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. In both years, learners were asked to complete detailed questionnaires to determine the impact of the course both at the beginning and at the end of the course.

Of the 32 learners who completed the Step-In Module in 2007-08, 12 of these stated the intention to progression to HE as soon as possible (38%) and a further 13 (41%) of learners stated the intention to apply to HE within the next 1-2 years. Learners who expressed the intention to progress to HE either as soon as possible or in 1-2 years were followed up in November 2008 to determine the actual rate of progression thus far. At this point, of the 12 learners who stated the intention to progress to HE as soon as possible after completing the Step-In Module, it was found that 7 had started HE courses (22% of learners who completed). Further to this, of the 13 learners who stated the intention to progress to HE within the next 1-2 years, 5 still had the intention to progress, 2 had changed their minds and it was not possible to contact the remaining 6. The courses and HEIs to which learners had already progressed were as shown below.

Course HEI HNC Business Bury College HNC Business and Finance Bolton University Cert Ed Stockport College FD in Management Skills Solutions FD in Childcare Skills Solutions FD in Management Skills Solutions Executive Diploma in Management Studies Wigan and Leigh College

If those learners from 2007-08 still intending to progress actually do so, this will equal another 31% of 2007-08 completers progressing to HE, totalling an overall progression rate of 53% for 2007-08.

Latest Outcomes Of the 26 learners who completed the Step-In Module in 2008-09, 24 stated the intention to progress to HE (92% of completers) and their specific intentions are as follows: 9 have already put in applications to HE courses; 7 plan to put in applications as soon as possible; 8 plan to apply to HE within the next 1-2 years.

4 An analysis of outcomes from 2007- 08 and 2008- 09 Therefore, the percentage of completers intending to progress to HE is higher in 2008-09 than in 2007-08. Also, as the number of learners who have already put in an application A pilot cohort of 36 learners was recruited across 4 centres in 2007-08, with 32 learners to HE in 2009 has already equalled the number of learners who actually progressed in completing the Step-In Module by the end of July 2008. In 2008-09, a cohort of 30 2008, it looks certain that the rate of actual progression for 2008-09 will be higher than learners was recruited across 3 centres, 26 of whom had completed the course at the that for 2007-08. Learners who have expressed the intention to progress will be tracked time this report was written; approximately 20 further learners had registered an interest later in 2009 to determine how many actually progress. The courses and HEIs to which in the course during 2008-09 but had not yet been allocated to a course start date. In the 2008-09 cohort intend to progress are shown below. both years, learners were asked to complete detailed questionnaires to determine the impact of the course both at the beginning and at the end of the course. No of learners Intended course Intended HEI 1 Accountancy Degree University of Brighton* 1 FD in Management or Business and IT Stockport College Of the 32 learners who completed the Step-In Module in 2007-08, 12 of these stated the 1 FD in Management University of Bolton intention to progression to HE as soon as possible (38%) and a further 13 (41%) of learners 1 FD in Management Skills Solutions stated the intention to apply to HE within the next 1-2 years. Learners who expressed 1 HNC Mechanical Engineering Stockport College the intention to progress to HE either as soon as possible or in 1-2 years were followed up 1 HNC Construction Stockport College in November 2008 to determine the actual rate of progression thus far. At this point, of 1 HNC/D Construction Wigan and Leigh College the 12 learners who stated the intention to progress to HE as soon as possible after 1 HNC/D Construction Not known completing the Step-In Module, it was found that 7 had started HE courses (22% of 1 HNC Civil Engineering Not known learners who completed). Further to this, of the 13 learners who stated the intention to 1 HNC in IT Wigan and Leigh College progress to HE within the next 1-2 years, 5 still had the intention to progress, 2 had 1 HND Mechanical and Manufacturing Not known changed their minds and it was not possible to contact the remaining 6. The courses 1 Motor Engineering Not known and HEIs to which learners had already progressed were as shown below. 2 Cert Ed Wigan and Leigh College 1 Social Work University of Salford or MMU 3 Not known Wigan and Leigh College 1 Not known University of Bolton Course HEI 5 Not known Not known HNC Business Bury College HNC Business and Finance Bolton University *Learner accepted on condition that Step-In Module is completed successfully Cert Ed Stockport College FD in Management Skills Solutions “Improved confidence, decided my options for HE, learnt new skills and discovered the FD in Childcare Skills Solutions skills I need to improve”. Learner going on to HND Mechanical and Manufacturing in FD in Management Skills Solutions September 2009. Executive Diploma in Management Studies Wigan and Leigh College Across cohorts from both years, where learners cited a specific reason for applying to If those learners from 2007-08 still intending to progress actually do so, this will equal HE, the most popular reason was to improve prospects. There is, therefore, a significant another 31% of 2007-08 completers progressing to HE, totalling an overall progression link between progression to HE and improved career and earning potential in the rate of 53% for 2007-08. perceptions of Advanced Apprentices. Where learners cited specific reasons possibly preventing them from applying to HE, the most popular reasons were lack of time either because of home and personal commitments or because employers are unwilling to give time away from work for study, and the cost of further study.

4 5 All learners who have completed the Step-In Module to date have been Advanced Apprentices. In 2007-08, 55% of starters were male and 45% female while in 2008-09, 70% were male and 30% female. World Class Apprenticeships: Unlocking Talent, Building Skills For All, (DIUS, 2008) states that 70% of Advanced Apprentices are male so this year’s gender balance reflects the national balance exactly, while last year’s cohort was more equally balanced between male and female. There were 5 learners aged over 25 in each year (14% of starters in 2007-08 and 17% of starters in 2008-09). Learners came from a broad range of Apprenticeships in both years including Administration, Engineering, Construction trades such as Bricklaying, Carpentry and Plumbing, Motor Vehicle Engineering, Hairdressing and Customer Service. In 2007-08 13 learners (36% of starters) had their course fees paid by their employers while in 2008-09, 10 learners (33% of starters) had their course fees paid by their employers.

In both years learners’ aims in taking the Step-In Module were broadly similar as shown in Figure 1, with gaining more qualifications, learning new skills and testing their ability at a higher level being by far and away the most important aims for both cohorts. The popularity of these aims suggests that, given the opportunity, many Advanced Apprentices demonstrate a strong level of interest in progression to HE.

“Learnt about what a step into HE takes and what I would get out of it.” Learner intending to progress to HE in the next 1-2 years.

Fig 1 Please rate how important the following considerations were to you in deciding to take the Step-In module Respondents saying consideration was important or very important 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Get more qualifications

Learn new skills

Test ability at a higher level

A pay-rise/promotion in current job

Become a supervisor or manager

Fnd a better job in the same type of work

Change to a different type of work

Help start own business

2007/08 2008/09

Source: Step-In to HE Starter Questionnaire

6 All learners who have completed the Step-In Changes in attitude towards HE on completion of the Step-In Module were also broadly Module to date have been Advanced similar among both cohorts with slightly more learners from 2008-09 stating that they are Apprentices. In 2007-08, 55% of starters were now more likely to apply to HE, have developed skills which will help them make the male and 45% female while in 2008-09, 70% move to HE and that they now know the kinds of HE courses most relevant for them, as were male and 30% female. World Class shown in Figure 2. Apprenticeships: Unlocking Talent, Building Skills For All, (DIUS, 2008) states that 70% of Advanced Apprentices are male so this year’s gender Fig 2 Which of the following do you agree with... balance reflects the national balance exactly, Respondents saying they Agree or Strongly Agree while last year’s cohort was more equally 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% balanced between male and female. There were 5 learners aged over 25 in each year (14% I'm more interested in HE than I was before of starters in 2007-08 and 17% of starters in 2008-09). Learners came from a broad range of Apprenticeships in both years including Administration, Engineering, Construction trades such as Bricklaying, Carpentry and I'm more likely to apply to HE Plumbing, Motor Vehicle Engineering, Hairdressing and Customer Service. In 2007-08 13 I know I have the skills to learners (36% of starters) had their course fees paid by their employers while in 2008-09, cope in HE 10 learners (33% of starters) had their course fees paid by their employers. I have developed skills which will help me make the move In both years learners’ aims in taking the Step-In Module were broadly similar as shown into HE in Figure 1, with gaining more qualifications, learning new skills and testing their ability at I now know what kinds of a higher level being by far and away the most important aims for both cohorts. The courses are most relevant for me popularity of these aims suggests that, given the opportunity, many Advanced Apprentices demonstrate a strong level of interest in progression to HE. 2007/08 2008/09

Source: Step-In to HE Completers Questionnaire “Learnt about what a step into HE takes and what I would get out of it.” Learner intending to progress to HE in the next 1-2 years. Success

Overall, the partnership established between the delivery centres was key to the Fig 1 Please rate how important the following considerations were to you in deciding project’s success in developing the course, validating it and recruiting for it within the to take the Step-In module short timescale of 7 months, and it helped enormously in finding solutions to practical Respondents saying consideration was important or very important problems as they arose. The partnership has also been very helpful in developing a 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% standardised approach to the course aided by common course materials, procedures Get more qualifications and pro-formas.

Learn new skills The establishment of a new Aimhigher Greater Manchester Work-Based Learning Test ability at a higher level Strategy and Partnership in 2008-09 have also begun to establish systems which should ensure that it will become the main source of recruitment for Step-In in future. The A pay-rise/promotion in current job Partnership aims to bring together a network of work-based learning providers across Become a supervisor or manager Greater Manchester and to engage them in Aimhigher activities as never before. The activities, which include Step-In, alongside a range of activities such as masterclasses Fnd a better job in the same type of work and one-to-one support sessions, form part of a coherent strategy through which Change to a different type of work learners may progress as they move on from one level of learning to the next. At least one Partner in each borough will appoint a Work-Based Learning Champion whose role Help start own business it will be to identify learners matching Aimhigher targeting criteria and to deliver 2007/08 2008/09 themselves or facilitate others to deliver a range of activities designed to encourage progression to HE by work-based learners. The activities are aimed at Young Source: Step-In to HE Starter Questionnaire Apprentices, Level 2 Apprentices, Advanced Apprentices and adult learners taking other kinds of work-based learning qualifications.

6 7 Issues

The development of the Step-In Module highlighted that it is not usual for providers with both work-based learning at Level 3 and HE provision to refer learners from Level 3 work-based learning programmes to HE qualifications. Therefore, identifying learners with the potential to benefit from Step-In is not straightforward as the cohort have, by and large, not received information, advice and guidance about their HE options previously. It is also the case that a rolling programme of course starts suited to short courses like Step-In is not yet common and marketing initiatives still tend to be geared up to September starts. As a result, a lot of development time has been dedicated to finding the right way of getting across the message about the value of work-related HE, explaining the benefits of Step-In, and collecting details of interested learners, along with where and when they are available to take the course.

The most successful method of recruitment for Step-In is to empower a designated member of staff to go in to sessions aimed at Level 3 work-based learners and give them the relevant information. This face to face communication is much more successful than other methods of marketing also tried on the project such as mailshots. This method gives the learners the opportunity to ask questions pertinent to their own circumstances. Consequently, it has taken some time to establish this new way of marketing and to ensure that designated staff are fully prepared for their role. It is also the case that Work-Based Learning Champions have needed a lot of support to establish their role in recruiting for Step-In and other activities, not only because of the innovative nature of their role, but also because Champions needed to build their own understanding of progression routes for work-based learners before giving information on this to learners.

8 Issues Case Studies

The development of the Step-In Module Case Study 1: Sharon Davies highlighted that it is not usual for providers with both work-based learning at Level 3 Having completed an Advanced Apprenticeship in and HE provision to refer learners from Level Management, Sharon took up a post as a Workforce 3 work-based learning programmes to HE Assessor/Advisor at Wigan and Leigh College in December qualifications. Therefore, identifying learners 2007. Early in 2008, the college agreed to sponsor her to be with the potential to benefit from Step-In is one of the first learners to take the Step-In Module as she not straightforward as the cohort have, by was keen to carry on to a HE qualification to increase her and large, not received information, advice career prospects. and guidance about their HE options previously. It is also the case that a rolling Sharon completed the Step-In Module successfully in July 2008 and went on in programme of course starts suited to short September 2008 to enrol on a Level 7 Diploma in Strategic Leadership and Management courses like Step-In is not yet common and at Wigan and Leigh College on a part time basis. She found that the Step-In Module marketing initiatives still tend to be geared helped to improve her academic skills such as how to put forward arguments and carry up to September starts. As a result, a lot of development time has been dedicated to out research. Sharon has also found the course extremely useful for her job, helping her finding the right way of getting across the message about the value of work-related HE, with time management skills and project coordination, including a new responsibility to explaining the benefits of Step-In, and collecting details of interested learners, along recruit learners for the Step-In Module! Her plans are to progress to become a divisional with where and when they are available to take the course. manager and she has no doubt that her HE qualification will open up new doors to her.

The most successful method of recruitment Sharon has been very successful in recruiting new Step-In learners and her first hand for Step-In is to empower a designated experience of the course gives learners a good insight into what to expect. Her advice member of staff to go in to sessions aimed to anyone thinking of going on to HE qualifications is, ‘ Its hard work, but anything worth at Level 3 work-based learners and give having doesn’t just drop on your lap. It will help me in my job and my personal life’. them the relevant information. This face to face communication is much more successful than other methods of marketing Case study 2: Andrew Gent also tried on the project such as mailshots. Andrew is 22 years old and after completing an Advanced This method gives the learners the Apprenticeship in Business Administration and Customer opportunity to ask questions pertinent to Service, he began work in his family’s joinery business. their own circumstances. Consequently, it has taken some time to establish this new Andrew found out about the Step-In Module from the way of marketing and to ensure that designated staff are fully prepared for their role. It Aimhigher Greater Manchester Higher Futures 4 You is also the case that Work-Based Learning Champions have needed a lot of support to Project and became interested in the possibility of going to establish their role in recruiting for Step-In and other activities, not only because of the HE. He has now applied to take a HND in Business at Bury innovative nature of their role, but also because Champions needed to build their own College. Andrew hopes that this qualification will open up understanding of progression routes for work-based learners before giving information a range of possible new career progression routes for him on this to learners. and wants to keep his options open about which area of business he goes into in future.

The Step-In Module gave Andrew a lot more confidence about going on to University as he hadn’t been encouraged to go on to University previously in his education. He gained a better understanding of what will be expected at University and found course tutors very helpful. Andrew said, ‘The skills learnt will be invaluable for University and I’m looking forward to starting University’.

8 9 Case study 3: Jenna Clancy Plans for 2009-10 In 2009-10 Step-In to HE will continue to be a Jenna received one –to- one support from Aimhigher’s Work-Based Learning Strategy to cornerstone of the Aimhigher Work-Based help her work towards her dream of studying at a university in the south of England while Learning Strategy. As the partnership which she was completing her Advanced Apprenticeship in Business and Administration at underpins the strategy expands and is Rochdale Training Group in 2008. Jenna had decided that she wanted to study for an strengthened, this will give the opportunity to Accountancy Degree at the University of Brighton but initially the University wanted deliver the Step-In Module to learners from the Jenna to take a year long Access course before accepting her onto the degree target group in every borough of Greater programme. Manchester using venues identified by partners.

Jenna did not want to take on an extra year of study and after intervention from The need to develop information resources to Aimhigher the University of Brighton agreed that if Jenna completed the Step-In Module support the work of Work-Based Learning successfully they would accept her onto the degree programme with her existing Champions has highlighted how difficult it is to Apprenticeship qualifications. Now that she has completed the Step-In Module, Jenna access information about part-time HE courses and finance for work-based learners: will start her degree in September 2009. She is the first person in her family to go to there is no “one-stop shop” for part-time learners as there is for full-time learners. university and received an Aimhigher award for her achievement. Aimhigher and the GMSA are currently further developing the web based Pathways tool, this will allow Champions and Apprentices to identify what progression options are Jenna says ‘I am so happy with the new direction my life is heading and ever so grateful available based on their current attainment. Additionally a leaflet listing all of the for all of the support Aimhigher has given me. I don’t believe I would be doing any of part-time work-related HE courses to which Level 3 learners may progress has been this if it wasn’t for the advice, guidance and support I have been given and I now have produced by Aimhigher Greater Manchester as a step towards remedying this a confirmed place at The University of Brighton to start a BA (Hons) in Accountancy in deficiency along with a wide range of resources showing the benefits of HE and case September. I can’t wait!’ studies. Progression Agreements for Advanced Apprentices have been developed in two pilot sectors and, where possible, further Progression Agreements will be sought in 2009-10 to raise the profile of Apprentices as an important target group for HE Case Study 4: Miroslav Habijanec recruitment.

Miroslav is a Work Experience Coordinator at It is also an aim for 2009-10 to seek the endorsement of sector skills bodies for the Step-In Education Business Solutions in Old Trafford, a Module. Many SSCs are already playing an active role in the development of skills company which helps to find work experience strategies for their sectors at Level 4 and above and to embed the Step-In Module in placements for school and college students. His such strategies would be a vital step towards ensuring future cohorts of work-based employers were supportive of him taking the Step-In learners can benefit from the course. Module and going on to take relevant HE qualifications, allowing him time to complete some of his studies at work.

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 EBP. Now aged 26, he is in his second year of his Foundation Degree in Management. The Step-In Module helped to prepare Miroslav for his HE studies, giving him an insight into the styles of learning to expect and practical experience of completing research and written work.

Miroslav 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. Now that he works with young people who often want to leave school as soon as possible, he is keen to tell them about how they can earn and learn at the same time. “There are so many options”, he says, “and you don’t have to be a full time student to continue your education”.

10 11 Case study 3: Jenna Clancy Plans for 2009-10 In 2009-10 Step-In to HE will continue to be a Jenna received one –to- one support from Aimhigher’s Work-Based Learning Strategy to cornerstone of the Aimhigher Work-Based help her work towards her dream of studying at a university in the south of England while Learning Strategy. As the partnership which she was completing her Advanced Apprenticeship in Business and Administration at underpins the strategy expands and is Rochdale Training Group in 2008. Jenna had decided that she wanted to study for an strengthened, this will give the opportunity to Accountancy Degree at the University of Brighton but initially the University wanted deliver the Step-In Module to learners from the Jenna to take a year long Access course before accepting her onto the degree target group in every borough of Greater programme. Manchester using venues identified by partners.

10 11 The future of Step-In to HE The two key issues for the future sustainability of the project will be recruitment and finance. As explained in “Issues” above, systems in addition to those normally used by FE providers are required to recruit learners for Step-In and it will be vital to ensure the continuation of such systems to guarantee an ongoing stream of learners recruited for the course in future. Some central coordination of this, and other activities designed to underpin work-based progression to HE, would be very helpful until the point where it is certain that IAG and practical support to help work-based learners progress to HE has become an accepted part of the work-based learning offer. To this end, part-time project support for the Step-In to HE Project and a full-time Work-Based Learning Project Leader will be funded until July 2011.

Some difficulties have been reported both by delivery centre recruiters and Champions in relation to Apprentices who wish to pay the course fee for themselves finding difficulty in doing so because they are on very low pay. Many Apprentices earn only a minimum wage of around £80 per week. Although there has been funding to give learners who complete the course successfully a grant of £100 where they have paid the course fee themselves, this is not necessarily helpful in enabling learners to start the course as their difficulty lies in finding the amount of money required at the outset. A possible short term solution is to offer a part of the grant at the outset and the rest on successful completion or even the whole of the grant at the outset. During 2009-10, the Project Leader will agree with delivery centres about how they can trial different methods of grant payment to help learners get started on the course.

As project funding will not be available on a long term basis, the problem of ensuring the affordability of the course for low paid workers will remain. However, there are other ways in which financial incentives could be offered to promote the Step-In Module and the subsequent take up of HE. For example, it may be possible to offer learners who have completed the Step-In Module a discount from the fee of any HE course they go on to take subsequently with the same provider.

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

If you require further information on how Aimhigher Greater Manchester is increasing opportunities, raising awareness, motivating and building confidence with Apprentices please contact Vic Leyden – Progression Manager on 0161 955 6909 or [email protected] or Carole Harvey – WBL Project Leader on 0161 956 6851 or [email protected]

12 The future of Step-In to HE The two key issues for the future sustainability of the project will be recruitment and Thanks to the University of Bolton, GMSA, Skills Solutions, Stockport College finance. As explained in “Issues” above, systems in addition to those normally used by and Wigan and Leigh College for their ongoing support of and commitment to FE providers are required to recruit learners for Step-In and it will be vital to ensure the the Step-In to HE Project. continuation of such systems to guarantee an ongoing stream of learners recruited for the course in future. Some central coordination of this, and other activities designed to underpin work-based progression to HE, would be very helpful until the point where it is certain that IAG and practical support to help work-based learners progress to HE has become an accepted part of the work-based learning offer. To this end, part-time project support for the Step-In to HE Project and a full-time Work-Based Learning Project Leader will be funded until July 2011.

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

12 13 Aimhigher Greater Manchester Report Series This is a series of reports on topics of relevance to widening participation in Greater Manchester.

2007/08 0908\1 Work-Based and Vocational Learners - Aiming Higher in Greater Manchester: A report on the progression strand 2008 1008\2 The Step-In to HE Project: A report on project activity between September 2007 and July 2008 0109\3 Exploring Support for Progression to Higher Education for Young Full-time Vocational Learners in Further Education Colleges: Report on research into the transition of vocational learners from Further Education to Higher Education in four Greater Manchester colleges

2008/09 0909\1 Reaching the Target Groups: Statistical analysis of Year 10 cohort data 0909\2 The HEI Activity Programme 2008-09: Description of HEI activities and feedback in 2008-09 including Aimhigher Associates and Summer Schools 0909\3 Information Advice and Guidance Review 2008-09: Report on activities and impact in 2008/09, and forthcoming plans 0909\4 Work Based Learning Strategy: One Year In. Report on WBL strand activities including the Step-In to HE project in 2008/09 0909\5 Annual Statistical Report: Statistical analysis including trends in Greater Manchester applicants and entrants to Higher Education 0909\6 Supporting Progression of Disabled Learners to Higher Education: Report on the results of thematic research undertaken by IMPACT Associates into supporting disabled learners to engage with Aimhigher and progress to Higher Education 0909\7 The Engagement of Parents and Carers of Aimhigher Children - Supporting decision making in the transition to Higher Education. Results of thematic research undertaken by red Consultancy

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

Report contents may be reproduced by Aimhigher partners for use in local discussions and documents. Please acknowledge Aimhigher Greater Manchester.