These case studies share the experiences, successes and lessons learned that colleagues and providers have acquired through LSIS funded action research projects to implement the QCF and the Foundation Learning Curriculum. They illustrate the rationale, planning and operational aspects and how the changes they have implemented have been received by their learners.
Aggregate Industries, a multi-national company working in the extractive, mineral processing and building materials sector, identified worked with a QCF consultant who understood the industry to develop relevant training and a QCF qualification to improve standards, reduce waste and to enhance performance and promotion prospects for employees. The units are now contextualised for the workplace and meet Aggregate Industries' own requirements in a way that the generic NVQs did not do.
All Traders Training (ATT) formed in 2007 to provide a range of learning opportunities in the East of England. The provider secured a £2.3 million contract with the Skills Funding Agency in January 2012 to deliver Apprenticeships for 19-24 year olds who are not in employment, education or training (NEET). This case study describes how the provider is using the Qualification and Credit Framework (QCF) to create personalised stepping-stones into employment and further learning, providing local employers with a source of new staff that has a mix of skills, knowledge and attributes tailored to their business – ensuring learners are “oven-ready” for deployment, both to start work and further a career.
Working within the design industry, this project set out to explore, develop and pilot a new way of sector-focused working. The project aimed to bring together a leading design employer, Lloyd Northover, with Amersham and Wycombe College to provide opportunities for BTEC Art and Design students to work alongside industry professionals.
This project set out to use the flexibility of the QCF to design more relevant, cost effective and sustainable ITT programmes to help underpin the Barnett and Southgate College’s ability to deliver increased numbers of high quality apprenticeships.
This case study explores how a local authority supported 15 providers (to whom it contracts out informal adult learning) to become more responsive to the needs of their local communities.
A project that set out to encourage a stronger and more dynamic relationship between employers and training providers to ensure that training programmes are more integrated to working practices.
In the light of the increased flexibility provided by the QCF, the Sport and Public Service Directorate at Chesterfield College has revisited its recruitment, guidance and assessment processes to better identify individual’s needs and reviewed its curriculum for 2011/12 to offer individually designed programmes to meet those needs - programmes that are the right level and size to maximise learner success whilst offering stretch and challenge and supporting progression.
Supporting documents relating to the Chesterfield College case study can be found below:
Supporting documents relating to the Chichester College case study can be found below:
The Dorset and Somerset Training Provider Network (DSTPN) took part in a development project to identify the support required for those offering Information, Advice and Guidance (IAG) support. The DSTPN is a not-for-profit network of providers offering training for adults and young people in Dorset and Somerset, formed in partnership with the Learning and Skills Council. The network exists to encourage collaborative working and allows partners to share resources and information.
ELATT is a not-for-profit training organisation that provides a variety of free training courses that lead to nationally recognised qualifications. Through the project, ELATT aimed to reinvigorate their curriculum design by researching the skills and attributes that employers valued and to incorporate these into their curriculum design.
Supporting documents relating to the ELATT case study can be found below:
Supporting documents relating to the Essex County Council case study can be found below:
Exeter College’s Media Department and the National Health Service (NHS) South Devon collaborated to develop a curriculum model which would provide industry-relevant learning experiences for students while also meeting the business needs of the NHS.
Gloucestershire College has taken a whole organisation approach to ensure all internal and external stakeholders have an awareness of the impact of QCF and how the reforms can facilitate change. Through the Unit Funding Trials they looked at how they could adapt their curriculum to meet learners’ needs and maximise the use and flexibilities of the QCF to bring in additional revenue and reduce reliance on public funding.
In 2008/09, Henley College needed to improve retention, achievement and overall success rates for students in the Public Service programme area. This case study describes how they went about using the flexibilities of QCF units and qualifications to develop their curriculum offer which, in 2010/11, resulted in a 30% increase in achievement and success rates, and a 6% increase in retention.
Highbury College is using the increased flexibility under the Qualifications and Credit Framework, or QCF, to design Foundation Learning programmes which are more personalised, to better engage NEETs, people who are not in employment, education or training. The video illustrates the risks and challenges of innovation, the impact on staff and the positive outcomes for learners.
The aim of this work was to: develop and individual learning plan to meet the needs of learners and employers on QCF-accredited programmes; increase learner and employer understanding of the flexibility within the QCF and encourage them to use it in partnership with the training provider.
Hull College have embraced the QCF and Foundation Learning at a strategic level and the case study explores some of the organisational challenges faced. Staff describe how the credit-based approach is enabling an increased focus on personalised learning with a strong emphasis on setting learners up to achieve. Lessons learned from the Foundation Learning trials have underpinned the wider college roll out of the programme.