Workbased learning
The diversity of the WBL programmes and the demographics of ‘the student’ is an important element of any change to programme delivery and indeed mechanisms that support it. Having explored a variety of programmes and having applied the QAA standards for foundation degrees and WBL programmes, a series of questions become apparent;
How can a student change their educational direction?
How can a small company or a one man company develop the necessary skills to take both service and personal development forward?
How can SMART recognise these challenges within the development of its software?
How can education ensure financial viability and meet the needs of its local community?
Buckinghamshire New University work-based learning and short courses strategy provides insight for this, a complete copy of the document is available for viewing.
“WBL programmes are delivered across faculties in various subjects and by all departments. Some courses involve deep liaison with industry and other partners and involve mentoring and placements of individual students. These programmes are mainly within the undergraduate area and require close engagement with students to ensure that meaningful liaison, mentoring and useful employment benefits are achieved. A second type of programme, currently more focused in the area of foundation degrees (FD) and postgraduate degrees (PG) uses a model whereby the student is given work-related assessed tasks which rely upon them engaging with their own employers, organisations, using their experiences, and learning to complete the work. Such programmes rarely involve direct liaison and contact between Bucks academic staff and employers. Both types of programme are valid and have proven to work well in combining employers’, employees’ (students) and Bucks’ efforts in achieving academic success”.
Clearly we can see that any systems must recognise the developing needs that have been identified and confirmed by mentors throughout the research period. Individual mentors have provided a wealth of insight into the supporting evidences that underpins ‘SMART’.
Further investigation within the university uncovered areas of development in WBL and educational development of mentors. A project carried out for south central developed two main objectives;
The need for a generic educational audit tool that could be used to explore the requirements of each Foundation Degree programme (in the Health and Social care sector) within the Faculty.
The development and validation of an educational programme for identified mentors undertaking Foundation Degrees in the Health and Social Care sectors.
