The CBED DTLLS was the first to be developed for the work-based learning sector and came from a partnership created by the University of Warwick, the West Midlands Centre for Excellence in Teacher Training, and work-based learning consortia. It built in particular on research carried out with the Hereford, Worcester and Shropshire Training Providers’ Association (HWSTPA).
It had been discovered that work-based learning training organisations found there were barriers which stopped students progressing from contextualised WBL PTLLS, run by WMCETT, to generic college-based DTLLS programmes.
The CBED programme was developed as a result of this, and began in September 2009, combining a series of two-day workshops, on-line resources and activities taught by University of Warwick staff and hosted by a regional training organisation. It was also supported by an on-line study skills self-help programme. The first cohort of trainees came from a diverse range of education and training providers of varying sizes, focus and scope.
They were provided with mentors from a group of senior practitioners from work-based learning who took some ‘Gold Standard’ mentor training as part of a WMCETT Action Research project undertaken by the HWSTPA.
The evaluation of the first year of the pilot project, supported by the Coventry and Warwickshire Lifelong Learning Network, focused on employers and trainees’ views of the teaching and assessment strategies used, and the impact of the programme on the trainees’ practice.
Dr Hardman’s report found : “All 14 trainees completing this pilot are considered by their employers, tutors and indeed, themselves, to have made excellent progress, and all are expected to continue into the programme’s second year.”
The evaluation’s main findings were:
- The design of the programme, two-day workshops and self-managed flexi study, suited employers and trainees well
- Quality of the delivery and on-line resources was excellent
- Quality of the programme and the trainees’ experience was continually improved through tutors’ ongoing evaluation
- The trainees’ learning experience was strongly enhanced by the contextualised nature of the programme, inclusion of study skills and peer group support
- All of the employer respondents noted the positive impact of the programme, in terms of trainees’ practice and in terms of the quality of teaching and wider aspects of the organisation
You can read the full report, including actions being taken to further improve the programme and maximise trainees’ learning, here.