UNIVERSITY OF GLAMORGAN

PRIFYSGOL MORGANNWG

UNIVERSITY OF GLAMORGAN’S FLEXIBLE LEARNING POLICY

1.Introduction

1.1This document outlines the University’s approach to managing flexible learning provision.

1.2The policy reflects the University’s mission and strategic priorities, particularly in respect of promoting social inclusion and increasing participation in and progression to Higher Education. The policy aims to broaden the learning opportunities available to students by widening the settings and formats of learning associated with traditional modes of study.

2.Scope

2.1The following are indicative of flexible learning provision:

  • the provision of bespoke or tailored courses for particular employers or sectors;
  • the development of small unit (bite size) credit-based learning opportunities;
  • the accreditation of prior experiential/certified learning (APEL/APCL);
  • the recognition of in-house training by allocation of university credit;
  • learning situated in a workplace or based around a work situation;
  • the development of individually negotiated learning contracts for individual learners and cohorts;
  • the provision of distance delivery courses.

2.2Such provision may also feature:

  • the involvement of employers in the design and delivery of courses;
  • the use of the workplace as a site of learning and assessment;
  • the involvement of employers in assessment;
  • the involvement of private educational providers in the delivery and assessment of learning.

3.Principles

3.1The underlying principles of the policy require that:

a.All developments will be subject to the University’s internal quality assurance procedures to ensure that student learning is designed, approved, delivered, assessed, monitored and reviewed in line with UK expectations.

b.An assessment of the potential risks involved in flexible learning provision will be conducted and appropriate processes used to mitigate those risks, proportional to the volume of learning being validated, delivered and awarded.

c.All developments will be underpinned by agreements which set out the responsibilities on each side for management of the partnership.

d.There will be scope for accreditation of prior (experiential/certified) learning AP(E/C)L

e.All developments will be linked to an appropriate Faculty or College within the Glamorgan Group.

f.All developments will be approved in accordance with the University’s regulations and procedures before delivery commences.

4.Flexible Learning Modules

4.1Modules offered through flexible learning may be:

  • Existing approved University modules;
  • New modules developed by a faculty, a partner or both in collaboration[1];
  • Drawn from the modules comprising the Learning Through Employment Framework, the learning outcomes of which will relate to the level of study;
  • Approved as part of learning contracts made with individual students and their employers which are assessed by University staff.

Modules at any level and at different levels may contribute to a University Certificate of Credit, which is outlined below in section 5.

5.Flexible Learning Awards

5.1The University has introduced a range of new ‘short’[2] qualifications designed to meet increasing demand for courses that are smaller in credit terms than the traditional range of courses. This enables the University to provide accredited courses and recognised qualifications that meet a wider range of learning needs, such as continuing professional development, professional/skills updating and work-based learning.

Minimum at highest level
Award / Level / Min. Total Credits Required / L3 / L4 / L5 / L6 / L7
University Cert of Credit / UG / 5* / 5 / - / - / - / -
University Foundation Certificate / UG / 30 / 30 / - / - / - / -
University Certificate / UG / 60 / 20 / 40 / - / - / -
University Higher Certificate / UG / 60 / 20 / - / 40 / - / -
University Advanced Certificate / UG / 60 / 20 / - / - / 40 / -

* A University Certificate of Credit can be awarded for 5 credits at levels 3, 4, 5, 6, 7. However, students will only be entitled to this certificate when they are no longer registered on any university provisionand if they have not achieved the requisite number of credits to qualify or one of the other awards described above.

5.2All proposals for courses leading to ‘short’ qualifications should demonstrate purpose, academic coherence and market demand. They should not replicate other University courses.

5.3Faculties will be expected to set courses and awards within a context of progression opportunities, and therefore to demonstrate how students gaining a University Certificate of Credit or a short award might use their credit to build towards a more traditional award.

6.The Learning Through Employment Framework

6.1The Learning Through Employment framework allows individuals already in employment to work towards a University-level qualification relevant to their specific area of work. Its main feature is that the majority of learning takes place through active and reflective engagement with work activities, underpinned by appropriate academic knowledge and skills. Courses can be tailored to any subject and are negotiated between the learner, the University and the employer. They work together to agree a course of study that draws or builds on the learner’s work activities and, at the same time, satisfies the requirements for a University qualification at the appropriate level.

6.2The outcomes of the course planning stage are recorded in a learning contract which, once approved by the University, serves as a formal academic document akin to a Course Document. The learning contract may incorporate a claim for credit to be awarded for previous learning where it is relevant to the theme of the overall course. Courses typically involve work-based projects, a research project and a module focussed on reflection on learning in the workplace.

6.3Learners may also incorporate subject-specific modules, accredited in-house courses and independent study modules within their individual courses. This would be agreed at the course planning stage. Outline modules, including sample learning outcomes, have been developed by the Centre for Excellence in Learning & Teaching (CELT) in order that course designers who may be less familiar with a competency-based approach to assessment or with the practice of accrediting informal learning, may take these ‘off the shelf’ shell modules and incorporate them into their courses. CELT has also produced ‘toolkits’ for learners, lecturers and employers and a Curriculum Design Guide.

7.Accreditation of externally delivered provision

7.1The University is increasingly being asked to accredit HE level learning delivered by providers external to the University. A standard set of procedures will be followed to ensure consistency within and across faculties; the procedures will include the charging policy for such accreditation and/or recognition[3].

7.2The University will engage with this work through the following routes:

  • Direct contact with subject specialists within the faculties
  • Contact brokered by fdf[4] through the EBTA[5] Community of Practice
  • Identification of potential client need through market contact by UGCS[6], faculties and CELT

7.3Irrespective of the initial contact route, employer-based training accreditation will be classified in one of the following ways:

1.Accreditation of learning delivered by a partner where all content is owned by the partner and all assessment is set and conducted by the partner;

2.Completion of partner provision where the training is undertaken by the partner but no assessment is included or undertaken. The University acknowledges that the employer provision is equivalent to a specified level and credit of the University provision. Employees are enrolled on an appropriate “shell module” (see section 6) or on an existing module that has been mapped against the partner provision and undertake the assessment specified /negotiated to obtain credits from the University;

3.Endorsement of partner provision where the University recognises that the training is at HE level but no assessment of credits or mapping against an award or module is undertaken. A learner who wants to achieve credits for such provision would need to apply through standard University accredited prior learning (APL) procedures.

8.Quality Assurance of Flexible Learning

8.1The University must maintain an overview of the academic standards and quality of all flexible learning provision to ensure the quality, consistency and fitness for purpose of the product and to facilitate the development of appropriate systems to cater for this type of provision. Key factors of validation processes include:

  • All flexible learning provision will be required to go through regular academic development approval processes and will be evaluated and approved through existing validation structures. (SeeProcedures for Course Approval and Procedures for Course Review & Revalidation)
  • If approval of a collaborative partner is required because of the nature of the provision the guidance on collaborative partnership approval will be used

8.2Areas of quality assurance to be considered in all aspects of flexible learning and the awarding of credit include:

  • University regulations that will govern the provision and any exemption that may apply to these circumstances
  • Monitoring levels of student/learner achievement and satisfaction, both on an annual and continuous basis
  • Monitoring the effectiveness of partnership agreements and contractual arrangements
  • Arrangements for External Examiners to oversee provision and sample assessments in accordance with the University standard procedures
  • Arrangements for results to be presented to appropriate Subject and Progression & Award Assessment Board.

8.3Further information on approval and review of provision under the Flexible Learning Policy can be found in the Procedures for Course Approval and Procedures for Course Review & Revalidation.

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[1] Approval of such modules is subject to the normal process identified in the Procedures for Course Approval

[2] ‘Short award’ is used here to denote awards which comprise study worth at least 30 credits.

[3] To be confirmed

[4] Foundation degree forward –

[5] Employer Based Training Accreditation –

[6] University of Glamorgan Commercial Services