better skills better jobs better health

Transcription

1 The Foundation degree Framework for the Health Sector Providing clear guidance for developers of Foundation degrees better skills better jobs better health

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3 Contents 1 Introduction 2 2 Key Principles Foundation degrees for the health sector 5 3 Design Articulation of need Working in Partnership Links to Professional Bodies Regulatory Bodies Health Sector Foundation degree Model Key features of the Model 11 4 Accessibility to and delivery of the Foundation degree Accessibility Delivery modes Learning agreement Work-based learning Review of the workplace learning experience Work-based (placement) supervisors Assessment methods 16 5 Progression 17 6 Quality assurance 18 7 Marketing and Promotion 19 Appendices 19 1 Glossary of terms 20 2 Regulatory Bodies 20 3 Professional Bodies 20 4 QAA Qualification descriptors 22 5 Checklist to assist in the development of a Foundation degree for the Health Sector 25 6 Respondents to the consultation 27 7 Members of the Fd Framework Project Strategy Group 29 1

4 1 Introduction 1.1 The Foundation degree in context Foundation degrees were introduced by the Department for Education and Skills (DfES) in 2000 as a way of providing the graduates needed to address the higher technical and associate professional level skills shortages within the labour market. Since that time key agencies and organisations in the education and training infrastructure have been actively involved in implementing the policy on a nationwide basis. The various roles, in the context of the Foundation degree, are described in figure 1 below. Figure 1 Roles of key agencies DfES Policy on Fd and its role in the E&T infrastructure Funding of Fd prototypes QAA Position Fd within the Framework for HE Qualifications QA of Quality and Standards in Higher Education HEFCE Determine core features of Fd (Prospectus -2000) Funding of Fd delivery (ASN) Regulatory Bodies Requirements addressed within Fd [Appendix 1] Trades Unions Promote Fds to their members Provide a network of support for members undertaking Fds Professional Bodies Align Fd to membership routes and qualifications where relevant FOUNDATION Degree FDF Provide national network of Fd expertise to support HEIs/FECs/SSCs in the development of Fds Employers Identify need for skills, which Fd can address Contribute to the design, development, and delivery HEIs Design, validate, promote, and deliver Fd based on clearly evidenced market need SSCs Engage employers in the sector Identify sector priorities Position Fd within sector 2

5 Against this backdrop Skills for Health has been working with sector stakeholder representatives to develop the key principles that should inform the development of all Foundation degrees for the healthcare sector. Where appropriate, the Skills for Health Framework will interface with other SSC Foundation degree Framework developments, such as Skills for Care, SEMTA etc, in recognition of the multiple and overlapping roles of people working in health, healthcare and social care. 1.2 Aim of the Skills for Health Foundation degree Framework The need for flexible multi-skilled staff, the move towards competence based workforce planning, and the evaluation, extension and reconfiguring of job roles provide a strong case for Foundation degrees (Fds) in the sector. Fds can make an important contribution to meeting this need by providing broad-based knowledge, transferable skills, including life long learning and the capacity to adapt to changing job roles. The purpose of this Framework is to provide a robust and agreed structure at levels 4 and 5 within the qualifications framework for the Health sector. Further to inform and assist universities and colleges in the development of Fds that will attract and retain the support of employers. The Framework has been designed to meet the needs of existing and changing working practices within the sector. Identifying the right skill mixes for Fds will be crucial. Fds will need to appeal to those already in the sector who may wish to move into Assistant Practitioner or Associate Practitioner roles. Equally, Fds need to appeal to a broad range of younger people who may wish to pursue a career in the sector, but for whom a traditional degree or existing qualifications are neither attractive nor sufficiently aspirational. This Framework provides a structure to develop Fds that embrace the key themes and working practices in the sector. It is expected that the Fd Framework (Health) will underpin the development of Fds as credible, relevant and respected qualifications in the sector. This is a formative document and as such will be updated on an annual basis to take account of the feedback from both users of the Framework and any emergent external policies including review of regulations. An overall formal review of the Framework will be undertaken in

6 1.3 The role of Skills for Health ( As the Sector Skills Council for the Health Sector, Skills for Health represents the interests of two million people working within more than 70,000 organisations/employers. Our key role is to articulate and focus the development of skills across the NHS, the independent sector and voluntary sector. Our key objective is to ensure that the workforce is trained and developed to provide optimal patient and client services. As an SSC, we are responsible for developing a Sector Skills Agreement (SSA) in partnership with key stakeholders; the agreement will, incrementally, provide the vehicle from which the skills and training needs of the sector will be identified and addressed. The crux of this agreement will be to enable all employers in the sector to influence and shape the supply side of education and training. This, together with the core function of the SSC to develop and provide National Occupational Standards, places the SSC in a unique position to influence this agenda. The SSA aims to ensure the skills the sector wants are the skills the sector gets and will result in: employers shaping and endorsing learning provision skills demand more directly shaping supply individuals benefiting from high-quality learning linked to better job prospects employees experiencing career development and opportunities that fulfill their potential Information about National Occupational Standards, Qualification Frameworks and the Sector Skills Agreement can be found on our website. 4

7 2 Key Principles Foundation degrees for the health sector A Foundation degree for the health sector should: 2.1 Be based on a valid assessment of market need, linked to clearly identified employment opportunities in terms of: Providing the evidential base for a Foundation degree i.e. the skills shortages and the employment opportunities that the Foundation degree will address at national, regional or local level 2.2 Be developed collaboratively by sector employers, institutions, and the professions in terms of: The active involvement of employers in defining and agreeing: the learning outcomes, programmes and curriculum design mechanisms to support learners in work based learning procedures for monitoring, evaluating and reviewing programmes The active involvement of the appropriate professional bodies in aligning the Foundation degree to professional membership standards. 2.3 Have vocational relevance for the sector in terms of: Addressing needs within specific specialities and occupational areas and providing a contemporary occupational skills base that will enhance immediate performance and career prospects. Delivering specialist occupationally related knowledge and skills with a service user centered focus, informed by: relevant National Occupational Standards [where they exist] the NHS Knowledge and Skills Framework core dimensions at the appropriate level appropriate QAA subject benchmarks appropriate Professional Body criteria [where they exist] Providing work experience integrated with assessed work-based learning, which: is linked to learning outcomes makes full use of the workplace as a key learning resource is of sufficient duration to demonstrate fitness for practice. 5

8 2.4 Be designed to meet the needs of a diverse range of potential learners in terms of: Having admission processes which ensure fair access to potential learners from a wide variety of ethnic, social and academic backgrounds both from outside and from within the sector, with diverse experiences, different qualifications [academic, vocational, occupational] and relevant work 1 experience. Giving recognition, as appropriate, to a learner s previous certificated learning and learning from past experience and achievements. Providing a range of programme delivery options and learning/ assessment approaches which take into account: the work patterns and working environments of employed learners within the specialist area of the healthcare sector different learning styles different entry points the work based components of the programme 2.5 Provide clear links to and from other qualifications in the healthcare education/skills infrastructure and specify career entry/progression opportunities within the healthcare sector in terms of providing: Clearly defined access routes to the Foundation degree from a range of entry points. Progression to a named honours degree and/or further study Progression to clearly defined outcomes in terms of employment entry and progression routes. 1 work is used here to denote activities undertaken by individuals, whether paid or not, which represent roles which could be paid jobs within the sector. Thus caring for a family member could be appropriate work experience when assessing a potential learner s application for a Foundation degree. 6

9 2.6 Be validated by a degree awarding institution which should operate in line with: The QAA Code of Practice for Assurance of Academic Quality and Standards in Higher Education [ The Code of Practice ] The QAA Foundation degree Qualification benchmark statement. The following sections expand upon the above principles and have been written with a particular focus on the employer and the deliverer, the two major players in securing the provision of skilled graduates to meet the challenges that the sector faces. 7

10 3 Design 3.1 Articulation of need The need for higher technical and associate professional level skills, and the implications of these for role and team design, must be clearly established from the outset. This will normally be done by organisations with responsibility for commissioning of education and training (e.g. employers) as part of their workforce strategy planning. This is likely to include the identification of the skills shortages that will need to be addressed as a result of, for example: changing work practices; the introduction of new technology; resource planning. 3.2 Working in Partnership Once the need for the award has been established, the Foundation degree must be developed as a partnership between employers and higher education institutions or between employers and higher/further education consortia and, where appropriate, the relevant trades union(s). This should ensure that the finished product meets the needs articulated by the employer, and as such assure the institutions that there will be a sustainable market for the programme in which they have invested. It will be important at this stage for the employer to clearly articulate: the market need and size for the Foundation degree what the learner will have to do/ know the anticipated number of existing employees as potential learners the anticipated number of new recruits required The partnership should continue throughout the design, development, delivery and evaluation of the Foundation degree programme, with the active involvement of the employer. The level of involvement from individual employers may vary, for example: membership of the steering/operational/task groups advice on the validity and currency of planned content provision of specialist equipment or experience provision of learning materials provision of work-based learning opportunities provision of workplace supervisors support and assessment 8

11 3.2.3 The vocational nature of the Foundation degree requires the commitment from each participating employer to provide the necessary work-based learning, facilities, resources and support for individuals on the programme, which will include: the provision of supervision for individuals on the programme and ensuring that time is allocated for out of practice study Whatever contribution is agreed, each party should be clear on what is expected of them, with objectives, roles and responsibilities clearly defined and formally agreed in the early stages of the partnership process. Guidance on partnership working is available on the Foundation degree Forward website. ( ) 3.3 Links to Professional Bodies (where relevant) Whilst Fds may offer a potential pathway towards current professional registerable qualifications, at present their outcomes do not allow for professional registration at the conclusion of the programme. It will be important to determine if/how individuals can progress on to pre-registration programmes where appropriate and professional bodies play a key role in providing advice and guidance on the design and development of Fds to determine how best the progression to Honours programmes can be articulated. To this end partners involved in developing the Foundation degree should communicate/liaise with the relevant professional body/ies to: establish the relationship between the Foundation degree and any professional qualifications or membership of the profession ensure that the emergent Fd is aligned to existing professional requirements within the proposed area of practice In addition the professional bodies play an important role in promoting the Foundation degree and its value within the sector. [Appendix 3 Professional Bodies] 3.4 Regulatory Bodies At present there are five regulatory bodies covering the traditional healthcare professional roles and one regulatory body covering the allied healthcare professional roles [Appendix 2]. A review is currently underway into the regulation of all of the healthcare professions (September 2005) It will be important for partners involved in developing the Foundation degree to keep a watching brief on the issues emerging from this review, to ensure that the Foundation degree conforms to the latest regulation. 9

12 3.5 Health Sector Foundation degree Model Inevitably, employer requirements across the healthcare sector will vary depending upon the nature of the health service provision and the sub-sector in which they operate. The framework is not intended to be prescriptive it is recognised that there will be a number of Foundation degrees developed, with learning outcomes to reflect the differing needs The following model provides an overview of the structure that should be adopted in the development of a Foundation degree for the healthcare sector. This intermediate level award set at 240 credits, is notionally a two year programme of full time study. However, many Foundation degrees in health will be undertaken on a part-time basis and are likely to span three or even four years. The decisions on how the modules within the framework should be compiled and sequenced within the programme are left to the institutions, which have extensive expertise in this area. Figure 2 Healthcare Foundation degree Model Learner support mechanisms CORE Individual Skills Subject/occupational pathway based on NOS, where they exist Subject/occupational pathway based on NOS, where they exist New/different roles in workforce Initial learning needs analysis CORE The context of work CORE Underpinning principles relating to healthcare Subject/occupational pathway based on NOS, where they exist Subject/occupational pathway based on NOS, where they exist Subject/occupational pathway based on NOS, where they exist Progression to higher qualifications Academic Vocational Professional KSF Core Dimension embedded and mapped at appropriate level QAA level descriptors intermediate to be achieved Appropriate QAA subject benchmarks taken into account Real workplace learning sufficient duration to demonstrate fitness for practice 10

13 3.6 Key Features of the Model Core common learning Whatever the subject/occupational pathway, there is learning that is common to all Foundation degrees in the healthcare sector and this will need to be incorporated. It is proposed that their contribution to the overall programme should be in the region of 35%. It is recognised that institutions may already offer a range of learning opportunities in the following areas and this framework does not attempt to specify: the detailed content of any input; means of delivery or its place within the programme, merely to highlight the subject areas that should be addressed. a) Individual skills to include: study skills academic and work-based personal and professional development planning/portfolio building literacy, numeracy, communication interpersonal skills and team-working research and evidence appraisal skills b) The context of work to include: health and social care context service users rights, equality and diversity codes of conduct, ethics and the law user centered service health and safety risk assessment c) Underpinning principles relating to health*, to include: human anatomy and physiology science/psychology/sociology any one as relevant to the pathway [*These will not be needed where the Fd is not healthcare specific e.g. administration, estates, personnel etc] 11

14 3.6.2 General learning outcomes a) KSF Core dimension the NHS Knowledge and Skills Framework defines and describes the knowledge and skill which NHS staff need to apply in their work in order to deliver quality services. The Core dimension descriptors, at an appropriate level for the individual pathway, will need to be embedded within the programme and clearly mapped. b) QAA level descriptors the Foundation degree is an intermediate qualification within the QAA Framework for Higher Education Qualifications. These descriptors will need to be taken into account during the design and delivery of any Health Foundation degree. This will be normal practice for the institutions involved in the development process. [See and Appendix 4 QAA qualification descriptors] Subject specific learning outcomes The occupationally specific skills and knowledge needs that the Foundation degree will address will have been identified in the early stages of the partnership. The learning outcomes for these areas should be referenced to: QAA subject benchmarks which provide broad descriptors of the abilities and skills that individuals in HE are expected to achieve are available for certain fields of healthcare intermediate level and, where available, need to be taken into account within the programme specifications. Again this is normal practice for providing institutions. [See Subject/occupational pathway the learning outcomes for the pathway should reflect the changing nature of the healthcare sector. Many of the learning outcomes for the subject specific aspects of a Foundation degree can and should be derived from the NOS for the occupational area, where they exist. These should be clearly referenced to the learning outcomes for the Foundation degree [Details of available NOS can be accessed from the NOS Directory Where NOS are unavailable the QAA subject benchmarks and any relevant professional standards should be used as the basis for the development of learning outcomes. 12

15 3.6.4 Learner support mechanisms The vocational nature of the Foundation degree makes it attractive to existing employees many of whom will have little experience of the study and assessment skills needed to be successful at this level. Whilst the partner institutions are likely to have effective learner support procedures and practices in place, they must ensure that the mechanisms are strong and flexible to cater for non-traditional learners throughout their period of study from initial guidance, admission and induction, through to successful completion of the programme Work-based learning The amount of work-based learning is likely to vary from programme to programme dependent on the: mode of delivery; the subject/occupational pathway and the type of learner. It should be well structured and devised, appropriately resourced (involving practitioners/practice based educators), incorporate appropriate learning-focused activity and be of sufficient duration for the individual to demonstrate fitness for practice. [Further information on WBL can be found in paragraph 5.4 of this document] Work placements Whilst the amount of work-based learning is likely to vary from programme to programme dependent on the: mode of delivery; the subject/occupational pathway and the type of learner it must incorporate appropriate structured learning-focused activity which is of sufficient duration for the individual to demonstrate competency. To facilitate this work placement opportunities will need to be provided by the employer to enable individuals to gain their knowledge and experience in the relevant discipline which may be outside their normal workplace. 13

16 4 Accessibility to and delivery of the Foundation degree 4.1 Accessibility It is envisaged that there will be a diverse learner population embarking on the Foundation degree route within the healthcare sector, from new entrants with formal academic and/or vocational qualifications through to existing employees with a mix of formal academic and/or vocational qualifications and/or experiential learning. The admissions procedures and practices of the institution(s) involved in the development must therefore encourage and support the full range of applications, providing mechanisms for evaluating the contribution of the different entry points**. As with all qualifications, the minimum criteria for entry must be a judgement of the learners ability to benefit from and succeed on the programme. [See QAA The Code of Practice : Section 10 Recruitment & admissions and QAA Guidelines on the accreditation of prior learning] **Accreditation of prior and work-based learning and/or experience will be an important component of this process. Whilst it is acknowledged that this is a complex issue there is growing recognition that with increased awareness and the implementation of standards, systems and processes that the accreditation of prior and work-based learning could have important benefits in supporting workforce development. 4.2 Delivery modes The modes of delivery and learning should be innovative and varied, consistent with the needs of learners, and taking advantage of the full range of options already available within the institutions. Flexibility of provision will be particularly important to cater for the 24 hour nature of working within many parts of the healthcare sector. 4.3 Learning agreement As with the partnership agreement, it is important to ensure that each of the parties involved in the programme delivery i.e. the employer/ institution/ learner are clear on their responsibilities. To this end a tripartite learning agreement should be established at the outset of the programme commencement [see QAA The Code of Practice Section 9 Placement learning]. 4.4 Work-based learning The following section, derived from the Foundation degree Taskforce Review provides a clear differentiation between work-based, workplace and work related learning. Since the 1980s the literature in the field has defined work-based learning as including.structured learning opportunities to stimulate critical reflection on what is being learnt in the workplace. 14

17 Workplace learning is commonly understood to refer to the environment of work as a locus for learning but does not necessarily include the significant component of opportunities for critical reflection, analysis and understanding. Work-related learning is understood in relation to a general sense of inculcating employability skills, transferable skills etc. It does not necessarily require involvement from the employer. It is important to remember that the purpose of learning from work is to increase the students employability. In this context it is the quality of the learning from work which is important. Work-based learning is further exemplified in this definition by Laycock (2001): WBL is a mode of study where the curriculum framework is controlled by the university and the programme represents a combination of university curriculum content delivered flexibly and negotiated work-based learning projects, where the learner is primarily a full time employee In the context of the healthcare sector the issue of fitness for practice will need to be addressed. The need to perform safely within the sector is paramount, given the associated risks of not doing so to the life/functioning of the service user. It is accepted that simulation of certain workplace situations will provide a valuable learning experience and support the development of skills and competence, however, generally speaking it cannot be a replacement for doing real workplace projects in a real working environment.* * Simulations and activities, such as the Objective, Structured Clinical Examination [OSCE], which have a structured patient centered focus and replicate working activities in a realistic workplace setting, will be acceptable as evidence of competence. These types of activity are likely to be of most value where the learner is unable to practice in a real work situation due to the nature or infrequency of the activity being undertaken. Therefore it is vital to ensure that the learner has had the adequate experiential preparation to enable them to act appropriately in a real situation, for example: in dealing with emergencies, such as cardiac arrest; undertaking procedures which occur infrequently; undertaking potentially high risk procedures The Foundation degree must therefore include an element of real work experience, which is of sufficient duration to demonstrate fitness for practice [see QAA The Code of Practice Section 9 Placement learning] There must also be suitable mechanisms in place to capture and record fitness for practice as part of the evidence gathering process. 15

18 4.5 Review of the workplace learning experience Employers should be actively involved in supporting work-based projects and activities in terms of: validating and providing evidence of specific achievement in the workplace both technical, and personal and interpersonal skills advising on how well the work-based learning outcomes have met the agreed objectives for the placement The assessment of work-based learning should be undertaken by individuals who have demonstrable competence in the areas being assessed, have been trained in assessment techniques and meet the requirements of the validating body. The employer may need to provide appropriate development opportunities to enable the practice-based assessors to gain formal recognition for this role. 4.6 Work-based [placement] supervisors A work-based supervisor should be in place to facilitate and support the delivery of the programme within the workplace. Clearly defined roles should be determined by the partners, with responsibilities agreed and processes in place to develop the skills of the individuals undertaking this role where necessary [see QAA The Code of Practice Section 9 Placement learning]. A placement supervisor is a person designated by the placement provider [employer], who is responsible for supervising the individual whilst on placement. [QAA glossary] 4.7 Assessment methods Assessment methods should be based on best practice. To this end there should be a constructive alignment of the assessment to the learning and the learner, which includes: being fit for purpose being set at an appropriate level drawing on a wide range of assessment options utilising the most appropriate method [see QAA The Code of Practice Section 4 External examining and Section 6 Assessment of students] 16

19 5 Progression 5.1 Both work-based and academic progression routes into and out of the Foundation degree should be specified, to provide clear evidence of the opportunities available to those already in employment and to potential new entrants into the healthcare sector. An appropriate range of information, guidelines and support should be available to facilitate this process. The following illustrative examples on progression are provided for guidance. Figure 3 Positioning the Foundation degree within the Qualifications Infrastructure Possible routes in Level 3 VQs S/NVQs + experience Advanced Apprentices Higher level VQs Foundation degrees Professional qualifications Honours degrees Postgraduate qualifications Access Courses A levels Scottish Highers Other intermediate HE qualifications A number of qualification routes are available for entry into Fd. The above example is not intended to be exhaustive, but to illustrate the diversity and range of progression options. 17

20 Figure 4 Positioning the Foundation degree as a Career Progression Route within the Healthcare Sector Possible routes in Possible routes out New entrant A levels Scottish Highers S/NVQ 3/4 entrant from social care Band 3 healthcare assistant Band 3 healthcare technician Band 3 support worker Access course AA CAT AP(E)L Foundation degree Assistant practitioner Associate practitioner Band 4/5 technician Band 4/5 support worker Band 3 non-clinical worker [Note: Band refers to the NHS Agenda for Change] A number of career progression routes are available, which the Fd might help to facilitate. Again the above example is not intended to be exhaustive, but to illustrate the diversity and range of progression opportunties. 6 Quality Assurance 6.1 Foundation degrees are designated as higher education qualifications and validating institutions will be working in line with the current QAA Code of Practice and the current QAA Foundation degree Qualification Benchmark. 6.2 Validating institutions are also subject to the normal QAA external quality assurance requirements of all UK higher education providers. This process includes validation, accreditation, external examining and regular reviews. [ The Code of Practice Section 4 External examining and Section 7 Programme approval, monitoring & review]. 18

21 7 Marketing and Promotion 7.1 Ideally a promotion strategy should be agreed for the Foundation degree as part of the partnership process. This should maximise the awareness and take-up by a broader audience and help ensure a sustained market for the programme. 7.2 In addition to the marketing and promotion resources of the employers and institutions involved, further support is likely to be provided by the appropriate professional bodies. 7.3 Skills for Health will also assist in promoting the Foundation degree through its website and publications and through its various regional networks. Glossary of terms Appendix 1 AA Advanced Apprenticeships HEIs Higher Education Institutions APEL CAP CAT CT Accreditation of Prior Experiential Learning Clinical Assistant Practitioner Credit Accumulation Transfer Clinical Technician KSF NHS NOS OSCE Knowledge and Skills Framework National Health Service National Occupational Standards Objective, Structured Clinical Examination DfES E&T EWTD Fd FdF FECs Department for Educations and Skills Education and Training European Working Time Directive Foundation degree Foundation degree Forward Further Education Colleges QAA SfH SMEs SSA SSCs S/NVQs Quality Assurance Agency Skills for Health Small and medium sized enterprises Sector Skills Agreement Sector Skills Councils Scottish/National Vocational Qualifications HE Higher Education VQs Vocational Qualifications WBL Work Based Learning 19

22 Regulatory Bodies Appendix 2 General Medical Council Nursing & Midwifery Council General Dental Council Royal Pharmaceutical Society General Optical Council Health Professions Council Doctors Nurses, midwives, specialist community public health nurses Dentists Pharmacists Opticians Arts therapists Biomedical scientists Chiropodists/podiatrists Clinical scientists Dietitians Occupational therapists Operating department practitioners Orthoptists Prosthetists & orthotists Paramedics Physiotherapists Radiographers Speech & language therapists 20

23 Professional Bodies Appendix 3 Association of Operating Department Practitioners Asthma UK British Anaesthetic & Recovery Nurses Association British Association for Behavioural & Cognitive Psychotherapies British Association of Critical Care Nurses British Association of Day Surgery British Association of Dermatologists British Association of Head & Neck Oncology Nurses British Association of Occupational Therapists The College of Occupational Therapists British Association of Prosthetists and Orthotists British Association of Urological Nurses British Association of Urological Surgeons British Dietetics Association British Paramedic Association Chartered Society of Physiotherapy Intensive Care Society Infection Control Nurses Association Institute of Decontamination Sciences Institute of Healthcare Management Institute of Sterile Services Management National Association for Clinical Tutors Resuscitation Council (UK) Royal College of Anaesthetists Royal College of General Practitioners Royal College of Midwives Royal College of Nursing Royal College of Obstetricians & Gynaecologists Royal College of Ophthalmologists Royal College of Paediatrics & Child Health Royal College of Pathologists

24 Royal College of Physicians Royal College of Psychiatrists Royal College of Radiologists Royal College of Speech & Language Therapists Royal College of Surgeons Royal Institute of Public Health The Ambulance Service Association The Association of Anatomical Pathology Technologists The British Medical Association The Institute of Biomedical Science The National Association of Phlebotomists The Society of Chiropodists and Podiatrists The Society of Radiographers UK Council for Health Informatics Professions

25 QAA Qualification descriptors Appendix 4 Certificate (C) level: Certificate of Higher Education Certificates of Higher Education are awarded to students who have demonstrated: (i) (ii) knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study; and an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. Typically, holders of the qualification will be able to: a) evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work; b) communicate the results of their study/work accurately and reliably, and with structured and coherent arguments; c) undertake further training and develop new skills within a structured and managed environment; and will have d) qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. Intermediate (I) level: Degree (non-honours) Non-Honours degrees are awarded to students who have demonstrated: (i) (ii) (iii) (iv) knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed; ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context; knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; and an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. 23

26 Typically, holders of the qualification will be able to: a) use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; b) effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively; c) undertake further training, develop existing skills, and acquire new competence that will enable them to assume significant responsibility within organisations; and will have d) qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. Honours (H) level: Bachelors degree with Honours Honours degrees are awarded to students who have demonstrated: a) a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline; b) an ability to deploy accurately established techniques of analysis and enquiry within a discipline; c) conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline; d) an appreciation of the uncertainty, ambiguity and limits of knowledge; and e) the ability to manage their own learning and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline). 24

27 Typically, holders of the qualification will be able to: a) apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; b) critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution or identify a range of solutions to a problem; c) communicate information, ideas, problems, and solutions to both specialist and non specialist audiences; and will have d) qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; and the learning ability needed to undertake appropriate further training of a professional or equivalent nature. 25

28 Checklist to assist in the development of a Foundation degree for the Health Sector [Linked to the 6 key principles] Appendix 5 Market Need Local/regional/national evidence based market research of skill shortages and employment opportunities has been undertaken, which provides clear evidence of need for the proposed Fd Collaboration Involvement of local/regional employers in the development of: learning outcomes, programmes and curricula monitoring, evaluation and review mechanisms Local/ regional employers have committed to provide: work placement opportunities workplace supervisors facilities, resources and student support Formal agreement is in place between partners, which makes clear the roles and responsibilities of each partner Relevant professional bodies have been consulted on development Fd is aligned to professional membership programmes as appropriate Vocational relevance The Fd Programme takes account of the QAA level descriptors and has been mapped to: relevant NOS where they exist the KSF at the appropriate level the appropriate QAA subject benchmarks relevant professional body criteria as appropriate Sufficient time has been built into the programme for the learner to be able to demonstrate fitness for practice YES/NO 26

29 Designed to cater for a diverse range of potential learners The admissions processes ensure fair access to potential learners from a range of backgrounds There is an APEL process in place which recognises previous certificated learning and learning from past experiences and achievement A range of: YES/NO delivery options learning approaches assessment approaches have been built into the programme to cater for the needs of a diverse audience Learner support mechanisms, which cater for the needs of non-traditional learners, are in place in the areas of: initial guidance admissions procedures induction study skills assessment Clear links to and from other qualifications + career progression opportunities Links have been specified and articulated, which make clear the: Different access routes to the Fd Progression routes to a specified honours degree and/or further qualifications Career progression routes for entry into employment/progression in employment Validated by a degree Awarding Institution The Fd is to be/ has been validated by a degree awarding institution 27

30 Respondents to the consultation Appendix 6 Ashford & St Peter s Hospitals NHS Trust Association of Anatomical Pathology Technologists Association of Renal Technologists Avon, Gloucestershire and Wiltshire SHA Bedfordshire & Hertfordshire SHA Canterbury Christchurch University College Council of Deans and Heads of UK University Faculties of Nursing and Health Professions De Montfort University East and North Hertfordshire NHS Trust Federation for Healthcare Science Glasgow Caledonian University Greater Manchester SHA Julie Hyde Independent Education, Policy and Management Consultant King s College, London Leicestershire, Northamptonshire and Rutland WDC Lincolnshire South West PCT Middlesex University National Blood Service NHS Health & Social Care Information Centre Norfolk, Suffolk & Cambridgeshire SHA North East Yorkshire & North Lincolnshire WDC Northampton General Hospital Northumbria University Nottingham Trent University Portsmouth University QAA Royal College of Midwives Sector Skills Development Agency South West London SHA Southend NHS The Chartered Society of Physiotherapy The Chartered Society of Physiotherapy in Wales The College of Occupational Therapists The General Dental Council The O T Panel joint forum Regional UNISON/British Association of Occupational Therapy The Open University The Registered Nursing Home Association UHNS NHS Universities UK University of Hull University of London University of Plymouth University of Warwick University of Wolverhampton UVAC West Yorkshire WDC 28

31 Members of the Foundation degree Framework Strategy Group Appendix 7 Ruth Auton Peter Beckett Lucy Blinko Maggie Challis Gwen Chaney Clare Chivers Mike Cole Greg Condry John Cowles Jonathan Evans Sarah Fox Denis Gibson Sarah Goodson Deian Hopkin Gillian Kerman Patricia Le Rolland Jo North David Noyce Jayne Oliver Will Oliver Chris Pearson Sharon Pratt Simon Roodhouse Susan Sanders Ken Shaw Paul Simpson Andy Tilden Jenny Wall Chris Whitehead Consultants Diane Grayston Pauline Hughes Leicestershire, Northamptonshire & Rutland WDC Derbyshire University South West Peninsula SHA Foundation degree Forward HERDA-SW (NHSU research project) South West Peninsula SHA Health Professions Council Wales NHSU Department of Health Skills for Health South East London WDC Hampshire & Isle of Wight WDC Portsmouth SHA Universities UK South Yorkshire SHA Quality Assurance Agency In Touch Care Ltd HEFCE Dorset & Somerset SHA Health Professions Council Wales Skills for Health Health Professions Council Wales UVAC London Regional Pharmacy Services South Yorkshire WDC UNISON Skills for Care Skills for Health (Chair) Dorset & Somerset SHA DG Associates DG Associates 29

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33 Skills for Health (Head Office) Goldsmiths House Broad Plain Bristol BS2 0JP Tel: Fax: Website: