The following is a summary of general comments made by participants at two Round Table discussion events held in London and Birmingham in May 2006. The summary is based on a synthesis of the notes taken in each of nine group discussions during the meetings. It seeks to reflect the views and opinions expressed by the participants and, as is the nature with such discussions, some conflicting views are presented in this summary. These views, which are not those of the Quality Assurance Agency for Higher Education (QAA), will be considered by the Advisory Group in their revision of this section of the Code of practice for the assurance of academic quality and standards in higher education (Code of practice).
Background
QAA is being assisted in review and revision of this section of the Code of practice by an Advisory Group, which provided a number of questions for the discussion meetings to consider, including whether:
- this section of the Code of practice should be divided into two:
work-based learning (WBL) and work-related learning (WRL) placement
- the layout of this section of the Code of practice should follow the format of the Code, Section 2:: Collaborative provision and flexible and distributed learning (including e-learning)
- the Code of practice should draw upon relevant precepts from other sections of the Code – particularly Section 2
- the extent to which the introduction should set out the scope and context of the Code of practice, Section 9: Placement learning
- a narrow definition of WBL/WRL should be avoided, as should a taxonomy of such learning; and whether there should be a number of examples to illustrate the range of practice
- there should be annexes that contain information such as:
- examples to illustrate how the precepts may be applied
- a mapping exercise to other sections of the Code of practice, and other reference documents.
Discussions at the Round Table meetings
1 The range of the Code of practice, Section 9: Placement learning and its presentation
1.1 Participants felt that the current precepts are still fit for purpose, and that they can be used for the wide range of placement and work-based learning opportunities that exist. However, the precepts need to be updated, and be supported by a variety of examples that demonstrate the diversity of practice. There was a consensus that there was no need to have two parts to this section of the Code of practice
1.2 What is meant and understood by WBL, and the possible need for a definition, was discussed at great length in all groups. There was discussion about the range that might be included (eg WRL, simulation, work placement, study abroad, health placement, among many others), what would be acceptable, and what not. Some thought it was for the institution to identify what it meant by WBL, and for the Code of practice, Section 9: Placement learning to guide the institution in clarifying this, by setting the context and the parameters but not necessarily by providing a definition. It was recommended that Section 9 presents a continuum of WBL and exemplifies this through demonstrating the range of activities. It was recognised that a narrow definition might stifle development and innovation and that there was a need to recognise the spectrum of practice; a taxonomy of ‘enabling’ definitions was recommended.
1.3 Some commented that the revision should reflect that it is the ‘learning’ that is work based, not the student.
2 Style and language
2.1 Some considered the Code of practice, Section 9: Placement learning to be very higher education institution (HEI) centric, and that there should be a better balance with reference to all of the partners, the institution, the placement provider, and the learner, demonstrating the responsibilities and entitlements of each. However, others noted that Section 9 should be very learner-focused, with the role of the HEI in supporting the student in the workplace clearly identified.
2.2 While it was recognised that the Code of practice is a reference document primarily for HEIs, there were requests that consideration be given to its use by a wider audience, including employers and Sector Skill Councils. It was therefore felt that it should be written in a style that reflects this interest and enables its use by a wider audience
3 Relationship with other sections of the Code and other materials
3.1 There was some concern about the relationship between this section of the Code of practice and other sections – particularly Section 2:Collaborative provision and flexible and distributed learning (including e-learning) and how this relationship could be clearly explained. There was a strong recommendation that the relationships between these two sections of the Code be made very clear, including identification of what is distinctive about this section of the Code and what makes it different to Section 2.
3.2 Cross referencing to the other sections of the Code of practice, where appropriate, was also recommended.
3.3 A number of participants emphasised that there are other interested stakeholders, including for example the Association for Sandwich Education and Training, Southern England Consortium for Credit Accumulation and Transfer, professional, statutory and regulatory bodies and Strategic Health Authorities. It was seen as important that the revised Section 9 does not conflict with the guidance produced by these other stakeholders but seeks to complement it, particularly since for some this would not be the most important document that they had to work with. .
3.4 The findings from institutional audit, presented in the ‘Outcomes from ..’ paper on WBL may be helpful in informing the content of Section 9.
4 Content
4.1 Participants thought that the current precepts are fit for purpose and that with some attention they could fit the needs of the (wider) scope that has been identified
4.2 The inclusion of reference to learning agreements was recommended by many participants, and that all partners contribute to these.
4.3 Reference to personal development planning was also encouraged, as it can contribute to lifelong learning and reflective practice
4.4 Several suggested that the current section of the Code of practice concentrates on the full-time student, but since it was written the landscape has changed considerably, with some students being full-time in the workplace rather than an HEI. Any revisions to this section of the Code should reflect the variety of the work/learning balances. It was noted that there is a difference between the needs of those already in the workplace and those entering it, and these need to be reflected in this section of the Code.
4.5 Participants also thought it necessary to identify the duty of care that the partners have towards the student, and identify when the institution is responsible for the learner, particularly in cases where the learner is in full-time employment
4.6 The importance of clear identification of the purpose of WBL and the setting of intended learning outcomes (ILOs) was voiced by many participants – particularly with regard to the identification of their appropriate level. It was suggested that such ILOs should be assessed and awarded credit; a practice that, in many instances, is already the case.
4.7 All groups recommended that the guidance on staff development would benefit from being strengthened and should include the identification of competence requirements of staff.
4.8 Attention should also be paid to the precept on student support.
4.9 There were suggestions that the concept of risk should also be covered, with consideration of including what to do when things go wrong in an arrangement.
4.10 The European dimension was mentioned by a number of participants. There was a recommendation that any revision should provide guidance to institutions on dealing with overseas placements.
4.11 Ethical responsibility was mentioned for consideration
4.12 A general conclusion was that the content of a revised Section 9 should not only be relevant for the needs of today but also anticipate the environment and requirements in this area over the next five years
5 Annexes
5.1 Some suggested that annexes could be very important for this section of the Code of practice. They could provide further support and guidance for institutions and others. It was recommended that there be annexes on information for employers, exemplars of precepts in practice, guidance on learning agreements, and a taxonomy of types of WBL/ WRL/ placement.
6 Title
6.1 Title recommendations included: Work based and placement learning; Learning in the workplace; Work-centred learning; Workplace learning opportunities; and Partnership in learning. There was a view that WBL as a title was too restrictive but that the title and content had to include more than just ‘placement’.
Next steps
A draft will be available for consultation with the sector by the end of September 2006.
The publication date is planned for the end of April 2007
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