Legacy Report 2006 - 2011

2011

Introduction 4 Legacy Contents Innovative Curriculum Development 8 • Construction & High Technology Engineering 10 Report • Health Science, Social Care & Early Years & Education 16 • Business, Sustainable Communities, Creative Arts 20 • Progression Consortia, Hospitality, Catering and Leisure 22 2006 TO 2011 Progression Agreements 26

Employer Engagement & the Working Neighbourhoods Fund 30

Information, Advice, Guidance, Student Support and Staff Development 34

Apprenticeship Progression 40

Appendices and Acknowledgements 43

2006 2007 2008 2009 2010 2011 Introduction Welcome to the Birmingham, Black Country & Solihull Lifelong Learning Network Legacy Document.

We have now come to the end of our agreed HEFCE (Higher Education Funding Council for England) funding period and the responsibility now falls to us to handover to our Network partners much of the work which has been undertaken with the Strategic Development Funding since January 2007.

Over the last four and a half WITHIN THIS “LEGACY” years, the LLN has been through a number of different processes DOCUMENT, YOU WILL FIND and iterations to both establish MORE INFORMATION ABOUT the credibility of the Network of THESE KEY AREAS: colleges and universities with the wider partnership and to achieve PROGRESSION our outcomes while, at the same • time, adapting to changes in the INNOVATIVE CURRICULUM external environment. DEVELOPMENT AND CHANGE • INFORMATION, ADVICE, GUIDANCE PROGRESSION FOR LEARNERS AND STUDENT SUPPORT FOR OVER 1,500 • VOCATIONAL STAFF DEVELOPMENT Pictured - Back row: Baden Parkin, Patrick Highton, Kevin Moran. LEARNERS Front row: Pam Willock, Cheryl Atwood, Liz McPherson and Heatha Gregory. •

4 INTRODUCTION The structure of the document allows us to illustrate these successes using examples from both our initial four key curriculum and sector areas namely:

• Construction & the Built Environment • Health, Social Care, Early Years, Education • Health Science & Medical Technology • High Technology Engineering

- and also our 2009-11 curriculum and sector areas, which we developed in funded consortia led by key higher education institutions with further education and private training provider membership:-

• Business, Management and Professional Studies • Hospitality, Tourism, Catering and Leisure • Creative Technologies, Media, Art & Design • Environmental Technologies, Regeneration and Sustainable Communities

Initially, the LLN started in 2006 as • Progression for over 1500 • Over XX completed innovative a network of FE college and vocational learners into HE curriculum development projects OVER 450 STAFF university contacts operating on a provision across the Network for new or modified courses. The DEVELOPMENT EVENTS ‘voluntary’ basis with a small since 2007/08 via our Network- majority of these projects INVOLVING NEARLY amount of pump-priming funding, wide Progression agreements, including employer involvement, developing a Business Plan guided including over 300 supported by many including Sector Skills by a Steering Committee chaired X0X0 STAFF LLN ‘Additional Student Council involvement and a by Professor Ray Linforth - then Numbers’ (ASNs). significant number are‘embedded’ Deputy Principal of the lead into the institutions and institution University College • Over 10,000 IAG interventions to organisations from which they Birmingham (UCB) – and finally encourage and support vocational evolved (more on the detail and gaining approval for full HEFCE learners into HE, as well as the examples of these projects later). funding in 2007. It’s thanks to distribution of over 30,000 Ray’s vision and support that we targeted publications including • Over XXX staff development have managed not only to build a significant work on progression to events involving nearly XXXX staff, successful organisation but also to higher levels with Apprentices ranging from large conferences to successfully achieve our targets: and those people considering the small seminars relating to F/HE Apprenticeship route. progression issues.

5 All of this information PROGRESSION FOR OVER 1500 and selected aspects of the LLN’s work will be VOCATIONAL LEARNERS INTO HE ‘embedded’ through the PROVISION VIA OUR NETWORK-WIDE website ‘Progression to HE Network’, which has been PROGRESSION AGREEMENTS’ funded for hosting and maintenance purposes for the next 12 months (to July 2012) at www.progressiontohenetwork.org.uk

www.progressiontohenetwork.org.uk

As well as publishing this Legacy Therefore, before we finish in Additionally, we have completed a document as a reminder and July 2011, we have made sure ‘Handover Pack’ giving the most up-to-date contact details for HE OVER 50 illustration of what we’ve done that all our Progression over the last four years, we are Agreements signed between & FE Admissions Tutors and COMPLETED really keen to leave a practical universities and further Curriculum Leaders/Tutors for all legacy of our work to be carried education colleges are up to date of our Curriculum/Sector areas. INNOVATIVE into the next 12 months and and valid in terms of the The document also contains all beyond - a period which is going signatories, the routes and the the Information, Advice and CURRICULUM to be really uncertain for ‘sending’ and ‘receiving’ Guidance (IAG) contacts in both DEVELOPMENT vocational learners - young, older, programmes e.g. terminology HE and FE institutions (including college-based or in the workplace such as Edexcel BTEC Extended Admissions, Student PROJECTS FOR - who may be considering Diplomas under the new Support/Services and Marketing progression into HE via Qualifications and Credit staff who are aware of the NEW OR MODIFIED university or other Framework (QCF) and any systems and processes around COURSES higher education and changes in module/credit value LLN progression agreements, skills routes. ≥ in HE. ready for when the LLN Central Team now longer exists. This document will be available as an annex to the Legacy publication OVER 12,000 IAG INTERVENTIONS and also on a ‘pen drive’ issued TO ENCOURAGE AND SUPPORT VOCATIONAL prior to the LLN Central Team LEARNERS INTO HE finishing in July 2011.

6 INTRODUCTION We sincerely hope that elements progression/agreements, drive different models of of the Network will carry on so we hope lessons learned FE/HE delivery and without the LLN Central Team’s from this will continue. The progression which will input. We know for example that initiative and drive from these address some of the LLN that least two of the Priority posts are continuing in some of sustainability issues and also Working Groups (PWGs) -the the partner institutions as this low aspirations and higher skills Health Science, Health, Social document is being written in issues in this sub-region. Some Care and Early Years and the April 2011. elements of this framework will Environmental Technologies, Also with additional funding be showcased at the LLN’s Good luck and many Regeneration and Sustainable from Working Neighbourhoods Summer Conference on 23rd Communities groups, have Funding in Birmingham with the June in West Bromwich. thanks for all your help indicated that they intend to City Council, we’ve achieved The changes to the external and support. continue meeting and working much around the ‘part-time’ & environment referred to above together after the HEFCE- higher skills agenda for people are now with us – the outcomes funded life of the LLN. in employment. If partners can of the Browne Review of In 2010/11, we part-funded posts engage private sector employers higher education, the THANK in some partner HEIs, which in continuing to drive this type of Coalition Government’s YOU Acknowledgements: enable numbers of learners initiative, it may be that both response to that in the In particular, we’d like to thank using progression agreements to Greater Birmingham and the context of the 2010 Professor Ray Linforth, identified, monitored and Black Country, the Local Comprehensive Spending Principal and Chief Executive, tracked into and through Enterprise Partnerships (LEPs) Review, public sector funding University College Birmingham; higher education and we may want to replicate such settlements and a ‘Strategy for Professor Paul Simpson, hope this practice will initiatives using Regional Growth’. We hope many of our Deputy Principal UCB as, continue in institutions to Growth Fund monies in the partners in all sectors will respectively, Chairs of the LLN enable them to report on future. continue to survive and thrive in Steering Committee 2006-09 and their widening participation Additionally, in the Black order to champion the cause of 2009-11; (WP) strategies and Access Country, the Partnership for progression for vocational and Professor Caroline Gipps, agreements. We also part- Learning’s FE/HE Advisory learners and widening Vice-Chancellor, funded Progression Agreement Group and Black Country Higher participation in general; in the The University of Wolverhampton Champion posts in a number of Level Skills Framework meantime we leave you to ‘take and Chair of the LLN’s Network FECs which helped promote continues to help to pilot and the baton forward’. Council.

THE DISTRIBUTION OF OVER 30,000 TARGETED PUBLICATIONS

Lifelong Learning Network Staffordshire, Stoke-on-Trent, Shropshire, Telford & Wrekin

7 Innovative Curriculum Development

Network members agreed in Progression Working Group Lead The purpose of these Progression their Business Plan submitted Working Groups was to: Construction University of Wolverhampton • engage all partners e.g. ensuring to HEFCE in 2007, to initiate High Technology Engineering Birmingham City University that FE/HE employer mechanisms and projects Health, Social Care, Early Years and Newman University College engagement achieved that would both Education South Birmingham College • contribute to policy and practice enable vocational ≥ Health Science and Medical Technology Aston University in terms of progression via learners to progress Progression Agreements University of Birmingham more effectively into • Birmingham Metropole College increase the understanding of higher education, and to HE/FE tutors in relation to A ‘lead’ LLN Progression Co-ordinator was assigned to each of these PWGs to develop the curriculum in vocational curriculum and support the Chair and the operation of the Groups. progression both FE and HE to make For part of the LLN’s lifetime, 2 other ‘cross-cutting’ groups were established • progression more ‘seamless’ to ‘knit together’ cross-Network themes and they were as follows: approve LLN-funded projects, where appropriate and appropriate to vocational • learners, where possible, Credit & Progression Working Group University College Birmingham curriculum development e.g. Sector Skills Council (SSC) IAG & Student Support Working Group Open University, West Midlands involving employers. involvement ensured that developments were ‘fit for The principal mechanism to purpose’ and mirror the national During the last eighteen months of LLN operation (2009/11) four further deliver the outputs proposed agenda for the sectors curriculum discipline groups were formed: in the Business Plan were the • support the development of Progression Working Groups employer-led vocational Consortia Lead provision in higher level skills (PWGs) Each PWG is chaired

by a ‘lead institution’ and Business Management and Professional University of Wolverhampton These consortia were ‘pump- includes Higher Education Studies primed’ with a modest amount of Institutions (HEIs) and Further Creative, Digital Technologies, Birmingham City University Education colleges (FECs), LLN central funding and were Media, Art and Design established to be ‘self-managing’ Work-based Training Environmental Technologies, Aston University on the basis of the experiences Providers, Sector Skills Regeneration and Sustainable we had learned from during 2007- Councils and Employers. Communities 09. Again these included partner Hospitality, Tourism, Catering University College, Birmingham HEIs, FECs, Work Based Learning Providers (WBLPs), employers, and Leisure sector skills councils (SCCs).

8 INNOVATIVE CURRICULUM DEVELOPMENT This page to be moved before Progression Consortia- what goes in Credit & Progression Working Group here?

A number of the case studies to the incremental developments Additionally, this included in this publication are a in the HE sector generally. work was celebrated direct result of the LLN’s Credit In terms of the credit agenda, we at a successful national and Progression Working Group set ourselves challenging goals conference last June at which ran from 2007 to 2010, and targets in our Business Plan the National Exhibition chaired by Paul Simpson, Deputy and, although we may not have Centre led by David Robertson, Principal at University College always achieved those fully, the Professor of Public Policy at Birmingham. LLN’s 2010 publication Liverpool John Moores We have made significant “Network Achievements, University and author of the progress on the LLN’s credit and Supporting Lifelong Learning Pictured: David Robertson, seminal report progression agenda through and Flexibility through Credit Professor of Public Policy at devices such as progression Transfer and Accreditation” Liverpool John Moores University, agreements and also some speaking at the Credit “Choosing to Change”. aspects of the ambitious ‘credit’ Conference in June 2010. agenda of the LLN; the Level 4 modular delivery on our Working Neighbourhoods Fund project ‘Local Communities, Higher Skills ‘ demonstrates this. Some have not yet been fully realised, partly due to partner institutions’ regulatory issues and partly because of the external environment in relation

Available on the LLN’s legacy website at http://www.bbcslln.ac.uk/downloads/other-documentation

shows that we moved the agenda, the debate and the practice forward, in the Network’s institutions, with positive impacts for vocational FE learners and HE students.

9 Introduction Construction/Engineering

The Progression Working Groups have developed a wide range of innovative projects working with Access to Post-graduate qualifications employers and partners culminating in curriculum in the construction industry through development which in F/HE bridging and bite-sized learning vocational progression terms is “fit for purpose.” This has been extremely effective in providing a range of opportunities for vocational learners within the Network. Dissemination of all projects has been conducted at the Progression Working Groups, national and international Birmingham City University, partnered with University of Wolverhampton, and conferences, websites, LLN sponsored by Birmingham Black Country & Solihull Lifelong Learning Network. Steering Committee, Network Council and publications.

The aim of this project was to facilitate construction practitioners without academic degrees to pursue postgraduate qualifications through credit accumulation. Through tailored ‘bite-sized’ units and intensive delivery sessions, the participants were able to improve their learning skills and academic confidence and progress to postgraduate study.

10 INNOVATIVE CURRICULUM DEVELOPMENT To achieve this, the project team In the past two years, 17 construction practitioners have participated in in Birmingham City University: this course and have provided some very positive feedback. After the The Project Manager stated: assessment of their professional experience portfolios, three students • worked with employers and “The LLN’s sponsorship was have successfully progressed to our Royal Institute of Chartered Surveyors practitioners within the vital to the project as it (RICS) accredited MSc Construction Project Management course. construction industry to identify allows us to allocate appropriate learning outcomes to sufficient resources for the help the employer with specific Ian Bell, Project Manager, participant of Bridging course and course development, business improvement practices part-time student in MSc Construction Project Management at marketing and delivery”. and enhance the employees’ Birmingham City University comments: learning skills and academic confidence; “I joined the bridging course • mapped the learning outcomes because I felt my career had with the existing undergraduate stalled and despite my experience modules, and identified two I had gone as far as I could without modules: (Research and any academic qualifications. The communication skills and bridging course was ideal for Management skills and introducing and preparing me for organisation) for a bridging course; the postgraduate courses. It helped me have an insight into what would • developed bridging modules at level 5 and modified the teaching be expected on the postgraduate and learning strategies to suit course, and helped me make up my mind that this was an ideal route to the needs of the targeted go. The course is intense but very stimulating and rewarding.” audience. These required: ⎯ practical subject content ⎯ block delivery Ricki Goode, Quantity Surveyor, participant of Bridging course and ⎯ ‘bite-sized’ units part-time student in MSc Construction Project Management at Contact: ⎯ evening/weekend classes Birmingham City University comments: If you would like to know more ⎯ patchwork and coursework about this project please assessment “I took the bridging course to fulfil contact: ⎯ individual career counselling my ambition to carry out high-level Dr Hong Xiao education. It offered a level that • marketed the course among the Course Director could challenge my experience and construction sector in the West of MSc Construction gave me a better approach to Midlands area, recruited the Engineering and the writing skills, verbal skills and students and delivered the course; Environment, in-depth analysis. Now, I feel more Birmingham City University, • obtained feedback from confident at work and my current Perry Barr, students, and disseminated the academic study, and it enables me results to the industry as well as Birmingham B42 2SU to progress onto the RICS APC towards the wider society though a full membership. You have to be a bit Tel: 0121 331 6414 workshops and media release. assiduous, but the course is comprehensive, fruitful, and enjoyable.” Email [email protected]

11 “Developing and delivering a new E-Learning framework for work-focused Foundation Degrees” University of Wolverhampton in collaboration with Jacobs Engineering Ltd

The rationale behind the project providing a crucial element in Degree (FD) in Civil time. Module delivery was to provide a new promoting vocational, work- Engineering. The project on the FD is a blend of e-learning framework dedicated based and career-orientated identified current ‘in- online learning, which was for work-focused Foundation learning. It is important to note company’ training schemes and used as a pilot for the e- Degrees which provides the vital that the project aims are in line needs in Jacobs. The training learning framework. infrastructure for both HEIs and with School of Engineering and needs and learning outcomes potential vocational learners. By the Built Environments’ (SEBE) from existing in-house training implementing the e-learning overall business engagement programmes were then courses companies and HEIs can agenda. The school has been validated into credit-bearing reduce costs and time associated working increasingly towards work-based and flexible Contact: with training in the long-term; introducing new ways of working, learning modules. The FD has ensure quality and consistency of such as expanding work-based been developed to incorporate If you would like to know more training. programmes. blended learning strategies to about this project please contact: For the vocational learner, the SEBE worked closely with allow work-based learners to Dr David Heesom online training materials can be Jacobs Engineering Ltd to benefit from gaining the degree [email protected] accessed, via the Internet, thus develop a new Foundation within a relatively short span of Tel: 01902 322724

12 INNOVATIVE CURRICULUM DEVELOPMENT Accreditation of in-company CPD programmes using Contacts: If you would like to know more the Qualification and Credit Framework (QCF) about this project please contact: Awarding Organisation accreditation. Susan Reynolds [email protected] Walsall College working in partnership with a range of engineering related or companies including Renishaw PLC, Roland Digital, Sandvik, Delcam, Accord Peter Roberts [email protected] Housing, Walsall Housing Group and Marches Energy Agency. - Walsall College.

Walsall College, initially in conjunction with several Engineering Key Achievements related companies, worked closely on a pilot project to identify and Marches Environmental Roland Digital Accord Housing Group specify training provision within the Agency identified that they offered in-company training to undertook to raise the companies. The project aimed to trial had a need to formally non experienced and awareness of carbon footprint and test new frameworks and accredit the training they experienced sign makers. Three to 600 individual resident protocols, to analyse existing offered in relation to climate units were developed to large householders along with unaccredited in-company training change. Through format digital printing and improving the skills and and develop effective learning collaborative working with colour management. A further 7 knowledge of 60 of the outcomes, assessment criteria and ASFI they now have fully units were developed including commissioned fitters delivery mechanisms. developed QCF units at a vehicle wrapping, understanding undertaking the re-development The programmes that were variety of levels, with an the application of specialist of their properties through their developed are short, nationally opportunity to develop software, training in applying “RetroFit” programme. recognised and accredited modules further units in relation to printing techniques in the Accredited Skills for Industry, in of study, delivered largely in the the reduction of both apparel market and using liaison with Walsall College, workplace. The college and the individuals and companies specialist software Marches Energy Agency and the companies were able to identify carbon footprint. for stonemasons. Accord Housing Group current company training and future created a bespoke needs, as well as the needs of the programme for the residents individual, to create accredited around Climate Change. A full programmes that satisfy individual This enabled the Undertook to raise the suite of units are now available and company aspirations. project to work awareness of carbon to design engineers which The college is approved as an more closely with footprint to 600 include: Computer Aided Design Awarding Organisation known as employers. individual resident (CAD) Rapid Prototyping, Accredited Skills for Industry (ASFI). householders Manufacturing, Research This enabled the project to work Techniques, Concept more closely with employers. Development and Enterprise.

13 ‘Fast Track’ Foundation degrees in the workplace GKN have approved the process and Aston University and Birmingham Metropolitan College written a report, which permits the adoption of the Employer feedback into the process worldwide! Birmingham Metropolitan College Outcomes strongly indicated that employers were reluctant to support learners For the Student: For Employers: on Foundation Degree programmes if they take a further three years to Gain 2/3rds of a full honours degree without the Now fits the companies’ 4 year Advanced complete on top of their Advanced expense of full-time study - “Learn while you Apprentice programmes. Apprenticeship studies. Earn”. Fast track FDs give you more value for money Birmingham Metropolitan College Gives recognition for solving genuine problems at by working with college’s in-company. and its partners worked closely work via business critical projects. Students focus on real company projects with engineering employers to Your HNC can count towards the Foundation Degree. and problems. develop ‘fast-track’ Foundation Can convert the FdSc to a full BSc Hons with a Higher educated and skilled staff to benefit degree programmes in:- further 12-18 months of study in conjunction with your business. • Manufacturing Engineering Aston University. Able to demonstrate companies’ commitment to • Mechanical Engineering Support from employer who demonstrates the higher apprentice training programme and • Electronics and Control commitment to their career and education the development of the workforce. • Electrical Installation and training. Should aid recruitment of new staff.

The above are delivered largely on a work-based model over an intensive Examples of work-based projects include: two year period. LLN funding was secured to develop; test and trial mentoring support materials and Cadbury – Reduce Key Precision Ltd – GKN Aerospace – Result - GKN have methodologies to identify best downtime on the Transform a failing Investigate the approved the process practice support for learners on wrapper infeed, due to large diameter turning production process to and written a report, work-based intensive programmes. faulty controllers cell and bring it into remove the need to which permits the The project trialled materials with Confirm the fault, profitability. abrasively clean bus adoption of the tutors, assessors and work-based investigate possible Result - Cell bars after coating process worldwide! nominees to test the best routes solutions and profitability was operations. The bus for mentoring support in the implement the increased due to the bars supply current to workplace. The project supported upgrade. project by over 37%! the conductive coating the ethos of the FD model in that Result - a significant on aircraft activity responded to the needs reduction in downtime windshields to of employers. costs of >£100,000. affect de-icing.

14 INNOVATIVE CURRICULUM DEVELOPMENT Implications for future funding and development

The case studies featured on the organisational needs analysis previous page indicates the and training needs analysis. proactive, responsive and flexible All of these are unfunded, but approach to higher level skills in are increasingly vital if the workplace that Further industry is to demonstrate a Education is best suited to support. return on investment and Suggestions for future support understand the impact of and funding would be to ‘free- training on the business. up’ FE to do more of this work. It The case study indicates that can often be done more cost getting this stage right is vital to effectively and in a more the success of any programme employer responsive way. This Changing this outlook will has been born out in FE at levels increase the willingness of 2 and 3. employers to further fund Companies are sourced, Training training in the future. Needs Analyses undertaken, students recruited and on-going support and delivery is provided by FE staff. Much of the HE input is validation only. FE also can “FE and HE - better provide the continuity playing to their from level 2/3. strengths would A future partnership where HE provide a better and FE work together, on a level service and more cost field and, playing to their effective approach.” strengths, would provide a better service and more cost effective approach. Some thought should also be Contacts: given the hidden costs of If you would like to know more undertaking the front end about this project please contact: engagement with industry that FE colleges undertake e.g. Ray Kitchin company engagement, [email protected]

15 Introduction Health Science and Medical Technology

The following case study demonstrates how a bite “A Bite-Sized Approach to Medical Technology” sized approach can also be focussed on the design of learning materials to support smaller episodes of learning.

Staffordshire STEM Centre and Business and Education Together

The West Midlands has long held Level 3 qualifications to Level 4 Achievements around the application of ‘Smart the reputation as a centre of study using the themes of Medical Two bite-sized units of study based and Modern Materials’ to medical excellence for Engineering and Technology and Engineering. The on Medical Technology themes have treatments and procedures. A Manufacturing. The region supplies learning outcomes will support the been developed. range of new and material a vast range of high value products national higher skills agenda with The first unit of study was based on applications in the medical field has for use in all aspects of our modern CPD for employers. Sound Technology and its advanced the treatment methods society. One area of continual application to hearing difficulties. through the use of products that growth has been that of Medical The work allows students to explore react to their environment e.g. light Technology where the region has Students and digital technologies and electronics and temperature levels. over 50 high value companies teachers can use the in guided learning based around manufacturing products for an ever materials to guide linking modern digital music increasing market. Recruitment of Outcomes them through a project technology to the application of staff into the Medical Technology • Teaching materials and CPD for which expands their electronics in helping with hearing sector is however an increasing teachers of the new bite size knowledge and skills. problems. Students and teachers problem and the region are at units of work based around can use the materials to guide them present recruiting highly qualified medical technology in line with through a project which expands staff from outside the region. In an QCF database provision. attempt to address this need, the their knowledge and skills in digital Contacts: electronics and sound amplification. • Pathways into Level 4 study. Staffordshire STEM Centre in If you would like to know more The work is mapped against • Unit Accreditation through partnership with Business and about this project please contact: Education, who together developed Diploma Units, provides research various awarding bodies. a set of flexible, Malcolm Eyre, Director links and also identifies career • Addressing the higher skills bite-sized learning resources to Staffordshire STEM centre, pathways into Medical Technology. agenda with CPD for employers. enable learners to progress from [email protected] The second unit of work is based

16 INNOVATIVE CURRICULUM DEVELOPMENT Hearing Aid Audiology Foundation Degree Aston University

A further example of innovation Aston University’s Audiology Unit been designed so that students arising out of employer has worked alongside the Hearing who gain 120 credits at level one engagement is Aston’s new Company, the HAC and NHS to would be eligible for Assistant attractive to mature learners who Foundation Degree (FD) develop the first national Practitioner status within the NHS. wish to change career. For such Programme in Hearing Aid Foundation Degree in Hearing Aid students, the ability to “earn Audiology. The programme was Audiology. The programme while you learn” is an extremely developed in close collaboration received formal university approval Aston University important consideration. with The Hearing Company, a in March 2007 and was validated by has developed a The programme is currently subsidiary of the Scrivens Group, the HAC in August 2007. The new new “blended available to employees of hearing with headquarters in Birmingham. programme enrolled its first learning” version aid companies (Hidden Hearing The FD is designed to fit the students in October 2007 and other of the FD featuring and Specsavers have also business needs of employers by cohorts started the programme in expressed an interest) and also to developing students’ competence March 2008. In addition to DVD and web- employees of the NHS. to practice through a carefully becoming qualified Hearing Aid based delivery. These developments demonstrate phased integration of theoretical Dispensers, students who how the Lifelong Learning and practical skills based on successfully complete the FD will Network can support and fund accreditation of in-house be able to progress to the final year The University has quality employer and F/HE company training. of the BSc in Hearing Sciences at developed a new partnerships to move forward the Private hearing aid dispensers Aston University. “blended learning” higher skills agenda rapidly and are trained by companies who version of the FD flexibly for both the benefit of deliver an established featuring DVD and web-based learners and employers. programme that is defined and delivery to provide more flexibility assessed by the Hearing Aid in order to meet the different Council (HAC). The Council also needs of employers and students. acts as the registration body for The programme is of two years Recruitment of FD students is a Contacts: practitioners. The HAC was to be duration and the timetable for joint venture between the If you would like to know more about this project please contact: abolished in 2009 (effectively delivery involves 2 week periods of University and employer. 2010) and the regulatory function block release at Aston. These are Potential students will have the Professor Keith Wilson passed to the Health Professions interspersed with practical training opportunity to experience various The Associate Dean of Taught Council which has developed a and experience in the workplace aspects of the profession during a Programmes revised code of practice for where students are supported by two week “taster” session [email protected] Hearing Aid Audiologists with the Employer Mentors and on-line provided by the employer and an Wahid Zaman Admissions tutor Foundation Degree as the entry academic support from the open day at Aston. The level qualification. University. The programme has programme is particularly

17 Health, Science, Social Care, Early Years and Education Accreditation of learning at work - Stroke and Neo-Natal programmes in NHS

variety of Trusts. Completion of endorsement. A progression the programme enabled nurses agreement was also signed by to gain employment within all the partners allowing the individual neonatal units in the network. to submit the appropriate This programme has been academic credit gained, toward accredited (20 level 6 credits). It named awards in the School of will assist those who are at Health and Wellbeing*. The undergraduate level to complete academic a degree and those who may accreditation/endorsement of already be graduates to use the these programmes of learning credits towards a selection of will continue to encourage related Masters level courses. lifelong learning and widen participation in higher education The Black Country amongst disparate groups of Cardiovascular Network ran an individuals working within ‘in-house’ Stroke Care healthcare and contribute Competency Course for a variety significantly to personal and of staff, from different Pictured: Progression Agreement signing at the University of professional development. disciplines. The course was Wolverhampton – Stroke and Neo-Natal programme development with developed to raise the quality of Staffordshire/Shropshire LLN * Foundation Degrees care of patients following a stroke, and ensure consistency of * Certificate or Diploma A collaborative project The School of Health and care across disciplines. The Professional Studies award between BBS Lifelong Wellbeing at the University of programme has been accredited * BSc (Hons) Professional Studies Learning Network and Wolverhampton was approached (20 credit modules at level 4). award by several healthcare Staffordshire, Stoke on Trent, This project has successfully * BSc (Hons) Health Studies organisations, to recognise delivered the accreditation Shropshire, Telford and academic credit, for current outcomes. A further Wrekin Lifelong Learning programmes of learning, which consequence of the project is Network, the School of Health they provided: Contacts: that an APL procedure has been at the University of If you would like to know more Staffordshire, Shropshire and drawn up which is easily Wolverhampton and about this project please contact: Black Country Neonatal Network accessed by partner healthcare organisations in ran a Neonatal Nursing organisations allowing similar Jane Harvey the West Midlands, Foundation programme, which programmes of learning to be University of Wolverhampton Staffordshire and Shropshire. was accessed by nurses from a awarded academic credit/ [email protected]

18 INNOVATIVE CURRICULUM DEVELOPMENT University College Birmingham, ‘Sandwell Early Years and Childcare Unit has developed the University of Wolverhampton good working relationships with the HEIs. This has and Sandwell Metropolitan enabled us to address any issues and discuss possible Borough Council future working.’ (Early Years and Child Care Unit) Upskilling of Staff delivering Care to Children with Specific Needs in Relation to Short Breaks

The LLN funded a joint project The modules that have been with University College validated are, ‘Behaviour Birmingham (Early Years), the Support (20 credits at level 4) University of Wolverhampton and Autistic Spectrum (School of Education) and disorder (20 credits at level 4). Sandwell Metropolitan They have been delivered to Borough Council (Early Years), over 85 practitioners so far, to develop and validate many of which are expressing modules enabling early year’s interest in progressing from practitioners within the these short accredited HE workforce to upskill in the programmes onto the area relating to children with Foundation Degrees offered by specific needs with regard to both institutions offered short breaks. This was a direct through the signed result of the Government’s progression agreements. “Aiming High for Disabled Children” consultation undertaken with parents by Contacts: Sandwell MBC, where the lack If you would like to know more of appropriately trained and about this project please contact: skilled staff was identified. Dr Danielle Carey University College Birmingham Pictured: Progression signing with UCB, UoW and Sandwell [email protected] Metropolitan Borough Council, 8 November, 2010 Karen Clarke University of Wolverhampton [email protected]

19 Introduction Progression Consortia

Businesses rely on the capability, competence and confidence of their staff, especially in recessionary Business Management and Professional Studies times. With signs that the UK economy may be recovering, how businesses University of Wolverhampton Business School – Professional and Vocational up-skill their workforce will Qualifications - Credit Mapping for Progression & Accreditation of Prior Learning be paramount to sustaining economic growth.

Pictured: Signing of the Business, Management and Professional Studies Agreement with University of Wolverhampton at the premises of GB Training in Birmingham.

20 INNOVATIVE CURRICULUM DEVELOPMENT With evidence to show that qualifications into Higher higher skills generate greater Education. The new progression profits and efficiency, it is vital routes, (endorsed by lead HEIs that the region’s education and Partners), provide clarity, sector can respond by offering consistency, certainty and new, professional and transparency for learners with vocational routes into and the aspiration to improve their through Higher Education to educational standards and increase the higher skills of the marketability in the workplace. local workforce. The work has been undertaken The Birmingham, Black in conjunction with University Country and Solihull LLN College Birmingham, 12 sponsored project involved the Further Education Colleges and University of Wolverhampton 5 private training providers. Business School (UWBS) and This new partnership has initially mapped the full range University College Birmingham of ILM (Institute of Leadership to clarify the credit and and Management) and CMI admissions entitlements of (Chartered Management learners entering HE with Institute) qualifications plus a professional and vocational wide range additional qualifications. A realignment of vocational qualifications (BTEC Pictured: Joint signing of the Business, Management and Professional professional qualifications with Extended Diploma, Access to Studies Progression Agreement between University College the Qualifications and Credit HE Diploma, AAT 3 & 4, NVQ 4 Birmingham (UCB) with University of Wolverhampton Business School Framework, coupled with and 5, FdAs, HNDs, Advanced (UWBS) at the LLN’s March 2011 Steering Committee meeting. changes to the UWBS business Apprenticeships, 14-19 Back row: Roger Minett (Birmingham Metropole College), Steve and management curriculum, Advanced Diploma and CIPD to Cheshire, Liz MacPherson and Baden Parkin (BBSLLN). prompted the need to re-assess the graduate and post- Front row: Melvyn Prior (UCB), Paul Simpson (UCB) and Steve Grady the progression possibilities for graduate courses at the University of Wolverhampton. learners holding vocational University of Wolverhampton qualifications. Business School and University College Birmingham. Responding to the needs of the Contact: region’s economy, the Progression will initially be to University of Wolverhampton University of Wolverhampton If you would like to know more Business School (UWBS) was Business School and University about this project please contact: funded by Birmingham, Black College Birmingham courses. Steve Grady, Country and Solihull Lifelong Dissemination of the outcomes University of Wolverhampton Learning Network to map to other Higher Education Business School progression routes for partners within the Network professional and vocational has also been achieved. [email protected]

21 Creative, Digital Technologies, Media, Art and Design

Today, the UK’s Creative, Digital Open to students of all levels, from and Media industries are among any institution, although pitched the most influential and towards aspiring HE level computing successful in the world. With students, this speed networking growth in Art, Advertising, style event is designed for students Animation, Film, Design, Gaming, to learn about the University’s new Digital Media, Fashion, Textiles, Gamer Camp programmes and to Photography and Performing Arts provide an opportunity for students it is vital that we continue to to network with games industry invest in our creative talent, professionals. Attendees to this ensuring that, as a region, we can event were encouraged to come continue to develop fresh talent along to a Gamer Camp Open Day to from within. find out more information and to take part in a taster session. Other As a leading international centre examples of IAG activities include for innovation, research, the IT & Computing Careers Event at Pictured: Project lead Rebecca Tullener (BCU) at the Progression development and Birmingham Metropolitan College, signing with Luke Millard (BCU), Sara Middleton (BCU), Sharon entrepreneurship, the UK is at the where BCU staff members were Barrowclift (South Birmingham College), Kelvin Preece (Walsall forefront of the digital revolution. involved in raising aspirations of FE College), Paul Kitchen and Kevin Moran (BBSLLN). Its digital media industry is one of students and awareness of the most advanced in the world. opportunities at Birmingham City University, which included a Coordinated by Birmingham City Funded by the Lifelong Learning The partnership is actively presentation on Birmingham City University, a partnership of the Network, Birmingham City encouraging other providers to University’s Gamer Camp pre-eminent training providers in University, working closely with join the consortium to produce programmes. the sector came together to map vocational specialists, has as comprehensive and detailed the provision of education and established Progression Agreements mapping of progression training in the sector. The work between the partnerships. This opportunities as possible. Contact: provides clarity, consistency and enables learners to clearly identify Additionally, the consortium led certainty for vocational learners routes into Higher Education courses by BCU, has involved colleges If you would like to know more who wish to progress into higher and the requirements needed to gain and their students in a range of about this project please contact: education. Mapping the provision entry. It further connects them to information, advice and Rebecca Tullener Public Sector enables learners to establish their advice and guidance provision guidance activities filtered Manager - Birmingham City current qualification level and available in the partnership that will through ‘events’ such as University - accurately identify the routes and assist in the transition into Higher “Game On: Breaking into the [email protected] requirements of higher education. Education learning. Games Industry” Telephone 0121 202 4809

22 INNOVATIVE CURRICULUM DEVELOPMENT Environmental Technologies, Regeneration and Sustainable Communities

The major issues of urban The consortium wishes to attract regeneration, low carbon students from a variety of communities, development of backgrounds and disciplines. environmental technologies, new Learning is flexible and skills economy and the part-time. Many modules are integration of knowledge and supported by virtual learning skills in the emerging green environments that provide a wide economy underpins the variety of useful and relevant development of the new portfolio learning material. Many of learning opportunities opportunities for Led by Aston University and inter-professional and partners from the Private, Public transdisciplinary learning is and Third Sector the new Lifelong available, enabling students and Learning consortium mapped out practitioners to make level partners provision and connections and work more Pictured: PA signing of the Consortia Sustainability Project, developed a progression effectively with a wide variety of Back row: Sarah Amster (Aston University), Shelly Campbell (Aston agreement. It is inter and people such as community University) and Mike Wilson (City College Birmingham) multi-disciplinary and offers workers, planners, architects, Front row: Paul Kitchen (BBSLLN), Dr John Blewitt (Aston University) progression opportunities for engineers and others engaged in and Kevin Moran (BBSLLN) students on a range of level three regeneration projects. programmes including science The consortium aims to empower and technology, health and social local communities and care, business and Access to community members and Students can therefore Higher Education programmes. motivate learning and be able to register for Some module units carry a 5 credit development in many different a single module or a value and others 10 or 20. Credit types of community. number of modules to may be accumulated to gain an get an award. award (e.g. Cert HE) or alternatively Aston University Contact: provides an institutional If you would like to know more recognition of attendance. Students about this project please contact: can therefore be able to register for a single module or a number of John Blewitt Aston University – modules to get an award. [email protected]

23 Hospitality, Tourism, Catering and Leisure

auspices of UCB Learning The establishment of a and Skills Development progression agreement in this Centre, through tutorial sessions area accords with UCB’s policy of and through informal advice widening participation and as such offered by experienced staff. the monitoring and up-dating of the UCB is therefore well placed to agreement remains on-going. This address the issues when requires a commitment to periodic designing progression meetings of partners in the opportunities. These issues agreement to ensure its currency include the diverse nature of the and to continue updating of the vocational areas, the variation in electronic database associated with FE awards offered by different the agreement. awarding bodies, the changing Evaluation of success is a natural nature and composition of awards element within review of (both FE and HE) and bridging admissions data and within the needs brought about by the evaluation of student admissions, practical nature of many FE progression and achievement at Pictured: Consortia Hospitality Sport and Leisure progression signing. awards in these vocational areas. School level. Front row: Celia Rowbottom (Birmingham Metropole College), The Progression Working Group for Tery Hartley (UCB) and Jeanette Rowley (Halesowen College). Hospitality, Tourism, Catering and In addition, the group also Leisure includes representation developed a Progression University College Birmingham level 4, 5 and 6, mostly on from FE partners and training Agreement with the University of programmes of a (UCB) is a long standing specialist providers as appropriate. The Wolverhampton. provider of both Further Education business/vocational nature. The purpose of the group was to map At present there is evidence that (FE) and Higher Education (HE) vast majority of these out the provision at level three and Enter No.s here. programmes are highly vocational programmes across the vocational develop a Progression Agreement. areas (Hospitality, Tourism, in nature and have a track record Progression was promoted to Catering and Leisure) and has a of acting as progression routes for students by visits to providers, deep understanding of FE level 3 learners. As a result UCB Contact: through students attending UCB qualifications and their has extensive experience of Open Days, short ‘master- If you would like to know more appropriateness in terms of delivering information, advice and guidance to students progressing classes’, LLN roadshows etc. UCB about this project please contact: progression to HE. worked with student services to higher education from level 3 Jerry Hartley University College UCB offers an established range of staff and course tutors in FE programmes. Guidance is Birmingham undergraduate programmes with delivered through a range of partner institutions to promote [email protected] some 4000+ students studying at formal support services under the the agreement.

24 INNOVATIVE CURRICULUM DEVELOPMENT UCB has extensive experience of delivering information, advice and guidance to students progressing to higher education from level 3 programmes.

25 What is a Progression Agreement (PA) Progression • A PA is an agreement drawn up by the network of colleges, universities, training providers and employers Agreements • It is a formal agreement between institutions which enables learners to progress from one level of study to a higher level of study Progression Agreements are • It clarifies the entry requirements and procedures for learners to a key ‘device’ developed and progress onto and through Higher Education adopted by LLN partners in • Provides a consistency in relation to the HE offer for learners order to formalise • Ensures a coherence of pathways for vocational learners into HE progression arrangements between Further Education (FE), work-based learning organisations and higher education institutions (HEIs). LLN Progression Co- ordinators and Progression Working Groups were instrumental in developing these to address HEFCE’s Progression Agreement logo requirement for:- • The LLN developed a Progression Agreement logo very early on CLARITY its lifecycle and successfully encouraged partner institutions • to include this on their information and publicity material. There are many examples of the CONSISTENCY use of this and the logo is available on a • toolkit at COHERENCE IN VOCATIONAL PROGRESSION www.progressiontohenetwork.org.uk •

26 PROGRESSION AGREEMENTS Progression to HE Network – working together to support the vocational learner.

ALMOST 1,500 PROGRESSION AGREEMENTS ACROSS OUR NETWORK INCLUDING

i) “Network wide” i.e. these identify the agreements we have with the The aims of Progression Agreements are: all the full-time and part-time University of Birmingham; • To promote the progression of vocational learners from Further routes across a between universities and work- Education into and through Higher Education curriculum/sector area with a based networks or employers • To widen participation group of colleges, training such as Birmingham Care providers and universities – the Development Agency, Sandwell • To breakdown barriers for vocational learners applying for HE majority of LLN progression MBC, NHS Primary Care Trusts, courses by improving understanding of vocational courses agreements are of this type etc) regarding content and assessment ii)Course-to-course – these are iii)“Top-up” agreements – • To provide vocational learners with seamless progression specific FE or work based where an FE institution runs from FE to HE learning (WBL) course a Foundation degree and progression routes to particular their graduates seek a route courses at a university – some into an Honours programme examples of these in the LLN are via a university

27 Signings of Progression Agreements Just some of the Progression Agreement signings which have taken place within the BBSLLN’s lifespan…

University College Birmingham Hospitality The first Business, Management and PA Signing, May, 2010. – Professional Studies PA signing at Jerry Hartley an Employers' event at Villa Park, Birmingham, October 2009. University of Birmingham PA Signing, April, 2010. Health and Newman University College Early Years. Health Social Care & Early Years signing, January, 2010.

Patrick Highton (BBSLLN) and Liz Macpherson (BBSLLN). Front L to R: Mike Hopkins, Principal of South Alex Kendall, University of Birmingham College, Health & social Wolverhampton (Left) and Fiona Baker, Care PA signing ICC, November, 2008 Aston University Combined Crackerjack Training at the University Studies and Care PA Signing - of Wolverhampton Education and LLN Steering Committee held Childcare PA Signing, November, 2009. at Birmingham Metropolitan College, January, 2010.

Sustainable communities PA signing with Dr Julia King Vice-Chancellor Aston University and Dr John Blewitt Aston University. 28 PROGRESSION AGREEMENTS Impact of Progression Agreements (based on HEFCE Monitoring Return 2010)

Sending Qualification Number of progression Total number of Number of learners on Other Qualifications APEL/APL implemented P.A.s who agreements -based on progressions agreements – have progressed receiving qualifications Signed and implemented course to course

FD UG PG FD UG PG City & Guilds in Institutions that have Mental Health. APL/APEL in their Progression Certificate in Access 45 158 0 203 74 373 Agreements Counselling Skills Apprenticeships 19 38 57 18 Levels 3&4. UCB:- Early Years.

APEL 11 42 18 71 Diploma in Wolverhampton:- Counselling Skills Education, Health and BA/BSc 26 26 4 Theory Levels 3&4 Business. BTEC L3 174 131 470 601 110 CACHE Diploma. BCU:- Health FD 135 51 51 ILM Certificate in HNC 36 Management, Levels 39 39 3 3,4,5&7 HND 74 96 96 13 CMI Levels 3,4,5 & 7 NVQ 3/4/5 65 149 253 104 162 Other IMI Light Vehicle 51 137 287 86 167 Maintenance CIOB Certificate in TOTAL 316 1084 44 1463 529 1144 4 Site Management.

Health & Social Care PA signing ICC, November, 2008. L to R: Patrick Highton (BBSLLN), Mike Hopkins Principal, South Birmingham College, Norman Cave, Principal, Bournville College, Ray Linforth, Principal, University College Birmingham, Amarjit Basi, Principal, Walsall College, Keith Bate, Principal, Halesowen College.

29 Employer Engagement and the Working Neighbourhoods Fund “Local Communities Higher Skills”

A successful bid by Birmingham, Black Country and Solihull Pictured: Lord Digby Jones talks Lifelong Learning Network (BBSLLN) led to an agreement with Higher Skills at the breakfast Birmingham City Council's "Business Development and Innovation event in November, 2010. Team" (BCCBDI) to broker the delivery of a range of flexible, modular and ‘bite-sized’ higher level qualifications for employees A short video of the Digby Jones in Birmingham’s workforce. The project also included a new and roadshow on WNF can be found innovative approach to placing HE in FE Graduates into business. on www.youtube.com.

To mark the start of this moved from strength to LORD new approach to higher DIGBY JONES strength, with both strands of level skills training, the the project successfully LLN invited Lord Digby delivered ahead of schedule and Jones to address the local to budget demonstrating that business community at a free there is an obvious demand for breakfast event at Aston Villa on this kind of activity. Through our the 25th of November, 2009. In five partner Colleges and two formally launching the project Universities we have been able Digby concluded that “Business to offer a real solution for cannot afford unskilled employers by providing access to managers, but it could now afford a wide range of flexible, modular to train them.” “bite-sized” higher level training Since the launch the project has and qualifications.

30 EMPLOYER ENGAGEMENT AND THE WORKING NEIGHBOURHOODS FUND Case Studies Pictured: Students at Newman University College

The 2008 downturn in the Almost 50 students of Newman The second strand of also saw a reduction in the economic climate during the University College celebrated the project was to place HE in FE number of L4+ flexible modules to recession hit businesses hard completion of Chartered graduates into local businesses. be delivered. and almost 60% of beneficiaries Management Institute (CMI) This was a new and innovative on the programme opted to qualifications on 7th September. “prototype” approach to introduce Despite the cuts in funding the undergo training to improve their Yvonne Walford, a CMI student at graduate skills and knowledge project has engaged with 277 Leadership and Management Newman University College into business. In almost every beneficiaries and successfully skills. As a result of enrolling on spoke about her experience of aspect of its work, Project B could delivered in excess of 400 higher an ILM Level 5 Award course key the intensive modules: be considered successful as there skills modules. The project called elements of the course led one was significant learning for all for all outputs to be delivered to a entrepreneur, to re think his partners. Graduates and minimum Level 4 standard but personal and business goals. On employers who participated found encouragingly some 39% have “Upon recognising a gap in the course he met a like-minded the scheme beneficial and said been delivered at Level 5. my skills I decided to enrol person and fellow Entrepreneur. they would recommend it to Employers and beneficiaries alike for the CMI Award. The Steve Wall and Graham Perry are others. have all found the project to have course was perfect as it now pooling their knowledge and Disappointingly, due to significant been of benefit. There is gave me the opportunity to expertise in a new company spending cuts imposed by BE- undoubtedly demand for this type study different and flexible venture. “Without both the Birmingham the Graduate of flexible, bite size modules. It supported me inspiration of the course Placement strand was closed by training activity, and we in my current role as a opportunity and the exceptional mutual agreement at the end of are proud to have nursery manager” training provided this venture September 2010. At that stage, 19 achieved our success. and new founded optimism HE-in-FE graduates had been would not have happened.” placed in companies. Funding cuts

ILM students at South THE PROJECT HAS ENGAGED WITH 277 Birmingham College. BENEFICIARIES AND SUCCESSFULLY DELIVERED IN EXCESS OF 400 HIGHER SKILLS MODULES.

31 Strand 1 - Flexible Modular Delivery Graduate Advantage Early Findings of the Strand – “Project B” Evaluation: Uptake on the project was continually ahead of profile and we achieved in As agreed with BCC this activity excess of the revised target of 370 ahead of the March 31st 2011 closure strand closed at the end of deadline. Despite the cut in funding the project will have engaged with a September 2010. combined total of 277 beneficiaries and successfully delivered a total PARTNERS Measured purely on outputs number of 406 higher skills modules. •Generally very well received. achieved against original target, •Complimented their current offer, The changing landscape throughout the project did not make this an easy Project B could not be called a total albeit in different ways. project to deliver. Although a good working relationship was established success. However, in almost every •Allowed opportunity to deliver with the BCC Project Officer there were a number of instances where BCC other aspect of its work, Project B programmes where difficulty had attempted to move the “goal posts”. Changes were attempted in what could be considered successful as been experienced in recruitment. appeared to be with the benefit of hindsight, many after the project had there was significant learning for all •Allowed opportunity to take risk. been running for some months. partners. Graduates and employers •Preferred more planning time. who participated found the scheme On a positive Note beneficial and said they would Outputs Profiled Total Outputs % recommend it to others. Achieved to Date Graduate Advantage, as agreed, EMPLOYERS •Positive response. commissioned an independent 370 406 109 •Training met expectations. external project evaluation based •Resulted in better decision making.

on the exit plan agreed between

•Improved utilization of existing as ≤ BBS LLN and Graduate Advantage. well as new skills. A copy of the full Project B Contractually we were obliged to deliver at Level 4. •Time issues with work based evaluation report is available on the However, of the 406 Outputs 158 (39%) were delivered at projects – staff and supervisory. Level 5 with three at Level 6. The gender split was relatively LLN’s website at www.bbcslln.ac.uk well balanced in both the Level 4 and Graduate Advantage strands, as was the ethnicity split. 35% of the outputs were delivered in BCC defined “Super Output Areas” (deprived areas in the City). Evaluation BENEFICIARIES We also engaged with a small number of notified disability beneficiaries. As part of the LLN contribution to •Additional skills enable the project we commissioned an consolidation of position in We had no specific targets to meet in these areas but the results are added independent external evaluation. company. value for BCC as they help to meet their targets in these areas. Findings were presented at the •Able to do job better. final WNF Working Group •Further learning opportunities. meeting held on 12th April 2011. •Prospects for possible promotion. There has been a strong demand for Leadership and Management The full report was made •Improved self esteem arising modules. In total some 290 (71%) L & M modules delivered at both available to WG members and from sense of achievement. levels 4 and 5. wider dissemination will be via the LLN’s legacy websites.

32 EMPLOYER ENGAGEMENT AND THE WORKING NEIGHBOURHOODS FUND Final Report

WNF Beneficiary Analysis – presented to the LLN Steering Group 24/3/2011 A final project evaluation report has been produced and circulated to SG members and is available on the website - www.bbcslln.ac.uk Level 4 Flexible Module Strand Total Outputs Outputs Achieved Male Female SOA BEM Beneficiaries Profiled Actual

277 370 406 109% 51% 49% 35% 53%

Disability 18 - 25 26 - 35 36 - 45 46 - 55 56 - 65 Average Age

4% 18% 30% 27% 18% 7% 40 Project Closure Project delivery formally closed as of 31st March, 2011. An agreed Graduate Advantage Project B Strand closure plan has been implemented Total Male Female SOA Disability BEM Av Age 18 - 25 26 - 35 and all project funding satisfactorily Beneficiaries reconciled. 19/20 42% 58% 17% 0 58% 24 63% 37%

33 Information, Advice, Guidance and Learner Support via the LLN

Our LLN made the decision to partnership with agencies develop a ‘product’ by way of commence IAG activities by such as Connexions and Next Progression Agreements’ we working with and within the Steps. Initially, we opted not sought to employ an parameters of our partners in to appoint a specific member experienced IAG and Learner colleges and HEIs IAG and of staff to instigate this, Support Coordinator to student services functions, however as our activities manage the delivery of aims THE HE ROUTE along with the wider increased and we began to stated within our strategy. PLANNER WAS DESIGNED AS AN We clearly endeavoured and both to learners and FE/HE staff stone’ approach gave examples ONLINE PORTAL FOR succeeded to work closely with our about progression and routes for that are now being carried forward college and HE and private training vocational learners and, unusually and sustained by the HE and FE VOCATIONAL provider partners and included for an LLN, we delivered much of student support staff. Much of our LEARNERS AND THEIR collaborative work with other this through direct contact with IAG work has centred around ADVISORS agencies such as Aimhigher, Union learners – with a result of raising Progression Agreements. Learn and Fdf. We had messages staff awareness and confidence at which we wanted to disseminate the same time. This ‘stepping

34 INFORMATION, ADVICE, GUIDANCE AND LEARNER SUPPORT FROM THE LLN Staff Development

The LLN held a series of explore the benefits of Progression Agreements into partner detailed within a Progression information seminars around the Agreements for colleges, institutions. Agreement. Progression Agreements in universities and learners. It was recognised that a reference In addition to over 1,500 staff December 2008 and Additionally, the LLN visited point was necessary to offer a development briefings, where we January/February 2009 to assist institutions with this programme, consistent message – to meet this, concentrated on raising the profile with staff understanding of these to suit the availability of staff – the HE Route Planner was of progression for vocational new developments. The events, continuing this staff development designed as an online portal for learners through using geared towards IAG, curriculum well into 2010. The comprehensive those studying on a vocational Progression Agreements, our LLN and marketing staff, admissions ground work ensured that there course and their advisors, aiding also worked in collaboration with tutors and schools and colleges was a firm foundation on which to them to access information outside agencies in facilitating liaison officers, gave the build upon in the coming months of concerning progression routes and wider staff development opportunity for attendees to embedding Progression specific entry requirements opportunities;

• Coordinating and funding • Coordinating and facilitating • Working within Connexions • Facilitating staff training attendance for IAG IAG practitioners to attend a Birmingham staff sessions for 45 colleagues practitioners to attend a one half day workshop focussing development programme concerning QCF introduction day workshop focussing on on supporting the working delivering workshops and 14-19 Diploma structure supporting the working learner in approaching their concerning advising on • Dissemination and one-to- learner into higher level employer with a view to alternative progression routes one briefing sessions to education - offered by NIACE. accessing higher level for the vocational learner, support staff involved with learning - in collaboration including part-time options. advising the first cohort of with Foundation Degree 14-19 Diploma students Forward. applying to HE.

35 Progression Agreement Champions - Embedding Progression Agreements in HEIs, FECs and Private Training Providers

Web-based Support for IAG staff within the network Background to the Progression Agreement Champions

• Online resource to support The Progression Co- representative of both advisors in the embedding and ordinators within the LLN institutions where good naturalising of Progression successfully developed practice in progression into HE Agreements Progression Agreements was already working and other • Videos to use with learners – how between the HEIs and the FECs which needed help and to use and PA on a UCAS form FECs in 2007-09 and support in this area – and how to use the HE Route continued this work; Staff effectively a support and Planner development had been taking development network of there is also a V6 example • Downloadable PA documentation place and the HE Route practitioners within the using the PA logo inside can Planner was live. The next Network. Typically, the job role this be used? Yes, do we have? • logos for in-house tailoring and use phase for the LLN was to of a nominated ‘P.A. Champion’ • E-book library/reference docs assist partners in embedding was working within the Student This site was originally designed • Good news/share good practice PAs into their institutions. Services, Careers and IAG function of an FE college. to host the online ‘Toolkit’ to • resource links All student services were support those promoting • named contacts across the engaged, however it was Progression Agreements to partnership recognised that specific “The toolkit did ensure we (IAG learners. It soon became • sustainability – 20 individuals intensive targeting with practitioners) weren’t having apparent that this site could be have been trained from across financial support for selected to re-invent the wheel – we developed into a valuable the Network to equip them with institutions would help could draw on and adapt the resource centre – an online materials to suit our audience the skills to update this website, establish process of and college”.– PA Champion space to support IAG staff in keeping it current and live after embedding and supply many areas of progression for the LLN has handed over. It has examples of good practice the vocational learners. That funding to be hosted until July rest of the Network could development has been part 2012 draw from. The BBSLLN To facilitate continuity of message, a Progression focus of the remaining months of • A social media presence via You funded positions for 5 P.A. Agreement Champion Toolkit the LLN. Tube, Facebook, Twitter and Champions within a range of was developed supporting the www.progressiontoHEnetwork.org.uk LinkedIn. FE colleges which were Champions in their work. “This online space provides us with a good opportunity for collaborative working and information Literature, posters, presentations, video clips, and sharing across our institutions, especially aiding practitioners in supporting their vocational logos were included into the learners.” - FEC Head of Careers and Café member (Careers Advisors in further Education). Toolkit for use and adaptation.

36 INFORMATION, ADVICE, GUIDANCE AND LEARNER SUPPORT FROM THE LLN The Progression Agreement Champions met regularly to discuss and share their approaches and during these meetings, individuals gained from networking with peers from other institutions.

Approaches used to enhance current practice Date launched Publicity – theHE route “Way to Go” • February 2010 planner has been publicised –identifying PA linked courses in with a wide audience prospectuses - both online and Background • To the Network via PWGs and IAG Date paper based versions – using • www.herouteplanner.co.uk network and staff briefings LLN PA logo • June 2010 Gives clarity as to what a level 3 • To Learners - by LLN staff, HEI and –presentations to learners and Background vocational learner needs to College Staff via HE fairs, parents/carers ‘what is a PA? achieve in order to progress onto Apprenticeship Roadshows, LLN • developed as a leaflet to introduce and how they are used’ their chosen higher education Roadshows, within 1-21 advice the variety of vocational learning and –tailored in-house publications course. sessions, and group presentations. more specifically the progression routes from vocational further –written into college This tool was set up in • Bookmarks distributed x 6,000 education – up to higher education – progression interventions collaboration with AimHigher Sustainability strategy with established Progression West Midlands and was linked • The HE Route Planner is continuing Agreements routes attached. This –definitions and details of the directly with the data sets used to be hosted online post LLN up to booklet follows a Q&A format. function of PAs on websites/ within the regional prospectus July 2012 • Number produced - 6,000 literature being used as a hosted on the AimHigher Learning700 Publications marketing tool Pathways System (ALPs) website • Distribution – via FEC and HEI IAG –case study examples • To supplement the online resource practitioners across the Network; information our LLN produced at HE fairs; Progression Agreement –developed and enhanced links, Usage printed materials including subject presentations in institutions to dialogue and collaboration with • Average 700 individual visitors specific progression grids to use staff and with learners; LLN HEIs per month with learners. Student Roadshows.

37 A2Z – Vocational Learning Guide Current Account

“This is a great cover-all Your guide to finances on Date - Jan 2011 publication for any learner part-time higher Background education courses in the Developed in response to the who is a little uncertain of West Midlands predicted increased numbers of part- considering courses other time learners wishing to access HE than A levels – it’s the one and the void evident in the I reach for.” information they could access regarding funding opportunities. Schools advisor The Current Account is a signposting guide to finance for those thinking of starting on a part-time HE course. The publication illustrates The booklet contains a double page the diversity of entry from each of the Universities progression routes within the Network that offer part- undertaken by using: time courses. • real case studies from local The Universities have taken this learners all at different stages of opportunity to allay any fears and Background their career address any issues a prospective The A2Z Guide to Vocational • different experiences of learning part-time learner may have. They Learning is a publication which including adults and young people have also provided reassuring quotes originated under Aimhigher from vocational routes into careers from current part-time learners. Birmingham and Solihull. In 2008 and higher education The final section of Current Account the LLN joined to extended and • industry background and current covers the contact details for other expanded the publication to labour market climate for Number distributed - 2,000 providers within the WM region embrace a wider set of case offering HE courses. different sectors within the – across the network by IAG studies and curriculum areas. world of work and also features practitioners This has been a very successful many ‘find out more’ contacts. Online availability - e-book “A compact publication. IAG Advisors across Most recent update - July 2010 the network have used a total of with downloadable files straightforward Online availability - e-book 10,000 printed copies of this – availability as an e-book and also guide – just what’s publication with learners, and it with downloadable files as software files which are available needed for this has seen two updates within the – availability as an e-book and also to be downloaded and added to any potentially life span of the LLN – ensuring as software files which are available website or internet / intranet difficult topic." the information is current and to be downloaded and added to any www.progressiontoHEnetwork.org.uk Timely too, in this website or internet / intranet relevant for the readership. current climate.” www.progressiontoHEnetwork.org.uk

38 INFORMATION, ADVICE, GUIDANCE AND LEARNER SUPPORT FROM THE LLN Clarifying GCSE equivalencies for entry into HE

Background other equivalent level two intervention with the resulting Over the years there has often been qualifications. Our neighbouring online and poster tools available to heard an underlying concern LLN covering Staffordshire, offer clarity and consistency of regarding the statement ‘GCSE or Shropshire, Stoke-on-Trent, Telford message for all. equivalent’ when mentioning entry and Wrekin undertook a project We were also given kind permission requirements into HE. This ‘coverall’ around this with great success and to develop the publication ‘English statement offers little information they kindly agreed for our LLN to and Mathematics Qualifications at for many of the vocational learners replicate elements of the project Level 2’ into an e-book which is now within our area. Lifelong Learning Network who may have missed taking their hosted on the progressiontoHEnet- Staffordshire, Stoke-on-Trent, Shropshire, Telford & Wrekin GCSE qualifications ‘first time Birmingham City University and work.org.uk site and is being round’ at school, but who are University College Birmingham promoted to HE admissions staff working towards – or achieved - have both benefited from this across the network.

Aneesah is 19 and is in the first year of ‘’I liked the location of the college and graduate level.’’ This prompted month. ‘’the level of work is much her Degree course BA (Hons) because it is not too big, I did Aneesah to think about what was next higher but I am coping well with Early Childhood get to know everyone and for her. support and listening to exactly what is and Education found my way around ok.’’ She During the Higher Education Fair put expected….and I’m doing lots more Studies at explains ‘I wanted to gain on by her college, Aneesah met with a reading. Budgeting is complicated as I Birmingham practical experience alongside member of staff from the Birmingham, am trying to balance essentials such City University. my learning.’ and says ‘’I Black Country and Solihull Lifelong as books, stationary and food – and still leave some cash for the odd After leaving benefited from the support Learning Network – and subsequently student night out! I know there is school at 16 with offered by College staff learnt about Progression Agreements budgeting support available at BCU, so GCSE’s .Aneesah onsite – and I also very much between her course and the local I’m sure I’ll be ok.’’ To supplement the was r appreciated the friendly Universities. With support from her eady for her student loans and also to boost her CV, support offered by the staff college Aneesah used her Progression next step. She Aneesah is working part time. ‘’this is during my placements.’’ Agreement to apply to Birmingham had researched City University. ‘’knowing there was a ok for me as I am able to fit it alongside This made the whole FE her options: ‘’I Progression Agreement between my my personal studying and set experience welcoming and positive for listened to a course outline whilst I courses made me feel like the timetable.’’ Aneesah. was at a college open day with friends University understood where I was University life is living up to Aneesah's – it sounded really different and During her first year at College, coming from and they knew that I expectations ‘’I’m being challenged interesting, so I put in my application Aneesah’s group were given a could cope with their HE degree academically and have so many new form and was accepted.” workshop ‘’I was told about the higher course. This gave me confidence and I friends, freshers week really helped learning opportunities that I could do Aneesah began her further education knew exactly what grades/points I everyone to mingle. I’m really excited when I finished the course. I also needed to achieve to get my place’’ about the years to come and look on a Cache Diploma in Childcare and discovered that it would benefit me in Aneesah did very well at level three forward to applying what I have learnt, Education at University College the future if I continued in education gaining 240 UCAS points, she secured using it to help me become successful Birmingham. Aneesah speaks of the and expanded my knowledge, as there her place at BCU and began only last in my career. change from school life to college life: are better job opportunities at

39 Apprenticeship Progression Apprenticeship recognition statement and badge scheme

Apprenticeships - Good for our Business with Apprenticeships - Good for our Learners.

BBSLLN have successfully statement also contains a National Apprenticeship Service In the meantime the piloted an Apprenticeship commitment to other positive (NAS) logo, will be the HE Apprenticeship Recognition Recognition and Badge Scheme steps such as ensuring that providers’ equivalent of the NAS Statement scheme has been with higher education providers Advanced Apprenticeships are badge for employers, replacing used successfully as the basis of across the region. Under the listed as suitable entry the strap line: a regional Apprenticeship scheme HE providers, including qualifications in course publicity Apprenticeships - Good for Admission Pledge for HE universities, colleges and private materials. our Business with providers in the Sussex Learning training agencies, were asked to A second element of the Apprenticeships Network region and a launch adopt a policy statement scheme will see participating - Good for our Learners. event for the West Midlands recognising the Advanced institutions awarded a badge in NAS plan to introduce the Apprenticeship Admission Apprenticeship as an eligible recognition of their positive provider badge alongside a new Pledge was held in Birmingham entry qualification and stance on apprentices. The Higher Apprenticeship Fund later on 17 June, 2011 at The Crowne encouraging applications. The badge, incorporating the this year. Plaza Birmingham.

40 APPRENTICESHIP PROGRESSION HIGHER APPRENTICESHIP FRAMEWORKS

We have actively supported into force at the beginning of To provide clarification of the contributed to work being the development of higher April 2011. situation for our Network conducted by Skills for Health apprenticeship frameworks Under the new partners, we have SSC aimed at developing three providing increased specification practical and disseminated the results of a new higher apprenticeship opportunities for apprentices technical skills can be taught telephone survey we frameworks incorporating to gain higher skills. We and assessed separately or conducted of all twenty-three Foundation Degrees. We have worked with Construction through integrated Sector Skills Councils (SSCs) also contributed to a Skills Sector Skills Council to qualifications such as which revealed that only two consultation by the Council for promote their Higher Foundation Degrees and a new frameworks would be Administration on generic Apprenticeship in Higher Apprenticeship available from April, with Higher Apprenticeship Construction Site programme can now be thirteen more planned to be frameworks in Business and Management with local HE delivered at either Level 4 or available within the following Leadership and Management providers and the first cohort Level 5. We anticipated that twelve months. at Level 4 and 5 respectively. of students recently enrolled many SSCs planning to We have contributed to a Throughout all our work on on the programme at introduce new higher national working group apprenticeship progression we Stourbridge College. We have frameworks might struggle to convened by Construction have engaged with and also contributed to the do so by April 2011 due to the Skills SSC to design a new supported apprenticeship development of new and complexity of meeting sector Level 5 Higher Apprenticeship provider groups and West revised higher frameworks to requirements in existing HE framework incorporating a Midlands NAS in a range of comply with a new statutory qualifications which would sector endorsed Foundation events and initiatives to specification for need to incorporate national Degree to be locally validated promote apprenticeship apprenticeships which came occupational standards. by HEIs. Similarly we have recruitment and progression.

41 EMPLOYER FOCUSED UNIT Interim results (31.03.2011) ACCREDITATION AND • 22 employers expressed an interest in testing the pilot; PROGRESSION PROJECT A • 20 learners expressed an interest in testing the pilot; • 13 learners enrolled;

In partnership with the Birmingham, Black Country, and Solihull • 3 learners interested but require employer permission for LLN, Stourbridge College has been leading on a number of projects recruitment to take place. working with employers to explore ways to address the • 4 learners will be enrolled as part of the ongoing recruitment for professional skills gap by testing their willingness to engage and the HLA programme. financially support their workforce to progress on to Level 4 (and beyond) qualifications. CONCLUSION

One element of these projects was to test: Employers require a flexible training mode where the activity takes place either in the working environment using NVQ • Employer interest in supporting their workforce to gain style of delivery or offer choices to meet business needs. The competence at level 4 and above via the new 'Higher Level experience of the project suggests that learning institutions Apprenticeship' being developed by Construction Skills and must revise their training delivery modes if they are to engage employers effectively. supported by the UK government. THIS REQUIRES:

• Marketing programmes to meet the business needs of companies The higher level apprenticeship framework comprises: • Linking training to occupational competence requirements of • A technical certificate e.g. HNC/HNC/FD the individual; • A vocational qualification e.g. the new QCF level 6 • An organisational and cultural shift towards providing flexible programme (equivalent to NVQ L4) learning opportunities including more work place delivery, • Competence in Functional Skills (Maths, English and IT) varied delivery methods, flexible start dates, variable course length and bitesize/modular, flexible timetables and locations.

42 APPRENTICESHIP PROGRESSION Alex has worked in the FLEXIBLE LEARNING construction industry for 6 years OPPORTUNITIES having been self employed and working on general building jobs, house repairs, extensions and VARIED DELIVERY METHODS landscape gardening.

VARIABLE COURSE LENGTH

MORE WORK PLACE He studied for an ICA Level 2 been great and when I DELIVERY construction qualification at explained my ambition of Stourbridge Colleges going to university they told Advanced Technology Centre me about the Progression and decided that, as he’d had Agreement scheme at the such a good experience at college. I went along to a FLEXIBLE START DATES college, he’d like to go onto Birmingham City University university to take his career a Open Day, applied and got an step further. He enrolled on an interview and was offered an Advanced Apprenticeship in unconditional place” Brickwork, NVQ Level 3 at the Alex accepted the offer on his ATC – equivalent to 2 A Levels Construction Management BITESIZE/MODULAR, – which paved the way for him and Economics Degree FLEXIBLE TIMETABLES to go onto Higher Education to course and continues to be AND LOCATIONS. study construction. self employed Alex said: “The tutors at to help fund himself through Stourbridge College have his degree.

43 ROADSHOWS

Roadshows were seen as a good Events featured a number of Scores were way of promoting progression presentations on the background consistently agreements and were built into to and benefits of progression between 72% the LLN’s Business Plan, so it agreements with accompanying and 93% was agreed with our partners to inputs on the UCAS application (Good/Very organise six events. We worked process and student finance. Good) with the with the two Aimhigher During the course of the events, exception of the partnerships in the Birmingham attendees were able to visit Finance Leaflet partner HE stands and ask Solihull and the Black Country, (66.7%) at the questions about courses and who partially funded the events. Birmingham programmes. Rupy Pandal and Pat Richards from The first Roadshow, The Big Roadshow. City of Wolverhampton College with Event and Move On Up! was With the focus on embedding 9 out of every 10 two attendees at the Move On Up! Event 2008. aimed at learners from across our work and following 2008/09 attendees felt the region and provided advice and 2010’s successful events, the roadshow and guidance on careers in partners have now received helped them health, social care and early handover documentation and make a more informed choice years. Following on from the plans are going ahead with at about going on to study at success of this event, five least three universities Higher Education, with over half further Roadshows were collaborating together to “take saying they are now more likely delivered to over 3,000 learners: up the baton” from the LLN. and to consider HE than before the • Three Health, Social Care, Early organise future events when the event. These have proven a very Years and Education LLN is no longer present. effective way of communicating Evidence from both of the the progression agreement • Two Construction and Health, Social Care and message directly to vocation Engineering Business and Management level 3 learners. • One Business and Professional Working Groups is that this is Management Studies highly likely. 25% of the attendees to The Roadshows were aimed at All of the responses recorded second year, level 3 vocational the roadshows from one showed high levels of and Access to HE learners, training provider used satisfaction from Learners potential HE students who attending both of the events. progression agreements would be considering applying to secure their place at a through UCAS. university of their choice.

44 APPRENTICESHIP PROGRESSION The Real Apprentice Roadshow

Contact: For more information about ongoing events in 2011/12, please contact Jo Robb, BCTG, 0121 544 6455

Health Social Care and Early Years Roadshow, September 2010. Another key initiative which the organisation for the LLN has supported over the last 3 continuation of these events should years and which have been a great go to Sandwell, Dudley, success in previous years is the Wolverhampton, Walsall, Solihull “The Real Apprentice Roadshow”. Local Authorities in the Black In Spring 2011 BBC&S LLN again Country as well as the Birmingham supported these valuable Network, Black Country Training Roadshows at seven venues across Group (BCTG) and BBC&S LLN for the sub region with an information the Birmingham dates. The events and advice stand. The turnout was were organised by BCTG. consistently high and provided an excellent opportunity to talk about Students at Health Social Care andprogression with entire families. The Real Apprentice Early Years Roadshow, October 2010.These events are targeted Roadshow ran at: predominantly towards those who WOLVERHAMPTON FC are thinking of leaving school after – THE MOLINEUX ON 8TH year 11 (after completion of GCSEs) MARCH 2011 and we produced a ‘Where Next?’ booklet specifically for distribution WALSALL FC - BESCOT STADIUM at the Roadshows. The booklet was – 10TH MARCH written with a specific focus on BRIERLEY HILL CIVIC HALL – Apprenticeships and Progression 15TH MARCH Agreements for this age range and WARWICKSHIRE COUNTY CRICKET serves as a useful way of showing GROUND – 31ST MARCH parents/carers and wider family A short video of the roadshows SOLIHULL – THE RENEWAL that progression into Higher CENTRE – 6TH APRIL Education is possible following on progression agreements can be found fromon an Advanced Apprenticeship. ASTON VILLA FOOTBALL GROUND – 12TH MAY www.youtube.com/progressionagreements.Recognition for funding and 45 Apprenticeships - Where next?

Date Background March 2010 This guide is primarily aimed towards those reprint March 2011 year 10/year 11 learners thinking of their next step from GCSE and/or leaving school. • Number produced - 2,000 The main focus is to explain the nature and • Distribution – via the “Real Apprenticeship” unique features of following an Roadshows – seven held annually across Apprenticeship route – earning whilst the Network - via IAG practitioners across learning. This booklet illustrates how it is the Network. possible to progress from an Advanced Apprenticeship into and through higher education.

46 APPRENTICESHIP PROGRESSION Appendix

LIST OF ALL LLN PARTNER TRAINING PROVIDERS COLLEGES AND TRAINING PROVIDERS WHO HAVE • Bastock Firth BENEFITED FROM PROGRESSION AGREEMENTS • Black Country Cardiovascular Network WITH HIGHER EDUCATION • Black Country Training Group INSTITUTIONS • Crackerjack Training Ltd • CSCM Learning • Birmingham Metropolitan College • GB Training • Bournville College • Heart of Birmingham Teaching • City College, Birmingham Primary Care Trust • City of Wolverhampton College • Sandwell Metropolitan Borough • Dudley College council • Halesowen College • Staffordshire, Shropshire and the • Joseph Chamberlain 6th Form Black Country Neonatal Network College • The Birmingham Care • Sandwell College Development Agency • Solihull College • Walsall Housing Training • South Birmingham College • Stourbridge College HEI’S • Telford College of Arts & Technology •UCB • UCB (FE) • UoW • Walsall College •Etc

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APPENDIX 47 2006 2007 2008 2009 2010

2011

Cambrian Hall, Brindley Drive, Birmingham B1 2NB Tel 0121 604 1000 ext 2660 Fax 0121 212 9203 www.bbcslln.ac.uk

Produced in the Midlands by: [email protected]