Interpreting academic level descriptors for work based learning
Workman, Barbara and Maguire, Angela (2011) Interpreting academic level descriptors for work based learning. In: Making employer and university partnerships work: accredited employer-led learning. Dhillon, Bop, Edmonds, Therese, Felce, Alison, Minton, Ann and Wall, Tony, eds. Libri, Faringdon, UK. ISBN 9781907471490
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Official URL: http://www.libripublishing.co.uk/management-policy...
Chapter summary: This chapter outlines the purpose and application of level descriptors currently in use in Higher Education (HE) and vocational learning and how they link to work based learning. It will consider the differing frameworks in use, how academic level descriptors contribute to qualifications and whether different frameworks articulate with each other. The main level descriptors for HE are qualification descriptors compiled by QAA, the Framework for Higher Education Qualifications (FHEQ) and credit level descriptors devised by SEEC (South England Consortium for Credit Accumulation and Transfer). The level descriptors for the vocational sector are those overseen by the Qualifications and Credit Framework (QCF) and the Sector Skills Councils (SSC) National Occupational Standards (NOS). Some differences and similarities between the two approaches will be considered in relation to their characteristics, the benchmarks for subject content or vocational requirements and the implications for size and level of qualifications in relation to appropriate measures.
|Item Type:||Book Section|
Publisher's description of the book: Making Employer and University Partnerships Work is aimed at Higher Education policy makers, managers, educational practitioners and academics with an interest in employer engagement, employer-responsive provision, and for extending Higher Education opportunities to those in the workplace.
It has often been said by industry that higher education speaks a different and often jargonistic language. This book offers a bridge between academia and industry within a learning context. The language used is accessible to all involved: HR and learning and development practitioners in industry, colleagues within professional bodies, and university academics and others engaged in the learning agenda. It is as jargon free as possible. The majority of the case studies are jointly authored between an employer and a university colleague.
The main focus of the book is how universities can support and enhance learning at level 4 and above undertaken in the workplace; particularly learning that is provided directly by employers rather than by the universities themselves.
Making Employer and University Partnerships Work is grounded in practice with each chapter capturing and articulating the learning from specific partnerships and projects with contributors from industry and higher education. The first part of the book provides case studies that give a rounded perspective of the opportunities, obstacles and solutions to developing partnerships; the second part addresses issues of impact, relationships and quality.
|Research Areas:||Institute of Work Based Learning > Work Based Learning|
|Deposited On:||05 Oct 2012 09:39|
|Last Modified:||10 Jan 2013 14:06|
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