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The Step-In to HE Project

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The Step-In to HE Project The Step-In to HE Project A report on project activity between September 2007 - July 2009 Contents Pages 1. Introduction and Rationale 1 2. How the Project was developed 2 - 3 3. Outcomes and Analysis 4 - 7 4. Successes and Lessons Learnt 7 - 8 5. Case Studies 9 - 10 5. Plans for the Future 11 - 13 Contents Introduction The Step-In to HE Project is an innovative project from Aimhigher Greater Manchester and Greater Manchester Strategic Alliance (GMSA), aimed at increasing progression to Pages Higher Education (HE) by Advanced Apprentices and other work-based and 1. Introduction and Rationale 1 vocational learners. The purpose of this report is to describe the scope and outcomes of the Step-In to HE Project between September 2007 and July 2009. It aims thereby to raise awareness of some practical techniques for promoting work-based and 2. How the Project was developed 2 - 3 vocational learners’ progression to HE, and to highlight some of the issues associated with such progression. The intended audience for the report is practitioners involved in promoting work-based and vocational learners’ progression to HE and other key 3. Outcomes and Analysis 4 - 7 influencers in this field. 4. Successes and Lessons Learnt 7 - 8 The rationale for the Step-In to HE Project Reliable data on the rate of progression to HE by Apprentices is hard to come by. The best estimates suggest that nationally around 3-4% of Apprentices progress to HE each 5. Case Studies 9 - 10 year (An Analysis of the progression of Advanced Apprentices into HE in England, Vic Seddon, UVAC, 2005), while it is known to be the case that around 90% of learners with A levels and 45% of learners with a BTEC at Level 3 progress to HE (Action on Access, 5. Plans for the Future 11 - 13 2005). The Step-In to HE Project was established to help address this large gap between Apprentices’ rate of progression to HE and that of learners with other Level 3 qualifications, as well as to help Apprentices and learners with other Level 3 work-based and vocational qualifications to progress to relevant work-related HE courses. “I have had to analyse my strengths and weaknesses, judge my character and personality.” Learner going on to Cert Ed in September 2009. 1 How the project was developed The Step-In to HE Project began in September 2007, funded by Aimhigher Greater Manchester and the Greater Manchester Strategic Alliance. The target groups were Advanced Apprentices who had completed or were about to complete the requirements of their Apprenticeships and learners who had completed or were completing other work-based or vocational qualifications at Level 3. The main aim of the project was to build the learners’ confidence in their ability to progress to HE via a new short study skills course developed especially for the project, the Step-In Module. It was agreed at the outset by Aimhigher Greater Manchester and the GMSA that at least 4 delivery centres spread around Greater Manchester would be necessary for the delivery of the Step-In Module. As one of her first tasks, the Project Leader began the task of identifying possible delivery centres by researching providers who had not only substantial experience of working with the target groups, but also significant experience of delivering at Level 4 and above. Having identified providers matching these criteria and spread geographically around Greater Manchester, meetings to discuss the project were set up with four possible centres and all four agreed to enter into a partnership to develop and deliver the Step-In Module: Bury College, Skills Solutions, Stockport College and Wigan and Leigh College. At the same time, the Project Leader began to gather ideas for the content, delivery methods and assessment of the course by researching study skills modules offered by Greater Manchester HEIs and consulting 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 designated delivery centre representatives. In these discussions three key skills areas were identified as critical for success in HE: research skills, personal development planning and writing techniques relevant to HE study. 2 How the project was developed A number of common themes also emerged from early discussions with delivery centre representatives which shaped course development: The Step-In to HE Project began in September 2007, Adding a pre-course induction session for learners as a group and the option of a funded by Aimhigher Greater Manchester and the post-course feedback session for individual learners in addition to the agreed 7 Greater Manchester Strategic Alliance. The target sessions for course delivery; groups were Advanced Apprentices who had Engaging a cohort which has not been attracted to academic learning in the completed or were about to complete the past by using active and varied delivery and assessment methods and avoiding requirements of their Apprenticeships and learners who too much classroom, teacher-led input; had completed or were completing other work-based Building up learners’ confidence through staging posts with a variety of short, or vocational qualifications at Level 3. The main aim of focussed tasks to develop skills in small steps; the project was to build the learners’ confidence in Highlighting the relevance of the higher level learning skills covered in the course their ability to progress to HE via a new short study skills in the workplace, particularly in relation to supervisory or management roles; course developed especially for the project, the Offering one to one support to underpin learning throughout the course; Step-In Module. Encouraging learners to work together and learn from each other; Including Information Advice and Guidance on possible HE and career It was agreed at the outset by Aimhigher Greater progression as a part of the course. Manchester and the GMSA that at least 4 delivery centres spread around Greater Manchester would “My academic skills have vastly improved and I feel much more confident with writing be necessary for the delivery of the Step-In Module. and reading.” Learner intending to progress to HNC in Engineering in the next 1-2 years As one of her first tasks, the Project Leader began the task of identifying possible delivery centres by The two assessment tasks agreed for the course were a personal development log to be researching providers who had not only substantial completed throughout the course and a portfolio incorporating a variety of smaller experience of working with the target groups, but assessment tasks carried out in the classroom or in learners’ own time, and ranging also significant experience of delivering at Level 4 across the three skills areas within the course. and above. Having identified providers matching these criteria and spread geographically around The University of Bolton had been identified as the validating Greater Manchester, meetings to discuss the project were set up with four possible institution for the Step-In Module early in the development of centres and all four agreed to enter into a partnership to develop and deliver the project proposals. In preparation for validation, delivery Step-In Module: Bury College, Skills Solutions, Stockport College and Wigan and Leigh centre representatives agreed a shared scheme of work, College. contributed to a common bank of course materials and the Project Leader developed course procedures with accompanying pro-formas. The Step-In Module was validated At the same time, the Project Leader began to gather ideas for the content, delivery by the University of Bolton in March 2008 as a CPD course worth 10 credits at Level 4. methods and assessment of the course by researching study skills modules offered by Greater Manchester HEIs and consulting with representatives from Aimhigher Greater In the final stages of working towards validation, recruitment for the course also Manchester’s partner HEIs. From this exercise she compiled a list of proposed content, commenced. Initially, it was agreed to limit recruitment to Advanced Apprentices from possible delivery methods and potential assessments, and this list was then used as a the delivery centres’ own cohorts only, with an agreement to expand the recruitment basis for discussions between the Project Leader and designated delivery centre across Greater Manchester and to broaden target groups in the second year of the representatives. In these discussions three key skills areas were identified as critical for project. success in HE: research skills, personal development planning and writing techniques relevant to HE study. Project funds were set aside to offer those sponsoring Step-In learners a grant of £100 on their successful completion of the course. Sponsors could be employers or learners themselves. The aim of offering the grants was to act as an added incentive for learners to take and complete the course, thus establishing it as a successful model for progression to HE. However, the course was kept deliberately short not only to avoid study fatigue for learners who may still be completing or have just completed long Apprenticeships, but also to keep the course fee low - £115 in the first year and £118 in the second year. 2 3 An analysis of outcomes from 2007- 08 and 2008- 09 A pilot cohort of 36 learners was recruited across 4 centres in 2007-08, with 32 learners completing the Step-In Module by the end of July 2008. In 2008-09, a cohort of 30 learners was recruited across 3 centres, 26 of whom had completed the course at the time this report was written; approximately 20 further learners had registered an interest in the course during 2008-09 but had not yet been allocated to a course start date.
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