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Work-based Learning in the Public Sector: 4 th Nov. 2009 Working Together: The Common Core

Work-based Learning in the Public Sector: 4 th Nov. 2009 Working Together: The Common Core. Delphine Garr Workforce Development & Learning Manager Alexandra Burghardt Head of Health, Education and Social Care, Barnet College. The second largest borough in London

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Work-based Learning in the Public Sector: 4 th Nov. 2009 Working Together: The Common Core

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  1. Work-based Learning in the Public Sector: 4th Nov. 2009Working Together:The Common Core Delphine Garr Workforce Development & Learning Manager Alexandra Burghardt Head of Health, Education and Social Care, Barnet College

  2. The second largest borough in London Strong partnership working Approximately 20,000 in the children’s workforce across the partnership Barnet

  3. Enhances skills of the workforce Creates greater flexibility for career progression Promotes common language and purpose Embeds integration Builds mutual trust and respect Improves outcomes for service users Children and young people value it Why Common Core?

  4. Effective Communication and engagement Child and young person development Safeguarding and promoting the welfare of the child Supporting transitions Multi-agency working Sharing information The Common Core Elements

  5. “…Patience and listening skills and has to be friendly. They have to like children and be trustworthy because a child might tell them a secret” “They need patience, skill and kindness. They also need to have qualifications to have these jobs” Views from Children (1)

  6. “These people need all the skills real parents have like being able to cook, clean, work, tidy, be there for the child, be strict but fair, be nice, don't spoil the child and not to cause physical or verbal abuse” “They should be willing to work with others even if others are depressed or angry. They have to love their jobs and be very tolerant.” Views from Children (2)

  7. Importance of payment & training for young people Ongoing support ‘I was sort of surprised… they really listened to what we had to say’ ‘I have a feeling they will take on board what we said…’ Involving Young People Leaving Care

  8. Acknowledgement of prior learning Facilitates flexible career pathways Continuous professional development Transferable credits for further study Demonstrates substantial level of learning in its own right What’s in it for the Workforce?

  9. I really just felt quite inspired by them…that is the first time I have been on a training course where I have heard young people speak’ ‘I think it was really good to hear from young people first hand, their own experiences… as opposed to talking about it as some kind of case study…’ Quotes from staff who attended

  10. Consulted the workforce Consulted our children and young people Worked with our partners: Middlesex University Barnet College Health PVI sector Successful collaboration resulted in meaningful recognition of prior learning. The Accreditation Process

  11. Multi-agency training at both levels In-depth one-day training courses on the six areas of expertise (Certificate Level) Half-day workshops for professionally qualified (Graduate Level) Materials developed to support programme. Approach to Training Programme

  12. Accredited at two levels by Middlesex University: Certificate Level: 60 credits Graduate Level: 30 credits Certificate Level delivered by Barnet College CATS points transferable and valid for five years How the Accreditation Works

  13. Varied opportunities at each level Common Induction Standards Linked into PQ for social workers Early Years Foundation Degree Early Childhood Studies Foundation Degree Foundation Degree in Integrated Youth Work and Support Valid prior learning for EYPS Progression Routes

  14. The heart of it…. Common Core Skills Quality service delivery for children, young people and families Improved Workforce Skills Effective Practice

  15. Programme started in January 2007 Take up is gaining momentum Total trained (April 07 – to date): Certificate level: 1157 Graduate Level: 385 What is the Take-Up Like?

  16. Certificate Level Take-Up

  17. Graduate Level Take-Up

  18. Certificate Level Distribution

  19. Graduate Level Distribution

  20. Common Core not mandatory Competing CPD programmes across the workforce Low levels of publicity Initially too frequent Accreditation level confusing Lack of time to attend training What have been the challenges?

  21. Deepen partnership between all stakeholders across the Children’s workforce Continue on-going delivery of programme Increase publicity for programme Implement findings of evaluation project with IDeA. Next Steps

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