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Chapter 3 - Flexible frameworks and building blocks
Barbara Workman and Darryll Bravenboer
IN THIS CHAPTER YOU WILL:
•Be introduced to the key components central to designing a work-based curriculum framework
•Consider what a framework could offer to your learners, your Institution and your employer partners
•Consider how work-based frameworks incorporate flexible approaches to learning, teaching and
assessment in response to a variety of professional contexts for higher-level learning
•See how flexible work-based frameworks can construct awards from short courses to full degrees,
incorporating accreditation of in-company training, prior experiential and certificated learning, work-
based projects and other learning activities
•Become familiar with the differences between programme approval and academic accreditation for
organisations and individuals and how these contribute to the operation of a work-based framework
•Understand the academic infrastructure that is required to support a validated work-based curriculum
framework, including QAA and Professional Body standards, the use of work-based level descriptors,
institutional quality policies and procedures
Frameworks to support a flexible response
Designing a flexible and responsive work-based programme that meets the needs of the learner, employers
and Higher Education Institutions (HEIs), can present a number of challenges to the design and
development team. The use of a curriculum model within higher education (HE) is, surprisingly, unusual as
traditional academic programmes tend to emerge from a subject specialism located within an HEI rather than
a curriculum philosophy. Work-based learning is predicated on the notion that people learn as they work and
that this learning can be equivalent to that which takes place in HE. The study of this learning that emerges
from work typically crosses traditional academic disciplinary boundaries; for example, ‘management’ is
relevant to most areas of practice. This means that the starting place for thinking about how this learning can
be recognised is not necessarily in terms of its academic subject content but rather those aspects of higher-
level learning that are ‘transdisciplinary’ (McGregor and Volckmann 2011, Bravenboer and Workman, 2015).
Consequently, a work-based curriculum ‘framework’ is a means to construct a learning pathway that can be
recognised by HEIs and lead to the award of HE qualifications. This chapter discusses the key components
of a work-based curriculum framework, its benefits, and how you can create a framework that is adaptable
and responsive to learning in the workplace.
Curriculum philosophy
A work-based curriculum philosophy informs the teaching, learning and assessment strategies that are used
to deliver the programme. The curriculum may be located within a process model (Sheehan 1986) that
promotes personal and professional development and learning, with a focus on evidence and outcomes of
the learning process. Many HEIs offering work-based studies style programmes build upon the ideas behind
Kolb’s (1984) experiential learning cycle to create modules appropriate for working students (Workman and
Garnett 2009, Workman and White, 2015, Bravenboer and Workman, 2015). A humanistic and andragogical
learning and teaching approach is used to engage with adult work-based learners, enabling recognition and
accreditation of prior knowledge and experience, responsive to your learners’ own learning needs and
personal motivations (see Chapter 2 and Workman 2009). It builds upon your learners’ own learning and
working experience, enabling them to develop their understanding of knowledge that they have created in
the workplace, thereby being socially constructed (Brown and Duguid 2001) and promoting autonomous
learning. It enhances and capitalises on experience from the workplace, peers, colleagues, tutors and other
learners, thus introducing the concepts of professional networking (Uzzi & Dunlap 2005) and communities of
practice (Wenger 2006). This promotes skills for lifelong learning and development which will continue after
the qualification has been completed.
The work-based curriculum framework therefore needs to:
•Specialise and localise your learner’s own work-based learning as the subject of study through the
development of reflective practice.
•Situate your learner’s work-based learning within wider practice contexts through negotiated
engagement with communities of practitioners, employers, co-workers, collaborators, stakeholders,
clients, academic tutors and others implicated in a specific area of work/practice.
•Develop trans-disciplinary approaches to work-based learning that support and promote innovation
and enhancement of work/practice.
Designing a curriculum framework
An HE curriculum framework can be designed to lead to HE qualifications ranging from small awards such
as a University Certificate, to larger awards such as Bachelors or Master’s degrees. A curriculum framework
also provides the guiding principles, academic architecture and rules of combination that set the parameters
within which programmes of study can be constructed. For work-based learning, ensuring academic
coherence is an essential component as programmes are usually designed around the needs of work-based
learners who are working within a specific organisational, professional or industry sector. A curriculum
framework must, therefore, be sufficiently flexible to reflect these diverse work contexts but also provide a
means to establish coherent programmes of higher-level learning (Table 3.1).
A flexible curriculum framework can be used to:
•promote and foster skills of learning to learn, such as information search and retrieval and critical
reading, study skills and literature search
•create opportunities for your students to review and reflect on previous experience and create claims
for the accreditation of prior learning (RPL, APEL) (see chapter 5)
•facilitate the excavation of personal and professional learning through reflective models and
exercises, leading to identification of future learning and development needs and enable the
discovery and critique of new information
•foster creative approaches to generating innovative solutions and enhancing work practices; through
problem solving, critical thinking, project work, inquiry skills and networking
Table 3.1 Characteristics of work-based frameworks
Framework Characteristic
Purpose
Customisation, negotiation and approval of
programmes (and award titles without repeated
validation - see also Chapter 7)
•Responsiveness to organisational/ individual
learning needs
•Efficiency of programme approval process
•Enables a ‘roll-on/roll-off approach to
programme development
Work-based Level Descriptors, such as SEEC
(2010), FEHQ (QAA 2008), Institutional Level
Descriptors
•Provides benchmarking against work-based
learning characteristics and FHEQ descriptors
•Provides reference point for learning
outcomes and assessment criteria
•Locates work-based study within the
programme
‘Negotiated’, ‘open’ or ‘shell’ modules of a
variety of sizes, adaptable for a range of work-
based contexts.
•Negotiated modules can be customised to
reflect a specific area of work/practice
•Can be used as benchmarking for APEL/RPL
claims in terms of the volume and level of
credit sought
•Enables flexible adaptation to work-based
contexts and professional development needs
Mechanisms to facilitate and incorporate
Accreditation of Prior Learning from
experience, certification, or recognition of in-
company training as equivalent to HE level
learning (See Chapter 5).
•Facilitates incorporation of prior learning
through a process and/or modules to make an
APEL/RPL claim.
•Organisations gain accreditation of in-
company training through HEI procedures that
are incorporated into an HE qualification.
•Specific amounts of accredited learning are
recognised within awards by institutional
regulations (normally between a half to two
thirds of the award)
Work-based modules at varying levels and
credit sizes, ready validated, minimal barred
combinations, providing a variety of work-based
learning skills and topics.
•Enables entry points at all academic levels
4-7) to work towards small and large awards,
through a ‘mix and match’ approach to module
combinations.
•Promotes learning from a starting point of
reflection upon self /personal learning
progressing towards professional learning and
development.
•Facilitates investigation, critical analysis and
evaluation skills within a work-based context
reflecting appropriate academic levels.
Source: Adapted from Willis (2008)
Approval process for individual programme
learning agreements/ contracts (see Chapter 7)
and organisational learning agreement
pathways.
•Demonstrates coherence of individual or
organisation focused programme pathways
through a formal quality process.
•Ensures qualification titles appropriately reflect
the relevant area of work/practice, do not
conflict with professional award titles or other
HE programmes.
Incorporation of subject-based modules from
other HE programmes or disciplines, within
specific credit and time constraints (see Chapter
5).
•Facilitates learners to pursue appropriate
topics of specialist interest within their
programme.
•Reduces duplication of learning time and effort
if learning is still current (usually within 5
years), or still used in current role.
Incorporates relevant content
Reflective learning
‘Learning to learn’ techniques,
Negotiated learning and personal/ professional
development
Ethics of being a worker-learner
Critical analysis and research skills
Creative, problem-solving and project
management skills
Professional networking skills
Authentic work-based assessment
•Topics are trans-disciplinary, and therefore
transferable to a wide range of work contexts.
•Subject knowledge is located within the
workplace, enabling learners to maximise their
learning opportunities, through work-based
activities/ projects/ inquiry and research.
•Develops key work-based learning skills,
which support employment and progression.
Quality processes and Infrastructure
Identify student learning support systems
Tutor and work-based mentor roles
Staff development requirements
Organisational links through tutors
Liaison with records department
Finance department and quality processes
Easy and distance access to learning resources
•Develops effective networks to support work-
based learners who study (mainly) off campus.
•Ensures administration systems in place
support the ‘non-traditional’ work-based
learner and keep key personnel updated with
programme developments.
•Ensures effective working and supportive
relationships for learning between the HEI, the
employer and student.
•On-going staff development for example in use
of APEL/RPL, Facilitation skills, distance and
open learning resources.
Initial considerations for creating a framework
When creating a new framework you need to check for flexibility, coherence and validity, as well as the
ethical implications of the proposed programme of study (see Appendix i for further details). Answering the
following key questions will provide a good starting point:
Key Components of a WBL framework
Many facets need to be considered when devising a framework; as well as the above characteristics, a WBL
framework needs to include certain key components.
When designing a work-based curriculum framework, an essential component is ‘Building Blocks’, the
inclusion of modules with different credit values (10, 15, 20, 30 and so on), at each academic level that can
be combined to create various qualifications. This use of variable amounts of credit from different sources
builds learning pathways, which then lead to the qualifications available within the framework. Traditional
degree programmes do not tend to build in the recognition of external learning (although the majority of HEIs
are able to do this, via RPL processes). Table 3.2 (below) summarises the amount and levels of credit for
ACTIVITY
In your role as tutor try to consciously adopt reflective learning methods yourself; this will maximise
reciprocal learning and help you to better understand your WBL students. Go through the stages
outlined below:
How much academic credit will the HE qualification
carry?
What level will the credit be at?
How much credit gained from external sources and/
or from prior learning can be recognised?
How many modules or units of study are required to
construct the proposed programme?
What do your institution’s regulations and level
descriptors state regarding the use and
combination of modules and academic credit?
Similarly, what do external reference points state,
for example; QFQUAL, QAA Framework for Higher
Education Qualifications (FHEQ); SEEC Level
Descriptors; QAA Subject Benchmarking
Statements?
What appropriate reference points have you used
to inform taught components, for a given academic
level and qualification and area of professional
practice?
qualifications used by most HEIs and includes the standard awards described within the QAA Framework for
Higher Education Qualifications (FHEQ).
Work-based learners bring their current and previous learning from work to their programme; this influences
how programmes are planned and constructed, including the syllabus approach to learning, teaching and
assessment. Additionally, your work-based learners may or may not meet traditional HE entry requirements
but will usually be able to demonstrate their potential to successfully complete a programme through other
forms of evidence, such as:
•the level of responsibility within their work role, for example leading or supervising others;
•professional or vocational qualifications;
•continuing professional development activity;
•the number of years of experience in relevant work;
•reports or data from significant work projects.
Figure 3.1: Key Components of a Work-based Curriculum
Table 3.2: Credit distribution leading to HE Qualifications
This kind of evidence can highlight a significant degree of higher-level learning, so far not formally
recognised. Work-based programmes are designed with entry criteria that recognises such prior learning, to
avoid duplication of learning. Figure 3.2 shows a work-based framework incorporating a combination of study
from work, through accreditation of prior experiential and certificated learning (APEL/RPL), and accreditation
of in-company training as small HE awards. This individual learner accessed a final year ‘top up’ programme
to achieve an Honours degree.
The components of a work-based framework need to incorporate appropriate structures and processes to
enable customisation of a learner’s or organisation’s work-based pathway, using the framework to combine
modules and credits in variable sizes, transferable through the Credit Accumulation and Transfer Scheme
(CATS). Transfer of academic credit is calculated using a common metric for establishing both academic
HE Qualification
Academic
Level
Total credits required
for award
University Certificate
4
40
Certificate of Higher Education (Cert HE)
Higher National Certificate (HNC)
4
120
University Diploma
5
40
Professional Diploma
5
120
Diploma of Higher Education (Dip HE)
Foundation Degree (Fd)
Higher National Diploma (HND)
4 & 5
120 @ L4,
120 @ L5 =240
Graduate Certificate (Grad Cert)
6
60
Graduate Diploma (Grad Dip)
6
120
Ordinary Bachelors degree (BA, BSc)
4, 5 & 6
120 @ L 4
120 @ L5
60 @ L6 = 300
Bachelors degree with Honours (BA (Hons), BSc (Hons)
4, 5 & 6
120 @ L4
120 @ L5
120 @ L6 = 360
Postgraduate Certificate (PG Cert)
7
60
Postgraduate Diploma (PG Dip)
7
120
Taught Master’s Degrees
(MA, MSc, MEng)
7
180
Professional Doctorates (credit based)
(DProf, DPych)
7 & 8
180 @ L 7
360 @ L 8 = 540
level and volume of learning. The number of credits that form a module is based on notional hours of
learning (10 learning hours per 1 credit) with achievement of the stated learning outcomes for each specific
academic level of study. These learning outcomes may be subject-specific or ‘trans-disciplinary’.
Figure 3.2 – Using a framework to construct a personalised work-based degree programme
Recognising learning from outside of the classroom, in a credit-based approach, means that work-based
programmes are designed to reflect your learner’s needs and prior learning achievements rather than being
predetermined by the academic subject curriculum. Workforce development programmes for organisations
can also be created focusing on identified specific learning aims (Willis 2008, Bravenboer 2011). The
learning is located in the workplace, supported by a curriculum framework process to customise, negotiate
and approve the specific programme’s content, without involving an HE validation event for every new
employer or learner. Specialist content is negotiated with your learner and/or organisation and/or
professional body and integrated into the programme. The use of validated ‘negotiated’, ‘open’ or ‘shell’
modules also allows customisation so that, for example, the learning outcomes, which may be ‘trans-
disciplinary’ or ‘generic’, can be specialised to reflect the work or practice context of an organisation or
professional sector. Identified proportions of prior learning from experience and certificates (APEL/RPL) or
in-company training can be included (Chapter 5).
When planning the supporting infrastructure for a work-based framework it is key to include the means by
which to approve and record the customised programme. Coordination with institutional quality processes
(Chapter 8) and academic records will ensure that programmes and approval processes are recorded
appropriately on the HEI’s data capture systems; wherever possible use the conventional HEI procedures.
The following three case studies 3.1, 3.2 and 3.3 offer some good illustrations of innovative use of a
framework approach.
Case Study 3.1 Using a framework approach (A): Developing an honours degree in combined
sciences for Collision Investigation Officers (CIOs)
The Institute of Traffic Accident Investigators (ITAI) contacted the University to enquire about developing a
work-based learning Honours degree in Combined Sciences for Collision Investigation Officers (CIOs). CIO’s
analyse the causes of traffic accidents using scientific and mathematical skills and knowledge. Significant
market demand for such a course was established in consultation across the UK.
•There are approximately 600 CIOs based in Collision Investigation Units (CIUs) throughout the UK.
•CIOs have a wide range of higher-level skills, experience and learning presenting significant
opportunities for claiming University credits through both Accreditation of Prior Certificated Learning
(APL) and Accreditation of Prior Experiential Learning (APEL) (see Chapter 5).
•The role of a CIO is ‘project based’ around individual collision investigation cases, therefore utilising
Work-based Projects in the award.
•Most COIs do not have degrees and many employers are unwilling to sponsor them to undertake degree
level courses
The course cost was a major issue, but the University’s Work-based Studies (WBS) framework offered a way
of approving a suitable course quickly and cost effectively (due to the use of APL). Although the new title
required University approval, the WBS framework was already approved, and the requirements for adding a
new title within the framework are not onerous, and indeed much faster than approving a new, non-WBS
course.
The WBS framework therefore supported the development of a new WBS title (Combined Sciences) to
enable CIOs to gain:
•260 credits through experiential and/or certificated prior learning
•60 credits through taught modules delivered in 4 regions across the UK
•40 credits through a distance-supervised work-based project
The development timescale for the course was compressed into six months from enquiry to delivery of the
first workshop. It involved:
•Consultation with CIOs and ITAI to establish market demand (January-March)
•Business case documentation completed and approved by University (March)
•Development of approval documentation for new title within the framework (programme specification and
handbook) (March-April)
•Site visits to approve 4 proposed new delivery centres across the UK (March-April)
•Approval event (April)
•Response to panel’s recommendations (May)
•New title final approval (June)
•Enrolment of 60 students (June)
•Course commenced June, first graduates November
!
BSc (Hons) Work-based Studies (Combined Sciences) Route
Kevin Ions: Programme Leader, Teesside University
Case Study 3.2 Using a framework approach (B): University of West England (UWE) Shell Award
Framework
The Shell Award Framework enables Professional Development awards, (for example BSc Professional
Development), to be cross faculty and cross discipline, and are available from foundation degree to Masters,
offering learners a bespoke, flexible and work-based pathway. Supported by a programme leader from the
relevant faculty, and often a workplace mentor, learners can use HE credit ‘gathered’ throughout their career
and build this into an individual programme of study. Previous experience and learning that can count
towards an award may comprise:
•Work-based learning, for example; project work, reports, development of policy, presentations, initiatives,
service evaluation, in-house study.
•Accredited Experiential Learning (AEL), for example; study days, role development, project work,
evidence of experience.
•HE Accredited learning, that is, modules from the University of the West of England (UWE) or other
Universities.
All learners must complete a current, supervised ‘Evidencing WBL’ module, normally taken towards the end
of their programme as a compulsory element for all levels of the Professional Development programme, the
size of which depends on the final award. This is part of ensuring that graduates’ pathways meet the
institution’s regulations for obtaining a named UWE award.
The use of a Negotiated Learning Plan provides the opportunity to formally recognise experience and
learning as part of the learner’s final award and to design the focus of their award. It identifies their target
award and outlines a personal statement outlining aspirations and experiences. Of particular interest is that
RPL claims are facilitated by an electronic AEL (Accreditation of Experiential Learning) tool to help turn
experience into credit using evidence and critical narrative, and previous marks can be transferred from
previous HE accredited learning, including other HEI’s or UWE modules to count towards the final
classification of the Work-Based award.
Example!
Omar is a ward manager working in general medicine. Following registration as a nurse in the UK, he has
previously gained credit alongside work experience and promotion. He wishes to consolidate his learning
and gain a degree to enhance his career.
Omar enters the programme with 240 credits:
To complete his programme he undertakes:
Clive Warn, Senior Lecturer in Nursing, Programme Lead Professional Development Awards
Case Study 3.3: Using a framework approach (C): Thomas’s individually negotiated master’s
Programme
Thomas was self-employed as a project manager working as a consultant in large engineering organisations.
To promote his professional profile and develop his skills, he decided to undertake a work-based Master’s
programme, which recognised his previous learning from experience and enabled him to investigate a
project located in his practice.
He took a module that facilitated reflection on, and review of, his prior learning in order to make an
Accreditation of Experiential Learning (APEL) claim for 70 credits at Master’s level. This claim focused on his
knowledge of Commercial and Financial Planning and Risk Management that contributed towards the overall
Masters credits (180 credits).
Thomas then negotiated the focus of the rest of his programme by undertaking a Planning module, where he
identified topics for further professional learning and argued for his award to be entitled ‘MSc Work-based
Learning Studies (Project Management)’. He concurrently studied a practitioner research module, which
introduced research and development methods to design his final research project that investigated new
models of project management appropriate for his work context.
Thomas’s Pathway to an MSc Work-based Learning Studies (Project Management)
Academic level descriptors
In level descriptors the level and type of learning is described in a way that can be benchmarked against
national (and possibly international) standards. Most HEIs have their own level descriptors to standardise the
academic level of HE programmes and relate to the QAA Framework for Higher Education Qualifications
(FHEQ) (Quality Assurance Agency, 2011) and/or the SEEC Credit Level Descriptors for Higher Education
(2010).
Work-based learning differs from traditional subject disciplines as the learning that emerges from work itself
is the ‘subject’ of study. At undergraduate and increasingly at postgraduate level, the expectations for what
people will know, understand and are able to do on successful completion of a degree programme, are
described in QAA Subject Benchmarking Statements (Quality Assurance Agency, 2014). Certain professions,
such as nursing, have a strong practice focus and are required to fulfil specific professional standards,
including a license to practice, which is reflected in HE programmes. However, work-based curriculum
frameworks are not necessarily guided by professional regulations and can be used to construct HE
programmes in a wide range of sectors that may or may not be aligned with traditional academic subject
disciplines. For this reason, the academic standards of WBL frameworks are usually aligned to Level
Descriptors, such as those produced by SEEC (2010).
The learning from work/practice is often reflected in the qualification title of awards from WBL framework
programmes, such as: ‘Professional Practice’; ‘Integrated Professional Studies’; ‘Work-Based Learning’;
‘Work-Based Studies; ‘Professional Development Studies’; Applied Professional Studies’ or similar.
Sometimes the specific area of work or professional practice is referenced, for example, ‘Applied
Professional Studies (Executive Coaching)’ or ‘Professional Practice in Arts Management’.
It is important with work-based learning to make sure that the level descriptors describe the type of learning
at work, and the types of knowledge, understanding and skills required to demonstrate professional levels of
practice.
Table 3.3: SEEC (2010) work-based level descriptor characteristics
These characteristics of learning are equivalent to those used in traditional academic subjects, in terms of
difficulty and amount of study; because they align fully with UK HE requirements (see QAA, 2011 for FHEQ).
The FHEQ also aligns to the Qualification and Curriculum Framework (QCF) (http://www.ofqual.gov.uk)
demonstrating equivalence against other UK qualifications. The SEEC Level Descriptors have been mapped
against European Standards to demonstrate parity and equivalence with European qualifications. If learning
has been acquired outside the UK it may be possible to use it towards a UK qualification, if it carries
currency and evidence of credit rating. The relationship between the FHEQ and European qualifications is
provided by the QAA at http://www.qaa.ac.uk. Alternatively, programmes studied in the UK can be
recognised abroad provided they meet the European guidelines. The QAA academic skills are summarised
on the website: http://www.qaa.ac.uk/Pages/default.aspx. At the time of writing they are under consultation
for review so check for any updated versions.
Level descriptors
Setting
Operational context
Autonomy and responsibility for actions
Knowledge and understanding
The factual and/or conceptual base of the subject or field of study
Cognitive skills
Conceptualisation and critical thinking
Problem solving, research and enquire
Synthesis and creativity
Analysis and evaluation
Performance and practice
Adaptation to context
Performance
Team and organisational working
Ethical awareness and application
Personal and enabling skills
Personal evaluation and development
Interpersonal and communication skills
Professional bodies often use accredited programmes to maintain standards, and offer prestige, across their
membership. These accredited academic courses can include work-based programmes so it is worth
tailoring any WBL framework to reflect identified professional competences. Although specific to particular
areas of professional practice, the ways that professional standards are described can be similar to the
learning outcomes of HE programmes, particularly those that are work or practice based, making it easier to
map across the two sets of benchmarks.
Using accreditation within a framework
HE programmes comprise of validated modules; with some modules being used by more than one
programme. Usually a WBL framework facilitates the use of validated modules from other programmes,
individually or in multiples, within the framework. The flexibility of work-based learning frameworks means
that they can encompass external employer based training or in-company learning, which has been
‘accredited’ (leading to the award of academic credit), along with the more usual learning from routes which
have been ‘validated’ (leading to the award of an academic qualification). Formal recognition of expertise
from within employer organisations offers further potential for future collaborative working between HEIs and
employers (Wilson 2012, Bravenboer 2011).
The following case studies (3.5 and 3.6) illustrate using a framework for accreditation and developing new
qualifications.
Case Study 3.4 Using a framework for accreditation: MSc Professional Practice in Leading Sales
Transformation
Consalia Ltd, a training company, specialising in training sales management executives, has significant
experience of delivering professional sales education and training and wished to develop a validated MSc
Programme. As an established university partner, Consalia presented a suite of modules in an accreditation
proposal to the University’s Accreditation Board. The proposal was approved after being assessed by the
Accreditation Board and conditions had been met. Following scrutiny of assessed work by a University
Accreditation Link Tutor and External Assessor, individuals could be awarded a Certificate of Credit to count
towards a University qualification. Accrediting the programme confirmed it was at HE level and quality and
allowed Consalia to test the market and see whether it attracted an appropriate audience.
The second stage built on this accreditation to enable progression to a full Masters programme. The
maximum credit that can be brought into a Middlesex qualification is two thirds of the total credit of the target
qualification, so a Masters programme allows up to 120 credits out of 180 credits at level 7 to be recognised.
To ensure that individuals progressing to the Masters would be appropriately prepared, the programme also
included a Practitioner Researcher module to design the compulsory final 60 credit Negotiated Work Based
Learning Project module. Consequently, the programme was constructed from two elements; 90 credits of
accredited Consalia modules and 90 credits from University Work Based Learning Framework modules.
The programme has proved popular with some international companies who are using the programme to
develop their business. Additionally, the success of the programme encouraged Consalia to progress to a
fully validated programme, working in partnership with the HEI, thereby changing the business model with
the HEI, but allowing for a sustainable collaboration.
The Consalia pathway to an MSc Professional Practice in Leading Sales Transformation
Case Study 3.5 Using a framework to develop new qualifications: Higher Apprenticeship for care
sector managers
Skills for Care, the Sector Skills Council for the care sector, identified that care sector managers needed
professional development to meet the changing needs of their employers in the sector. An 80 credit level 5,
QCF Diploma in Leadership for Health and Social Care Services was core to the programme as part of a
new Higher Apprenticeship. Skills for Care identified that Care Sector Managers should develop specialisms,
and that furthermore, both individuals and employers would value a university qualification..
The University worked with Skills for Care to develop a suite of accredited external courses in professional
specialisms. Using its Work-based Learning Framework a 120-credit level 5 Higher Diploma University
qualification was constructed. Building on the learning from the QCF Diploma and after consulting their
employer, learners can chose module specialisms such as Dementia Care, Quality and Service
Improvement, Mental Health or End of Life Care. These topics were determined by the Sector Skills council
in conjunction with the care sector managers as they reflected the needs of the care industry. Learners’
progress to a final negotiated Work-based Project module which applies their specialism to a specific
leadership and management context, aiming to enhance practice.
Skills for Care (2013)
Higher Diploma Professional Practice in Leading and Managing Care Services
Teaching tips: Using accreditation in your HEI
Academic accreditation is formal recognition of learning achievements gained outside the HEI’s main
academic programme and is normally delivered by a partner or organisation outside the HEI who retain
content and intellectual property of the accredited programme. Accreditation processes are designed to
incorporate the HEI’s quality processes by ensuring consistency with the Institution’s level descriptors,
teaching, learning and assessment standards. Academic accreditation differs from accreditation by a
professional body, in that it reflects HE level credit for a learning activity, whereas professional accreditation
involves meeting standards of a specific profession or sector. Academic accreditation offers the potential for
higher level learning occurring outside the HEI to be brought into an HE award, by using credit accumulation
and transfer (CATS). Having an institutional flexible framework will help you to be responsive to external
accreditation requests.
The activity below will help you to analyse your institution’s readiness to develop an academic framework.
ACTIVITY
Discuss these questions with key colleagues.
•Does your Institution have a process by which organisational learning can be accredited? For example - a
formal accreditation process and practice?
•What is the current provision for recognising prior learning from individuals? For example: processes for
inclusion in programmes, teaching and assessor skills, design of programmes to enable claims?
•What modules and/ or programmes would need to be created and what are already available to be
adapted to the needs of work-based learners? How might current modules be adapted to work-based
learners’ needs and employer requirements?
•How might your institution’s regulations, procedures and policies respond to a flexible framework? What
are the ‘given’ assumptions within the Institution in regard to programme design and construction, and
how adaptable could these be?
•Who might need to be consulted and involved in developing the appropriate infrastructure to support
work-based learners? Particularly consider administrative and registry staff who have to interpret policies,
processes and regulations to encompass HEI standard procedures
Learning, teaching and assessment in a WBL Framework
These topics are discussed in detail in chapter 2, but it is worth signposting here that the aims of a WBL
programme should align with authentic learning and assessment opportunities within the workplace. For
example, creative thought and planning to maximise higher level learning opportunities through usual work
activities, with assessment activities that reflect realistic work will promote deep learning. Discussions with
your learners about their work environment will highlight creative problem solving opportunities and develop
skills of critical analysis. Collaboration with employers and workplace mentors when identifying real learning
opportunities can lead to productive partnerships between employers and the HEI, offering professional
development opportunities for you and your work-based learners alike. Delivery mechanisms that are flexible
in time and location, including distance and blended modes of programme delivery, will maximise your
students’ learning and responsive tutor and peer support.
SUMMARY
•Key approaches to supporting learning, such as reflection on practice, research skills and critical
engagement with professional networks are trans-disciplinary in nature and because of this such work-
based frameworks are extremely flexible and useable.
•Negotiation is built into the construction stages of WBL programmes, including using existing HEI
mechanisms to recognise higher-level learning.
•There is a need for clarity and coherence in relation to the national academic infrastructure within which
HE is understood, practiced and approved.
•A common understanding of academic credit is a powerful building block.
•The need for a clear curriculum philosophy has been outlined, including traditional subject disciplines
within HEI faculties, but mostly the real world contexts for learning that most people encounter, namely
work.
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