UALL 2012 Clare College Cambridge DEHOV (Digital Economy in the Heads of the Valleys) Kelly Edwards, Robert Payne and Kirsten Merrill-Glover,

UALL 2012 Clare College Cambridge

DEHOV (Digital Economy in the Heads of the Valleys)

Kelly Edwards, Robert Payne and Kirsten Merrill-Glover,

Project overviewAims & Objectives – Work based learning

EligibilityCriteriaCost

TrainingModules & accreditationDeliveryCertification

Lessons LearnedConsequences & Questions

Presentation

Project Overview

DEHOV – work-based learning project in South Wales Valleys funded by ESF Partnership between University of Glamorgan & University of Wales, Newport Aimed at employers to engage with digital economy & use IT efficiently &

effectively Tailored to employer’s requirements Employers/employees who live and/or work in the ‘convergence’ area Private & third sector Fully funded subject to status Training delivered in modules, gaining credits towards further learning Certificates – end of each module & full certification at the end of the academic

year Courses and flexibility When & where tailored to company needs

Overview

Work-based learning - IT

Employers & employees

Funded by ‘European Social Fund’

©Dogfael - Flickr

Digital Economy in

the Heads of the Valleys

Aims & Objectives

Use IT effectively

Engage with digital economy

Improved workflows/ efficiencies

Up skill the workforce

Aims & Objectives

WBL – skills they can use

Marketability, skills &

development

Retain skills in HoV area

No prescriptive schedule

Heads of the Valleys

• Good practice – Curriculum sharing, marketing and brand design, cross referrals.

• Challenges- communication flow , ‘whole’ project operation,

Partnership Working

Heads of the Valleys - Challenges

• High Unemployment• High number of micro companies• Limited companies classed as ‘private sector’• Limited number of Employers• Many completing initiatives

Participation - Criteria

Private sectorThird sector

Public sector

Participation - Criteria

State aid funding

< 200,000 Euros = FULLY FUNDED

=> 200,000 = match-funded

Academic Overview

Used towards future

courses/training

Levels 4 & 5

Maximum 60 credits

University accreditation

Tailored training

August 2013

TrainingModule = credits

Example –360 credits gained over 3 years

Each year = 120 credits gained from 5 or 6

modules

Computerised accounting = 10

credits

Maximum 60 credits per person

Used towards future

courses/training

TrainingFull modules – 10 or 20 credits

Up to 30 hours

delivery

Self-study

‘Bite-size’ - 5 credits

Tailored schedule

Grades

Classroom

Online

Tutorials

Training

CertificateUniversity

accreditation

Maximum 60 credits

Enrolment

Student ‘perks’ –

Materials

Sports Centre

Student discount with card

PhotographStudent union

Library

Student Card

When & Where

Throughout the year

Local venue(s)Self-study/ assignment

Flexible

Day/Evening

Staffing structure

• Brand• Networking• Cold calling• Word of mouth via tutors• Social networking - LinkedIn• Adverts• Brochures

Marketing Strategy

• Engagement• Training Needs Analysis• Relationship Management • Financial analysis – de-Minimis or GBER• Educating for the future

Working with Employers

• Number of beneficiaries signed up =329• Number undergoing training = 213• Number of companies signed up = 122• Number of modules delivered = 23 at CQFW

Level 4• Number of credits delivered = 3,240

Progress by numbers

• Creative Industries - 10• ICT – 6 • Energy and Environment – 3 • Advanced Materials and Manufacturing – 23• Life Sciences - 2• Financial and Professional Services 37• Food and Farming 5• Construction 9• Tourism - 7 • Retail – 8• Other ( Care sector, voluntary) - 12

Companies by sector

• Good area to recruit because of the existence of many employer networks

• Having the right delivery staff in terms of industrial delivery experience is of paramount importance.

• Getting regular feedback from participants (weekly initially) has reduced drop out and enabled us to feedback accurately to tutors.

Lessons Learned

Lessons Learned

• Perhaps the most important lesson is that most elements of this project take longer than anticipated (validation, engagement and procurement, marketing) but overall has cost less than anticipated.

• Liaison with other projects to increase capacity is important

Lessons Learned

Consequences

• Project Forum set up• No or little direct mailing to companies• Changes in recruitment of tutors• (Even) earlier planning of delivery • Employer responsiveness

Consequences

Finale

• Thank you – Diolch yn Fawr

• Questions

• How does our experience compare to yours?• Is there anything we have missed ?

Finale