Overcoming Barriers for Advanced Apprentices Progressing to Higher Education

A Resource from the Step-In to HE Project August 2010

1

Introduction

This resource answers key questions about how the Step-In to HE project supports the development of Advanced Apprentices’ skills, raises their aspirations, and opens up opportunities to progress to higher education (HE). It is based on the experience of the Step- In to HE Project between September 2007 and July 2010 and is designed to:

• describe the scope and outcomes of the Step-In to HE project and lessons learnt;

• raise awareness of, and give advice about, some practical techniques that can be used to promote progression to HE for Advanced Apprentices and work-based learners;

• highlight issues associated with supporting Advanced Apprentices to progress.

Developing and managing the Step-In to HE project has enabled Aimhigher and partners to learn a great deal about how to engage with Advanced Apprentices and how to give them information about their HE options which is relevant to their aspirations and addresses their concerns. We hope to be able to share the learning with others who support the aim of improving HE progression rates for Apprentices. The learning points have been highlighted throughout the document, and we hope that these will be useful to others wishing to develop similar initiatives. The intended audience for the report is practitioners involved in promoting Apprentices’ and work-based learners’ progression to HE, including work-based learning providers, Lifelong Learning Networks and Aimhigher partnerships, as well as other key influencers in this field.

In addition, Aimhigher Greater Manchester is interested in hearing from any colleges and work-based learning providers who might consider becoming a delivery centre for Step-In to HE. Anyone wanting to discuss Aimhigher Greater Manchester’s experience of developing the Step-In to HE module should contact the Progression Manager (contact details at the end of the document).

Acknowledgements

Thanks to staff working on the Step-In to HE module at Aimhigher Greater Manchester’s delivery partners, including: & Leigh College, , Skills Solutions Ltd, College and . Thanks also to the in working with Aimhigher Greater Manchester to make the Step-In to HE module the success that it has become.

Contents

Information has been organised under the following headings:

What is Step-In to HE? ...... 1

Why was Step-In to HE developed? ...... 1

How does Step-In to HE address barriers to HE progression? ...... 2

How did Step-In to HE get started? ...... 3

How was the Step-In to HE module developed and delivered? ...... 4

Who is Step-In to HE for? ...... 5

What’s included in the module? ...... 5

Who took part? ...... 7

How is the Step-In to HE module funded? ...... 7

How were Apprentices recruited to the course? ...... 8

Where does the course take place? ...... 10

How is Step-In monitored and evaluated? ...... 10

How many people has Step-In to HE helped so far? ...... 10

Why did Apprentices join the course? ...... 11

How many learners have progressed to HE? ...... 13

How have participants benefited from the course? ...... 14

What HE progression routes have been used? ...... 15

How do Universities use Step-In? ...... 16

What motivates Apprentices to progress? ...... 17

What stops Apprentices progressing? ...... 17

What opportunities exist for future development of the Step-In to HE module? ...... 18

Contact Information ...... 19

What is Step-In to HE?

Step-In to HE is designed to build Apprentices’ confidence in their ability to progress through providing a new Level 4 course worth 10 HE credits, validated by the University of Bolton. The Step-In to HE module gives Advanced Apprentices a taste of what it’s like to study at university level. The content of the course covers research skills, personal development planning and writing techniques. The course is part of the Aimhigher Greater Manchester Work-Based Learning strategy, and was developed by a partnership of delivery centres with the help of a Project Leader from Aimhigher Greater Manchester.

Step-In to HE started in 2007 as a developmental project, and from 2008/09 onwards came within the Aimhigher Greater Manchester progression framework for work-based learners. The progression framework is central to the Work-based Learning Strategy and offers a menu of activities aimed at increasing progression to HE among Apprentices by providing a coherent sequence of developmental opportunities from Year 10 through to adult learners. The Step-In to HE module is set alongside a range of activities such as introductory sessions, subject specific masterclasses, enrichment activities and one-to- one support sessions. Together the activities form part of a coherent strategy through which learners may progress as they move on from one level of learning to the next. The Step-In to HE module gives a taster of HE study and is a final rung of the ladder prior to HE transition.

Why was Step-In to HE developed?

Progression to HE by work-based learners in general and Apprentices in particular has become an increasingly important part of government skills policy. The Leitch Review of Skills Report (2006) set the ambitious target of over 40% of the adult population becoming qualified to Level 4 and above, and underlined the importance of the Apprenticeship route as a means of making a significant contribution to this ambition1. Progression to higher education by Higher skills are increasingly important in all Apprentices lags behind that of other occupational areas and sectors covered by learner groups. For example, tracking of Apprenticeship Frameworks the 2006/07 Greater Manchester Advanced Apprentice leaver cohort, using data provided through the Greater Manchester Learner Provider Network (GMLPN) undertaken on behalf of Aimhigher Greater Manchester during 2007/08, suggests that only 100 out of 3,000 Advanced Apprentices went into HE on completion (3%)2. This is in line with the national estimate for HE progression by Apprentices leavers in 2005 of between 2% and 4%3. In general there is a lack of data on the progression rates of Apprentices to HE4. Nevertheless, estimates of the rates of HE progression for

1 Leitch Review of Skills: Prosperity for all in the global economy - world class skills - Final Report, HM Treasury, December 2006 2 Work-Based and Vocational Learners: Aiming Higher in Greater Manchester, Progression Strand Report, Aimhigher Greater Manchester September 2008 3 An Analysis of the progression of Advanced Apprentices into HE in , Vic Seddon, UVAC, 2005. Seddon also notes: “The progression of Advanced Apprentices may be expected to be delayed beyond the year of completion” (p.32) 4 It is not a requirement of UCAS, HEFCE or HESA that Apprenticeship completers should be identified on entry to HE or tracked, and researchers of HE progression have a lack of data.

1 Apprentices are in stark contrast to the rates of progression for learners with other types of Level 3 qualifications. For example, around 90% of learners with A levels and 45% of learners with a BTEC at Level 3 progress to HE5. Initiatives such as Step-In to HE which support HE progression for Apprentices, are therefore highly relevant to government initiatives to increase higher level skills. The importance of Apprenticeships as a route to HE continues to be a key theme in government policy. For example, in a keynote speech, Vince Cable has spoken about permanently removing the value distinction Only 2-4% of Apprentices are between Apprenticeships, further education and estimated to progress to HE university, while David Willetts has spoken of the importance of the role that Further Education colleges can play in offering HE courses to non-traditional HE learners. The issues underlying traditionally low progression to HE from Apprentices are complex and deeply engrained. Issues highlighted through national research in this field include, in particular, the following barriers to HE progression: • Lack of understanding. Apprentices and a high percentage of adults in work lack understanding of the benefits and opportunities available via higher level qualifications. This leads to low aspirations to progress. Apprentices and indeed adults will never progress to Higher Education in any great numbers unless the mould is broken and opportunity is put within reach of this lost cohort.

• Vocational-orientation. Some vocationally-orientated learners have had a poor experience of the education system and feel unconfident in situations which they perceive as formal or ‘academic’ learning. They may lack confidence in their abilities or not see the relevance for them.

• Lack of support/encouragement. Employers sometimes fail to appreciate both the potential of their Apprentices and the future needs of their industry for higher level skills. More importantly, some Apprentices themselves are stuck in thinking that ‘this is your lot, complete your Apprenticeship Framework and then get on with your job, for life!’.

• Lack of information on options. Apprentices tend to lack information about the opportunities that exist for them in HE, especially around part-time HE options. For example, Apprenticeships are rarely mentioned in information about required entry qualifications for HE in prospectuses or on HEI websites, although this is improving.

How does Step-In to HE address barriers to HE progression?

Step-In to HE helps to overcome the lack of information about HE opportunities for Apprentices, including those who may not want full-time courses. Information, advice and guidance on possible HE and career progression are included as part of the course. Furthermore, within the Work-Based Learning Progression Framework, Apprentices with Partner Providers receive an introductory session to higher education early on in their Apprenticeships, and are encouraged to find out more from Aimhigher Champions within the learning provider organisations.

5 Helen Connor, Elaine Sinclair and Nicole Banerji, Progressing to higher education: vocational qualifications and admissions, Action on Access, February 2006

2 Step-In to HE tackles potentially low aspirations to progress to HE by building up information and resource to show routes through work-based learning into HE. By working through a network of work-based learning providers, with the progression framework approach, Aimhigher has been able to introduce Apprentices to higher education very early on, including on entry into Level 2 and Advanced Apprentices as part of induction to the Apprenticeship.

From the outset the main purpose of the Step-In to HE Project has been to build Advanced Apprentices’ confidence in their ability to progress to HE. The Step-In to HE module seeks to address any uncertainty that Apprentices might still have about whether HE study is right for them. The Step-In to HE module does this through including aspects designed to demonstrate HE learning styles and university-level study requirements. By taking part in the Step-In to HE module Apprentices are proving that they can learn at Level 4 and build up their HE-entry tariff points by gaining HE credits. The Step-In to HE module is also a way of testing, in a secure way and on a short-term basis what is involved in undertaking HE study alongside other work and personal commitments.

Step-In also addresses potential institutional barriers to gaining a university place, related to lack of understanding by admissions tutors of how Apprentice qualifications match HE entry requirements. Many admissions staff have been unaware that Apprenticeships are a framework of qualifications, containing technical certificates and key skills as well as NVQs. Progression from BTECs to HE is much better established than progression from Apprenticeships and many Apprenticeships have a BTEC as their technical certificate, yet it is not widely known among admissions tutors that no matter which awarding body owns technical certificates, all such qualifications must meet the same National Occupational Standards for the occupation in question. Step-In allows Apprentices to show not only that they are qualified for HE entry but also that they have already demonstrated their ability to perform at university-level by completing a module at Level 4, and because the Step-In to HE module is accredited by the University of Bolton, they gain 10 HE entry point credits.

Finally, Step-In seeks to overcome other barriers to HE The Step-In to HE module is designed including lack of support from employers. From the to break down the barriers to HE and to give Apprentices a taste of being outset the aim was to help employers to support their an HE student. staff to grow their skills and progress within the company. Employers are often worried about promoting training, especially higher education, with their employees in case it becomes a springboard to seek new employment. However, through marketing work with employers, including using case studies and other materials, the Step-In to HE project has sought to show the benefits to employers of investing in their workers. Employers are a key contributor to the success of the programme including providing financial support for courses.

How did Step-In to HE get started?

Greater Manchester education and training providers have a tradition of co-operation on widening participation to higher education, including through the Aimhigher Greater Manchester partnership which is one of the largest partnerships in England. Aimhigher Greater Manchester has worked with work-based learners as a core part of its approach, and from 2008 has been implementing a strategy to establish a learner progression framework approach for work-based learners. The learner progression framework for work-based learners reflects the increasing importance in Aimhigher of providing a series of interventions which target learners at key transition points and offers a range of support which builds over time.

3 The Step-In to HE module was originally proposed by Vic Leyden, Aimhigher Greater Manchester Progression Manager. After preliminary discussions it was agreed to take the proposal forward and to seek joint Agreeing the Aims funding for the project from Greater One of the earliest tasks was to define in more Manchester Strategic Alliance (GMSA), detail the aims of the Step-In to HE module. The the Lifelong Learning Network for aims of the course, as agreed by the partners, are Greater Manchester. to: • To help Advanced Apprentices develop How was the Step-In to HE module and demonstrate the transferable higher developed and delivered? level skills needed for the successful completion of a HE qualification; The key components of the approach • To help employers to ‘grow their own’ staff have included strategic direction by encouraging more Advanced through existing partnership structures, Apprentices to progress to HE and take development of the course and vocationally relevant courses, including standardisation of materials, delivery Foundation Degrees; through approved centres, and • To enable Advanced Apprentices to recruitment including locating the develop their careers and progress within project within the network of partner their companies; providers, as shown in Figure 1. • To raise the status of vocational learning

and to encourage more able young people The Aimhigher Greater Manchester to take vocational progression routes in Progression Manager has led on project future. development along with the specially Agreeing the aims was the first step to identifying appointed Step-In to HE project leader, and setting about engaging the partners to under the scrutiny of the Aimhigher develop and deliver the course. Greater Manchester Progression Working Group, which included representatives of the sectors. The University of Bolton was identified early on as the validating HEI for the course once fully developed, and has played a key part in agreeing the materials and ensuring a standardised approach.

Given the size of the Greater Manchester sub-region and level of need, it was agreed that at least 4 delivery centres dispersed around Greater Manchester would be necessary for the delivery of the Step-In to HE module. In 2007 the Project Leader began the task of identifying possible delivery centres by researching providers who have not only substantial experience of working with Advanced Apprentices, but also significant experience of delivering courses at Level 4 and above. Four centres were identified which met the criteria, spread around Greater Manchester, and after initial meetings to discuss the project all four agreed to enter into a partnership to develop and deliver the Step-In to HE module. The delivery centres for the course became approved partners of the University of Bolton. The Step-In project leader has facilitated moderation events and inputs into the University of Bolton exam boards which take place throughout the year.

Importance of Partnership The partnership established between the delivery centres was key to the project’s success in developing the course, validating it and recruiting for it within the short timescale of 7 months. It helped enormously in finding solutions to practical problems as they arose. The Step-In partnership set up a development group with a remit of overcoming barriers, deciding on delivery options, and developing materials. Good partnership working was ensured through scheduling regular meetings throughout the development phase, plus email contact, This group has continued to meet every two months to ensure quality, share delivery materials and good practice. The partnership has been very helpful in developing a standardised approach to the course aided by the common course materials. Key lessons were learnt in the initial phase around the importance of using a common scheme of work and bank of materials; and agreeing a common format for portfolios.

4 Figure 1: Step-In to HE module organisation

Aimhigher Greater Manchester Progression Working Group Strategic Direction Progression Manager Sector representatives

Step-In Project Leader Day to day management Development and standardisation University of Bolton Validating HEI

Skills Solutions Stockport Wigan & Leigh Bury College (to Delivery Centres Work-based College College 2007/08)6 HEI Approved learning General FE General FE College General FE College Partners provider College The (2008/09 onwards) General FE College

Recruitment of Partner Provider Network Work-based Training for Today PFA Alliance Learning OTC Venture Learning learning providers

Cheadle & Marple College YMCA Training Rochdale LA

SETA Central Sports Positive Steps Pro-Co Sports Global

Tameside College Age Concern

Who is Step-In to HE for?

It was agreed at the outset that the target group for the Step-In to HE Project would be all Greater Manchester Advanced Apprentices who had completed or were about to complete the requirements of their Apprenticeship. The vast majority of occupations covered by Advanced Apprenticeship frameworks fall into NS-SEC groups 4-77 and thus match the criteria for the targeting of Aimhigher and widening participation activities. Progression to HE varies and anecdotal evidence suggests that some Frameworks such as Engineering, Information Technology and Accountancy have higher progression because the routes into university courses in these occupational areas are better developed. The Step-In to HE project gave particular emphasis to Frameworks where progression is low, such as construction crafts, childcare, hairdressing and administration.

What’s included in the module?

The Step-In to HE module was deliberately designed to be a short course to avoid study fatigue for learners who may still be completing or have just completed long Apprenticeships (and to keep the costs down). The course is delivered over 21 hours, taught usually in seven three hour sessions over seven weeks, plus self-directed study time. It had been proposed originally that the Step-In to HE module should focus on the development of higher level thinking skills such as analysis, synthesis, reflection and evaluation and give learners a taste of the study skills needed for successful integration into HE. In order to identify the most suitable

6 During 2010/11, Bury College will be re-joining the delivery centres, giving 5 centres in total. 7National Statistics Socio-Economic Classifications: groups 4-7 cover small employers and own account workers, lower supervisory and technical occupations, semi-routine occupations and routine occupations.

5 content in more detail, the Project Leader researched study skills modules offered by Greater Manchester HEIs and consulted with representatives from Aimhigher Greater Manchester’s partner HEIs. From this exercise she compiled a list of proposed content, possible delivery methods and potential assessments and this list was then used as a basis for discussions between the Project Leader and delivery centre representatives.

Three key skills areas were identified as Box 2: Course Development learning points critical for success in HE, and the Step- In to HE module has been designed to Support and guidance focus on these: • Adding a pre-course induction session for learners as a group and the option of a post- • Research skills; course feedback session for individual learners • Personal development (in addition to the sessions for course delivery); planning; and • Including a general introduction to HE early in • Writing techniques relevant to the course, covering the types of courses and HE study. finance options for part-time learners; • Offering one to one support to underpin The two assessment tasks agreed for learning throughout the course; the course were a personal • Including Information, Advice and Guidance development log to be completed on career progression as a part of the course; throughout the course and a portfolio • Building in more guidance for learners on the incorporating a variety of smaller development of reflective practice to be assessment tasks carried out in the included in their personal development logs. classroom or in learners’ own time, and ranging across the three skills Delivery and content areas within the course. A number of • Using active varied delivery and assessment common themes also emerged from methods without too much teacher-led input, early discussions with delivery centre in order to engage a cohort which has not representatives which shaped course been attracted to academic learning in the development, delivery methods and past; content (see Box 2). In preparation for • Building up learners’ confidence through validation, delivery centre staging posts with a variety of short, focussed representatives agreed a shared tasks to develop skills in small steps; scheme of work, contributed to a • Encouraging learners to work together and common bank of course materials learn from each other; and the Project Leader developed • Building in holistic learning tasks which course procedures with encourage learners to use and develop a accompanying documentation. variety of skills to complete them; • Identifying a theme around which to base Having the course validated by the course activity – the theme of leadership works University of Bolton means that Step-In well as it can apply to any vocational area; to HE participants get the full university • Demonstrating the relevance of the skills experience, including making an developed as transferable employability skills application to university, going as well as academic study skills; through the registration process, • Including tasks to be completed under time- becoming a member of the student constrained conditions in the portfolio so that body, gaining access to university learners have received some preparation for library facilities, and campus resources the use of this kind of assessment in HE. for students.

The Step-In to HE module has gone through full validation and quality assurance procedures with external examiners scrutinising the full programme, ensuring that it meets the requirements of the university awarding body. The Step-In to HE module course outline and programme of work across the sessions, along with other source materials, are available to download. Go to the Step-In to HE link on the Aimhigher Resources section of the Aimhigher Greater Manchester website at: http://www.aimhighergreatermanchester.com.

6 Who took part? Case Study: Progressing through the levels The learners who went on the Step- In to HE module had completed or Sarah Agnew left school at were completing a range of 16yrs old, without many Apprenticeships frameworks qualifications, and started a job including: Hairdressing, as a nursery assistant at Administration, Management, ‘Tiddleywinks’ nursery. After completing an Apprenticeship Engineering, Customer Service, in Early Years Child Care and Information Technology, Motor Education, she went onto an Vehicle Mechanics, Childcare, and Advanced Apprenticeship. a range of Construction Craft Sarah’s assessor encouraged Frameworks - Brickwork, Electrical her to consider going on the Installation, Heating, Plumbing, Step-In to HE module. Sarah really enjoyed the course and Carpentry and Joinery. she learnt a lot as it helped her to identify her own pathway at University level. She learnt skills in presenting, Two thirds (67%) of the 147 starters and referencing which are just some of the skills needed to on the course between 2007 and study at a higher level. Sarah said: 2010 were male. Apprenticeships and job roles showed clear divides “it was a real good opportunity and a fantastic along gender lines with females experience to see what University work is really like before working largely in traditionally plunging in” female roles such as Childcare or Administration and males working in As a result of completing the Step-In to HE module, Sarah traditionally male roles such as started a Foundation Degree in Early Years and Childhood Construction or Motor Vehicle Studies (successfully completing this). She has been able Mechanics. The vast majority of to use her new knowledge in a variety of ways at work such as developing story telling to include parents and learners described themselves as from this won an award at work. White British. The vast majority of those that went on the programme had no history of progression to HE in their immediate family.

How is the Step-In to HE module funded?

In the initial development phase joint funding from Aimhigher Greater Manchester and GMSA provided a budget of just under £150,000 over two years. The main cost was to recruit a Step- In to HE Project Leader. Suzanne Leech was appointed, taking up the post in September 2007.

Beyond the development costs in staff time, delivery costs were a key issue in relation to the sustainability of the course. The module was kept deliberately short to keep the course fee low. When the course started in 2007/08, a fee for the course was set at £115 per participant (and had risen to £124 in 2009/10). The intention was that participants or their employers would act as sponsor to cover the fee. In addition, the University of Bolton is able to draw down HEFCE funding on a per learner basis. The University of Bolton re-distributed up to 70% of the funding and fees back to the delivery centres for course delivery costs.

In the development phase, an allocation was set aside out of the project development funding budget in order to offer employers who sponsored Advanced Apprentices to take the Step-In to HE module a grant of £100 on an Apprentice’s successful completion of the course. Apprentices could also sponsor themselves to take part (in which case they got the £100 grant). The aim of offering the grant was to act as an added incentive for learners and their employers to take and complete the course, thus establishing it as a successful model for progression to HE. Just over a third of starters (36%) had their course fee paid by their employers, rising to just under half of the starters (47%) in 2008/09.

7 During 2008/09, difficulties were reported by delivery centre recruiters and Work-Based Learning Partnership providers in relation to Apprentices who wanted to sponsor themselves to take the course. Many Apprentices earn only a minimum wage of around £80 per week and although there was Aimhigher sponsorship for learners who successfully completed the course, this was not necessarily A key learning point from the development phase was helpful in enabling learners to start identifying how to support low-paid Apprentices in the course as the difficulty was in paying the course fee. Despite the availability of finding the fees required at the development funding as a grant paid to sponsors who outset. Therefore it was agreed pay the fees on completion of the course, some that during 2009/10, different Apprentices were unable to cover the up-front costs. methods of using the grant money The solution was to allocate the sponsorship grant would be trialled to find the most funding directly to delivery centres allowing them to effective solution to this problem. sponsor learners upfront. Retention rates were found to The solutions tested included the be higher where learners were required to pay back following: the sponsorship if they did not complete the course.

• two delivery centres were authorised to use grant monies (£100 per learner) to sponsor their learners. One of these centres required that all learners not completing the course should repay the £100, although the other centre did not. • a third centre continued to require learners to pay the fee themselves up front if not being sponsored by their employers. • a fourth group of learners, comprising those recruited by the Work-Based Learning Partnership Providers, had their course fees paid up front for them by their Apprenticeship providers. One provider required the payment of the additional £24 and the repayment of the £100 if learners did not complete the course, while the other two did not.

Data on employer sponsorship in 2009/10 was available from only one centre where a third (33%) of starters had their course fees paid by their employers. Therefore, where data is available, the course has proven to be consistent in attracting employers to pay course fees for at least one third of all starters across the three years. There is some evidence that completion rates are better where learners pay some of the fee themselves and may be required to repay the remainder of the fee if they do not complete the course.

How were Apprentices recruited to Recruitment Learning points the course? • Designate members of staff at delivery centres Recruitment of learners started at the and within partner providers with specific same time as the course materials responsibility to recruit for the Step-In to HE were being developed. Marketing module; materials were developed by the • Provide training to the designated staff, as part of Project Leader, who also attended wider staff development work, along with printed meetings with Aimhigher lifelong and electronic materials; learning network Partners, and other • Agree speedier procedures for registration; groups to raise awareness of the Step- • Establish procedures for referring potential Step-In In to HE module. The first year learners from work-based learning teams to HE (2007/2008) was dedicated to course teams within delivery centres. development, and it was agreed to keep learner numbers low and to recruit from the delivery centres’ own past and present cohorts of Advanced Apprentices. The Project Leader attended meetings at delivery centres to promote the course and discussed strategies for recruitment. Delivery centres contacted a range of past and present Advanced Apprentices with details of the course. By the time the course was validated on 12 March 2008, recruitment for the course was well underway and when course runs began in

8 April–May 2008, 36 learners had been recruited across the four delivery centres (slightly below the target number of 40).

Surprisingly perhaps, with regard to the establishment of procedures for referring potential Step-In learners from work-based learning teams to the HE teams delivering the course within the partner delivery centres, it is not common for learners to be referred from Apprenticeship teams to HE teams within the same institutions. This reflects the fact that traditionally Apprentices have not been seen as an HE target group. The Step-In delivery centres had to establish new ways of working to recruit for the course. The most successful method of recruitment proved to be empowering a designated Case study: Recruitment through the network of providers member of staff to go into timetabled Mary Croft was one of the sessions for Apprentices and give Apprentices recruited through the Aimhigher Partner Provider learners the relevant information in network. As part of the person. This face to face Aimhigher Greater communication was much more Manchester work-based successful than other methods of learning cohort she had taken marketing also tried during the advantage of Aimhigher project, such as mailshots. Because activities designed to inform, the course is non-standard, motivate, build confidence learners needed the opportunity to and raise her aspirations to ask questions pertinent to their own progress to the next level of circumstances. learning. Mary is pursuing her career in a predominantly male environment and is Beyond the recruitment of learners demonstrating true grit and determination to complete by the delivery centres, it is also her Advanced Apprenticeship in Engineering. Mary joined central to the Step-In to HE Project Alliance Learning, an Aimhigher Partner Provider, on a to offer the course to learners from Programme Led Apprenticeship, starting her career off for across Greater Manchester. no wages in the hope of getting a position once she However, bearing in mind the completed that part of her training. APPH, an engineering recruitment difficulties noted manufacturer in Bolton, recognised Mary’s commitment above, it became clear that and soon employed her on a full time basis. Mary didn’t let her employers down as she completed an special measures would need to Apprenticeship Framework at Level 2 in double quick time be taken to underpin the targeting and then moved onto Level 3. Mary intends to complete of Apprentices as a potential HE her Advanced Apprenticeship in August 2011 and then cohort on a sub-regional basis. The progress to Higher Education. She said: Aimhigher Greater Manchester Work-Based Learning Partnership “Aimhigher has allowed me to realise just how good I am. from 2008 brought together a I always thought HE wasn’t for me, now I know HE is an network of work-based learning opportunity that I don’t want to miss out on. The Step-In to providers across Greater HE programme has opened up a number of possible Manchester to engage them in opportunities that I will explore and take advantage of”. Aimhigher activities as never before. By the third year of delivery (2009/10) learners began to be fed through to the Step-In to HE module from across the network of partner providers across Greater Manchester, in addition to those recruited directly through the Step-In to HE delivery centres. It took time to establish the Partnership as a means of recruitment for Step-In partly because, as with delivery centres, staff had to be identified to take on this new recruitment role but also because designated staff needed significant support to build their own understanding of progression routes for work-based learners before giving information on this to learners. Consequently, after trying a range of strategies, a training programme was established for all providers joining the Partnership, enabling key staff to receive information and guidance about Aimhigher activities and HE options for work-based learners and a wide range of printed and electronic information was prepared for their use alongside this.

9 Where does the course take place?

In the initial phase the course was held at the delivery centres’ premises. During 2009/10, three cohorts of learners recruited via the wider Partnership were fed through to the Step-In to HE module, with two of these cohorts completing their courses at their work-based learning providers’ premises. Where there was enough interest from learners at one single Work-Based Learning Partnership provider, it was clear that the course would be best delivered on that providers’ premises. However, when there were not enough learners to constitute a viable group at a single provider, the learners were re-directed to consider the possibility of taking the course at the delivery centre most convenient for them.

For delivery centres to deliver courses away from their own premises requires a great deal of liaison with learners, communication with the host provider regarding the venue and facilities necessary. Also a premises vetting process would need to be carried out with subsequent approval by the University of Bolton to deliver being granted where premises met the criteria of the vetting procedure. Furthermore, learners have to be registered with the designated delivery centre and not their work-based learning provider, which is a significant variation from the norm.

How is Step-In monitored and evaluated?

Given the range of partners involved, and the fact that recruitment and delivery would be led by providers in dispersed locations, it was important that detailed data capture pro-formas were developed for the project to evaluate the effectiveness of the Step-In to HE module in achieving its aims and in reaching the designated target group. Importantly, there was also a need to offset the lack of existing progression data for Advanced Apprentices. Common procedures and pro-formas were designed to capture data about participants and the impact of the course on Advanced Apprentices, including:

• Provider Reports: The Step-In leader makes sure that delivery is on track, through requesting regular updates on progress against the numbers of places allocated to each delivery centre. • Questionnaire for Starters on the Step-In to HE module: a detailed questionnaire to be completed by all learners in the first course session; • Completers Questionnaire: a further detailed questionnaire to be completed by all learners in the last session; • Tracking systems: As it will be very important to the Step-In to HE project not only to demonstrate progression into HE but also to show its effectiveness in helping learners to complete HE qualifications successfully, consideration was also given to how to track Advanced Apprentices on their journeys into and through HE. It was agreed to seek learners’ permission to gather and retain their mobile phone numbers and e-mail addresses so that the Project Leader may contact those who express an interest in going on to HE periodically to find out whether any progression has occurred.

How many people has Step-In to HE helped so far? Step-In to HE Cohorts 2007/08 to 2009/10 90 45% The number of learners recruited to the 80 40% 70 35% Step-In to HE module has grown and the scope of 60 30% recruitment has widened over time, from 36 in the 50 25% first year to 82 in 2009/10. 40 20% 30 15% Retention rates on the course have been well 20 10% 10 5% over 80% in the first two years, although retention 0 0% fell to 70% for the 2009/10 course. The move to 2007/08 2008/09 2009/10 Number of starters Numbe r o f c omple t e rs different sponsorship arrangements was a factor % of completers progressing to HE

Source: Step-In to HE Management Information

10 contributing to relatively poor retention, plus other factors to do with the timing of sessions and clash with other commitments including exams. One provider plans to pilot timetabling sessions into day release time in 2010/11 which will increase retention rates considerably.

Why did Apprentices join the course?

The most prevalent reason cited by learners on Step-In to HE module was to get more qualifications, followed by to learn new skills. Around 90% of starters said these were important or very important to them.

Six out of ten rated becoming a supervisor or manager as important or very important, and around two-thirds said that getting a pay-rise or promotion in their current job had been a key consideration.

A reasonably high percentage (well over 80%) rated testing their ability at a higher level as very important or important considerations when deciding to take the Step-In to HE module. This indicates that Apprentices are keen to better themselves in terms of their personal development as well as in terms of material advancement.

Starter Questionnaires 2007-2010: Rating of how important considerations were in deciding to take the Step-In to HE module

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

To test my ability at a higher level

To get more qualifications

To become a supervisor or manager

To get a pay-rise/promotion in my current job

To find a better job with a different employer in The Same type of work

To change to a different type of work

To learn new skills

To start my own business

Important Very important

Other considerations that were taken into account by learners when choosing to complete the Step-In to HE module included:

• Over two-thirds had in mind the idea of changing to a different type of work;

• Over a third said starting their own business was an important consideration.

The proportion of starters who say that gaining more qualifications is important or very important to them has increased over the three years of the programme. The premium placed on having more qualifications appears to be increasing, perhaps reflecting tightening labour market conditions. Moreover, proportionally more of the 2009/10 cohort said that they wanted to change jobs or start their own business. However, only 3 of the learners who completed the course in 2009/10 (5%) said they wished to change their career paths rather than continue to work in the occupational area attached to their Apprenticeships.

11

Case studies: Learners had a range of reasons for undertaking the Step-In to HE module

Boosting Confidence to Progress

Andrew Gent began work in his family’s joinery business, after completing an Advanced Apprenticeship in Business Administration and Customer Service. He found out about the Step-In to HE module from the Aimhigher Greater Manchester Higher Futures4You Project and became interested in the possibility of going to HE. Andrew said that he needed the Step-In to HE module to boost his confidence as he hadn’t been encouraged to go on to University previously in his education. He found course tutors very helpful and gained a better understanding of what would be expected at University. He went on to take a HND in Business at Bury College, starting in September 2008.

Boosting Career Prospects

Sharon Davies was one of the first learners to take the Step-In to HE module, and was keen to get a HE qualification to increase her career prospects. When she joined in early 2008, she had recently taken up post as a Workforce Assessor at , having completed an Advanced Apprenticeship in Management. Her employer agreed to sponsor her to do the Step-In to HE module, which she completed successfully in July 2008. Sharon went on to enrol on a part-time basis on the Level 7 Diploma in Strategic Leadership and Management at Wigan and Leigh College, starting in September 2008. She said that the Step-In to HE module helped to improve her academic skills such as how to put forward arguments and carry out research. Sharon also found the course extremely useful for her job, helping her with time management skills and project coordination. She hopes to progress to Divisional Manager and she has no doubt that her HE qualification will open up new doors to her. Sharon now recruits to the module, and her first hand experience enables her to give others a good insight into what to expect.

Practical Experience of HE

Miroslav Habijanec wasn’t interested in furthering his education when he was at school and chose an Apprenticeship after leaving school because he preferred a practical way of learning. After leaving school at 16, Miroslav went on to take a Business Administration Apprenticeship with his first employer and then completed a Team Leading Apprenticeship when he moved to Education Business Solutions.

Miroslav feels that the Step-In to HE module helped him to prepare for his HE studies, giving him an insight into the styles of learning to expect and practical experience of completing research and written work. His employers were supportive of him taking the Aimhigher Step-In to HE Module, and his ambition to take relevant HE qualifications, and allowed him time to complete some of his studies at work. Miroslav is a Work Experience Coordinator at Education Business Solutions helping to find work experience placements for school and college students. Now aged 26, he is in the second year of a Foundation Degree in Management.

12 How many learners have progressed to HE?

The Step-In to HE module encourages learners to aspire to higher level qualifications as a realistic and worthwhile option, and to consider entering HE at a time which is right for them. Some have applied straightaway, whilst others have preferred to wait with the intention of making an application at a time when conditions are right for them. Some others remain unsure and have not expressed the intention to progress at this stage. We are tracking those involved over time and as a result are continually updating our knowledge of who has progressed. As of August 2010, across participants in all the three years of the programme, nearly three-quarters (72%) of the 111 The progression rates vary between the cohorts: completers have already gone on to HE or have expressed a strong • 25% from the first cohort have already gone on to intention to go on to HE. This HE level courses, and another 25% have expressed proportion is made up as follows: the intention to go on to HE. Therefore 50% have • 14% of all completers overall have either gone on to HE or intend to do so. 9 learners already progressed to HE (mainly expressed the intention to progress to HE in their end those from the 2007/08 and of course questionnaires, and it has been possible to 2008/09 cohorts). Many of these confirm that 5 of these still intend to progress but the have applied to HE immediately remaining learners could not be contacted.

on completion of the Step-In to HE • 28% from the second cohort have already gone on module; to HE while an additional 68% have expressed the • a further 16% intend to progress to intention to do so, making a total of 96% of HE during 2010/11 (including a third completers who have either gone or intend to go to of those from the 2009/10 cohort HE. 17 learners expressed the intention to progress to who had already applied or were HE in their end of course questionnaires and 4 in the process of doing so); and confirmed that they still intend to progress but the • a further 42% intend to progress to remaining learners could not be contacted. HE within the next 1-2 years. • 33% from the third cohort have applied to HE for The pattern suggests that HE is 2010/11 or are in the process of doing so. An becoming an increasingly attractive additional 39% have expressed the intention to go option for Advanced Apprentices. To on to HE, making a total of 72% of completers who an extent the pattern also reflects the have either gone on to HE or intend to do so. demographic make-up of the groups Learners stating the intention to progress to HE and the Apprenticeship frameworks immediately will be followed up in 2010/11 to covered. establish how many were able to progress straight away. Case study: Full-time HE Option to expand Career options

Jamie Fanning completed the Step-In to HE module at Oldham College and has been accepted onto the HND in Construction and Property at the as a full-time learner for September 2010. Jamie says that he wants to take the opportunity to progress his education and career as far as he can while he is still young and has fewer commitments. After completing his Level 2 Apprenticeship in Carpentry and Joinery, Jamie found that his training provider was not going to offer progression to the Level 3 Apprenticeship, so he researched where he could take the Level 3 and was accepted by Oldham College (later on winning an ‘Apprentice of the Year’ award).

Jamie chose the HND in Construction and Property at the University of Salford because it offers an opportunity to explore a range of different career pathways to professional occupations in construction as well as the option to progress to higher levels of qualification. He is interested in Quantity Surveying but wants to keep his career options open for the time being. He thinks that it’s very important for Apprentices to be informed about opportunities for progression to higher education as many are still not aware that it is an option for them or of how it could help them to further their future career prospects.

13 How have participants benefited from the course?

The relatively high rate of immediate Completer Questionnaire 2007-10: % who agreed or strongly agreed with statements progression to HE (14%) and intended future progression (58%) from the 0% 10% 20% 30% 40% 50% 60% 70% 80% course compare very favourably with I'm more interested in HE the estimated 3-4% progression rate th an I was before for Apprentices in general both in I 'm no w mo re lik el y to apply Greater Manchester and nationally. to HE t ha n be fo re

There is no doubt that the Step-In to I know I have the skills to co pe suc ce ssfu lly wit h HE module has increased the studying in HE likelihood that they will go on to I have developed skills which will help me make the apply to HE, even amongst those mo ve i nto HE who were already pre-disposed to I no w kno w what ki nds o f consider HE. courses are more relevant to me Feedback from learners as part of the Strongly Agree Agree evaluation of the course has highlighted the following benefits:

• Increased level of Apprentice interest in HE. 73% on completion said that they were more interested in HE than they were before. Comments from Apprentices included:

“The Step-In to HE module helped me to feel more confident in my own abilities and ready to learn more” [Learner going on to Executive Diploma in Management at Wigan and Leigh College in September 2008]

“It has reintroduced me to learning and helped me look at taking the next step” [Apprentice interested in going on to study Surveying in next 1-2 years]

• Improvement in Apprentice understanding of university-level study and their ability to cope. Crucially Step-In to HE completers have felt more confident about making the transition to HE. 63% of completers agreed that they had a better understanding of what’s involved. Comments included:

“I have gained an insight into what studying at a HE level might be like and what sort of standard they want”[Apprentice going on to Cert Ed at Stockport College in September 2008]

“I know more about what to expect from university” [Apprentice planning to apply for Foundation Degree in Management in September 2009]

“I feel much more prepared for university and I have a better understanding of what to expect”[Apprentice going on to HND in Business at Bury College in September 2008]

• The practical skills to progress. Three-quarters (75%) of all completers said they had developed the skills to help them make the move into university-level study. Many learners cited specific improvements in their writing skills, their understanding of how to research and their presentation skills as having developed the most as a result of taking the module.

“[The Step-In to HE module] has improved my academic skills and given me a taste of what HE is going to be like” [Apprentice planning to apply for HND Construction at Stockport College for September 2010]

“….gained in confidence, gained new skills and put them into practice, learnt a lot about myself including how to review and reflect” [Apprentice going onto a Foundation Degree in Early Years at Skills Solutions in September 2008]

14 “The skills learnt will be invaluable for University and I’m looking forward to starting University”[Apprentice applying to HND in Business at Bury College, starting in September 2008]

• Raising knowledge of appropriate HE progression options. Information on the options available in HE, including non-traditional modes of study, is another key benefit of Step-In to HE. Two-thirds said as a result they know which courses are relevant to them.

“It has made me think of ways to progress my education and career” [Apprentice interested in going on to Foundation Degree in Management in 1-2 years]

What HE progression routes have been used?

The types of courses to which leavers from the Step-In to HE module have progressed reflect the areas of work of those involved, as might be expected, given the finding that most leavers want to carry on studying in the same occupational areas as their Apprenticeship. The range of qualification aims is quite broad, and many have gone on to HNC, HND qualifications or Foundation Degrees. Only a minority started on first degrees.

Types of HE Courses taken-up by Step-In to HE module leavers Leaver year 2008 2009 2010 Number of leavers 32 25 56 Number (%) going 8 (25%) 7 (28%) 18 (33%) straight into HE Number (%) with 9 (28%) 17 (68%) 22 (39%) stated intention to progress within 2 years Examples of courses • HNC Business • Degree in • HNC Construction progressed to • HNC Business and Accountancy • HNC Building Finance • CMI Diploma in Services (x3) • Certificate in Management • HNC Construction Education • Certificate in and Property • Foundation Degree Education (x2) • HNC Mechanical Management (x2) • HNC Construction Engineering • Foundation Degree • HNC Mechanical • HND Civil Childcare Engineering Engineering • Executive Diploma • HND Mechanical • HND Electro- Management Engineering technical Studies Technology • CPD Management • Foundation Degree Early Years (x 3) • BSC (Hons) Civil Engineering with a foundation year • BA (Hons) Social Work • Nursing • Sports Science. *Others were planning to apply in future years. Other courses to which learners are interested in progressing in the next 2 years include: various Business and Management courses, Foundation Degrees in Early Years, teaching courses and a wide range of HNC and HND courses related to construction.

As part of the module, Step-In to HE participants get to research a range of HE options and progression routes. Most who progressed opted for courses within the local area, including many who applied to continue with their delivery centre or the University of Bolton.

15 Most Step-In leavers wanted part-time HE options, where they expressed a preference. For example, only 5 learners who completed the course in 2009-10 expressed the intention to progress to full-time study (9%), continuing the pattern of previous years. The ‘earn as you learn’ option has proved to be attractive to many people who were turned off full-time education at school. At the same time, there is still a minority of Step-In leavers (around one in ten) who would prefer to progress onto full-time HE courses, especially those who want to explore career options across different options. Some people select progression options with a range of career options in mind.

The vast majority of participants on completion of the Step-In to HE Completer Questionnaire 2007-10: % rating their knowledge on completion module rated their knowledge of as fair to excellent 0% 2 0 % 40% 60% 80% how you get into HE as fair or better, The range of HE and most had at least a fair co urses available knowledge of the range of courses Which HE courses are most available and which HE courses are usef ul for your job most suitable to their job. Relatively How you get in to HE many thought they had a reasonable Career opportunities for you knowledge of the support available after a HE course to HE students, but proportionally Support available to HE students fewer rated their knowledge of the costs involved, reflecting the The costs involved complexities of HE support arrangements.

How do Universities use Step-In?

Step-In helps learners to demonstrate that they have the skills and ability to study at university- level, and gives them 10 extra HE credits to show on their application form. In cases where a learner progresses to a Level 4 course at a Step-In to HE delivery centre, there has been no problems in admissions staff treating the module as 10 credits towards the Level 4 course as they are familiar with the course content. Initially there was a concern that universities would find it difficult to accept the module as 10 credits, as courses are not normally broken down into components as small as 10 credits, plus they are less familiar with the course content and how it relates to subject areas. However in practice, although some other universities have not always been able to give Step-In to HE module completers the credits against their application to a particular course, they have recognised the value of the module in demonstrating ability to study at HE Level. Some universities have based offers of places on the basis of completion of the module (whereas otherwise they would not have been open to Advanced Apprentices.

Case study: Helping Universities to recognise Apprentices’ Talents

Jenna Clancy was part of the Aimhigher Greater Manchester work-based learning cohort benefiting from the progression framework approach, while she was completing her Advanced Apprenticeship in Business and Administration at Rochdale Training Group in 2008. Following an introductory session, Jenna received one–to-one support to help her work towards her dream of studying at a university in the south of England. Jenna had decided that she wanted to study for an Accountancy Degree at the University of Brighton but initially was told to by the University to take a year long Access course prior to applying to the degree programme. But Jenna didn’t want to take on an extra year of study and after intervention from Aimhigher the University of Brighton agreed that if Jenna completed the Step-In to HE module successfully they would accept her onto the degree programme with her existing Apprenticeship qualifications. Jenna completed the Module, and got a confirmed place at The University of Brighton on the BA (Hons) Degree in Accountancy starting in September 2009. She is the first person in her family to go to university and has received an Aimhigher award for her achievement. Jenna says

16 “I am so grateful for all of the support Aimhigher has given me. I don’t believe I would be doing any of this if it wasn’t for the advice, guidance and support I have been given”.

What motivates Apprentices to progress?

Where learners cited a specific reason for applying to HE on their completer questionnaire, the most popular reason was to improve career prospects. There is a significant link between progression to HE and improved career and earning potential in the perceptions of Advanced Apprentices. However, many Apprentices were looking at a range of career options, and several saw HE as a way of ‘keeping their options open’ about what they might do in the future. Others however had specific aspirations which higher education would help them to achieve. In a minority, although significant number of cases, this included starting their own business.

“…I want to better myself and further my career prospects” [Learner with a place on BSc (Hons) in Civil Engineering at the University of Bolton in September 2010]

Case study: Developing self-employment

After school, Amy Clifford went to Stockport College where she completed an Apprenticeship in Hairdressing and then an Advanced Apprenticeship in Accounts. Amy has always wanted to be a hairdresser, with her own business, and subsequently completed an Advanced Apprenticeship in Hairdressing. During this time her college advisor recommended that she undertook the Step-In to HE module. As a hairdresser she felt that she was not as academic as others and found she really benefited from the course. She learnt about the techniques needed to study at the next level such as note taking and referencing when writing essays. This has been particularly useful as she is now completing her Cert Ed qualification. Amy says that the Step-In to HE module gave her the confidence to progress to the next level. Having gained the skills to manage and teach others, Amy is putting these into practice by taking on her first Apprentice. When asked what advice she would give someone coming to the end of their Advanced Apprenticeship and thinking of going on to higher education, Amy said: “If I can do it anyone can do it, it’s easy... just do it!”

What stops Apprentices progressing?

Learners, on their completer questionnaires, cited a specific range of reasons that could prevent them from applying to HE. However, the most common reason was lack of time.

Lack of finance was the next most important issue. Information barriers are also prevalent. In particular, the feedback from Step-In leavers suggests that there is a lack of awareness about the financial support available for part-time study among Apprentices. Many learners perceive HE as a route which may lead to considerable debts. Yet for many learners who ‘earn and learn’ without moving away from their present homes, part-time HE study can be an affordable option.

Feedback from Step-In leavers suggests that some lack confidence in their ability to succeed within higher education. For example, around three in ten leavers remained unsure whether they had the skills to cope with HE study.

Other learners who have come to the end of their Advanced Apprenticeship say that they want a break from learning before committing to another period of work and study.

17 These reasons underline the difficulties faced by work-based learners trying to juggle work, study and home commitments, particularly where employers are unwilling or unable to contribute to the costs or allow time away from work for study.

What opportunities exist for Future development of the Step-In to HE module?

The Step-In to HE Project has been successful in encouraging 72% of all completers to progress or express the intention to progress to HE in the next two years. With 14% of all completers already progressing to HE, the progression rate is more than four times greater than the estimated rate nationally for Apprentices. If all other learners who have expressed the intention to progress actually do so in future, the progression rate would be more than twenty times greater. Overall, the high level of interest in progression to HE among Apprentices generated by the Step-In to HE Project indicates that it is a very successful model for promoting progression among this group that is currently very under-represented within HE. Therefore, the Step-In to HE module will continue to be a key plank of Aimhigher Greater Manchester’s support framework for Apprentices.

Future development opportunities exist around how the course operates and is able to draw in Apprentices from across a wide network of Greater Manchester work based learning providers. It takes a lot of additional support to set up recruitment systems additional to those normally used by providers. The training and support offered through the Aimhigher Greater Manchester work based learning strategy will assist in this process. The Step-In to HE module can help work based learning providers add value to their Advanced Apprenticeship delivery, and demonstrate that they are supporting progression for their learners. Not only is this important for learners and funders, OFSTED increasingly look for evidence of support for progression during inspections.

There is the potential for the Step-In to HE module to be included as an additional outcome for Apprenticeship Frameworks rather than as a free-standing short course which does not fit readily into standard timetabling. This would make Step-In recruitment more straightforward. More importantly, it would also make the Step-In to HE module available to all Apprentices and underline the necessity of showing Apprentices their options for progression. Discussions with the National Apprenticeship Service and a number of Sector Skills Councils are underway to consider how this may be achieved. Working with Aimhigher Greater Manchester, Wigan and Leigh College are piloting the inclusion of the Step-In to HE module as a timetabled additional outcome for four of their key Apprenticeship Frameworks during 2010/11. The frameworks are: Motor Vehicle, Bricklaying, Plumbing and Hairdressing. In addition to assessing the outcomes of these trials in More needs to be done to relation to their effectiveness in terms of teaching and collect data on HE learning, an analysis will be made of the cost effectiveness progression for Apprentices of this integrated mode of delivery.

The partners will continue to track participants in Step-In HE to capture further information on progression to HE over time. It is very important that any future data collection methods do not assume that progression to HE from Apprenticeships or other work-based qualifications will be immediate upon completion of the Level 3 qualification/s as many learners may progress several years later. Adding the time taken to complete part-time HE qualifications, many learners’ journeys into and through HE could be completed up to 10 years after the completion of the Level 3 qualification/s. One of the most important issues for proving the efficacy of the project is to find reliable progression data on Apprentices so that the success of the project can be judged in the context of the numbers of Apprentices progressing to HE without having taken the course.

18 The mechanisms to collect such data do not exist in the standard data collection requirements for entrants to HE. Even if current data collection requirements were broadened to include capturing data on those entering HE with Apprenticeships, the strong interest in studying on a part-time basis evident among Step-In learners would mean that the required data would still prove difficult to capture as there is no currently no standardised national entry system for part-time HE study. In her 2008 report on part time study commissioned by DIUS, Professor Christine King recommended a consultation on the feasibility of developing a national application system for HE which incorporates part-time study8. Changes are needed to the data collection processes to identify and track Apprentices on application to HE before it may become possible to collect Apprenticeship progression data systematically in future.

There is potential for the Step-In to HE module to be rolled out nationally either, as a ‘free- standing’ short course or as an ‘additional outcome’ to an Apprenticeship framework and further work on this will take place in 2010/11.

Contact Information

For further information, or to discuss any of the points raised, please contact:

Vic Leyden Progression Project Manager Aimhigher Greater Manchester The Open University in the North West 351 Altrincham Road Sharston Manchester M22 4UN Tel: 0161 955 6909 Email. [email protected]

The Step-In to HE module course outline and programme of work across the sessions, along with other source materials, are available to download. Go to the Step-In to HE link on the Aimhigher Resources section of the Aimhigher Greater Manchester website at: http://www.aimhighergreatermanchester.com.

8 Part-time Study in Higher Education, DIUS, 2008

19 report series back pagea.pdf 22/09/2010 11:15:57

Aimhigher Greater Manchester Report Series

This is a series of reports on topics of relevance to widening participation in Greater Manchester.

2009/10

0710\1 Reaching the Target Groups 2009/10: Statistical analysis of Year 10 and Year 11 cohort data

0910\2 Annual Statistical Report 2010: Statistical analysis including trends in Greater Manchester applicants and entrants to Higher Education

0910\3 Apprentices Aiming Higher: Two Years In. Report on the Work Based Learning Strategy 2008-2011

0910\4 Pathways to Healthcare Programme Report 2009/10

0910\5 Aimhigher Associates Scheme 2009/10: Summary Report

0910\6 Aimhigher Graduate Officer Activity Report 2009/10

1010\7 The Learner Journey: Report on the Learner Progression Framework C Approach M

Y

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MY Reports can be downloaded from www.aimhighergreatermanchester.com or email CY [email protected] for copies.

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