This section outlines the role of Work-Based Learning (WBL) in the context of the Flexible Credit Framework. The Quality Assurance Agency sets out the principles of good practice in work based learning (QAA 2018 ) .
Work-based learning: This involves learning through work, learning for work and/or learning at work. It consists of authentic structured opportunities for learning which are achieved in a workplace setting or are designed to meet an identified workplace need (QAA 2018:1)
In the context of the Flexible Credit Framework it is defined as:
study undertaken by learners in paid/voluntary employment who wish to link theory to practice though studies negotiated between themselves, their employer and the University and where the focus for both content and assessment is on their employment context.
The academic ‘content’ is to some extent learner/employer driven, derived from the needs of the learner and the workplace but also reflecting the discipline at the centre of the learner’s studies. Assessment is normally based around projects that meet the needs of the employer as well as the learner and the University.
Work-Based Learning and Higher and Degree Apprenticeships
The QAA UK Quality Code for Higher Education: Advice and Guidance Work-based learning (2018) is relevant to all higher education apprenticeships and stresses that ‘the primary relationship between the student and education organisation flows from the employment situation with the course of study directly linked to the apprentice’s work’ (p7). The guidance includes expectations and practices, guiding principles and practical advice with examples relevant to degree apprenticeships which may include negotiated work-based learning short courses.
Negotiation and agreement of anticipated learning for Work-Based Learning short courses
Work-Based Learning for individuals
An initial documented meeting between student and tutor should take place to establish the role that WBL may take in the student’s study programme, The discussion should include clarification of the learning opportunities and academic support on offer to the student concerned.
Work-Based Learning for cohorts
Where work-based learning is used to facilitate activity by cohorts from a single employer, the negotiation discussed above can be conducted from both the individual and the employer perspective to meet the requirements of both.
Work-Based Learning Short Courses
A series of shell work-based learning short courses from levels 4-7 are available as a central resource. WBL short courses are available for 15, 30 or 60 credits and refer to the SEEC Level Descriptors 2021.
Work based learning module assessment will be coursework based.
In addition to first marking and moderation submitted work, at level 5 and above is externally examined by the appropriate External Examiner before confirmation of the short course credits through the CATS/Programme Board.
Work-Based Learning: UH general principles
Students must have workplace access before being considered for a WBL based programme or short course.
WBL work is graded.
The WBL short courses are facilitated by a tutor from the school concerned.
Normal University module assessment timescales should guide the length of time a student has available to complete the WBL short course concerned.
Enrolment onto short courses is done online, with short course fees directed to the School concerned.
Illustrative examples
Traditional CATS undergraduate student
Enrols and claims a small amount of APCL for prior study at another university. Embarks on a bespoke programme of taught modules across two academic schools but needs to suspend attendance due to company relocation. Has a small amount of credit needed to reach the semi-generic BSc(Hons) Engineering and Computing Studies award and completes studies through work based learning:
APCL
90 credits at level 4
APEL
none
Taught modules
30 credits at level 4
120 credits at level 5
60 credits at level 6
WBL
15 credit induction at level 6
15 credit WBL project on managing software development
30 credit WBL project on engineering innovation
Direct entry CATS undergraduate student
Enrols with a 180 credit HND in Business Studies and a history of in-company management training for which they make an APEL claim. Completes their studies entirely through work based learning for a semi-generic BA(Hons) Professional Practice in Business and Management award:
APCL
120 credits at level 4
60 credits at level 5
APEL
60 credits at level 5
Taught modules
None
WBL
15 credit induction at level 6
105 credits at level 6:
15 credit WBL project on Finance
30 credit WBL project on Business logistics
30 credit WBL project on Leadership development
30 credit WBL project on Change management
Direct entry CATS undergraduate student
Enrols with a 240 credit HND in Electrical Engineering and a history of in-company management training for which they make an APEL claim. Completes their studies entirely through work based learning for a semi-generic BSc(Hons) Technology and Innovation Practice award:
APCL
120 credits at level 4
120 credits at level 5
APEL
30 credits at level 6
Taught modules
None
WBL
15 credit induction at level 6
75 credits at level 6:
15 credit WBL project on Innovation theory
30 credit WBL project on Technology implementation
30 credit WBL project on Innovation leadership
Less traditional CATS undergraduate student
Enrols with no prior HE experience but a good range of work experience in the publishing field which is used for an APEL claim. Completes their studies through a mixture of taught and work based learning short courses for a semi-generic BA(Hons) Media Studies award:
APCL
None
APEL
90 credits at level 4
Taught modules
15 credits at level 4
60 credits at level 5
15 credits at level 6
WBL
15 credit induction at level 4
60 credits at level 5:
15 credit WBL project on Budgeting
15 credit WBL project on Publishing technology
15 credit WBL project on Digital processes in publishing
15 credit WBL project on Culture of books
105 credits at level 6:
15 credit WBL project on Copyright law
30 credit WBL project on Effective client management
30 credit WBL project on Innovation management
30 credit WBL project on The future of electronic books
CATS postgraduate student
Enrols with a degree and several years’ work experience as a critical care nurse, having recently moved into a new role in workforce development. Completes their studies through a small number of taught modules, across two academic Schools and a greater number of work based learning short courses for a semi-generic MA Healthcare Leadership & Management Studies award:
APCL
None
APEL
None (although may have a case, chooses not to)
Taught modules
60 credits at level 7
WBL
15 credit induction at level 6
105 credits at level 7:
15 credit WBL project on Workforce development in the NHS
15 credit WBL project on Effective training
15 credit WBL project on Budget management
30 credit WBL project on Leadership development
30 credit WBL project on Change management
Certificate in Professional Development at Level 6
(entirely by WBL but awarded through CATS)
Member of a cohort of middle managers from a national company, looking to gain credit linked to ongoing work based tasks.
Needs to produce a risk management-related document for their workplace. Having completed the induction uses the 10 credit short course to underpin their production of the document then the 15 credit short course to develop a linked training resource.
OR
Has been asked to evaluate the use by staff of new technology in their workplace. Uses the 10 credit short course to design the evaluation tool, then the 15 credit short course to develop an action plan to take practice forward.
WBL
5 credit induction at level 6
10 credit WBL project relevant to area of practice
15 credit WBL project relevant to area of practice
