Creating a model for work-based learning in a post industrial region

an article by Kelly Edwards (University of Wales Newport, UK), Kirsten Merrill-Glover, (University of Wales Newport, UK) and Robert Payne and Danny Saunders (University of Glamorgan, Pontypridd, UK) published in Higher Education, Skills and Work-based Learning Volume 3 Issue 2 (2013)

Abstract

Purpose
The aim of this paper is to describe a successful strategy for a HE partnership engaging with businesses in a socially deprived area.

Design/methodology/approach
The approach to this project and report is one of a case study, the paper tells a whole story from inception to delivery and reports on the lessons learned in delivering in a socially deprived region. Success for the project has been based on partners’ existing frameworks allowing accredited outcomes at CQFW levels 4 and 5 which provides a curriculum offer tailored to sector priorities and provides progression opportunities within the broader HE framework.

Findings
The project has demonstrated the point that employer responsiveness is fundamental to success. To build upon the experiences of the project team, a work-based learning project forum has been set up between similar projects within both institutions, to disseminate information and minimise the duplication of employer engagement activities. Based on previous experience, there is little direct mailing to companies as this has activity has not provided value for money in terms of student recruitment and awareness raising. The work of the Employer Engagement Training Officers in identifying demand for learning amongst employers and employees in the region has been critical in developing appropriate provision which employees will choose to engage with. Changes have been made in the philosophy of recruiting tutors to ensure the most experienced staff are engaged. The planning of delivery takes place even earlier to combat associated delays in validation, procurement and marketing.

Originality/value
Distinctive features of the project are twofold. First, the majority of learning takes place through active and reflective engagement within places of work. Second, cognisant of both the geography and economic demography of the region, employers and employees take advantage of work-based learning opportunities in cluster groups and hence the curriculum offer reaches out across both sectors and workforce subgroups.

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