seec
creating learning opportunity through credit
seec Seminar – 9 December 2016
‘Credit re-invented: policy and practice’
Event Summary
Introduction
SEEC’s 2016 Seminar was held at Woburn House and this report summarises the
presentations and debate on the day.
Content
The focus of the morning session was Policy with two presentations addressing current
developments: the anticipated outcomes from the 2016 BIS call for evidence and the imminent
introduction of a new funding system around degree apprenticeships.
Credit transfer and accelerated degrees in the context of higher education reform:
how does the call for evidence fit in with the White Paper and HE Bill?
Ant Bagshaw, Deputy Director, Wonkhe
Ant introduced Wonkhe and its policy work as the backdrop to a talk that focussed on the
2016 call for evidence on credit transfer and accelerated degrees, whose primary purpose
was to gain understanding of the barriers that currently prevent both types of more flexible
approach from working effectively. He highlighted perceived barriers to CAT, including the
fact that credit is not a universal currency, before summarising where we are now: 4500
responses have been submitted, the HERB is at the Lords stage, and TEF year 2 is
underway.
Looking ahead, Ant challenged the audience to consider what the role of CAT will be in the
future: what are the issues and barriers that stop this type of provision being widespread? In
conclusion, Ant suggested next steps to look out for – amendments to the Bill as it reaches
the Lords, the impact of TEF, the work of interested champions including SEEC and the OU,
and directions given to the OfS.
Apprenticeship policy and its impact on HE qualifications
Adrian Anderson, Chief Executive, UVAC
Adrian outlined the role of UVAC in the apprenticeship, technical and professional skills arena,
including work recently undertaken for BIS/DfE, SFA and HEFCE. A key function was the
provision of regular apprenticeship policy and operational updates for the HE sector. He
offered a clear definition of apprenticeships and their key points, explaining the new levy and
the government’s role and co-investment through the new funding system coming into play
from May 2017.
Adrian presented government drivers for apprenticeships and market opportunities, asking
how and which HE providers would respond? He gave advice on the focus HEIs should have
in planning their response and participation, on what their priorities should be in relation to
their delivery of an apprenticeship programme, and on how to position their training offer for
digital apprenticeships. Demand was expected to be greatest in the following: Chartered
Manager degree apprenticeships, digital solutions, engineering, construction, the public
sector, NHS Trusts and local authorities.
Finally, Adrian addressed the relationship between apprenticeships, credit and APEL and
outlined how UVAC can support HE providers.
The afternoon session moved on to consider current practice, with case studies from 3
universities.
The power of credit in securing professional teacher status for teaching assistants and
early years practitioners
Ruth Miller, Senior Lecturer in Work Based Learning and Accreditation, School of
Health and Education, University of Middlesex
Ruth introduced the current context in which an estimated 17000 unqualified teachers and EY
practitioners are increasingly being used to deliver lessons in schools, on lower pay and with
less progression possibilities than qualified teachers. Before explaining the impact of existing
accreditation processes on them and on the sector, she reported that the introduction of the
Early Years Statutory Framework in 2012 and the Early Years Status in 2013 ‘has already had
a huge impact on practice and the leadership of practice’ (EYTS Project Lead, Middlesex).
Ruth referred to moves made to accredit workplace training as the first step on a pathway
towards a degree for those who need it for teacher training. She provided examples of cases
where individual routes had been negotiated at Middlesex (and the WBL Institute), taking into
account any previously gained credit as well as prior experience often built up over many
years. The subsequent achievement of either a BA(Hons) or a PG Cert in Professional
Practice had helped experienced practitioners to access training to gain qualified teacher
status and better jobs.
Credit for a flexible work based pathway in nursing
Virginia Rosenfeld, Principal Lecturer, University of Hertfordshire
Virginia talked about a programme developed at Hertfordshire for experienced health care
assistants with some academic qualifications and significant work experience. Formal
accreditation of that prior experience and learning enabled progression to join the BSc
Nursing programme and on to becoming a trainee registered nurse. Credits were assigned to
each element of the modules undertaken as part of the programme, with twin aims:


To support the development of an increasingly independent learner who can demonstrate
clinical, academic and leadership skills.
To develop the future practitioner with the confidence and capabilities to effectively and
competently manage care while contributing to service improvements and the direction of
future health care policy.
Finally, Virginia highlighted that the programme also addressed the ongoing issues of
retention and vacancies in nursing.
Army music and the recognition of professional qualifications
Debbie Sawyer, Deputy Head of Quality, University of West Londonv
Debbie outlined how the recognition of professional qualifications operates at UWL for
students wishing to enter the BMus(Hons) Music programme, a course designed for musicians
already of professional standing. She explained that Ofqual accredit the UK’s main music
exam boards, with Levels and credits assigned to diplomas and performance qualifications. A
new framework being piloted during 2016/7 enabled students - such as Army musicians - to
progress through the Levels of a degree programme and transition to the civilian workforce.
Optionality included opportunities to study in work-based learning environments in relation to
project modules, aiding the development of a portfolio career typical of most working
musicians.
Attendee Feedback
Delegates confirmed that the programme was topical - in particular the presentation on degree
apprenticeships - and that events connecting policy and practice are valued. Case studies
highlighting real experiences of implementing credit practice were welcomed, as was the time
and opportunity to reflect on different applications of credit. The following comments capture
some of the attendees’ experience of the day:

‘The session provided me with a helpful opportunity to find out about how credit is being
used to support the delivery of flexible learning, and to make higher education more
accessible to non-traditional students.’ - Dr Cathy Kerfoot, Standards and Frameworks
Manager (Universities), Quality Enhancement & Standards, QAA

‘Overall the day helped me to understand the sector perspective on developments in RPL
and apprenticeships, from high level government reforms to every day practical examples
of how different institutions are recognising learning. In a practical sense I came away
with a better understanding of, and useful contacts for, the assessment of work based
learning, should I need to follow up any queries.’ - Alison James, Manager RPL, The Open
University

‘…a varied and interesting day. I really enjoyed the Wonkhe presentation, and it was
useful having a round-table discussion on policy issues, as there are relatively few
opportunities to do this. The UVAC presentation on apprenticeship policy was useful for
most attendees, as the room seemed to be split between people for whom this was very
familiar territory and I think the majority, for whom it was not at all.’ - Helen Corkill, Coordinator for Part-time Provision, University of Bedfordshire

‘As a director of quality assurance, credit-related matters are within my remit from the
perspective of academic standards, so this is all relevant.’ - Dr Tony Turjansky, Director of
Quality Assurance and Learning and Teaching Fellow, Edge Hill University
For any further information please contact the SEEC office (email [email protected]) .
The next SEEC event will be ‘Learning without boundaries’ on 12th May 2017 and further
information is at www.seec.org.uk/events .