developing a foundation degree in health and social care
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Developing a Foundation Degree in Health and Social Care. Claire Thurgate And Janet MacGregor. The impetus for providing a Foundation Degree programme in East Kent Content and structure of the Foundation Degree Development throughout 2005. Foundation Degrees. - PowerPoint PPT PresentationTRANSCRIPT
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Developing a Foundation Developing a Foundation Degree in Health and Social Degree in Health and Social
CareCare
Claire Thurgate
And
Janet MacGregor
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The impetus for providing a Foundation Degree programme in East Kent
Content and structure of the Foundation Degree
Development throughout 2005
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Foundation DegreesFoundation Degrees
Will bring more people into higher education with a richer mix of backgrounds
Will fuse the academic and vocational paths to high-level qualifications
(HEFCE prospectus, 2000)
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Foundation DegreesFoundation Degrees
Vocationally focused and equip learners with the skills and knowledge relevant to their employment and the needs of the employers.
Work-based learning is central and must be appropriate to the sector or type of employer.
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Foundation DegreesFoundation Degrees
Access and participation can be improved where opportunities for learners are provided close to home and work, and where the knowledge and skills needed in local and sectorial employment markets are met.
(Foundation degree: qualification benchmark QAA 2003)
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Impetus for providing a Impetus for providing a Foundation Degree in KentFoundation Degree in Kent
To provide an alternative approach to part-time study whereby experiential learning from the work-place is rewarded with academic credit.
Integrated with knowledge and understanding from taught modules.
Final award is reward for the active application of particular intellectual skills to the workplace
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Impetus for providing a Impetus for providing a Foundation Degree in KentFoundation Degree in Kent
In South East Kent a large proportion of health and social care is delivered outside the Acute NHS Sector.
Despite delivering care often of a high standard in both skills and experiential knowledge many of the workers have minimal formal qualifications.
Many accessing FE Colleges to obtain NVQ’s and managers are becoming aware of the benefits to the workplace.
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Impetus for providing a Impetus for providing a Foundation Degree in KentFoundation Degree in Kent
Canterbury Christ Church University approached by Kent Association for the Blind to validate and improve the experiential knowledge of their workforce.
Two local Further Education (FE) colleges requested a progression route for residential managers.
Local social care provider requested an educational package for carers working with mentally ill and/or elderly patients
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Impetus for providing a Impetus for providing a Foundation Degree in KentFoundation Degree in Kent
A Foundation Degree would allow flexibility, accessibility and articulation with the Faculty of Health and Social Care’s BSc provision.
Could be designed with the employer’s knowledge of what knowledge/skills they required from their workforce to improve provision of their service users.
(FDF 2005)
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Accessing the Foundation Accessing the Foundation DegreeDegree
NVQ Level 3 attainment or equivalent and history of work experience in the health and social care sector.
Only work experience – granted an interview where candidates will need to demonstrate a range of learning skills developed through work
Candidates must offer clear justification of their need to gain a foundation degree and commitment to work at an intermediate level.
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Accessing the Foundation Accessing the Foundation DegreeDegree
Need to access classroom based sessions at sometime during the week at some point in all modules.
Therefore, need written confirmation of employers support.
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Structure – Level 1Structure – Level 1Core modulesCore modules
• Skills for Professional Learning
• Major Health Issues: diseases, lifestyles and risk behaviours
• Social context of Health and Illness
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Structure – Level 1Structure – Level 1
• KAB
- Low Vision Care - Visual ImpairmentRehabilitation - Orientation and
Mobility
• Generic
- Self and the Workplace
- Working in Teams - Working in anOrganisation
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Structure – Level 2Structure – Level 2Core modulesCore modules
• Care in Complex Situations
• Methods of Enquiry
• Project
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Work-based modulesWork-based modules
• KAB
-Low Vision - Advanced-Developing VisualImpairment
Rehabilitation -Orientation and
Mobilityfor the Registered
BlindTraveller
• Care Sector Management
-Finance and Quality Management -Managing People and Organisations -Managing Risk in
Practice
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Work-based modulesWork-based modules
• Generic
-Open module
-Ethics and Law practice
-Spirituality: A perspective of care
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Development in 2005Development in 2005
Drivers- Government targets to widen access to intermediate
education (NHS Plan 2000, Dearing Report 1997)- Raise levels vocational skills and employability (Skills
getting on in business, getting on at work 2005)- Large student population
Funding- Need to identify funding streams.- Impact tuition fees
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Development in 2005Development in 2005
Managed together with employers/FE partners- Know what their workforce require.- Collaboration between university and workplace- New ways of teaching, learning and assessing
Remain at work- Medway and Thanet identified as regeneration areas- Mean age 45 – benefits staying in work cannot be underrated- Benefits to workforce- Blended learning- Work-based facilitators
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Development in 2005Development in 2005
Delivered on three sites- Challenges to staff- All linked to central University resources - Use virtual learning environment
50% core: 50% work related- Gives equal importance to the workplace and undergraduate
requirements- Work-base modules constructed round training already provided
and guidelines from the Sector Skill Council- Core modules reflect those undertaken by all undergraduates in
Faculty of Health and Social Care
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Development in 2005Development in 2005
Development of modules eg KAB and SPL- Specialist modules developed in partnership with
employers- SPL - learning outcomes same as undergraduate
provision but delivered differently to support differing learning styles.
Mixed assessment- Element of reflective log, evidence work base activity
and either – report, essay, seminar or poster.- Portfolio
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Development in 2005Development in 2005
Evidence prior learning rather than NVQ- Element of risk, but need to allow experience worker to
assess- Students selected by employer- Selection process designed – hoping its accurate in its
predictions- Those who were unsuccessful placed on a waiting list- Hope that student motivation, careful support and
reward will prove our prediction to be correct.
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In SummaryIn Summary
Overview of setting up and the start of a Foundation Degree in Health and Social Care
Nine points of interest where debate continues, so as to ensure the product is of a continuing quality. No doubt more areas of discussion will evolve.
Widening participation and development of work-base education are not easy options – but hopefully worthwhile when students succeed.