Foundation Degrees in Computing Science'

1
Foundation Degrees in Computing Science.

• Guidance and partnerships in the design and
  delivery of some new Foundation Degrees in
  computing and related disciplines.

2
Characteristics.
Foundation degrees have a range of distinctive
characteristics not necessarily present in other
qualifications at the Intermediate level, nor
found in the initial parts of programmes that
lead directly to bachelors degrees with honours.
3
QAA Foundation Degree qualification benchmarks.

• The distinctiveness of Foundation Degrees
  depends upon the integration of the following
  characteristics
• Employer involvement.
• Accessibility.
• Articulation and progression.
• Flexibility.
• Partnership.

4
Employer Involvement.

• Foundation Degrees are intended to provide
  students with the knowledge, understanding and
  skills that employers need.
• It is important that employers are fully involved
  in the design and review of programmes.
• If possible, employers should be involved in the
  delivery and assessment of the programme (not
  just for WBL component).

5
Accessibility.

• Foundation degrees are intended to increase
  access and widen participation into HE,
  particularly where they can enable learners to
  earn and learn.
• They strive to bring the workplace into the
  classroom and vice versa.

6
Articulation and progression.

• It is important that recognition is given to the
  knowledge, skills and understanding that an
  applicant for a Foundation Degree has already
  developed (certificated, non-certificated and
  experiential learning).
• Clear routes that facilitate opportunities for
  successful progression from Foundation Degrees
  towards another qualification or accreditation
  are important (provision for both PSRBs and
  University based progression).
• Foundation Degrees should equip and assist
  learners to enhance their employment
  opportunities, and/or allow them to prepare for a
  career change.

7
Flexibility.

• Flexible delivery modes.
• (F/T P/T distant work-based and web-based).
• Flexible admission requirements.
• (Effective APE/CL procedures).
• Flexible articulation to professional awards and
  identified honours degree.

8
Partnership.

• Strategic and sustainable partnerships between
  employers and employer bodies, HEIs, Colleges of
  FE, Sector Skills Councils, Regional Development
  Agencies

9
In PracticeFD Questionnaire.

• 18 responses received
• 12 related to Full-time offerings
• 4 related to Part-time offerings
• 2 responses related to programmes available in
  both Full-time and Part-time study modes.

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Partnership in Planning
Key HE Higher Education FE
Further Education PB Professional Body SSC
Sector Skills Council PE Potential
Employer 1 .. 18 - Individual programmes of
study
11
Partnership in Validation
Key HE Higher Education FE
Further Education PB Professional Body SSC
Sector Skills Council PE Potential Employer 1
.. 18 - Individual programmes of study
12
Partnership in Delivery
Key HE Higher Education FE
Further Education PB Professional Body SSC
Sector Skills Council PE Potential Employer 1
.. 18 - Individual programmes of study
13
Partnership in Assessment
Key HE Higher Education FE
Further Education PB Professional Body SSC
Sector Skills Council PE Potential Employer 1
.. 18 - Individual programmes of study
14
Keeping employers informed. Schedule of planned
meetings between academic staff and potential
employer(s) following a successful launch of
programme.
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Duration and Articulation (Full-time mode)
16
Duration and Articulation (Part-time mode)