Progression Agreements, what can they add to vocational progression

1
Progression Agreements, what can they add to
(vocational) progression?

• Jeff Braham,
• University of Derby,
• School of Flexible and Partnership Learning
• July 2009

2
The workshop

• The context
• Scale and scope of the Derby PA
• What is a PA?
• The debate
• Featuring yourselves!

3
Progression Agreements

• Progression agreements provide the basis of a
  common commitment to network arrangements for
  progression (HEFCE 2005)
• Progression Agreements should
• widen access to higher education
• enhance vocational progression opportunities
  between FE and HE and the workplace
• provide students a clearer view of progression
  pathways
• develop and enhance relationships between HE and
  feeder institutions/colleges
• Increase understanding of alternate routes into
  HE and increase collaboration between partners

4
The Context

• National participation agenda
• The PA project- Range scale and scope
• LEAP AHEAD LLN one of 29 LLNs
• 14 FECs HEIs, WBL providers in the Notts Derbys
  region
• 28 PAs as target across network
• 0.4 FTE PA Champion post for implementation (x 1
  year)
• Monthly networking

5
Regional Context other players

• Regional (East Mids) Aimhigher progression
  mapping Your future
• Connexions
• NextStep (IAG) SSCs
• LSC
• RDA
• Regional E-portfolios being piloted to engage
  1000 learners

6
Progress to date PAs in

• Motorsports/Motorcycle Sports
• Hair and Salon mgmt
• Beauty and Spa management
• Complementary therapies
• Sports massage/Exercise therapy
• Countryside management
• Built Environment /Construction/Architecture/Civil
  Engineering

7
The Derby PA An example

• Which programme/s will form the basis of the
  progression agreement?
• FdSc Motorsport Technology
• FdSc Motorcycle Technology
• University Certificate in Technical Inspection
  for Motorsport (Learning Through Work L4, 30 or
  60 credit options)

8
Who is it for?

• Type of learner to be the intended beneficiary of
  progression agreement development, eg. vocational
  level 3, work based learners, adult returners.
• BTEC National Diploma in Motor Vehicle
  Engineering
• Level 3 VRQ Light Vehicle Repair Maintenance
• Work based learners working studying part-time
  at Chesterfield College

9
How will it widen participation?

• The progression agreement will
• Consolidate progression information and make
  progression options clearer for college students
• Clarify information, advice and guidance given to
  students from FE/HE staff
• Raise awareness of higher level job opportunities
  in the motor vehicle/motorsports sector for
  students
• Provide a timetable of activities for FE students
  to help promote and encourage awareness of
  progression opportunities into HE
• Provide both FE and HE teaching staff with a
  greater awareness and knowledge of L3/L4
  curricula

10
Why do we need it?

• FE learners lack of awareness of progression
  routes into HE engineering and automotive
  technology programmes
• FE learners traditionally thinking that HE
  programmes will be more academic rather than
  practically based
• FE learners unaware of benefits for employment
  opportunities after gaining HE qualifications
• HE application to FdSc Motorsport programmes for
  2008/09 from Level 3 courses at Chesterfield
  College is less than 10
• No L3 learners have applied in recent years to
  FdSc Motorcycle Technology

11
Agenda for development

• FE and HE programme leaders meetings regarding
  curriculum alignment
• awareness raising events and activities for
  learners
• Communicating progression routes to FE learners
  from HE tutors/learners on the programme
• Possibility of the need for FE to HE maths
  bridging course to support this Progression
  Agreement. FE tutors to dovetail maths units in
  keyskills element of VRQ Motor Vehicle curriculum
• Additional maths classes offered regularly
  throughout academic year at UoD open to all
  learners on the programme
• Campus visits for motorsports taster event
• Staff awareness raising

12
Resource implications

• Costs (eg bus) for FE visit day to University of
  Derby
• Funding to be sourced for cost of tickets for
  field trips for FE learners to join HE groups
• Costs for paying HE learners to give talks to FE
  learners on their experiences of progression
• Staff time
• Costs of funding additional maths bridging course
  (if applicable)

13
Potential numbers /targets

• (notice the wool!)
• It is envisaged that there is potential for
  increasing student numbers accessing HE as a
  result of the planned activities relating to this
  Progression Agreement which should raise
  awareness of the progression routes and higher
  level opportunities in the motor
  vehicle/motorsports sector
• The aim is to embed the Progression Agreement
  within the curriculum over the next 3 to 4 years
  and to raise the numbers of learners who may
  access HE as a result of this agreement to 20-25
  of the level 3 cohort.

14
Bridging curriculum

• Is it likely to involve enhancement/development
  of curriculum/bridging provision? Is this
  progression agreement likely to accompany a bid
  to LLN for curriculum development funding?
• Only curriculum/bridging enhancement needed is
  the embedding of some elements of the FdSc maths
  in Keyskills - Application of Number for FE
  learners progressing to the FdSc Motorsport or
  Motorcycle Technology

15
General properties of the Agreement

• Enhanced regular communication between FE and HE
  programme leaders and learners
• A timetable of relevant progression opportunities
  and visits available to FE learners
• Clear information, advice and guidance for FE
  learners regarding progression opportunities in
  HE Motorsport/Motorcycle Technology programmes

16
Specific properties of the Agreement

• Learners who have achieved the VRQ Vehicle
  Maintenance Repair (Level 3) or the BTEC
  National Diploma Motor Vehicle Engineering and
  who meet the minimum entry requirements are
  guaranteed an interview and place (subject to
  interview) onto one of the FdSc
  Motorsport/Motorcycle pathways.
• A further progression opportunity for learners
  after successful completion of one of these motor
  technology Foundation degree programmes is to
  top-up to BSc (Hons) Motorsport Technology
  degree at the University of Derby

17
The debate

• How do Progression Agreements relate to other
  forms of WP activity? Should they be targeted at
  WP populations?
• Are they better being specific or generic? Should
  PAs guarantee access?
• Where do they add value in a closed down system
  (ie with no expansion allowed)?
• Can they be used within employer engagement?
• How can we best integrate them into a wider
  institutional context? What limitations do they
  have?
• How do you eat yours?!