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Benchmarking Careers Education

Benchmarking Careers Education. David Stanbury AGCAS Careers Education Task Group Project web site: http://careers.lancs.ac.uk/cetg/ AGCAS web site: http://www.agcas.org.uk/. What is a benchmark statement?. A document which: Describes the desirable content of a programme of study

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Benchmarking Careers Education

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  1. Benchmarking Careers Education David Stanbury AGCAS Careers Education Task Group Project web site: http://careers.lancs.ac.uk/cetg/ AGCAS web site: http://www.agcas.org.uk/

  2. What is a benchmark statement? A document which: • Describes the desirable content of a programme of study • Embodies an agreed understanding by the subject community • Provides an authoritative reference point for development and review • QAA Subject Benchmarks – play key role in curriculum development • QAA has created 47

  3. But….. • New ones will be strictly limited… • Where there is no specific Subject Benchmark, QAA directs attention to “external reference points” • This is mentioned in • Code of Practice, Section 7 Programme approval • Handbook for Academic Review: • Annex C – self evaluation docs for subject review • Annex E – questions for external reviewers • QAA does envisage that CEBS can act as an external reference point

  4. Why have one? • A statement benchmarking careers education (i.e. an external reference point) can: • Provide an authoritative reference point (e.g. for external examiners) • Promote good practice • Articulate careers in relation to PDP etc. • Establish academic credibility • Complement QAA Code of Practice for CEIG • Enable the careers community to refine its own understanding of its practice

  5. CEBS • Aims to address careers education within the undergraduate curriculum • Will include: • The nature of the subject, characteristics + principles • Teaching & Learning • Subject in context (e.g. different curriculum models) • Institutional context (careers + related agendas) • Institutional diversity • Outcomes

  6. Issues • Pitfalls May be seen as: • Restrictive • Static • Dry and impenetrable • Possibilities • Reflects diversity and enables creativity • Descriptive and aspirational • Academic and accessible • Be recognised as authoritative reference point for curriculum review

  7. How? The process:

  8. Who is involved? • Steering Group • LTSN Generic Centre / HE Academy • AGR • Guidance Council • GAB • LTSN subject centres / academics • AGCAS members • Careers Ed Task Group • Working Groups & partners • QAA • SCOP • Many other interested parties UK and ROI

  9. Next steps • Consult on drafts • Final draft version • Systematic consultation including all Universities and other stakeholders (Jan 05?) • Finalise document • Endorsement by HE Academy, AGR etc. • Promotion of the benchmark

  10. Help needed • Is this the right way forward? • Which bodies / individuals should we approach for support? • What funding sources could we tap? • Ideas for promoting / disseminating the CEBS • Forthcoming conferences? • Relevant journals? • How could non-QAA Benchmark Statements be used?

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