uall 2012 clare college cambridge dehov (digital economy in the heads of the valleys) kelly edwards,...

UALL 2012 Clare College Cambridge

DEHOV (Digital Economy in the Heads of the Valleys)

Kelly Edwards, Robert Payne and Kirsten Merrill-Glover,

Project overviewAims & Objectives – Work based learning

EligibilityCriteriaCost

TrainingModules & accreditationDeliveryCertification

Lessons LearnedConsequences & Questions

Presentation

Project Overview

DEHOV – work-based learning project in South Wales Valleys funded by ESF Partnership between University of Glamorgan & University of Wales, Newport Aimed at employers to engage with digital economy & use IT efficiently &

effectively Tailored to employer’s requirements Employers/employees who live and/or work in the ‘convergence’ area Private & third sector Fully funded subject to status Training delivered in modules, gaining credits towards further learning Certificates – end of each module & full certification at the end of the academic

year Courses and flexibility When & where tailored to company needs

Overview

Work-based learning - IT

Employers & employees

Funded by ‘European Social Fund’

©Dogfael - Flickr

Digital Economy in

the Heads of the Valleys

Aims & Objectives

Use IT effectively

Engage with digital economy

Improved workflows/ efficiencies

Up skill the workforce

Aims & Objectives

WBL – skills they can use

Marketability, skills &

development

Retain skills in HoV area

No prescriptive schedule

Heads of the Valleys

• Good practice – Curriculum sharing, marketing and brand design, cross referrals.

• Challenges- communication flow , ‘whole’ project operation,

Partnership Working

Heads of the Valleys - Challenges

• High Unemployment• High number of micro companies• Limited companies classed as ‘private sector’• Limited number of Employers• Many completing initiatives

Participation - Criteria

Private sectorThird sector

Public sector

Participation - Criteria

State aid funding

< 200,000 Euros = FULLY FUNDED

=> 200,000 = match-funded

Academic Overview

Used towards future

courses/training

Levels 4 & 5

Maximum 60 credits

University accreditation

Tailored training

August 2013

TrainingModule = credits

Example –360 credits gained over 3 years

Each year = 120 credits gained from 5 or 6

modules

Computerised accounting = 10

credits

Maximum 60 credits per person

Used towards future

courses/training

TrainingFull modules – 10 or 20 credits

Up to 30 hours

delivery

Self-study

‘Bite-size’ - 5 credits

Tailored schedule

Grades

Classroom

Online

Tutorials

Training

CertificateUniversity

accreditation

Maximum 60 credits

Enrolment

Student ‘perks’ –

Materials

Sports Centre

Student discount with card

PhotographStudent union

Library

Student Card

When & Where

Throughout the year

Local venue(s)Self-study/ assignment

Flexible

Day/Evening

Staffing structure

• Brand• Networking• Cold calling• Word of mouth via tutors• Social networking - LinkedIn• Adverts• Brochures

Marketing Strategy

• Engagement• Training Needs Analysis• Relationship Management • Financial analysis – de-Minimis or GBER• Educating for the future

Working with Employers

• Number of beneficiaries signed up =329• Number undergoing training = 213• Number of companies signed up = 122• Number of modules delivered = 23 at CQFW

Level 4• Number of credits delivered = 3,240

Progress by numbers

• Creative Industries - 10• ICT – 6 • Energy and Environment – 3 • Advanced Materials and Manufacturing – 23• Life Sciences - 2• Financial and Professional Services 37• Food and Farming 5• Construction 9• Tourism - 7 • Retail – 8• Other ( Care sector, voluntary) - 12

Companies by sector

• Good area to recruit because of the existence of many employer networks

• Having the right delivery staff in terms of industrial delivery experience is of paramount importance.

• Getting regular feedback from participants (weekly initially) has reduced drop out and enabled us to feedback accurately to tutors.

Lessons Learned

Lessons Learned

• Perhaps the most important lesson is that most elements of this project take longer than anticipated (validation, engagement and procurement, marketing) but overall has cost less than anticipated.

• Liaison with other projects to increase capacity is important

Lessons Learned

Consequences

• Project Forum set up• No or little direct mailing to companies• Changes in recruitment of tutors• (Even) earlier planning of delivery • Employer responsiveness

Consequences

Finale

• Thank you – Diolch yn Fawr

• Questions

• How does our experience compare to yours?• Is there anything we have missed ?

Finale