Building Pathways Project Modern Apprentices

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Building Pathways ProjectModern Apprentices
Progression to Higher Education

• Judith Smith
• Project Co-ordinator
• j.a.smith_at_shu.ac.uk

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The Presentation

• The Building Pathways Project
• The research into Modern Apprentices progression
  to HE
• Future Action Plan

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The Building Pathways

• The Partnership
• Aimhigher- P4P Action Plan
• Background to the Research
• to examine the current position with regard to
  the progression of MAs into HE and higher level
  skills and to make recommendation on how this
  route can be improved
• Methodology

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Key questions

• What do the MA Frameworks consist of?
• Are Modern Apprenticeships widely understood by
  FE and HE?
• Can the full MA framework be used to gain entry
  to HE level courses?
• Is there parity of esteem with more traditional
  entry routes into HE?
• What barriers are there to progressing to HE from
  an MA Framework?
• How can these barriers be overcome?

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What are Modern Apprenticeships?

• The Advanced Modern Apprenticeship (AMA) consists
  of
• an NVQ at level 3
• a Technical Certificate (usually at level 3)
• Key Skills (usually Application of Number (AON),
  Communication and IT at level 2)
• and any other employer requirements.

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General findings (1)

• The content of MA courses vary, raising questions
  of whether MAs prepare young people for HE in all
  cases
• Where there is a historical tradition of
  apprentices within the sector it tends to make
  progression easier as qualifications are valued
  more highly e.g. engineering MAs are more valued
  in comparison to sectors such as IT where
  apprenticeships are less well understood

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General findings (2)

• HE providers appear to be more interested in the
  Technical Certificate than the NVQ element of the
  qualification as this taught learning part of the
  course is more similar to academic courses than
  the NVQ part
• A lack of knowledge exists concerning which
  Technical Certificates are suitable for
  progression and which have shortcomings

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General findings (3)

• Technical Certificates need to be relevant to the
  HE route, old qualifications such as the BTEC
  National Certificate are more likely to be
  recognised as a means of progression than the new
  awards
• Key Skills are seen as important due to the need
  for competence in maths and English within HE
• A lack of understanding of Modern Apprenticeships
  exists amongst HE admissions staff

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General findings (4)

• There is a fear amongst employers that they may
  lose apprentices once they have completed a HE
  course, this leads to a lack of employer support
  and
• Connexions expressed the need for more
  information on the realities of moving to HE from
  an AMA.

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Recommendations (1)

• There is a need for increased awareness of the
  structure and content of Modern Apprenticeships
• Closer liaison between FE, HE and sector
  representatives
• A need for bridging units or short courses to
  ease access for Modern Apprentices into HE
• Talk to employers about how keen they are to take
  on MAs who may progress into HE

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Recommendations (2)

• A lack of knowledge exists concerning Foundation
  Degrees. It is recommended that research is
  undertaken to discover whether these are an
  appropriate destination for MAs with aspirations
  to undertake higher level study.
• Would an approach which directs apprentices onto
  a Foundation Degree course rather than the
  traditional route lead to a two tier system? To
  avoid this efforts should be made to ensure that
  the Foundation Degree has the same value as the
  traditional degree

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Recommendations (3)

• The new arrangements for SSCs have been quite
  disruptive, therefore it is recommended that work
  with those sectors where the SSCs are in place
  would be easier (i.e. Engineering and IT)
• In S. Yorks work with institutions most likely to
  accept AMAs

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Implementing the EKOS Report recommendations

• Establishing Clear Routes and Advocacy
• Identify existing progression routes for Advanced
  Modern Apprentices in Engineering, Construction
  and Care sectors
• Identify number of AMAs ready to progress and
  survey their understanding of progression
  opportunities
• Publicity and Promotion
• A campaign of publicising the successes of AMAs
  progressing to HE, to young people and parents
  at point when post-16 options being considered

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Implementing the EKOS Report recommendations

• Promoting knowledge amongst HEIs
• Examine which technical certificates fall short
  of HEI requirement
• Involve SSCs/NTOs and HEIs in establishing how
  AMAs can gain access to HE
• Work with LSC to ensure HEIs aware of AMA
  frameworks

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Implementing the EKOS Report recommendations

• BP activities
• Progression routes- report
• Removing barriers- Working groups
• Quantitative/qualitative research report
• Series of leaflets/ web-based materials
• Events for parents/students promoting progression
  routes
• 2 activity days for AMAs raising aspirations and
  IAG
• Links with SSCs, employers
• Dissemination event

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Discussion

• What are the best ways of involving
  employers/training providers in the work
• How can we identify learners with potential to
  succeed in HE
• Should we be targeting other occupational
  sectors? e.g.s?, why?
• Do we need to develop bridge programmes or wait
  to see what develops with the frameworks? what
  is the role of SSCs in this and how can we work
  with them on this?