Work-Based and Placement Learning
14.1 All academic programmes that include placements or work-based learning should take account of section 9 of the QAA’s Code of Practice on ‘Work-Based and Placement Learning’. Work-based learning in foundation degrees must be in accord with the QAA’s Foundation Degree Qualification Benchmark and advice from Foundation Degree Forward
14.2 There is clear distinction between work-based learning and placement learning. In the former the learner is an employee of the organisation and their activities in the workplace form the basis for their studies, the primary identity is usually as ‘worker’ rather than ‘learner. With placements, which are arranged by the College to ensure that the student gets an appropriate learning experience elsewhere, the primary identity of the learner is as a student, and the College therefore has responsibility to ensure that the placement learning experience is satisfactory. The rationale for a placement/work-based learning should be clear and considered by Schools during programme design, approval and monitoring. The benefits of placements/work-based learning over and above those related directly to the discipline should be identified.
14.3 The appropriateness of the assessment for placement/work-based learning should be considered during programme design, approval and monitoring. The assessment requirements and criteria should be made clear to students and they should be appropriately prepared for the assessment. The impact of failure or non-completion of a placement/work-based learning opportunity on progression and the provision of reassessment opportunities, should be considered when developing the assessment strategy. Where placement providers/employers are involved in assessment, they should be fully prepared for their role by the Department/School, competent to undertake this and fully understanding of their responsibilities.
14.4 Students should have equal opportunity of access to a placement/work-based learning to ensure they can benefit from the learning this provides. The allocation of students to placements/work-based learning opportunities should be clear and transparent and notified to all students.
14.5 There should be clear written information and guidelines on the placement/work-based learning and dissemination to providers and/or employers and students. The Department/School should highlight the academic and pastoral services that are provided to students whilst on placement/engaged in work-based learning. There should be an identified point of contact at Birkbeck for students whilst they are away on placement/engaged in work-based learning and for the provider.
14.6 For students undertaking placements legal, financial and health and safety responsibilities should be documented and records of cover kept. A Placement Agreement should be completed by the provider and a copy lodged with the Department/School. There should be a written agreement between the provider and the College which confirms the placement learning opportunity. This may be part of a major contract or an exchange of letter, whatever is appropriate to the nature of the placement.
14.7 Roles, responsibilities and requirements of the placement provider should be explicit, clear and available in written format. Health and safety and insurance matters should be covered. Providers and students should have a copy of these.
14.8 Roles, responsibilities and entitlements of the student should be explicit, clear and available in written format. Students and providers should have a copy of these. This might include the conduct expected of the student during their placement and the level of their autonomy, the nature and scope of learning support to be provided by the College and the provider, both during and after the placement opportunity. Students should prepare themselves adequately for the placement and ensure that they are aware of ethical and health and safety issues involved in such.
14.9 Departments/Schools should provide students with appropriate and timely information, support and guidance prior to, during and after their placement/work-based learning opportunity.
14.10 Students and providers should be given information about the objectives of the placement/work-based learning, their roles and responsibilities, the nature and scope of the activity, the procedures for monitoring the progress of students and for the placement provider to report at the end of the placement.
14.11 Departments/Schools should ensure that the role of the placement/work-based learning provider is made clear, particularly if they are to be involved in a mentoring or supervising role for which appropriate training should be given. They should be informed about the College’s policies and procedures for assuring the quality of learning to be derived from the placement/work-based learning opportunity.
14.12 Departments/Schools should ensure that their staff involved in placement/work-based learning are appropriately qualified, resourced and competent to fulfil their roles.
14.13 Departments/Schools should have effective policies and procedures in place for monitoring and reviewing the placement/work-based learning opportunities provided, where possible.
14.14 Departments/Schools should continue to work with the Institute of Professional Studies (IPS) which has expertise on issues related to work-based learning to encourage consistency in approach to this area.