Vocational Progression Toolkit Progression to Higher Education from a vocational / work based learning background
A Vocational Learner’s Guide
greater merseyside Where do you want to be in 10 years time?
Consider the following questions
2. Where do I want 1. Where do I to live? want to be in 10 years?
4. Will I want to socialise and have 3. What car interests? will I want to drive?
5. How much money will I want to be earning to afford the above?
6. Now think about all the things you’ll need to do, in order to reach that goal?
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 2 - Case Study: Rachel Howard Rachel was unsure of what she wanted to do when she left school and on the day she received her GCSEs headed to St Helens College to see what they had to offer.
Rachel started a Fashion and Textiles course but soon realised it wasn’t for her.
Rachel wanted to earn a wage so with the help of her Connexions advisor she secured a place on a Business Administration Apprenticeship, with a placement at St Helens Council.
Half way through her Apprenticeship she secured a job with St Helens College as Administrator for Clerk to the Corporation.
Rachel went on to complete her Advanced Apprenticeship.
In 2005/2006 St Helens College ran a “Careers Champion Project” using Aimhigher funding. Rachel was allocated a champion within her field of administration, the mentor’s aim was to guide Rachel through her Apprenticeship but also to look at what progression routes were open to her.
Rachel was undecided whether to continue down the administration route and undertook an Access to Higher Education course in teaching and learning, this has enabled her to be accepted onto a part time degree.
Once Rachel has successfully completed her degree she hopes to go to a local university to undertake a PGCE, this will enable her to become a Primary school teacher.
Rachel prefers part time education as she has always earned a wage whilst she has been studying and will continue to do so. Earn while you learn is a route many vocational learners are choosing as a successful career path
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 3 - Case Study: Phil Caton Phil Caton is 25 years old and works as a Senior Telecommunications Officer at St Helens College.
On leaving school in 1998 Phil started on an Apprenticeship programme at St Helens College in Software Engineering aged 17. At the time Phil was working as a Computer Support Officer within the I.T Department, so he was working full time and attending College 1 day a week to complete an NVQ. This enabled Phil to earn a wage as well as working towards a nationally recognised qualification.
On completion of his Apprenticeship Phil progressed onto his Advanced Apprenticeship and this was also combined with a HNC in software engineering. Again Phil achieved these programmes along with his key skills.
Since completing the Apprenticeship programme Phil has continued to study part-time and has completed a HNC and HND in Telecommunications which on completion opened up a new career path within the College as he is now working as a senior telecommunications officer.
Phil is currently looking at further options to continue studying part-time as he feels further progression would help his future career prospects.
Case Study: Amanda Johnston Amanda Johnston is a Sales Co-ordinator at the Village Hotel in Bromborough.
“When I left school, I went to Wirral Metropolitan College for 2 years for the National Diploma in Hospitality Supervision. My work experience placement was at a local hotel. On completion, I was offered a job on reception where I worked for 2 years. I progressed to Shift Leader and then to the Sales Team.
I continued at Wirral Metropolitan College and completed the Higher National Diploma in Hospitality Management. I chose to do a work placement in Greece where I stayed for 4 months. I worked in a restaurant, serving food and drink and training the other staff. I then returned to Wirral and completed my qualification. I think it is important to motivate yourself to complete work at College.
In my present position as Sales Co-ordinator, I take bookings for conferences, banqueting and weddings. I also liaise with the customers and work on special events that we run in the hotel. My advice to other young people is: It is important to ask about all the options after GCSE exams. A- Levels don’t suit everyone. Work experience can help you decide what you want to do.”
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 4 - Making the transition from further education (FE) to higher education (HE)
Any qualification that is graded at Level 4 or above is classed as higher education.
Level Qualifications relating to Level 1 GCSE grades D – G, Further Foundation Certificates, Education NVQ 1 (excludes GCSEs)
2 GCSE grades A – C, Apprenticeship, NVQ 2, 3 Advanced Apprenticeship, NVQ 3, Vocational A Levels National Diplomas 4 National Diplomas Higher Education National Certificates National Awards 5 Higher National Certificates/ Diplomas, NVQ 4, Foundation Degree 6 Degree 7 NVQ 5
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 5 - Now you are aware of what is available it is important you know the length of time the qualification takes (see table page 8), how much it costs and
Pay attention to where these types of
entry requirements, qualifications are delivered
some are confusing (table below)
and a phone call to Research local colleges,
the Admissions training providers, universities and distance Department should clear any issues up. learning providers which offer programmes of study you are interested in.
What is available and where?
Routes Available Where What can be studied • Vocational A Levels 6th Form • Academic A Levels • School • Vocational Certificates of • College Academic/ Vocational Education (VCE) • Diploma • Vocational Certificates of Education (VCE) FE College • NVQs
• College • BTEC Nationals
• HNC/HND Vocational / Work based/ Academic • Foundation Degrees • Diploma Employment with Training • Entry to Employment (E2E) • FE College • Apprenticeships • Training Provider Work based/ Vocational • Advanced Apprenticeships Included in this table are qualifications up to and including Level 4.
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 6 - What is higher education (HE)?
Most people think of HE as gaining a degree over 3 years as a FT student; this is true and most young people do gain a degree via this method. However there are alternatives. Any qualification that is graded at Level 4 or above is classed as higher education.
Type of What is it? Where can it How long does Where next? Qualification be studied? it take? Honours A subject University or 3-5 years full- Master’s degree Degree based at a local time PhD qualification college, 8 years part- and the most where a time or flexible common kind university has learning of higher validated the education. programme Sandwich courses include a year at work. Foundation An College 2 years part- Other Professional Degree employment or University time. Qualifications or based Distance final year of qualification Learning, online specified Honours which learning and Degree combines fully work-based academic and are other work-based options that may learning be available. Higher National A vocational College or HND Honours Degree Certificate/ qualification, university 2 years+ (part- Diploma available in a time) HNC/HND wide range of subjects HNC 2 years (part- time) National A work related College or Several years Level 5 is Vocational qualification Training dependent upon equivalent to a Qualification: based on what Provider which level an degree. Learners NVQ Levels an employee employee who successfully 1- 5 can actually do studies. complete level 3 can move onto level 4 or study towards a HNC/D or Foundation Degree.
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 7 - Progression Routes
Use the following table to plan your progression route from further education into higher education
What Qualifications do you already Do any of these qualifications have have? UCAS points attached to them? For information relating to the UCAS tariff please see the UCAS website www.ucas.com
What Qualifications are you currently Do any of these qualifications have studying towards? UCAS points attached to them? For information relating to the UCAS tariff please see the UCAS website www.ucas.com
What career would you like to follow? What qualifications will you need to follow this career?
Which college/university offers these What qualifications are needed to qualifications? access this programme of study?
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The UCAS Tariff
Students apply for a Higher Education course via the Universities and Colleges Admissions Service (UCAS).
Most part time courses run at a college can usually be applied for directly to the college, cutting out UCAS. A full application form including personal statement will still need to be completed.
The UCAS Tariff is a points system, which is used to display the entry requirements for particular courses. In recent times the index of qualifications that attract points under the UCAS Tariff has dramatically expanded, in order to include the new types of qualifications, which can be gained, particularly vocational ones (Apprenticeships will be included from 2007).
Each UCAS approved post 16 qualification and grade is allocated a points’ value and entry requirements are illustrated as points. The full up-to-date tariff illustrations are available on the UCAS website.
Currently not all Higher Education Institutions use the tariff system and those that do may request that points be gained via a particular subject or specific grades. More qualifications are scheduled to be included within the tariff that would provide additional entry routes to HE. Work is currently in progress by UCAS to establish the tariff points that a completed Apprenticeship Framework would attract.
Disabled students applying to UCAS There will be extra issues to think about if you are disabled - things like access to lecture theatres, bars and canteens and so on, whether there will be room for your personal assistant if you have one, the number of other disabled students etc.
You will be asked to state whether you have a disability on the application form. This will help them to arrange the support you need in time for when you start your course. From September 2002, university education became covered by the amended Part IV of the Disability Discrimination Act 1995.
This means universities and colleges are not allowed to treat a disabled applicant ‘less favourably’ than a non-disabled applicant for reasons related to his or her disability, without ‘justification’. Skill (The National Bureau for Students with Disabilities) can provide lots more information about this.
For further information: www.ucas.ac.uk/candq/tariff/index.html
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Personal Statements
Each individual applying to go on a HE course via UCAS must complete a personal statement which should detail their reasons for applying, their personal and career aspirations. Progress Files and Individual Learning Plans contribute in developing and collating the skills and attributes that individuals require in order to compose an effective personal statement.
The personal statement is of utmost importance, as in instances where interviews are not being held in order to gain access onto a course, this is the only opportunity an individual has to personalise the application.
The personal statement is also critical where there is a large number of applications, when admissions tutors will use the statement, in addition to predicted qualifications and grades in deciding whether to make an offer. In some courses, e.g. teaching, social work, creative courses, specific personal qualities, motivation or relevant experience is required and evidence of this will be sought within the personal statement. This is the case in the application for Foundation Degrees, where work experience and career development is of particular interest.
It has been reported that vocational learners who are applying to go onto a Higher Education course, do not utilise this as a tool for selling themselves or their experiences. They need to be supported in setting out all the experiences, skills, knowledge and achievements which they have gained and ensuring that these are explicit in their personal statement.
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 10 - LEARNER ACTIVITY If you are applying for a full-time or sandwich undergraduate degree, higher education (HE) foundation course or Higher National Diploma (HND), you will need the current UCAS application form and handbook. These are free. You can get them from your college, from libraries or direct from UCAS (www.ucas.com or 01242 544 610).
For other full-time further education or teacher education courses, or for part-time courses, including all Open University courses, contact the university or college directly and ask for a prospectus and application form. Personal Statement Activity
Go on the UCAS website and find the ‘Applying online’ booklet. Section 5.7 relates to the Personal Statement – read this section. www.ucas.com/apply/applying_online1.pdf
Personal Statement Activity
Look at examples in this book – in groups decide how each statement could be improved – consider content, style, layout, language, grammar and appropriateness for the course which is being applied for.
Personal Statement Activity
Practice writing your own Personal Statement, use the examples and notes below to help you. One possible outline of a personal statement is as follows:
• Say why you want to do the course you have chosen. • Say what you want to do after the course. • Mention any relevant work experience. • Mention any related visits you have arranged relevant to the course eg hospital, school. • Mention any work experience, which may not be relevant to the course but where transferable skills may have been developed. • Mention any other transferable skills. • Include personal qualities. • Include any positions of responsibility or interesting activities – in or out of school / learning. • Identify how any activities done in your spare time relate to the course e.g. TV programmes, reading The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 11 -
Personal Statement
Practice your personal statement, see previous notes for support
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 12 - Engineering Personal Statement – An example
I have always had an interest in the way things work, and since I was young, science has been one of my favourite subjects. My interest in sciences, particularly physics, has developed throughout my time at school, and I enjoy the challenge of using scientific and mathematical ideas when solving everyday problems. Last year I took part in the Engineering Education Scheme, working alongside three other students, with the local water company, to work on a project involving the removal of sludge from a drinking water clarification tank. This helped me to develop time management, problem-solving and teamwork skills, as we encountered several problems along the way (mostly involving the sludge), as well as having to cope with each other for long hours in order to meet deadlines. I found this both challenging and rewarding and achieved a Gold Crest Award as well as being able to take part in the regional final of the Young Engineers for Britain competition. The scheme gave me a useful insight into the types of problems that engineers have to solve, and convinced me that engineering is the career path I want to follow. I aim to secure sponsorship for my course with a local company, as this will provide me with the experience of industrial work during the holidays, as well as helping me financially through my time at university.
I believe that good links between engineers and businesses are essential for an efficient and profitable future for British industry. Studying Economics to AS-level, along with sciences and Maths, has helped me to understand some of the scientific principles behind production and management techniques. Physics has taught me about how things behave, and how these properties can be used in solving both practical and theoretical solutions. Studying biology has helped me to appreciate the role that engineers can play in helping to balance industry and natural environment. My favourite part of the course is the environment module, as I enjoy learning about how different species can adapt to their surroundings. Mathematics gives me the opportunity to apply familiar concepts to unfamiliar situations, and I enjoy the challenge of solving mathematical problems. I also find further Maths enjoyable, as I find it more challenging than my normal Maths lessons.
Alongside my school work, I have been studying an Open University science short course entitles ‘Food and Health: A Chemical Story’. I enjoy working on the course, as it helps to broaden my scientific reading, and covers interesting topics in more depth than my school studies. It also helps me with my independent study and time management skills. I am due to complete the course at the end of October.
I like to be involved in other aspects of school life, for example I took part in the junior mock trial competition lower down the school. Last year I was assistant house captain, helping encourage younger members of my house in competitions. I helped backstage in the sixth form show, which I intend to do again this year. I am a year eight ‘buddy’, which involves helping an able younger student with extra schoolwork. I take drama lessons out of school, and recently passed Guildhall Grade 6 solo acting with honours. I have been involved in five musicals since starting at this school, and am currently rehearsing for my first principal role in the schools’ production of ‘Les Miserables’. I have also taken part in several productions with local youth theatre and amateur dramatics societies, ranging from William Shakespeare to Willy Russell. I play the violin in the school orchestra, and enjoy singing in the school choir. I also take part in music activities outside of school, and am involved in groups such as Burton Sinfonial and Staffordshire Youth Choir.
Although at the moment I intend to complete a degree in manufacturing engineering, I do not feel that I am in the best position to make any final decisions about my career yet, and have chosen courses with the first year (and in some cases the second year) common to degree programmes in many disciplines of engineering. My experiences of engineering so far have been both challenging and rewarding, and I hope that my future career will be too.
*This person got 5 offers including an offer from Cambridge. The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 13 - BTEC Health Studies Personal Statement
The time I have spent on the BTEC National Diploma in Health Studies has been informative, challenging and enjoyable. During this course I have particularly enjoyed the modules on Psychology, Equality, Diversity and Rights and Microbiology. Undertaking this course has prepared me for the academic challenges, which I may face in university life.
I have decided to apply for cultural Studies and sociology, Criminology and Contemporary culture, Medical and Environmental Microbiology and sociology. I have made these choices as I have a passionate interest for these subjects. Through my BTEC I have been given the chance to touch on these subjects and also before applying I researched the courses by going online and contacting a careers advisor, and I would like very much to study one of them to degree level.
During the BTEC course I have earned my key skills certificates and a food hygiene certificate and have also undertaken a number of work placements. These placements have allowed me to observe the type of work involved within various caring professions.
During my time on work placement I have undertaken work experience at *** ***** County Primary School, *** **** Residential Home and I have also spent time at the ******* Hospital Children’s Centre and ***** Ward, which is situated in the ******* Hospital I have also had experience with the District Nurses. These placement have given me good people skills and communication skills, they have also given me self-confidence. I also used to work voluntarily in the Cafe in the ******* Hospital, which I enjoyed very much as I got on with the other employees very well.
I am currently working for an employment agency at various places, mainly factories as a production operator.
I am currently unsure about my future career and am hoping my time on the course will help me decide what I ultimately do.
I am a good listener, independent, organised and self disciplined which should prove invaluable preparation for life at university.
I enjoy socialising with my friends and meeting new people. I enjoy listening to all sorts of music but I am particularly interested in rock, acoustic and indie music. I like watching films; I also am currently learning to play the bass guitar.
Earlier this year I started a nursing course but found it was not for me, as I realised my interests lie in sociology and cultural related studies, although I feel the time I spent on the course showed me what university life is really like and I feel I gained a lot from the experience.
I feel that BTEC National Diploma in Health Studies has helped to prepare me for university life and skills required for the course and hope you will look favourably upon my application.
*This person wrote this statement for a foundation year to progress to a degree and all offers were unconditional.
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 14 - Business Personal Statement
My decision to apply for a degree in Business is due to my desire to aim for a career in the promotion of electronic music. This initiated from a visit to London, where I had the opportunity to experience the deeply fascinating influences of the local club scene to the culture of our times. This experience made my involvement with that specific branch of the music industry a primary objective.
During the following years I succeeded in establishing a presence within a field I knew very little about, even at the expense of other activities. In fact, I managed to occupy myself in an independent record store, where apart from being given a chance to be involved in the management of the business I was also given an opportunity to test my creative skills, by creating a web page to promote the company.
Furthermore, the Economics and Business courses I attended during my studies in the International Baccalaureate gave me the opportunity to utilise and put into perspective the knowledge I had previously acquired through personal experience. This made me realise the effect that a university education would have upon me both as person and as future professional.
Hence, if I were given the opportunity to continue my studies along these lines I would be more than willing to devote myself to the hard work necessary in order to qualify for a degree. I am fully aware of the effort as well as the risks involved, still it is the advice of a friend that inspires me ‘do what your heart says – it will bring your greater riches’.
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 15 - Finance
When you go to university or college, you have to think about tuition fees and how you will pay for accommodation, travel, food, books, going out and so on.
The good news is that there is plenty of help available - though you should not expect to be living a life of luxury! Most people think it is well worth investing in higher education even if it means being a bit hard up for a few years, because they are more
likely to get a bigger salary at the end of it.
To find out more about the financial help available for students in higher education you can visit www.aimhigher.ac.uk or you can call the Student Loans Company Customer Support Office on 08456 077577 between 6am and midnight every day. However, if you have a detailed question about your likely entitlement then you can contact your Local Education Authority (the number is in the phone book) and ask to speak to the student awards officer.
Further information can also be found in the Aimhigher booklet, “A guide to financial support for part-time students in higher education 06/07”.
You can get a copy of this guide by calling the Student Support line on 0800 731 9133, quoting reference S/FSPT/V6 or textphone 0800 328 8988. Call the support line for copies in Braille or on audio tape. The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 16 -
Part time students If you are planning to study part-time - including with the Open University - for the equivalent of 50 per cent or more of a full-time course, you may qualify for a fee grant of up to £885 a year and a course grant of up to £250 a year. You will not have to pay tuition fees if you are on an income below £14,970 or get any of these benefits: y Council Tax Benefit y Housing Benefit y Income Support y Job Seeker’s Allowance y New Deal Allowance If you already get benefits, becoming a student can be seen as a ‘change of circumstances’. Check with your local DWP or Jobcentre Plus to see if studying at university might affect your benefit. Those on higher incomes
may get partial support.
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Teacher training incentives Apply for funding from your local education authority (LEA) if you are going to do initial teacher training (ITT) full-time or part-time. There are reduced fees for undergraduate ITT courses and there are no fees for postgraduate teacher training. For more information on this call the Teacher Training Agency’s Information Line on 0845 6000 991. Or visit the website at www.canteach.gov.uk
National Health Service Bursaries Students with a National Health Service (NHS) funded place on a full- time or part-time pre-registration health professional course can apply for NHS bursaries. If you register for a course of this kind, you will automatically be sent information about how to apply. For some students studying medical or dental courses, these NHS Bursaries should be available for your later years of study. For more information check out the NHS careers website at www.nhs.uk/careers
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Access to Learning Fund The Access to Learning Fund is available through your college or university and provides help for students on low incomes who may need extra financial support for their course and to stay in higher education. Contact your college or university for more information. The good news is that this money does not usually have to be repaid.
Career Development Loans Career Development Loans are backed by the Government and available through three high street banks. They’re loans of between £300 and £8,000 to pay for up to two years of vocational education or training. Study can be fulltime, part-time or by distance learning. No repayments are made during the period of training and for one month afterwards. After this you have to pay the loan and any further interest.
Disabled Students Allowances (DSAs) These help with the extra costs you have as a result of attending your course and as direct result of your disability. The Department for Education and Skills (DfES) produces a booklet called Bridging the Gap, which provides information about these allowances. Call 0800 731 9133 for a copy. Copies are also available in audio, braille, and large print.
Young People Leaving Care The Children (Leaving Care) Act 2000 came into force on 01 October 2001. Young people who are eligible for leaving care services since that date will have a pathway plan and a personal advisor. The local authority responsible for your pathway plan will have a duty to meet your needs in relation to education, training or employment. If necessary this will include helping you with the costs of accommodation during the holidays. Students should speak to their social worker or personal advisor to find out more.
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 19 - Information about financial help for Part-time students in Higher Education
From September 2006, the amount of financial help available to eligible part-time students in higher education has increased. This applies to new and existing part- time students.
Non repayable grants
• There is a course grant worth up to £250 to help with costs like books and travel.
• There is a non repayable grant for tuition fees worth up to £1,125 depending on the intensity of the course. Your university or college will agree with you how long it will take to complete your course and which of the intensity bands below will apply.
Part Time Tuition Fee Support Intensity of the course Available
Up to £1,125 At least 75% of the full time course
Up to £900 At least 60% of the full time course
Up to £750 At least 50% of the full time course
• Part time tuition fee and course grants depend on your household income and other personal circumstances
Household Income Part Time Fee Grant Course Grant Up to £15, 344 Full Fee Grant £250 From £15,344 Partial Fee Grant £250 Up to £23,145
Incomes levels shown here apply to a single student with no dependents. Higher income levels may also be allowed for students who have partners and/or dependents.
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Other help
• There is a disabled students Allowance for students with additional study costs due to their disability • There is extra help available to some students from the Access to Learning Fund – money for students who find themselves in financial difficulty. For example it may provide help with childcare costs. Speak to your university or college about this.
More Information
• “A guide to financial support for part time students in higher education” Student Finance Direct, Aimhigher • www.direct.gov.uk/studentfinance • Student Finance - 0800 731 0133
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 21 - Finance Learner Activities
Finance Activity Discuss with your group what financial problems you might encounter as higher education students. Together draw up a list of the perceived barriers and then look at the reality of graduate versus non graduate earnings.
Finance Activity Match the following statements to the right source of help and advice. (You can use the same source more than once):
Where can I find out more Connexions about tuition fees? I’d like to try for a Teacher Training Agency scholarship I need general advice on NHS student finance I want to join the armed www.studentfinance.co.uk forces I have left school/college www.dfes.gov.uk/studentsupport and need help with money whilst I decide what to do next I’m disabled National Bureau for Students with Disabilities (SKILL) I want to be a teacher LEA I am under 19 and want to www.studentmoney.org find out about help with money I want to be a doctor or a Armed forces nurse I need help with living Part Time Work costs Where can I get extra Job Centre spending money from Answers page 26
Finance Activity
Check out the following website sponsored by UNIAID: http://www.studentsurvivor.org.uk
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 22 - After Graduation and Life Long Learning
Remember a degree or equivalent can open more doorways, lead you down different paths, maybe earn you more money but it needs to be the right
qualification for where you want to be.
Here are just a few things to be thinking about:
• Graduates are less likely to be unemployed.
• Those with a higher education qualification can expect to earn more over the course of their working life than those without.
• Over the last five years, graduates had double the average number of promotions at work than
non-graduates. • An overwhelming majority
of students - 95% - agree that going to university is a worthwhile experience. Whatever you want to do in life, your career opportunities will be improved if you have a degree or diploma from a university or college. If you want to work in some professions (such as law or medicine) you’ll need a relevant degree.
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 23 - Did you know that the qualifications you achieve are likely to have a direct effect on how much you earn?
Employers pay most for skills that:
• are specialised • have required lots of training • are particularly important to their business • are in short supply
Employers pay least to:
• unskilled workers • semi-skilled workers
Employers place a greater value on some qualifications than others and are willing to pay people more as a result. So what can you expect from investing in your own education and training?
A recent study, commissioned by the Department for Education and Skills, shows that:
• Graduates are less likely to be unemployed than non-graduates. • Graduates had double the average number of promotions at work than • non-graduates over the last five years
There is a lot of competition for jobs today, and if you do not have qualifications, you will find it increasingly difficult to get a job.
People with few or no qualifications are:
• likely to earn less than people with better skills • less likely to own their own home
Remember though, even graduates do not simply walk into high-paying jobs. Higher education can certainly help, but you will still need to build up experience and work-related skills. Postgraduate and professional qualifications can also help you progress in your career.
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 24 - Lifelong Learning
Past generations usually had a job for life, from finishing school many undertook an Apprenticeship and on successful completion moved into their chosen vocation for life.
This is no longer the case and employees today need to undertake continuous professional development or Life Long Learning. In this ever changing world an employee will benefit from being one step ahead and using their past experience and skills to diverse and train in other areas. No job, is for life and through a persons working life retraining is essential.
It is important that everyone has a career plan; a career plan must be flexible (Life Long Learning).
A career plan should ideally be produced in the last few years of secondary school for more information relating to career planning see the Connexions website.
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Answers to Finance Learner Activity page 22
Where can I find out more about → LEA tuition fees? Dfes website I’d like to try for a scholarship → www.studentmoney.org Connexions I need general advice on student Dfes website finance → LEA www.studentmoney.org → Connexions I want to join the armed forces Armed Forces → Connexions I have left school/college and Job Centre need help with money whilst I Connexions decide what to do next I’m disabled → National Bureau for Students with Disabilities → LEA Connexions I want to be a teacher → Teacher Training Agency Connexions I am under 19 and want to find → Connexions out about help with money I want to be a doctor or a nurse → NHS Connexions I need help with living costs LEA → Support and Welfare Services within colleges and universities Connexions Where can I get extra spending Part-time Work money from? Connexions
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 26 - Further Information / Contacts
Aimhigher www.aimhigher.ac.uk
Aimhigher Greater Merseyside www.ahgtm.ac.uk
Aimhigher Holistic Routes to Progression www.ahgtm.ac.uk/holistic
Apprenticeships www.apprenticeship.org.uk
Alder Training www.aldertraining.co.uk
Birkenhead 6th Form College www.bsfc.ac.uk
BBC Aimhigher www.bbc.co.uk/schools/aimhigher
Career Development Loans www.lifelonglearning.co.uk/cdl
Connexions Gt. Merseyside www.connexions-gmerseyside.co.uk
Carmel College www.carmel.ac.uk
EGAS (Educational Grants Advisory Service) 020 7254 6251
Edge Hill University www.edgehill.ac.uk
Foundation Degrees www.foundationdegree.org.uk | www.fdf.ac.uk | www.ahgtm.ac.uk/foundation
Finance www.dfes.gov.uk/studentsupport | www.studentfinancedirect.co.uk www.studentmoney.org | www.aimhigher.ac.uk/studentfinaince
Hugh Baird www.hughbaird.ac.uk
King George V College www.kgv.ac.uk
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Learn Direct www.learndirect.co.uk
Liverpool Hope University www.hope.ac.uk
Liverpool John Moores www.livjm.ac.uk
National Union of Students www.nusonline.co.uk
Riverside College Halton www.riversidecollege.ac.uk
St Helens Chamber www.sthelenschamber.com
St Helens College www.sthelens.ac.uk
Southport College www.southport-college.ac.uk
Student Zone (careers advice and services) www.studentzone.org.uk
SKILL (Information for students with disabilities) www.skill.org.uk
Training Providers www.gmlpf.org/members/index.htm
University of Liverpool www.liv.ac.uk
University information www.uni4me.co.uk
UCAS www.ucas.ac.uk
Work train (Careers and Education Site) www.worktrain.gov.uk
Wirral Metropolitan College www.wmc.ac.uk
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Further and Recommended Reading
The Vocational Progression Routes Team have produced 2 study skills booklets. Their aim is to aid transition from vocational training to university. The booklets give guidance on independent study and producing work at a higher level.
These booklets can be accessed on our website: www.ahgtm.ac.uk/skills
The Vocational Progression Routes Toolkit – Learner Booklet The Vocational Progression Routes Project - 29 - Aimhigher Jargon Buster
BA Bachelor of Arts degree.
BSc Bachelor of Science degree.
Bursary Many universities and colleges offer non-repayable bursaries - see what is available as you might benefit.
Campus This usually refers to the buildings and surroundings of a university or college.
Clearing This is the system operated by UCAS to allocate students places on courses that still have vacancies after A level results come out. It is mainly for those who have not made the grades required by their chosen universities, but it can also allow last-minute applications.
Honours A qualification awarded by a higher education institution after the Degree satisfactory completion of the equivalent of three years of full-time study at university level.
Diploma of A qualification awarded by some higher education institutions, after Higher two years’ study. Education
Faculty A faculty is a group of academic departments - Faculty of Science, Faculty of Law and so on. Sometimes they are called schools, such as School of Health Studies.
Finals The final exams taken by students at the end of their study. Most degrees or higher education qualifications today rely far less on the results from finals and tend to combine final exams with assessment throughout the course.
Foundation A full or part-time job-related higher education course. Foundation Degree Degrees may be awarded after two years of study.
Freshers Students beginning their time at a university are often referred to as ‘Freshers’ and a Freshers’ Week may be organised to introduce them to university or college life. This can include social events as well as introduction to libraries and other resources.
HNC/HND Higher National Certificate and Higher National Diploma.
LEA Local Education Authority. Your local council responsible for schools and education. They also have a Student Awards Section, which deals with requests for funding for people living in the area who want to go to university or college.
Masters A postgraduate degree. This can be either a Master of Science (MSc), Degree a Master of Arts (MA) or Master of Philosophy (MPhil), depending on the subject. Masters degrees usually take a year full-time or two years part-time.
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NUS National Union of Students - the organisation that represents students and looks after their interests.
PhD Doctor of Philosophy. A person who has a degree and has undertaken years of research, published their work and been assessed. They can use the title Dr.
PGCE Postgraduate Certificate in Education. A one- or two-year teacher training course taken after your first degree.
Postgraduate Courses at a higher level, usually only available if you have Courses already passed your degree. Postgraduate study can lead to a Masters degree or a Postgraduate Certificate or Diploma.
Research Research is a key feature of most higher education courses. Research involves collecting information about a subject from a variety of sources including books, journals and the Internet or by carrying out experiments or talking to people, and analysis of this information.
Scholarship Financial help given by some organisations for specific courses. Check out www.studentmoney.org
Semester Some universities or colleges divide the student year into three terms, some divide it into two semesters. A semester is half a study year.
Tuition fees From 2006 universities and colleges of higher education will be able to charge new full-time undergraduates fees of up to £3,000. Some may charge less than the maximum of £3,000. Students study first and pay back when they are earning. A new loan is available to eligible, full-time students to cover their tuition fees.
Tutorial A one-to-one or small group session to discuss work or course issues with your tutor.
UCAS Universities and Colleges Admissions Service. Pronounced Yew-Cass. All students applying for full-time courses apply through UCAS.
Vocational A work-related programme of study designed to help you into Course a specific career.
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