Background experience:

1
Background experience

• In FE
• In HE
• In HE in FE
• In HE in a pre-92 University

• FE Experience Development of NCs, NDs, HNCs,
  HNDs, GNVQs, AVCEs,
• Management of WBL Motor vehicle, Construction,
  Hairdressing, Beauty Therapies, Administration,
  Carpentry Joinery, Painting Decorating,
  Electrical, Early Years
• Edexcel QA

2
The FE Perspective

• Vocational qualifications at Levels 3 4
• Expectations of HE Admissions Tutors
  understanding
• Work based learning
• Expectations of HE Admission Tutors knowledge of
  qualification content and understanding of
  progression opportunities

3
The HE in FE issues

• Crises of confidence for FE staff
• Resistance of staff - especially in WBL
• Pressures on FE staff
• Lack of understanding - especially in areas such
  as Hairdressing and Beauty Therapies

4
The pre-92 University HE experience..

• Staff understanding, knowledge and confidence
  qualifications, curriculum
  content,
• Staff concerns about loss of research
  time/money/opportunity
• Intellectual snobbery?

• Institutional responses WP policies, Centres for
  Lifelong Learning, Centres for Adult Education,
  Community initiatives

5
The Aim Higher project

• Background A partnership with North Lindsey
  College - a Motor Vehicle CoVE
• Aims and Objectives To establish the need for,
  and style of, a Higher Level Apprenticeship
• Timescales 18 months
• Methodology Interviews, questionnaires,
  discussions with SSCs, employers, FE staff, HE
  staff, data collection and analysis

6
The Aim Higher project

• Student responses
• 66 had never considered HE as an option
• 44 said that they didnt know that an advanced
  apprenticeship was at Level 3 (i.e. entry level
  for HE)
• 78 wanted to progress to HE
• 89 wanted to attend part-time one day a week
• 89 felt it was vital to get a recognised
  technical qualification within their HE programme
• 94 said that their parents would be fully
  supportive

7
The Aim Higher project

• Employer responses
• 64 had one apprentice, 36 had two apprentices
• 71 wanted any HE to contain professional/practica
  l skills for learning
• 86 wanted any HE to contain higher level
  technical skill learning
• 71 would support their apprentices by giving day
  release for HE study
• 57 said they would contribute to fees

8
The Aim Higher project

• Problems and issues
• Funding - the ongoing nightmare !
• Staff support - administrative, staff
  development, time allowances
• Mismatches between management, staff on the
  ground, employer and student expectations
• Trying to engage other sectors

9
The challenges

• The government agenda - some anomalies widening
  participation, government expectations, QAA
  expectations, the realities
• What is REALLY best for WBL progression HNC/D,
  FDs, HLAs?
• Perceptions of HE (and FE) staff
• Perceptions of employers and WBL students

10
The solutions

• Real exchanges of staff
• Better administrative support for staff in FE
  where HE is delivered in FE
• WBL students to have same access to pre-HE
  activities as all other Level 3 learners
• More flexible delivery models in HE for WBL
  entrants - appropriately supported by Hefce