Education and training for the integrated childrens workforce: Implications for HE Hilary Burgess (SWAP) Julie Anderson (ESCalate) Helen Bulpitt (HS&P)

Slides:



Advertisements
Similar presentations
| | Learning from EuroHealthNets Health Inequalities Projects.
Advertisements

Leicestershires Vision for short break transformation Leicestershire is committed to the transformation and expansion of short break services for disabled.
Widening Participation in Education Through Workforce Development Lesley J. Moore. Churchill Fellow and National Teaching Fellow 2005 University of the.
Stage One: Registrant Mentor, (N.M.C., 2006).
The Employability Enhancement Theme Dr Graeme Roberts 20th December 2004.
Building capacity for the childrens workforce: Findings from a Knowledge Review. Dr Julie Anderson (ESCalate) Professor Imogen Taylor (University of Sussex)
Developing people, improving young lives MTL: Challenges, Opportunities and Progress Dr Michael Day Executive Director for Training Training and Development.
HE Policy and the Skills Agenda An introduction to the regional dimension David Noyce Regional Consultant Higher Education Funding Council for England.
Action Learning Set: Support for Middle Leadership in Multi- agency settings Summary of progress: January 20th Output from questionnaires: -What.
East Midlands Change for Children Regional Learning Project Anne Houlihan Children, Young People & Families Workforce Development Council Creating the.
Creating a world class workforce for children, young people and families. Deirdre Quill Director of Delivery.
Every Child Matters: Change for Children Building a world-class workforce for children and young people David N Jones Children’s Services Improvement.
Stakeholder views on institutional capacity for training Helen Rainbird & Elspeth Leeson, Birmingham Business School, Anne Munro, Napier University, Edinburgh.
Educators learning with, from and about each other: lessons from a UK project Jill Anderson, Hilary Burgess and Lynn Tang Mental Health in Higher Education.
Developing a distinctive approach to the Academys work in Scotland Alastair Robertson Senior Adviser, Scotland Presentation at University of Stirling,
HE in FE: The Higher Education Academy and its Subject Centres Ian Lindsay Academic Advisor HE in FE.
Faculty of Health & Social Work Using Credit for Good Curriculum Design Presentation Revisit original objectives Impact of Credit on the Curriculum Who.
ESCALATE December 1 st 2008 Professional Development for Higher Education: Mapping the territory. Dr Liz Beaty, Director Strategic Academic Practice and.
Every Child Matters: Change for Children
Healthy Schools, Healthy Children?
Assessing student learning from Public Engagement David Owen National Co-ordinating Centre for Public Engagement Funded by the UK Funding Councils, Research.
Looking forward to new vocational qualifications and the Sector Skills Agreement … for the Libraries, Archives and Information Services workforce Liz Bevins.
New ways of learning for social workers for integrated children’s services. Imogen Taylor, Jackie Rafferty and Hilary Burgess - SWAP - University of Sussex.
Workshop & seminar series Higher Education Academy.
HoDoMS conference March 041 Current priorities  Higher Education Academy  Post-14 Mathematics Inquiry.
NATIONAL SKILLS ACADEMY FOR CONSTRUCTION Jamie White National Skills Academy for Construction.
Increasing staff engagement across children’s services Di Smith Director of Children’s Services.
OVERVIEW Children’s Services Reform – the national picture Achievements in Hertfordshire Challenges ahead – the Harder Test.
Change for Children in Gloucestershire Children and Families Service 28 th April 2005.
From Task Force to Reform Board: progress of the social work reform programme 22 September 2011.
Inclusion Quality Mark for Wales
Integrating Children and Young Peoples Services Will Greenhow - Home Affairs David Killip - Health and Social Security John Cain - Department of Education.
Telling the Story of Canada’s Children A Comprehensive Approach to Accountability National Children’s Alliance November 26, 2004.
Awareness Raising for Boards of Governors. Aims for the Session To raise awareness of the context, rationale, aims and objectives and outcomes of the.
Awareness Raising Session. Aims for the Session To raise awareness of the context, rationale, aims and objectives and outcomes of the CRED Policy.
Quality Enhancement and Communications The development and delivery of a research active curriculum will be promoted as a core and high quality activity.
Developing an integrated teaching workforce: a University response to ECM Christine Vincent University of Wolverhampton.
Interprofessional dimensions to Higher Education Practice: Getting closer to communities Professor Debra Humphris Director Health Care Innovation Unit.
BA (Hons) Applied Nursing (Learning Disability) and Generic Social Work - revalidated programme Overview of new course structure and practice learning.
Welcome to The Expert Community Forum 19 November 2007.
1 Every Child Matters National and Local Perspectives Rolle College 29 th June 2007 Geoff Tew Devon CPD Adviser.
Leadership Intervention Project – analysis Presented by Olivia Spencer V2R Ltd on behalf of Denise Lavis, CyMAL for the meeting of ALMA UK 4 November 2011.
Inter Professional Education in Social Work Training: Policy Implications Graham Ixer Head of Social Work Education General Social Care.
Insert Title Here Aboriginal Engagement & Employment Project: An Overview.
-Why the diploma came out? -How the diploma is structured?
Diana Laurillard Head, e-Learning Strategy Unit Overview of e-learning: aims and priorities.
Lifelong Learning at Salford EuLearn Meeting, Bucharest, September 2005 Renata Eyres Associate Dean Enterprise. Faculty of Health & Social Care.
SEN 0 – 25 Years Pat Foster.
Dawne Gurbutt, Discipline Lead, Health Related Studies 11 th July 2013 Enhancing the student learning experience through Patient & Public Involvement Practice,
University of Strathclyde Faculty of Education A long history in the field of teacher education (Early Years, Primary and Secondary) and the graduate training.
Victoria, Australia May Sweeney – National Co-ordinator Learning and Teaching Scotland November 2006.
A partnership of Halton, Knowsley, Liverpool, St Helens, Sefton, Warrington and Wirral Children & Young People’s Services Workforce Development Masterclass.
Heads of Departments of Mathematical Sciences Conference The HEA and Future Development in Learning and Teaching Professor Craig Mahoney Chief Executive,
The Benefits of accredited training for FGC Co-ordinators and how Accreditation supports Practice. Marie Gribben FGC Forum N Ireland.
Incorporating Research into Academic Learning & Professional Development 4 th October 2013.
CHILDREN, YOUTH AND WOMEN’S HEALTH SERVICE New Executive Leadership Team 15 December 2004 Ms Heather Gray Chief Executive.
Wessex LETB The Changing Landscape Paul Holmes, Managing Director.
The Community Welfare Pathway Roseanne Fearon Head Of Service, Adult Services Social Work Service.
Leeds University Library Implementing an information literacy audit in the School of Healthcare, Leeds University Alison Lahlafi, Faculty Team Librarian.
Every Child Matters Improving outcomes for children in the UK Dr Gillian Pugh DBE Oslo, April 2006 Early interventions for infants and small children in.
Leading educational partnerships What’s new? What’s difficult? What’s the reward? Professor Ann Briggs Newcastle University
Recognition of Prior Learning for Individuals and Organisations Andy Gibbs October 2013.
Towards skilling, upskilling and reskilling Jacqui Hepburn SSDA Manager Scotland Sector Skills Development Agency.
Governance and Commissioning Natalie White DCSF Consultant
SEN and Disability Reform Partner Supplier briefing event December 2012.
The Higher Education Academy - enhancing the student experience Teaching, learning and the disability agenda Yvonne Dickinson Adviser: Disability NADO.
The Higher Education Academy in Scotland Alastair Robertson Senior Adviser, Scotland Presentation at Uni of Dundee, 12 March 2007.
OUR FOCUS FOR 2011 TO 2012 The CfWI produces quality intelligence to inform better workforce planning, that improves people’s lives.
Aims and Values Develop and enhance opportunities for young people through the creation of a holistic, outward-looking and innovative approach focused.
Higher Education Institution (HEI) Challenge for patient supported quality improvement and education in health and social care Pauline Mountain M.B.E.
Presentation transcript:

Education and training for the integrated childrens workforce: Implications for HE Hilary Burgess (SWAP) Julie Anderson (ESCalate) Helen Bulpitt (HS&P)

Plan for workshop Introduction. ICS-HE Project. –Overview, –Knowledge Review, –Conference and network, –Recommendations. First small work groups (Fdn; U.grad; P.grad). Second small work groups (Making change happen). Feedback and action points.

ICS-HE Project Overview Integrated Childrens Services in Higher Education (ICS-HE). One of 6 Employer Engagement Projects selected by the HEA with funding from HEFCE for SCs to link with SSCs. Funding agreed Dec 2006; project ran May 2007-May 2008.

Intended Project Outcomes Raising awareness of the evolving agenda in childrens services for HE staff working across the disciplines and professions, Identifying examples of emergent practice for integrated provision in HE, Identifying barriers to change & ways to overcome these, Promoting collaboration between disciplines, Contributing to knowledge generation about IPE in this arena, Promoting dialogue between HE and Sector Skills Councils.

Partners HEA Subject Centres for: – Education (ESCalate), – Psychology, – Medicine, Dentistry and Veterinary Medicine (MEDEV), – Health Sciences and Practice (HS&P), – Social Policy and Social Work (SWAP), Childrens Workforce Development Council (CWDC). Children's Workforce Network (CWN).

Relevant disciplines and professions Education, Early Years, Social Work, Nursing, Midwifery, Other allied health professions, Psychology, Youth and Community, Careers, Medicine, Police, Probation.

Policy context Laming Inquiry (2003) into death of Victoria Climbie, Every Child Matters (2003), The Children Act (2004), Childrens Trusts, The Childrens Plan (DCSF 2007: 17), National Service Framework for for Children, Young People and Maternity Services ( ), Youth Matters (2006). FFI:

Activities Stakeholder Reference Group, Knowledge Review, Networking, National Conference, Web-site, Links to the IQF, Reports.

Stakeholder Reference Group Partners, Regulatory Bodies (e.g. the Training Development Agency, General Teaching Council, the General Social Care Council), Higher Education representative bodies (e.g. JUC- SWEC & UCET Universities Council for the Education of Teachers), Employer organisations.

Knowledge Review Prof Imogen Taylor, University of Sussex: Research question: What is known about the nature, contexts and participants in IPE in Higher Education Institutions (HEIs) in England that brings together students from two or more disciplines to contribute to the development of collaborative practice with children, young people and their families? »Research review. »Practice Survey. »Policy map.

A common understanding of terms Interprofessional education: Occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care (Freeth et al. 2005, p. 112). Integrated services: A set of processes and actions by which partners ensure outcome-focused front-line delivery. It means a holistic approach within which needs can be identified and priorities – national and local ­- can be addressed (DfES 2005, p. 11).

Research Review Methodology Leads from each HEA Subject Centre asked to identify up to 3 key journals in their own discipline (or involving their own discipline with others) considered to be the most likely outlets for publication of papers about the involvement of HE in Integrated Childrens Services. Where the recommended journals turned out to yield few or no relevant articles, or could not be accessed, Subject Centre leads were asked to nominate further journals, which were also scrutinised. Identified journals from some disciplines yielded far less relevant material than others.

Research Review Key Findings Learning for integrated childrens services is inadequately conceptualised and theorised; Variable findings - researchers agree about the logistical challenges of developing interprofessional learning for integrated childrens services; Dearth of robust evidence about outcomes for students; outcomes for children, young people and families are rarely discussed.

Practice Survey in HEIs Scoping study of HE Practice re ICS: on-line and telephone survey (Sept-Dec 2007) of 36 universities (43 interviewees) in England plus one each in Wales and NI. There is a wealth of innovative initiatives at all levels, and primarily at foundation and undergraduate levels, in full programmes, individual modules, practice and work-based learning.

Typology of approaches to IPE for ICS-HE 6: Four types of integrated childrens services provision in HEIs 1.Interprofessional students and interprofessional staff. 2.Uniprofessional students and interprofessional staff. 3.Uniprofessional students and uniprofessional staff teaching interprofessional issues. 4.Generic non-professional programmes and interprofessional staff.

Network Co-ordination and conference Prof Judy McKimm, University of Beds: Commissioned to identify and engage HE bodies, develop networks and plan and coordinate the national conference and dissemination. National conference, Manchester Nov 2007.

The Integrated Qualifications Framework A set of approved qualifications that allows progression, continuing professional development and mobility across the children and young people's workforce. IQF qualifications will be underpinned by the Common Core of Skills and Knowledge for the Childrens Workforce and link to the new Qualifications and Credit Framework (QCF), being developed by the Qualification and Curriculum Authority (QCA). IQF inclusion principles were developed with stakeholders. Consultation with HEIs has taken place from autumn 07 to Spring 08.

Enabling factors for ICS-HE Enthusiastic students. Entrepreneurial interest, individual commitment. Senior HEI leadership. Strategic cross-faculty appointments. External partnerships with stakeholders. Seed funding (e.g. by HEIs or stakeholders). Seminar programme to promote and disseminate. Linked to research. 7 HEIs whole system change most or all of the above; most opt for incremental change.

Barriers to ICS-HE Equivocal research findings from existing IPE & mixed views about transferability Variable interpretations by HEIs of integrated childrens services and implications for HE. Disciplinary silos. Departmental administrative boundaries. Lack of suitable space for large groups. Lack of development time and funding. Need sustained stakeholder support (business case). Lack of synergy between accrediting bodies. Fast changing, complex policy context and fragmented practice context.

Recommendations (1) Government should involve HE as strategic partners in researching, developing and implementing policy & practice for the ICS workforce, nationally & regionally; Universities should strengthen their links with SSCs and employers and appoint ICS coordinators; Regulatory bodies should explore collaboration, building on initiatives like the Joint Statement of interprofessional values underpinning work with children and young people (GTC, GSCC, NMC);

Recommendations (2) Professional bodies should commission initiatives; Employers, supported by government should collaborate with universities to develop programmes with a sustainable and robust business case; Children, young people and families should be supported to contribute to learning, teaching and assessment;

Research funders should target funding to ensure a robust evidence-base and to develop the conceptual and theoretical base essential to learning for ICS; The Higher Education Academy and Subject Centres should extend the dissemination of the ICS- HE project across disciplines and stakeholder groups, and support educators through information exchanges and briefings. Recommendations (3)

First small work group: levels Select a working group to focus on one of the following: Foundation degrees; Undergraduate degree modules and/or programmes; Postgraduate degree modules and/or programmes. What opportunities are there for development? What barriers might there be & how might these be overcome? What examples exist that can be built on?

Second small work group:making change happen Select a working group to focus on one of the following: Whole system cross-HEI change; Developing links with stakeholders regionally; Developing links with stakeholders nationally. What opportunities are there for development? What barriers might there be & how might these be overcome? What examples exist that can be built on?

Conclusion Feedback from small groups. Action points. FFI go to