1. The Work-based Learning Maturity Toolkit
The purpose of the toolkit
Why it is needed
What the toolkit contains
How it can be used
Outcomes of using the toolkit
Pilots
Discussions
The Work-based Learning Maturity Toolkit

2. The toolkit helps users/institutions to:
Assess current performance in work-based learning.
Identify a vision for WBL and the “enablers” and “barriers” for reaching it.
Recommend future actions
Plan their change management.

3. Why is it needed?
Increasing numbers of students are opting to learn in the work-place - WBL is therefore becoming more strategically important.
Good practice is slowly emerging but not widespread in e.g.
pedagogic models
progression
use of ICT
partnership working
how best for institutions to “prepare for work-based learning”
Institutions need to assess their performance against what the sector perceives as “mature” - in order to inform policies/plans.

4. Has this approach been used successfully before?
The Higher Education Academy/JISC national e-learning benchmarking programme ( )
“Maturity” toolkits:
Pick&Mix
eMM
ELTI
MIT90s

5. What does the toolkit contain?
Criteria and statements of “mature” performance
Self-assessment guidelines
to support assessing performance against what the sector currently judges as “mature”
Guide to evidence to look for.
Exemplars of good practice.
A recommended process for using it.

6. The recommended process
Two key options:
Use within an institution
(option for an internal CAMEL group)
Collaboration with other institutions
using a CAMEL group

7. Commitment & Customisation Evidence Collection & synthesis
Decide upon focus (e.g. whole institution or faculty or programme)
Identify and co-opt stakeholders
Identify initiatives to align with (e.g. development of a WBL strategy)
Agree the timescale and project plan, including defined roles (e.g. PM)
Planning
CAMEL
Meeting
Meeting/workshop with all stakeholders to explain process and build commitment
Select relevant criteria from the toolkit & customise as appropriate
Commitment & Customisation
CAMEL
Meeting
Identify evidence needed to decide on “level of maturity” for each criterion
Identify methods for gathering evidence
Collect evidence
Synthesis evidence and produce a concise/usable report
Evidence Collection & synthesis
Review evidence report in “levelling” workshop with all stakeholders
Assess your current performance against criteria/level statements
Ensure that all stakeholders agree on:
Vision & “enablers” / “barriers” for reaching this vision
Recommendations for change
Levelling Workshop
CAMEL
Meeting
Convene workshop with group who are identified to take forward the changes
Develop action plan – and define measures of success
Identify institutional structures, systems & champions which can take forward the changes
Actions Workshop

8. “Levelling” workshop For each criterion:
Collectively, undertake “levelling” – assessing performance against criteria/level statements
Not developed:
No developed plans and little or no consistent practice
Some development:
Plans in development and little or no consistent practice
Emerging practice:
Plans in development (or developed) and emerging consistent practice
Consistent Practice:
Developed plans and consistent practice

9. What are the areas of focus?
Institutional readiness
Faculty/school/department readiness
Programme design
Programme delivery and assessment
Partnership engagement
The learner experience
Effective, usable, accessible technologies

10. What are the criteria? 1. Institutional readiness WBL strategy & plans
Organisation, resourcing and support for WBL
Innovation management
WBL Customer focus
External marketing and communications
Processes and procedures for staffing WBL programmes
Staff development, recognition and reward
WBL procedures and processes for programme validation
QA for WBL
Systems to support WBL
Systems and processes to support registration and enrolment
Business, commercial and financial approaches
Cross institutional communication and collaboration

11. What are the criteria? 2. Faculty/school/department readiness
WBL strategy & implementation plan
Partnership working
Business and commercial approaches
Training and support for external staff and employers
Evaluation and review of programme and pedagogic research

12. What are the criteria? 3. Programme design
Alignment with employer and employee needs
Qualifications, pathways and credit
Development & planning for validation
Alignment with professional standards
Curriculum design (structure)
Curriculum design (implications)
Integration of ICT/e-learning into curriculum design
Learning outcomes and progression
Commercial/business case
Learning materials and resources

13. What are the criteria? 4. Programme delivery and assessment
Transition and induction
Delivery
Assessment and progressive achievement
Student training and support
Pedagogic research

14. What are the criteria? 5. Partnership engagement
Long-term sustainable and strategic partnerships
Strategic sector initiatives
Business-oriented ways of working
Understanding employer and employee needs and readiness
Appropriate resourcing for forming partnerships
Co-ordinated approach to marketing and communications

15. What are the criteria? 6. The Learner experience Pre-Entry
Programme Induction
Programme Design, Review and Quality Enhancement
Programme Delivery and Support
Assessment and Progressive Achievement
Transition and Progression

16. What are the criteria? 7. Effective, usable, accessible technologies
Systems to support employer engagement
Tools to allow evidence collection, learner reflection and related dialogue
Assessment and feedback tools
Tools to support communication and knowledge-sharing
Management and monitoring of work-based learner data
Finance systems
Exchange of data between systems
Access to information, support, training and guidance

17. Example: Area of focus 1 Institutional readiness Criterion
1-2 Organisation, resourcing and support for WBL
Main statement 
Organisational structures and mechanisms are in place to resource, support and co-ordinate the WBL strategy/business plan and activities across faculties, schools and departments, though ensuring local ownership.
Self assessment guidelines 
The institution’s committee structure through to SMT/executive level has been reviewed so that agenda’s and reporting channels are designed to ensure that WBL development and progress receives appropriate scrutiny.
An institutional WBL business plan is in place and provides a framework within which School/Faculty plans are developed and monitored.
There could be a central unit to coordinate WBL activity across the faculties, schools and departments and to lead WBL research, innovation, developments and implementation of effective practice throughout the institution.
Mechanisms are in place to resource, support and co-ordinate WBL activities across faculties, schools and departments, though ensuring local ownership.
Mechanisms are in place to avoid duplication of effort in WBL through use of cross school/faculty modules and development of generic WBL modules that each faculty/school/department can incorporate into their programmes.
A business model and costing policy is in place which encompasses the provision of other WBL services such as the development of bespoke programmes and APEL and recognises the different resourcing model deployed when learning takes place on employer’s premises with WB mentor support.

18. Example: Area of focus 2 Faculty/school/department readiness Criterion
2-2 Partnership working
Main statement 
Strategic "smart partnerships" are in place - designed to be sustainable and win-win in nature with professional ways of working and involving all key sector stakeholders.
Self assessment guidelines 
Sustainable, strategic partnerships with employers and other providers/bodies are in place that align with each partner's strategic objectives, business plans and career progression.
Clear roles and responsibilities are identified for each partner and signed up to.
A tripartite model exists between employer, employee and providers in order to create a “win-win” situation for all, where each partner plays to their strengths and recognises each others’ motivations - though accepting the need to be demand-driven.
Sector-based partnerships are in place which align with UK, national, regional objectives, regulatory requirements, employer consortia needs and professional standards and involve the appropriate sector, regional and national agencies or initiatives e.g. SSCs, professional bodies, employer consortia.
Effective leadership and business-like ways of working are in place where there are mechanisms/structures in place to effect regular dialogue between all partners e.g. via advisory or development groups.
Employers are involved in all stages including programme design and delivery.
Learners and past learners are involved in the partnership dialogue.
Long-term holistic approaches with employers are in place that focus on the employer’s “intellectual capital”.

19. Example: Area of focus 6 The Learner experience Criterion
6-2 Programme induction
Main statement 
Induction to the programme  is pre-planned and tailored for work-based learning. It takes into account personalised development plans and its design recognises that learners may be remote from tutors and other programme participants. 
Self assessment guidelines 
A tailored programme induction that can be delivered and accessed flexibly throughout the year in accordance with individual start dates on the programme.
A demand led Induction, designed around and informed by Personal development Plans (PDPs) and learner agreements.
Opportunities to participate in Programme Induction remotely using online tools and resources.
Activities that build learner confidence and relationships with other participants, tutors, peer/work-based mentors and assessors.
Programme literature and materials (accessible online) setting out the course content, structure and setting out requirements and expectations.
Introduction to support offered to learners including key contacts such as programme tutors, assessors, mentors, administrators, ICT Technical Help/Support
Introduction to course documentation, online environments, tools and resources.
Opportunities and mechanisms for learners to request further information, clarification and personal support. 

20. Outcomes of using the toolkit
An assessment of current performance in work-based learning.
A vision for WBL - and barriers and enablers for reaching it.
An action plan for change - aligned with institutional structures and systems.

21. Using the toolkit Pilots 1 (April – June): Recent activity:
Univ Westminster (focus: School of Computing)
Univ Bradford (focus: School of Engineering)
UWIC (focus: Dentistry programme, then institution)
ELRAH (focus: Youth Worker upsklling programme, then Edinburgh Napier University)
Recent activity:
Some institutions have applied for JISC funding to adopt the toolkit
Westminster embedding into curriculum review process & using with a Change Academy initiative
Currently aligning with student study for Chartered Engineering status (Engineering Council/RAEng) via a STEM PTP.
LSIS intend to integrate the toolkit with Generator
A sustainable approach:
e.g. peer support
continuous improvement
alignment with other initiatives

22. ELRAH Pilot (1)
ELRAH is a 5 year project funded by Scottish Funding Council to promote progression with advanced standing (articulation) to degree study using qualifications gained in college.
One strand has been to explore progression to degree level study using work-based qualifications and the development of work-based degrees programmes
A WBL model has been developed and used to inform the development of a new degree in Youth Working.
The BA Youth Work has been developed in partnership involving Edinburgh Napier University, Edinburgh’s Telford College and Edinburgh City Council (Community Learning Development Partnership).

23. ELRAH Pilot (2) Reasons for Using the ToolKit:
Inform the design, development and delivery of the BA Youth Work (Formative Evaluation).
Assess Faculty/School Readiness for WBL
Promote the Youth Work Model to others in Edinburgh Napier University and to other ELRAH Partners and other Universities in Scotland through the Articulation Hub Network (5 Articulation Hubs in Scotland) and Scotland’s Work-Based Learning Forum (QAA).

24. Key Outcomes/ Actions:
ELRAH Pilot (3)
Key Outcomes/ Actions:
FACULTY/SCHOOL READINESS
Outcomes:
Partnership roles and responsibilities are clearly defined in Validation Documentation and Collaborative Agreement
All partners are involved in programme delivery throughout at all levels.
Actions:
(Work-based) Mentor and Assessor training is now being put in place for WBL Mentors and Assessors
WB/ College staff delivering the programme will be eligible to enrol on the University’s PGCERT in Learning and Teaching in HE (recommendation from validation).
Programme leader will co-ordinate monthly communications with WBL Mentors/Assessors and College delivery team to continuously evaluate programme delivery.
Procedures to be reviewed to assess time to bring WB products to Market.
Assess impact on employer.
Assess business model.

25. Key Outcomes/ Actions:
ELRAH Pilot (4)
Key Outcomes/ Actions:
PROGRAMME DESIGN
Outcomes:
Blended delivery model with only 8 hours of “attendance” required per module (not mandatory).
RPL is an integral part of the programme design. Applicants will be assessed using RPL criteria and placed on the programme.
Advanced Entry to Stages 2 and 3 will be offered from the outset.
Programme offers different exit qualifications all levelled to SCQF.
Programme takes 5 years to complete Hons Degree (no loss of time).
Validation event was held at partner college. Validation team included representation from across the partnership.
Qualification LOs have been mapped to the Occupational Standards for Youth Workers and to relevant subject benchmarks.
Framework has generic modules: “ Learner Centred Development in the Work Place / “Active learning in the workplace”.
Study Skills are embedded: “Personal Development Planning for Academic Success”.

26. Key Outcomes/ Actions:
ELRAH Pilot (5)
Key Outcomes/ Actions:
THE LEARNER EXPERIENCE
Outcomes:
Series of leaflets and information events have been developed to promote programme (run in Employer venues).
Entry allows for WB qualifications and RPL for people with expertise but not qualifications.
Actions:
Tailored Induction is in development. PDP will be part of this.
More work is needed to assess digital literacy levels of recruits.
RPL guidelines are being prepared for applicants.

27. Key Outcomes/ Actions:
ELRAH Pilot (6)
Key Outcomes/ Actions:
USEABLE AND ACCESSIBLE TECHNOLOGIES
Outcomes:
Technology has been integrated into programme design (e-Portfolios, Blogs etc).
Actions:
Need for access diagnostics of work-place venues.
Induction onwards needs to build digital literacy skills (staff and students).
Work is underway to develop technologies for ensuring strong communication between programme team members including work-based mentors.
Explore virtual classroom tools ( e.g. Elluminate, Big Blue Button) for sessions that are delivered on campus to accommodate people who can’t attend.
Investigate use of audio feedback.
Explore e-assessment techniques.
Explore e-Apel to increase efficiency.

28. (WBL toolkit integrated with MAC self-reflection tool)
Westminster
Diagnostics
(WBL toolkit integrated with MAC self-reflection tool)
Curriculum Review
Workshop

29. UWIC Pilot findings: WBL at UWIC is currently fragmented
We need to formalise WBL activities
A single WBL policy with high level objectives, but with enough scope for localised planning and implementation, is needed.
Staff need to feel ownership
The Toolkit was found to be unsuitable for use with large groups of stakeholders
There was consensus that the toolkit was an accurate, comprehensive representation of WBL maturity
Resulting actions:
Development of an institutional strategy
Work with Schools to create localised plans and activities, structured around the strategy
Generate procedures for WBL to inform staff about how to develop and deliver high-quality WBL

30. Discussions Clarifications.
Could Welsh institutions benefit from using it?
How could it be taken forward?
Next steps?