Thanks Ira for your understanding comment. I've included all suggestions received, but very much in a headline format, to facilitate early flexibility within each topic area.
It is a longish and growing list. It looks pretty comprehensive, but whatever our draft list contains I guess it will be added to by NTA core group members on Friday. Hopefully with their insights on board we can, as Ira suggests, develop the process.
Andy
-----Original Message-----
From: Addiction Course Convenors [mailto:[log in to unmask]] On Behalf Of Ira Unell
Sent: 30 November 2009 11:19
To: [log in to unmask]
Subject: Re: core skills
Hello one and all,
Just a reminder, that what we are doing now is for Andy to use when opening negotiations with the NTA. It need not be set in concrete and there is no reason why we can't have more time and a more considered debate to produce a better document.
Ira Unell
-----Original Message-----
From: Addiction Course Convenors [mailto:[log in to unmask]] On Behalf Of Archibald Fulton
Sent: 27 November 2009 16:25
To: [log in to unmask]
Subject: Re: [Addiction Course Convenors] core skills
Dear Andy,
Just a note about the core topics.
I would agree that Children and Families and Responding to Others should be a core topic and a more detailed description/breakdown of Psychosocial Interventions.
The important point, I think stated already, is to emphasize the critical analysis and transferable skills obtained at Higher Education.Practice placement and assessment in the workplace is important,but this is the core work of NVQ/SVQ/DANOS and the importance of Higher Eduication is to add on to these skills and enhance students ability to also problem solve and be critically reflective of their own practice/agency/etc. Perhaps worth stating as a core topic Critical Analysis reading/writing skills?
Good luck at the meeting
- you name it-
Archie
Archie Fulton
University Teacher
STRADA
University of Glasgow
89 Dumbarton Road
G11 6PW
Tel:0141 330 8097
e-mail: [log in to unmask]
Prospectus available at : www.projectSTRADA.org
-----Original Message-----
From: Addiction Course Convenors
[mailto:[log in to unmask]] On Behalf Of A.C.Ashenhurst
Sent: 27 November 2009 13:12
To: [log in to unmask]
Subject: Re: core skills
Thanks Ken, this topic will I suspect become increasingly relevant. I will feed back on views about this from the 4th Dec. NTA meeting. Andy
________________________________________
From: Addiction Course Convenors
[[log in to unmask]] On Behalf Of Ken Barrie [[log in to unmask]]
Sent: 25 November 2009 14:48
To: [log in to unmask]
Subject: Re: core skills
Hello
On Placements:
Our PG programme has offered placements as a requirement since the dawn of time.
They are very labour intensive in terms of both setting up/arranging as well as assessment/review( perhaps 6-8 hours per student).
We run
1.standard type placements:a service/setting where the student has never been before(just like nursing, social work etc).
2.work based learning placements where eth student completes in their own work setting.
3. Research placements with a research group/agency In all cases a learning contract is devised and reviewed and graded.
The placement requirement is a big draw for students who want to evidence their employability and "enter" the drink and drugs field, as well as (work based learning) demonstrate their "promotability". For the latter it also means getting credit for being at work.
Getting agencies to agree to providing placement has become increasingly tricky. The encroachment of social work and nursing etc professions has meant that many of these agencies(both statutory and non statutory) are contracted to provide placements to nursing and social work courses. Us wee guys are getting the squeeze.
Anyway I think placements are important and am happy to discuss/research as suits.
Ken
-----Original Message-----
From: Addiction Course Convenors
[mailto:[log in to unmask]] On Behalf Of Daren Britt
Sent: 25 November 2009 12:21
To: [log in to unmask]
Subject: Re: core skills
Hi,
An interesting point here, certainly for course which seek to develop 'practitioners' then an assessed work placement is a valuable component.
It is a core aspect of training in other professions so why not ours?
Perhaps something we can be looking at as a group/association is how to support the development of relationships with community/service providers to provide placements. Maybe guidelines or examples of best practice. Where courses currently have placements maybe we can undertake some research to identify how this is experienced by the service providers? Our first joint venture with the SSA?
On a separate note I have started to point out to service providers and others who raise the issue of being 'too theoretical' that (certainly at
Brighton) we have a huge range of professional courses e.g. Social work, Nursing and midwifery, counselling, a medical school (with Sussex Uni), a School of Management, a School of Computing, Pharmacy, Wine studies etc etc... in fact if they wish to draw the (false) distinction between 'theoretical' and 'Practical' it is we who deliver a far wider range of practical courses than any of our FE colleagues. That is another one of our strengths. Perhaps we need to start being more proactive and integrating this into our presentation/narrative at the Skills Consortium (and elsewhere)"HE: the home of vocational education".
Best wishes
Dr. Daren D Britt
(01273) 643548
Senior Lecturer in Substance Misuse
School of Applied Social Science
University of Brighton
Falmer
Brighton. BN1 9PH
-----Original Message-----
From: Addiction Course Convenors
[mailto:[log in to unmask]] On Behalf Of A.C.Ashenhurst
Sent: 25 November 2009 09:36
To: [log in to unmask]
Subject: Re: core skills
I'll include assessed teaching programmes as a curriculum criterion.
Non-assessed teaching programmes were, understandably, a key complaint from service providers - where QA cannot be determined. Andy
-----Original Message-----
From: Addiction Course Convenors
[mailto:[log in to unmask]] On Behalf Of Priest, Tony G. (Dr.)
Sent: 25 November 2009 09:27
To: [log in to unmask]
Subject: Re: core skills
I think Jim has a good point here. Perhaps we should add something about assessed work placement to address possible perceptions that we are "too theoretical"? Or would that run into the problem that not all courses have assessed work placements?
Are we up against the limits of what can be considered "Core" for all HE courses on this issue?
Regards,
Tony Priest
Course Director, Foundation Degree in Drug and Alcohol Counselling University of Leicester
01604-736231
Course Website: www.le.ac.uk/lifelonglearning/counselling/courses
________________________________________
From: Addiction Course Convenors
[[log in to unmask]] On Behalf Of Jim Jones [[log in to unmask]]
Sent: 24 November 2009 20:25
To: [log in to unmask]
Subject: Re: core skills
I do fear that the NTA and commissioners do not really understand the nature of HE. The recent debate about graduate nurses (a fact since
1968) may be repeated regarding 'graduate' drug workers. Some explicit HE learning outcomes related to critical analysls, synthesis and relvant transferable skills in information handling would not go amiss.
Jim Jones
(retired from HE but now immersed in practice in the field)
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