Search

Purpose – The aim of this paper is to describe a successful strategy for a HE partnership engaging with businesses in a socially deprived area. Design/methodology/approach – The approach to this project and report is one of a case study, the paper tells a whole story from inception to delivery and reports on the lessons learned in delivering in a socially deprived region. Success for the project has been based on partners' existing frameworks allowing accredited outcomes at CQFW levels 4 and 5 which provides a curriculum offer tailored to sector priorities and provides progression opportunities within the broader HE framework. Findings – The project has demonstrated the point that employer responsiveness is fundamental to success. To build upon the experiences of the project team, a work-based learning project forum has been set up between similar projects within both institutions, to disseminate information and minimise the duplication of employer engagement activities. Based on previous experience, there is little direct mailing to companies as this has activity has not provided value for money in terms of student recruitment and awareness raising. The work of the Employer Engagement Training Officers in identifying demand for learning amongst employers and employees in the region has been critical in developing appropriate provision which employees will choose to engage with. Changes have been made in the philosophy of recruiting tutors to ensure the most experienced staff are engaged. The planning of delivery takes place even earlier to combat associated delays in validation, procurement and marketing. Originality/value – Distinctive features of the project are twofold. First, the majority of learning takes place through active and reflective engagement within places of work. Second, cognisant of both the geography and economic demography of the region, employers and employees take advantage of work-based learning opportunities in cluster groups and hence the curriculum offer reaches out across both sectors and workforce subgroups. [ABSTRACT FROM AUTHOR]

Two surveys of mentors and mentoring coordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project. The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participants' awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire, respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentors' training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. [ABSTRACT FROM AUTHOR]