Blended Learning for Higher Education
Precepts has developed UK higher education, national programmes for regulators and for those regulated.
Our approach to inspector education focusses on the outcomes of regulatory and inspection activity, particularly for end users. We want regulation education to add value through inspection activities. At the same time, our approach empowers street-level inspectors to be able to analyse, understand and contribute to regulatory aims and procedures. This empowers the organisation to learn, innovate and develop capability.
Delivery has included:
- Blended learning including full workbook and study guide to approved standards
- Web delivery
- Creating bespoke curricula
- Combining with academic credits
- A generic regulatory approach delivering cross-sector knowledge
- Close working with the organisation.
The programmes and projects below are a unique combination of academic and practice knowledge/issues. The focus is on better outcomes for the users of regulated services through improved regulation.
Learn about our projects:
Regulation of Care Award (Scotland) ROCA
350 students 2005-2013
The brief from the Care Commission (now the Care Inspectorate) and the Scottish Social Services Council (SSSC) was to create a one year course that produced inspectors who were effective at changing and improving the delivery of social care. The Care Commission/Care Inspectorate regulates social care services for adults and young people in Scotland including childminders and nurseries.
A model of inspection was used that promoted:
- the inspector working with the provider
- the use of feedback to guide effective change.
- improvement in the provider organisation, and
- improvement in the regulatory organisation.
The latter was achieved by enabling inspectors to engage with regulatory models promoting discussion, analysis and innovation in the regulatory workplace. At the same time, regulatory knowledge was placed alongside specific sector expertise to focus on the end user experience and participation in the inspection process. There was significant practice learning assessment with direct observation of inspectors.
This was a one-year degree level workplace-based programme. It ran from 2005 to 2013 with 350 inspectors graduating. A blended learning course, it used face-to-face groups, workbooks, online discussions and assignments.
Regulation of Care Services Award (England) RCSA
240 students 2003-2006
The brief was provided by the then Social Services Council of England to create a programme where inspectors of health and social care achieved the National Occupational Standards for Inspectors of Health and Social Care . John was a member of the national development group for the National Occupational Standards. The group ran from 1999 to 2001. The National Care Standards Commission (NCSC) was the regulatory body involved. The design of this programme was a forerunner to the later Regulation of Care Award (Scotland).
The programmed was offered at degree and postgraduate level with an intake of 200 students per year. An academic curriculum integrated theoretical and practice knowledge with the occupational standards. Again, and unusually for regulators, there was a significant assessment of practice through observed inspections.
Working with Walkgrove, a commercial training group, the programme was delivered across England. Our work won the WoLCE award for Blended learning in 2002.
MSc Regulation, Inspection and Improvement
Awarded by Anglia Ruskin University the MSc had a cutting edge generic approach combining research and scholarship on regulation with evidenced and influential perspectives on practice.
Regulatory middle managers and inspectors rated the course highly. It consisted of distance learning together with annual face to face meetings. Under the banner of the MSc there was an annual international conference bringing together academic research with practice knowledge.