Developing the practice of staff in partnership with employers

Foundation Degrees were introduced by the Department for Education and Skills (DfES) in 2000 to provide graduates with relevant skills to address shortages in particular sectors such as the early years (EY) (QAA, 2010). The Foundation Degree in Early Years (FDEY) is a qualification that integrates academic and work-based learning through collaborations between employers and training providers. They build upon a long history of vocational qualifications in higher education and intend to equip learners with the skills and knowledge relevant to their employment, satisfying the needs of employees and employers.

This chapter invites you to reflect on and recognise the role of higher education institutions (HEIs) in developing partnerships between further education colleges (FECs) and employers to support higher education opportunities for the EY sector. It also provides you with the opportunity to understand the emergence of the FDEY and reflect upon employers and students perspectives of the programme. There is a focus on findings from empirical research conducted at a London university summarising whether the FDEY meets employers needs. There are a summary of reactions and examples of impacts on practice from different categories of employers. The chapter continues with a focus on emerging views of FDEY students with the relevance of a growing graduate workforce being explored within the complexities of the current political framework.

The chapter will introduce the notion of continual professional development (CPD) and what this means for the EY profession. Case studies and examples to show the skills in planning and facilitating self-managed learning are explored. The chapter concludes with suggested strategies for employers to support staff and colleagues with their CPD requirements.