1. The Work-based Learning Maturity Toolkit http://tinyurl.com/wbl-toolkit

2. Welcome Dr Myszka Guzkowska Pro Vice Chancellor University of Westminster

3. Agenda

4. Overview of the WBL Maturity Toolkit

5. Background JISC Lifelong Learning & Workforce Development programme Projects developing and implementing the use of appropriate technologies and processes to enable HE-level learning services that meet the needs of learners in the workplace, and of their employers. Support, Synthesis and Benefits Realisation: Universities of Bradford, Westminster and UWIC. Craven College ELRAH (Edinburgh, Lothians , Fife and Borders Regional Articulation Hub) / Edinburgh Napier University & Edinburgh’s Telford College

6. The toolkit helps users/institutions to: Assess current performance in work-based learning. Identify a vision for WBL and the “enablers” and “barriers” for reaching it. Recommend future actions Plan their change management.

7. Why is it needed? Increasing numbers of students are opting to learn in the work-place - WBL is therefore becoming more strategically important. Good practice is slowly emerging but not widespread in e.g. pedagogic models progression use of ICT partnership working how best for institutions to “prepare for work-based learning” Institutions need to assess their performance against what the sector perceives as “mature” - in order to inform policies/plans.

8. Has this approach been used successfully before? The Higher Education Academy/JISC national e-learning benchmarking programme (2006-2008) “Maturity” toolkits: Pick&Mix eMM ELTI MIT90s

9. What does the toolkit contain? Criteria and statements of “mature” performance Self-assessment guidelines to support assessing performance against what the sector currently judges as “mature” A recommended methodology for using it.

10. The recommended process Two key options: Use within an institution (option for an internal CAMEL group) Collaboration with other institutions using a CAMEL group

12. Identify and co-opt stakeholders

13. Identify initiatives to align with (e.g. development of a WBL strategy)

16. Identify methods for gathering evidence

17. Collect evidence

19. Assess your current performance against criteria/level statements

20. Ensure that all stakeholders agree on:

21. Vision & “enablers” / “barriers” for reaching this vision

23. Develop action plan – and define measures of success

24. Identify institutional structures, systems & champions which can take forward the changesActions Workshop

25. “Levelling” workshop For each criterion: Collectively, undertake “levelling” assessing performance against criteria/level statements Not developed: No developed plans and little or no consistent practice Some development: Plans in development and little or no consistent practice Emerging practice: Plans in development (or developed) and emerging consistent practice Consistent Practice: Developed plans and consistent practice

26. What are the areas of focus? Institutional readiness Faculty/school/department readiness Programme design Programme delivery and assessment Partnership engagement The learner experience Effective, usable, accessible technologies

27. What are the criteria? 1. Institutional readiness WBL strategy & plans Organisation, resourcing and support for WBL Innovation management WBL Customer focus External marketing and communications Processes and procedures for staffing WBL programmes Staff development, recognition and reward WBL procedures and processes for programme validation QA for WBL Systems to support WBL Systems and processes to support registration and enrolment Business, commercial and financial approaches Cross institutional communication and collaboration

28. What are the criteria? 2. Faculty/school/department readiness WBL strategy & implementation plan Partnership working Business and commercial approaches Training and support for external staff and employers Evaluation and review of programme and pedagogic research

29. What are the criteria? 3. Programme design Alignment with employer and employee needs Qualifications, pathways and credit Development & planning for validation Alignment with professional standards Curriculum design (structure) Curriculum design (implications) Integration of ICT/e-learning into curriculum design Learning outcomes and progression Commercial/business case Learning materials and resources

30. What are the criteria? 4. Programme delivery and assessment Transition and induction Delivery Assessment and progressive achievement Student training and support Pedagogic research

31. What are the criteria? 5. Partnership engagement Long-term sustainable and strategic partnerships Strategic sector initiatives Business-oriented ways of working Understanding employer and employee needs and readiness Appropriate resourcing for forming partnerships Co-ordinated approach to marketing and communications

32. What are the criteria? 6. The Learner experience Pre-Entry Programme Induction Programme Design, Review and Quality Enhancement Programme Delivery and Support Assessment and Progressive Achievement Transition and Progression

33. What are the criteria? 7. Effective, usable, accessible technologies Systems to support employer engagement Tools to allow evidence collection, learner reflection and related dialogue Assessment and feedback tools Tools to support communication and knowledge-sharing Management and monitoring of work-based learner data Finance systems Exchange of data between systems Access to information, support, training and guidance

34. Example:

35. Example:

36. Example:

37. Outcomes of using the toolkit An assessment of current performance in work-based learning. A vision for WBL - and barriers and enablers for reaching it. An action plan for change - aligned with institutional structures, systems & initiatives.

38. Capacity Building Pilots 1 (April – July) UnivBradford Craven College UWIC Univ Westminster ELRAH / Edinburgh Napier University / Edinburgh’s Telford College Dissemination event – 28 June 2011 Pilot 2 (invitations open) A sustainable approach: e.g. peer support continuous improvement alignment with other initiatives

39. http://tinyurl.com/wbl-toolkit http://cloudworks.ac.uk/cloudscape/view/2182

40. Initial group exercises

41. Pilots University of Bradford Craven College University of Wales Institute Cardiff (UWIC) University of Westminster Edinburgh Napier University/Edinburgh’s Telford College/ELRAH (Edinburgh, Lothians , Fife and Borders Regional Articulation Hub)

42. Panel Session – Q&A Panel Andrew Haldane (UWIC) Loretta Newman-Ford (UWIC) Andrew Comrie (ELRAH/Edinburgh Napier) Rob Gale (Craven College) Peter Hartley (University of Bradford) Sibyl Coldham (University of Westminster) Gunter Saunders (University of Westminster)

43. Lunch

44. Table/CAMEL Discussions (1) Identify “barriers” and “enablers” for adopting the toolkit in your oganisation

45. Table/CAMEL Discussions (2) Plans for adopting the toolkit

46. Plenary Identify individual plans (use the pro-formas)

47. http://tinyurl.com/wbl-toolkit http://cloudworks.ac.uk/cloudscape/view/2182