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17 $   *  0AA0 33rr@8S1H" ʚ;ʚ;g4/d/d@ 0ppp@ <4!d!dlqt 0,<4ddddlqt 0, <4KdKdlp 0g4KdKd@ 0p@ ppa9___PPT10 pp6___PPT9( ? %O =$ MBenchmarking Careers Education - support for enhancing student employability.N!- zJane Stapleford David Stanbury Arti Kumar AGCAS Careers Education Task Group AGCAS web site: http://www.agcas.org.uk/ \{*#*""  0_w @What are  benchmark statements ?\Documents that encapsulate an agreed set of standards Objective quality  embody the views of a community of practice To be found in wide range of professional spheres Higher Education  inform curriculum development + review  In evaluating the effectiveness of their policies and practices for programme design, approval and review & institutions will need to consider whether due account is taken of: external reference points $"Careers Education?nWhat is it? Applied study of  the ways in which individuals can take control of their careers, the study of how career choices are made by individuals, and the wider range of socio-economic factors that impinge on these processes. Is it important? QAA Code of Practice for Careers Education (2001) Harris Report (2001) Progress Files / PDP implementation (2005) Is it on the increase? CETLs  Centres for Excellence in Teaching & Learningv r6 r6 1$ ChallengesHow to make the statement : reflect diversity and enable creativity enable rather than constrain future developments encompass other key issues eg. PDP, entrepreneurship factual but also aspirational and inspirational academic and accessible support and encourage effective assessment accommodate the QAA model but not be constrained by it be recognised as an authoritative reference point for curriculum reviewZ66x,) &/Careers education engages the student in change$0/ $Role of benchmarks in the QAA systemQAA code of practice refers to  external reference points Include: subject benchmarks, national qualifications framework, requirements of statutory / professional bodies and employers Subject benchmarks  Describes the nature and characteristics of a specific subject and make  explicit the general academic standards 47 have been adopted by the QAA For some interdisciplinary fields there  may not be any statement that is of direct relevance ;~`  n ?#CWhere does the Careers Education Benchmark Statement (CEBS) fit in?DD We can define it as  An external reference point with the characteristic concerns of a subject benchmark statement, which rather than being applied to a whole degree, is focused intently on a part of a programme. A fully fledged external reference point Play a key role in informing development of careers education in the undergraduate curriculum ^ Why have one?\ Establish academic credibility Complement QAA Code of Practice for CEIG Articulate careers in relation to PDP etc. Enable the careers community to refine its own understanding of its practice Underpin current good practice Stimulate future developments Authoritative reference point (e.g. for external examiners) Representative Inclusive process ^;6!66 :!Who is involved?Steering Group LTSN Generic Centre / HE Academy AGR (Association of Graduate Recruiters) Guidance Council GAB (Guidance Accreditation Board) LTSN subject centres / academics AGCAS members Careers Ed Task Group Working Groups & partners QAA SCOP Many other interested parties UK and ROIr6ZZ6Z2Z2  How? The process:  "What will the CEBS document cover?EAddress 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 (contrasting case studies) Learning outcomesFM6ZZ%  Help needed`Your reactions to the CEBS documents How can we make it more user friendly? Are there consideration / issues we ve missed? Which bodies / individuals should we approach for support? What funding sources could we tap to publish the document? Ideas for promoting / disseminating the CEBS Forthcoming conferences? Relevant journals? 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They are the outcome of a major project designed to make explicit the general academic characteristics and standards of honours degrees in the UK. http://www.qaa.ac.uk/crntwork/benchmark/index.htm 8*H  0޽h ? ̙33g0 '(  ^  S 4   #  c $)u4 P  #___PPT9 The writing of the CEBS for a diverse audience and for a subject that is utilised in such a variety of ways has presented considerable challenges, including how to: create flexible statements that can accommodate the huge diversity of practice. produce a statement that enables rather than constrains future developments. present careers education as fitting into, and relating to, other key aspects of the curriculum such as PDP and entrepreneurship. accommodate the QAA model of subject benchmark statements but not be constrained by it. make the statement accessible, factual, aspirational and inspirational. support and encourage effective assessment of careers education be applicable to all forms of careers education inputs, both those that are discrete and those that are highly embedded within subject disciplines AGCAS TASK GROUP, CEBS PROJECT, DAVID STANBURY CHAIR OF CEBS GROUP WILL NOW DESCRIBE THE GROUP AND THE PROCESSp !!!O !! ! L !!! !!!X  !  ! $!$H( ((!((!(,!,@0 00!04 4s88Z bH  0޽h ? ̙33 0 J B P (  X  C 4   uB   S p.u4 `  uH@___PPT9" bWill share a common interest in content, assessment and pedagogy External reference points 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 Handbook for academic review Annex C - Guidelines for producing self-evaluation documents for subject review 14 The first part of the evaluation should address the appropriateness of the intended learning outcomes in relation to the overall aims of the provision, relevant subject benchmark statements, and other external reference points. Annex E - Aide-memoire for subject review - Handbook for academic review 8 Reviewers should ask: " What are the intended learning outcomes for a programme? " How do they relate to external reference points including relevant subject benchmark statements, the qualifications framework and any professional body requirements? 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