQ
Level 4: holders will have the qualities and transferable skills
necessary for employment requiring the exercise of some
personal responsibility
Level 5: holders will have the qualities and transferable skills
necessary for employment requiring the exercise of personal
responsibility and decision-making.
Level 6: holders will have the qualities and transferable skills
necessary for employment requiring the exercise of initiative and
personal responsibility and decision-making in complex and
unpredictable contexts
Level 7: [same as Level 6] plus demonstrate self-direction and
originality in tackling and solving problems, and act
autonomously in planning and implementing tasks.
6. Student
Journey
• Learning designed by the HEI, but realised in the workplace,
not through instruction but experience
• The ‘learning contract’: negotiate and identify specific tasks
which will intervene to enable the student to realise the
knowledge, skills and behaviours to meet the learning
outcomes of the module/programme
• Key mechanism for the student, HEI and mentor to ensure that
the learner remains on track within the learning journey
• Student Support:
• checklists of competencies or critical incident diaries (self-reflection);
• work-place mentors;
• academic/link-tutors
• employers; and
• student learning communities.
Notas del editor
Degree Apprenticeships – have to ensure the programme meets the Apprenticeship Standards as well as the FHEQ and Subject Benchmark Statements (if any). Also Trailblazer groups don’t know, like or understand HE terminology and won’t use it and don’t want to see it use.
As student progresses they must be undertaking more complex tasks, with less supervision and external support.
WBL is very different to the design and deliver model of traditional HE – schemes of work/syllabus are redundant as the learning journey is bespoke. Workplace is a site of learning, not just the application of knowledge (although application may be a key component).
Learning Journey/Contract – should be developmental (going through 4, 5 and 6 and not moving about) and also, students should be encouraged to go further and deeper and not see the contract as a cage, but a guide.
Mentors: at the initial stages of the programme may be pro-active, supportive and encouraging, but in time becoming more critical, challenging and confrontational, encouraging reflection.