A Foundation Degree

Children and Families

Preparing Tomorrows Professionals

Claire Thurgate – Programme Director claire.thurgate@canterbury.ac.uk 01227 782103

Why a Foundation Degree (FD)

• FDs use experience from the workplace to increase the knowledge and skills base for the individual

• The increase of knowledge and skills improves;

• the quality of the service – employer/children and families benefit

• the career prospects of the individual – employee benefit

Drivers for quality care of children and families

• Every Child Matters: change for children (2004) (ECM) 5 principles; – Be healthy – enjoy good physical and mental

health– Stay safe – protected from harm and abuse– Enjoy and achieve – developing skills and

knowledge for adulthood– Make a positive contribution - to society– Achieve economic wellbeing – achieve full

potential

CWDC

• The children’s workforce development council was established in 2005 to strengthen the workforce and ensure they have appropriate skills and qualifications;

• Effective communication and engagement• Child and young persons development• Safeguarding and promoting welfare• Supporting transitions• Multi-agency working• Sharing information

A joint Faculty approach at CCCU

• Health and Social Care

• Education

Both Faculties have provision for

education of new professionals who work with children and families and have a long tradition of vocational training

– a powerful partnership -

The FD structure – Level 1

• Core modules – 6x20 credits = 120 credits– Skills for learning– Cognitive development and observation of

children– Physical and emotional development of

children– Children in the context of their family– Children communicating– Keeping children safe

The FD structure – Level 2

• Core modules 3x20 credits HE2– Child protection in a multi-agency context– Integrating working in the assessment of children– Critiquing research methods

4 pathways each 3x20 credits HE2;

Generic

Social care/Foster care

Managing care

Generic pathway – choice of 3

• The challenge of adolescence

• Understanding children’s occupations

• Children’s mental health

• Children with learning difficulties

• Project

Social care – work place tasks define social care OR foster care

• Social care practice

• Values in social care

• The organisational context of social care

Managing care

• Developing a role in the workplace

• Working in teams

• Understanding organisations

Entry requirements

• Working with children and families for 15 hours per week ( paid or not)

• Have experience of working in the sector

• Have support of employer/sponsor

• Have NVQ 3 or equivalent

• APL is available of up to 50% at level HE1 and 2 for suitable qualifications in the sector

Cost – money, time and effort

• Fees in 2007/8 are £200 per module

• Cost in time is individual but each module requires 170 hours which will include the completion of work place tasks

• Cost to the employer is time release from the work place and commitment to support employee in personal development

What does part time mean?

• 6 modules per year completed in weekly ‘day release’ over 3 x 10 week terms

• Slow track available – 3 modules per year completed in 5 ‘day release’ sessions per term

• Work commitment remains the same!

• Family commitment needs organising!

• Travel - to University campus

Why do this?

• Remain at work so continue to earn.

• Upgrade knowledge and skills to do a better job and improve career prospects.

• Continue life long learning and enjoy experiencing new things.

• Learning alongside others from the children’s workforce.