The WBL Framework (WBLF) provides a range of work-based programme formats from level 4 to level 7 for delivery both on site and in collaboration with UK and International partners. Through a ‘standing panel’ it gives SHU a flexible, cross-faculty approach to fast-track development of new work-based awards. This is to meet the growing demand for bespoke, employer-led, CPD-type provision aimed at corporate clients and collaborative partners.
A key function of the panel is to ensure new courses under development map well to the requirements of the Higher Degree Apprenticeships (HDAs) Standard.
The course must be designed to meet WBL principles including personal and development planning modules to ensure the apprentice is supported to focus on their development and achievement of knowledge, skills and behaviours as required under the specific apprenticeship.
The WBLF panel will also seek evidence and commentary about the learning and support mechanisms that will aid the apprentice in reaching the End Point Assessment. The panel can provide templates for mapping and examples of good practice.
If you wish to find out more and work with other WBL/HDA practitioners please contact DEEP to join the Apprenticeship and Work-Based Learning Group (AWBL). A preliminary meeting will help course designers to scope out design issues and build in good practice.
Key aims of the WBLF include:
- A mechanism to address the decline in part-time provision at SHU
- Supporting the development of new HDAs and other government initiatives
- Creating a platform for certain types of corporate/collaborative partnerships
- Providing a responsive mechanism to support the new ‘City Region’ agenda
The WBLF allows SHU to compete with sector standards for WBL. Innovative features include:
- A process to provide timely response to HDA opportunities
- A mechanism to ensure HDA opportunities and compliance requirements are considered
- A recognition that the workplace is a legitimate site of knowledge
- Critical reflection as an intellectual and practical tool used for personal and professional development
- Allowing learners to take responsibility for their own learning, including its nature and (within certain parameters) its focus and pace
- Negotiation as a key concept, both at programme level and within modules
- Awarding academic credit for experimental workplace learning as well as applied workplace learning
- Emphasising opportunities for Recognition of Prior Learning (RPL), both experiential and certificated and developing the skills of learners to make a RPL claim
- Providing a credit rating system to recognise employer or sector based programmes not originally situated within HE
- A guiding system to ensure that SHU is ‘fleet of foot’ in responding to employer demands whilst maintaining academic standards
- Recognising the widening participation and Access to HE agenda