Linking London Linking London Credit - flexibility for the futureCredit - flexibility for the future

Linking London Linking London Credit - flexibility for the futureCredit - flexibility for the future

Mick Betts

Consultant In Higher Education Innovation and Lifelong Learning

Mick Betts

Consultant In Higher Education Innovation and Lifelong Learning

What credit is…What credit is…What credit is…What credit is…

A metric that enables learning against defined outcomes to be quantified

Credit rating is… a value given to a prescribed unit or episode of learning that confers a credit volume at a defined level

A metric that enables learning against defined outcomes to be quantified

Credit rating is… a value given to a prescribed unit or episode of learning that confers a credit volume at a defined level

What credit isn’t!What credit isn’t!What credit isn’t!What credit isn’t!

A learning system

A teaching system

A silver bullet

A way of life!

A learning system

A teaching system

A silver bullet

A way of life!

When we say “credit” we are normally referring When we say “credit” we are normally referring to a to a creditcredit systemsystem that is… that is…When we say “credit” we are normally referring When we say “credit” we are normally referring to a to a creditcredit systemsystem that is… that is…

outcomes led credit based modular

And operates within…

A qualifications framework with clearly defined levels and levels descriptors (e.g. QCF, FHEQ)

outcomes led credit based modular

And operates within…

A qualifications framework with clearly defined levels and levels descriptors (e.g. QCF, FHEQ)

Credit benefitsCredit benefitsCredit benefitsCredit benefits

Flexibility – especially in curriculum design, development and delivery

Consistency – using a standard metric Establishes value Establishes equivalence Supports and simplifies modularity Enables learning episodes of all sizes to be quantified – bitesize to

degree Enables learning episodes of all sizes to be recognised Facilitates and simplifies a consistent, quality assured approach to

AP(E)L Facilitates and simplifies a consistent, quality assured approach to

accreditation Supports work based learning (WBL) Enables accumulation, transfer and exit with honour

Flexibility – especially in curriculum design, development and delivery

Consistency – using a standard metric Establishes value Establishes equivalence Supports and simplifies modularity Enables learning episodes of all sizes to be quantified – bitesize to

degree Enables learning episodes of all sizes to be recognised Facilitates and simplifies a consistent, quality assured approach to

AP(E)L Facilitates and simplifies a consistent, quality assured approach to

accreditation Supports work based learning (WBL) Enables accumulation, transfer and exit with honour

Credit disadvantages….?Credit disadvantages….?Credit disadvantages….?Credit disadvantages….?

Atomises learning Encourages surface learning Makes learning assessment driven ? ?

BUT are these disadvantages really to do with credit?

Atomises learning Encourages surface learning Makes learning assessment driven ? ?

BUT are these disadvantages really to do with credit?

Who really cares about vocational progression Who really cares about vocational progression from L3 – L4… apart from learners?from L3 – L4… apart from learners?Who really cares about vocational progression Who really cares about vocational progression from L3 – L4… apart from learners?from L3 – L4… apart from learners?

Who actively promotes it? Who actively enables it in a practical sense? Is there a real or imagined glass ceiling (at L3) outside of

established routes? Do L3 providers really think progression? Do L4 providers get involved in feeder qualifications? Are L3 vocational programmes planned, designed, taught,

assessed and supported for what comes next? Are some L3 qualifications terminal in every sense? Are L4 qualifications designed to show continuity and

development from L3?

How can “credit” help?

Who actively promotes it? Who actively enables it in a practical sense? Is there a real or imagined glass ceiling (at L3) outside of

established routes? Do L3 providers really think progression? Do L4 providers get involved in feeder qualifications? Are L3 vocational programmes planned, designed, taught,

assessed and supported for what comes next? Are some L3 qualifications terminal in every sense? Are L4 qualifications designed to show continuity and

development from L3?

How can “credit” help?

““Credit” can help to…Credit” can help to…““Credit” can help to…Credit” can help to…

Build a continuous, “all through” curriculum for all vocational routes Develop credit based qualifications at all levels Establish and apply consistent design criteria Establish consistent “progression sensitive” approaches to:

Programme design Teaching and learning Assessment Student support and experience

Provide processes for AP(E)L Provide processes for accreditation Run the QCF and FHEQ side by side as parallel and equivalent

frameworks enabling learners to move sideways and up across both

Build a continuous, “all through” curriculum for all vocational routes Develop credit based qualifications at all levels Establish and apply consistent design criteria Establish consistent “progression sensitive” approaches to:

Programme design Teaching and learning Assessment Student support and experience

Provide processes for AP(E)L Provide processes for accreditation Run the QCF and FHEQ side by side as parallel and equivalent

frameworks enabling learners to move sideways and up across both

Possible learner journeys through parallel Possible learner journeys through parallel frameworksframeworksPossible learner journeys through parallel Possible learner journeys through parallel frameworksframeworks

To move forward all or some of the following To move forward all or some of the following action is needed…action is needed…To move forward all or some of the following To move forward all or some of the following action is needed…action is needed…

Joint FE- HE curriculum development

cross sector, subject based curriculum teams particularly at L3/4

Joint QCF/FHEQ programme design, validation and approval at L4 and above

Formal, working agreements about:

AP(E)L

accreditation

credit transfer

Proper, full partnerships (curriculum, management, T&L, support etc) between

HEIs

FECS

Other providers/AOs

Employers

Professional bodies/trade and industry associations

Sensible and supportive funding/costing mechanisms enabling easy movement between QCF and

FHEQ with no financial penalties to providers/sponsors/learners

And…

Joint FE- HE curriculum development

cross sector, subject based curriculum teams particularly at L3/4

Joint QCF/FHEQ programme design, validation and approval at L4 and above

Formal, working agreements about:

AP(E)L

accreditation

credit transfer

Proper, full partnerships (curriculum, management, T&L, support etc) between

HEIs

FECS

Other providers/AOs

Employers

Professional bodies/trade and industry associations

Sensible and supportive funding/costing mechanisms enabling easy movement between QCF and

FHEQ with no financial penalties to providers/sponsors/learners

And…

A FUNDED CATS PROJECT!A FUNDED CATS PROJECT!A FUNDED CATS PROJECT!A FUNDED CATS PROJECT!

AN IDEAL OPPORTUNITY TO DEVELOP IN A SINGLE CURRICULUM AREA

THINK BIG START SMALL!

AN IDEAL OPPORTUNITY TO DEVELOP IN A SINGLE CURRICULUM AREA

THINK BIG START SMALL!

APEL - Benefits APEL - Benefits APEL - Benefits APEL - Benefits For learners

Makes effective use of and rewards learning from life and work experience

Raises self esteem, increases motivation and confidence

Enables flexibility in pace, place, time and mode of part of a learning programme

May enable a qualification to be completed in a shorter time and/or at less or cost

For employers

Flexible means of providing up-skilling, CPD and in-house learning support

Assists workforce planning and development

Increases employee motivation and retention of staff

Promotes partnership and collaboration with HE/FE providers

For Providers

Positive support for access and widening participation

Enhances recruitment, retention and progression

Promotes innovation in course design and responsiveness

Increases potential for collaboration with employers and other providers

For learners

Makes effective use of and rewards learning from life and work experience

Raises self esteem, increases motivation and confidence

Enables flexibility in pace, place, time and mode of part of a learning programme

May enable a qualification to be completed in a shorter time and/or at less or cost

For employers

Flexible means of providing up-skilling, CPD and in-house learning support

Assists workforce planning and development

Increases employee motivation and retention of staff

Promotes partnership and collaboration with HE/FE providers

For Providers

Positive support for access and widening participation

Enhances recruitment, retention and progression

Promotes innovation in course design and responsiveness

Increases potential for collaboration with employers and other providers

Accreditation – BenefitsAccreditation – BenefitsAccreditation – BenefitsAccreditation – Benefits

Recognition (and reward)

confers internal and external validity

individual and corporate

Equivalence

Relevance

Flexibility

Time efficiency

earn & learn

less down time

Motivation and focus

Visible investment in human resources/capital

Productivity

Recognition (and reward)

confers internal and external validity

individual and corporate

Equivalence

Relevance

Flexibility

Time efficiency

earn & learn

less down time

Motivation and focus

Visible investment in human resources/capital

Productivity