2003-2006 Aimhigher Peninsula Strand 9
Workhigher
Main Contact
Rebecca Bowden, Workhigher Administrator,
Vivian House,
Cornwall College Camborne, Redruth,
Cornwall TR15 3RD
Telephone 01209 617754
Email: rebecca.bowden@st-austell.ac.uk
Other Main Contacts
Helen Evans, Workhigher Project Officer (based at SCAT) helen.evans@cornwall.ac.uk
Sally Wild, Workhigher Project Officer (based at Cornwall College) sally.wild@cornwall.ac.uk
Liz Kingdom, Workhigher Project Officer based at the Plymouth Training Provider Network liz.kingdom@talk21.com
Partners
Employers, Sector Skills Councils, Training providers, FEC's, HEI's, LEA's, LLSC, LSDA, Schools, Business Link, and many others.
Outline
Workhigher seeks to improve progression to higher study from Advanced Apprenticeships, from aspirational learners in workplace settings and to raise awareness of vocational pathways to HE within target schools.
Sub Strand 1: the development of distinctive, blended and work focused Foundation Degrees programmes and modules.
Sub Strand 2: Bridging the Gap. Developing transition arrangements and protocols for the progression of work based and workplace learners to university level study.
Sub Strand 3: Developing awareness and aspirations with those young people who choose occupational and vocational options at KS4.
Sub Strand 4: Extending and developing networks and relationships.
Peninsula Programme Strand 9
He-guidance is a new pilot project funded by Aimhigher and Foundation
Degree Forward specifically targeting the following groups:
Advanced Modern Apprentices
Foundation Degree students
Those in work and wanting to study a Higher Education course.
Careers/education advisers needing support or advice on progression routes.
RATIONALE
Currently from a cohort of FMA and AMA apprentices of almost 21,000 only 60 progressed to higher study; a progression rate of 0.4%. Over time it is likely that in the sub region there are many thousands of former apprentices with a L3 qualification who have not progressed to university level study. It is estimated that there are a further 20,000 former apprentices who are sufficiently well qualified to progress to higher study. Local research suggests that workplace learners who fall into this category do aspire to further study but at the rate of 1:10. Further research shows that for those who have completed work based learning at Level 3 are likely to want to break from study for a period of approximately 4 years. Further there will be those in the work place who aspire to university level study who do not hold L3 qualification; at present demand or potential demand from this group can not be quantified.
There has been significant research into this phenomenon of under representation and it is clear that there are issues of access, transition, progression, aspiration, awareness and perception that explain this level of under representation. WorkHigher will address these issues through its work.
There are a number of factors that shape low progression rates to university level study to higher study. These include:
• The inflexibility of current delivery modes with general patterns of attendance being full time and on campus
• Costs and financial support from employers in particular
• The perceived relevance and value of graduate skills by some employers
• The value of graduate level study in relation to occupational skills and Non Prescribed Higher Education awards
• Awareness of progression opportunities by work place learners , Training Providers and Employers
• The availability of advice and guidance to work place learners about progression to higher study
• There are few arrangements to support transition from occupational study to higher level study that address issues of APEL, study skills, independent learning etc
• Work based and work related learning does have parity of esteem with academic routes and pathways into higher education; this perception begins in school at an early age.
WorkHigher will invite project proposals that address these issues through a range of partnerships that will offer synergy, transparency and coherence to the work of Strand 9. Projects will be scrutinised rigorously to confirm that these issues, Strand objectives and the achievement of targets are achieved. Reversing the trend of under representation can only be achieved by co-operation and partnership on a wide front and Partners will include:
• Employers
• Sector Skills Councils
• Training providers
• FEC's
• HEI's
• LEA's
• LLSC
• LSDA
• Schools
• Business Link
• And many others
(Partners will engage on a range of levels that will include the management of the strand through the WBL Standing Group and actively delivering commissioned Projects.)
The Strand will be in a development phase for the first year and will establish links to other initiatives and projects. Illustratively there is significant development work in the 14 - 19 phase with an emphasis on work related learning and developing work relatedness in the KS4 curriculum. Clearly there are significant possibilities through partnership to collaborate and develop awareness of progression opportunities and to raise the profile of higher study with those studying occupational and vocational awards in this phase. Further there is project work underway to develop an overarching Fd for those working in public services, one of the largest sectors in the Peninsula, where a partnership would contribute significantly to Strand 9 outputs, developing these relationships takes time and will be a sub strand of the overall project.
WORKHIGHER PROJECTS 2004 / 2005
Bridging the Gap
Facilitating progression from Advanced Apprenticeships into Higher Education
through a bridging programme.
Contact Pete Watton P.Watton@plymouth.ac.uk
Workhigher: Bridging the Gap A report by Pete Watton based on a review of existing literature and practice, data collection from the LLSC, and interviews with key stakeholders.
Bridging the Knowledge Gap
Developing generic construction support materials to bridge the knowledge gap between a WBL level 3 qualification and that required for Foundation Degree or Level 4 qualification.
Contact John Laramy jlaramy@ndevon.ac.uk
CPD for Construction
Developing a Foundation Degree level module in Sustainable Construction to support CPD in construction and to facilitate progression on to Foundation Degreee.
Contact Paul Robottom pcr@somerset.ac.uk
ECON
Developing and delivering a vocational 'summer school' programme raising the aspirations and awareness of higher study and careers for those who are studying Construction / Enterprise at KS4 YR 10.
Contact Amanda Fisher amanda.fisher@cornwall.ac.uk
FD Engineering
Creating three work-based foundation degree programmes, bridging modules for MAs and a clearly defined HE pathway for MAs.
Contact Mike Lister mike.lister@cornwall.ac.uk
HE Guidance
Provide an e-guidance and telephone advisory service for people in work, particularly in the aim higher target groups, who are considering studying for a foundation degree.
Contact Janet Gardiner J.Gardiner-3@plymouth.ac.uk
MEKS4 Project
Providing expert technical and industrial support to local (N Devon)
secondary schools delivering GCSEs in Engineering & Manufacturing.
Contact Barry Poole bpoole@ndevon.ac.uk
POW2HE
Promoting Progression onto Work to HE, aiming to raise profile of WBL routes from Key Stage 4 and beyond.
Contact John Cavill jcavill@westlands.torbay.sch.uk
Raising Awareness
Raising awareness through leaflets for Advanced Apprentices, leaflets and awareness raising sessions with training providers and Vocational Pathways booklets + CD for influencers / advisors.
Contact Pete Watton P.Watton@plymouth.ac.uk
Retail Management
Developing a Foundation Degree suite of work-based programmes in Retail Management within a Sector Skills Council framework. Contact Robbie Alberry robbie.alberry@cornwall.ac.uk
WOBBLE
Developing a 20 credit Higher Education level 1 module in the Principles and Practices of Work-based learning.
Contact Roger Fisher fishtherog@supernet.com
WORKHIGHER PROJECTS 2005 / 2006
Bridging the Gap 2
Facilitating progression from Advanced Apprenticeships into Higher Education through a bridging programme.
Contact Pete Watton P.Watton@plymouth.ac.uk
Further Engagement
To encourage greater numbers to move from Advnaced Apprenticeships to
Higher Education
Contact John Laramy jlaramy@ndevon.ac.uk
HE Guidance
Provide an e-guidance and telephone advisory service for people in work, particularly in the aim higher target groups, who are considering studying for a foundation degree.
Contact Janet Gardiner, J.Gardiner-3@plymouth.ac.uk
POW2HE
Promoting Progression onto Work to HE, aiming to raise profile of WBL routes from Key Stage 4 and beyond.
Contact John Cavill jcavill@westlands.torbay.sch.uk
Raising Awareness
Raising Awareness of Higher Education amongst work based learners, employers and training providers.
Contact Pete Watton P.Watton@plymouth.ac.uk
Retail Management
Developing a Foundation Degree suite of work-based programmes in Retail Management with a Sector Skills Council framework.
Contact Robbie Alberry robbie.alberry@cornwall.ac.uk
Summer for Study
Years 8, 9, 10 Vocational Summer Schools with supporting study skills and career / prospectus packages.
Contact Amanda Fisher amanda.fisher@cornwall.ac.uk
West Cornwall
Working with Advanced Apprentices to facilitate progression into HE.
Contact Nick Wiseman ncw2@penwith.ac.uk
AIMS
• To make a contribution to the achievement of the 18--30 target by improving progression to higher study from AA frameworks and those aspirational learners in workplace settings.
• To work in partnership with those from the public, private and voluntary sectors, the larger Aimhigher partnership and Peninsula Programme( COVES, Employers, Business Link, LLSC, Schools, IFP etc) to provide for coherence, synergy and the achievement of objectives.
• To provide value for money using a cost per learner in the first instance.
OBJECTIVES
1. To raise the awareness and aspirations of those choosing vocational/occupational options at KS4 of career and progression opportunities for university level study and to develop parity of esteem for the work based pathway of life long learning.
2. To address issues of transition from work based occupational or vocational study at level 3 to university level study and develop a widely used framework across the sub region for progression.
3. To develop flexible delivery modes of higher level study.
4. To develop new Fd programmes or modules that meet the needs of Employers Sector Skills councils, RDA, Learners and other key stakeholders.
5. To raise the awareness of Training Providers and Employers of progression opportunities.
6. To engage with Increased Flexibility Projects, Lifelong Learning Networks other initiatives in the delivery of the Strand and its aims and objectives.
7. To widen the partnership through Project work, Standing Group membership and networking.
8. To establish a representative group of stakeholders to oversee the Strand's work that includes Employers, Sector Skills Councils, Funders, Providers and other interested parties.
9. To allocate the resource appropriately and provide value for money.
10. To develop and implement a project development process that invites proposals and scrutinises and commissions project work.
11. To promote the work of the Strand with key stakeholders.
OUTPUTS (2004 / 2006)
• 240 exemplar Vocational Summer School places for those at KS4 who have chosen IFP options and have ability and WP profiles
• 300 learners attending exemplar Vocational Taster Days for those at KS3 and about to begin KS4
• Exemplar Interventions at KS3 Options Evenings in 5 of the 44 Partner Schools ( 2 Cornwall, 2 Devon and 1 Somerset )
• I accredited Transition Framework addressing key issues for those progressing from a work based setting to university level study
• Database of part time progression opportunities to university level study available across the sub region
• Production of e-based and paper based prospectus of part time progression opportunities
• Information and advice given to 200 work place learners on progression issues
• 120 work based learners enrolled on transition programmes
• 120 new learners enrolled for university level study
• A curriculum protocol for the development of distinctiveness of work based learning
• An e-learning protocol for the development of e-objects
• 120 credits of e - modules at level 1
• A WBL conference disseminating the Strand's work to key stakeholders
• 3 CPD events for Employers
• 3 CPD events for Training Providers
• Exemplar materials to be disseminated across the sub region for all commissioned project work for wider application
TARGET GROUPS and POSSIBLE METHODS OF CONTACT
• Modern apprentices on scheme – via training providers
• Former AMAs who have successfully completed their apprenticeships – via training providers where information available and also via discussions with employers. Also investigate publicity in local newspapers
• Aspirational learners in the workplace – to identify in discussion with employers
• Vocational learners in schools and colleges 14-19 – through education institutions
• Occupational learners in schools and colleges 14-19 – through education institutions
• Employers – to contact through range of intermediaries –e .g. sector skills councils, professional/trade body associations, via Business Links and through Investors in People database of recognised employers. Also through personal contacts already made and through liaison with colleges of FE who already have links in their areas
• Training providers – via the various training provider networks attending meetings and presenting to individual providers
• Parents – through local publicity in newspapers, possibly school newsletters
• Governors – through Governor Services and via schools network
MONITORING AND EVALUATION METHODOLOGY
• Monitoring of the project will be through the POG three times a year that will monitor profiled expenditure and progress against targets; reporting will be through Strand leadership.
• There will be monitoring within the Strand through the Sub strand leaders group that will meet regularly for reporting and monitoring to the Strand leader and the WBL Standing Group.
• The Strand will be organised on a ' project basis ' and an essential feature of the project design is evaluation; the presentation of evaluation reports will be made to the WBL group and to The WBL conference.
• Where appropriate the Strand will feed into regional WBL structures for evaluation and the spreading of effective practice.
ORGANISATION OF THE STRAND
Strand organisation:
• WBL Standing Committee
• Strand leader
• Sub strand leaders group
• Reporting to the Area Steering Committee and Peninsula Operational Group
Responsibility for the allocation and disbursement of the agreed Budget to partner institutions and staff will be through Cornwall College and a contribution to central administration will be through an agreed top slice of 1% to support costs.
Work will be developed on a project basis and will further refine this plan.
RISKS
There are a number of contextual factors that affect the success of this project:
• There is the political context in which the Aimhigher campaign is operating and the uncertainty that is caused by a General Election and the national debate on key issues; one of which might be the Higher Education Act. Higher Education is likely to be debated in the build up to the Election to be held sometime in 2005. Until now there has been extensive debate on the costs and usefulness of University level study. The argument about how much return individuals get as a result of investing in higher study is far from conclusive. Further there are concerns about the extent of personal of debt and nature and consequences of repayment. These concerns are likely to be those that dissuade the target group of this work from university level study.
• It is widely considered that a credit based and modular approach will overcome barriers to higher study. However the current funding mechanism does not accommodate ' bite size' study. A work based learner would have to enrol on a 120 credit programme and study at their own pace within a time frame of 5years to achieve a Certificate of HE. In these circumstances costs would have to be borne ' up front'. These circumstances might mitigate against the 'bite size' approach.
• There is also the question of Non Prescribed Higher Education and its impact upon university level study. Firstly in some occupational fields Occupational Qualifications are perceived as being significantly superior to those awarded by a University. This is the case in Accountancy for example. For those who are aspirational, able and motivated the NPHE qualifications retain their cache and credibility. It will be a challenge to incorporate NPHE into the framework of higher education qualifications.
• Another concern is the data that underpins this project both in terms of its accuracy and its collection. Firstly there is no systematic method for collecting data on AA progression. This has at least one consequence; how will the Peninsula Programme know if it has achieved its target for recruitment of 120 work based learners? Further how does the Peninsula Programme know that progression is actually very low?
• There is also a concern about the status of funding for the second period 2004/2005. If there was a return to the funding allocation of 2003/2004, and this is all that is guaranteed, would effectively stop the work of Strand 9. The overall consequence of this would be that the planned work would be in complete and the contribution made by the Strand difficult to assess.
