Information for Training Providers and Vocational Practitioners

Vocational Progression Toolkit Progression to Higher Education from a vocational / work based learning background Information for training providers and vocational practitioners

greater merseyside Learner Activity

Barriers to Progression Learner Activity 1a

The Vocational Progression Routes Team has worked with nearly 1500 young people in just over 3 years, and conducted research with nearly half of these, below is a list of barriers personal to them. • Finance • Acquiring the grades needed • Family Issues • Travel • Part time job • Accommodation • Mental Health Issues • Exam pressure • Living Independently • Low income Family • No family support • Having the right qualities and abilities to be accepted • Time to attend further training due to working fulltime • Employer allowing learner time off to train • Employer sponsoring cost of training • If there is a PT route available to allow learner to continue in work FT • Pushing oneself to reach full potential • Being motivated • Dyslexia

We are pleased to announce, the majority of the learners have overcome these barriers by finding solutions to them through Aimhigher Interventions.

Discussion Topic for Groups The above list is not only ideal as a discussion topic but also as an aide memoir to topics of interventions which can be offered to young people from a variety of professionals.

Barriers to Progression

There are various barriers that can impact on learner aspirations to progress onto higher education (HE).

These barriers can be broken down into 3 main areas:

• Cultural Barriers

• Family Background – If there is no history of HE within a family then no value is identified with progression.

• Parental Influence – A lack of parental encouragement and knowledge.

• Peer Pressure – If friends do not have an understanding of HE this can have a negative impact.

• Practical Barriers

• Finance – A lack of money or worries about getting into debt.

• Information, Advice and Guidance (IAG) – Too much confusing IAG, no clarity.

• Employer Involvement – No encouragement from an employer.

• Psychological Barriers

• Personal Attitude – An “I’m not clever enough” attitude. Low self esteem and confidence.

• Need for Extra Support – Learners making the transition to H.E from non traditional routes require extra support.

• Non Traditional Qualifications – Learners from Vocational qualifications often feel ‘University isn’t for me’.

The parity of esteem between the Vocational Qualifications and the more traditional routes into Higher Education remains a major barrier for Vocational Learners.

To discuss please see Learner Activity 1 Barriers to Progression.

The Vocational Progression Routes Project

Section 1

What are the Advantages to Training Providers in Encouraging Progression?

• Raising the profile of work-based learning as a route into higher education could result in a higher calibre of young person applying for Apprenticeships.

• Offering a clear route for progression from Young Apprenticeship / Diploma through to Advanced Apprenticeship will enable Training Providers to target high fliers from the age of 14.

• Encouraging schools to engage in work-based learning by working in partnership to provide a straightforward access route to higher learning. Schools will need to become more engaged with colleges and training providers in order to offer the new Diplomas

• Working within best practice methods to ensure that learners are given the best possible information advice and guidance that includes directing learners towards higher learning opportunities

• Ofsted admires training providers who are able to demonstrate they are discussing progression.

Source: Next steps to success Aimhigher Greater Manchester

Good practice recognised by Ofsted / LSC

As you are aware Ofsted now inspects the quality of education and training. The common Inspection framework states,

“Inspectors should evaluate the quality and accessibility of information, advice and guidance to learners in relation to courses, programmes and career progression”.

The inspector is asked to consider before making judgment whether, “careers education and guidance are effective in guiding learners towards the opportunities available to them when they have completed their studies and training”.

One Merseyside Training provider has forged links with two Merseyside Higher Education Institutions in order for their Advanced Apprenticeships to gain access to degree interviews and higher level qualifications.

The Vocational Progression Routes Project Paperwork to enable training providers to track intervention

This section is for Training Providers and tutors within college who work with Apprenticeships and Advanced Apprenticeships

Aimhigher Greater Manchester in association with the Greater Manchester Learner Provider Network (GMLPN) have been working closely with training providers to encourage them to encourage their apprentices to aim higher.

Current LSC figures show that less then 5% of Advanced Apprentices continue to level 4 or above. Research by the GMLPN has shown different levels and although the continuation rate is still extremely low it is higher than the official figures.

The reason for this being: variation in the ILR/ Learner Destination Form. Too many forms are completed using Code 97: Other and code 98: Destination Unknown. We appreciate in some circumstances they are applicable; however we suggest training providers use other codes where they are more applicable; e.g. 04 Part time employment, 10 Full time employment, 54 Entered Further Education, 55 Entered Higher Education, 75 Full time education/training. This is not an exhaustive list.

Pre Exit and Exit Reviews

How many young people leave Apprenticeships with little or no career guidance? Research has shown the earlier in their training that a young person receives advice and guidance; the more likely they are to accomplish their personal targets.

Earlier intervention is the key, even at Induction a discussion about a chosen career has shown to be beneficial, this allows an Apprentice to pace themselves. We all know how good finishing an Apprenticeship can be; Being told on the last day of a level 3, “How about a level 4” is enough to terrify anyone.

We suggest that time is taken within Induction to discuss what careers are open to them (resources and activities within this toolkit may prove useful).

Please see the two forms produced by Aimhigher Greater Manchester, these can be completed alongside reviews, apprenticeships can be given action plans to carry out before their final Exit review.

Our aim is not to encourage young people to change companies, but to be aware of their own potential. We also want unemployed Apprentices to be aware of careers available and this will help them to secure employment once their Apprenticeship comes to an end.

The Vocational Progression Routes Project The following two forms appear courtesy of Aimhigher Greater Manchester.

Learner Pre-Exit Review (To be completed six months prior to the learner expected end date)

Learner Name: Programme:

Company: Date of Review:

Start Date: Expected End Date:

Targets Achieved from last review? Y/N Comments:

Progress towards achievement of framework and Targets for next Review

NVQ/additional units:

Key skills:

Technical Certificates:

Additional Support received/required? Comments:

Learners Future Aspirations/ Considering Further Study Comments:

Further Information, Advice and Guidance required? Comments:

Health & Safety and Equal opportunities Issues/Comments

Learner Comments

Employer / Supervisor Comments

Further Information about Progression from Apprentices required? Y/N I agree with the above & have received a copy of I agree with the above & have received a copy of the review form. the review form. Learner Signature: Employer Signature:

Date: Date: I agree with the above & have updated the ILP. Date of Next Review: Training Advisors Signature:

Date

The Vocational Progression Routes Project Aimhigher Greater Manchester

Learner Exit Review

Learner Name: Programme:

Company: Date of Review:

Start Date: Expected End Date:

Certificates Received (Copies in Learner File) NVQ □ Key Skills □ Tech Cert □ ERR □ Other ______□ Learner Comments:

Do you feel that completing the Apprenticeship has helped your career prospects?

Have you enjoyed earning whilst learning?

Do you know what opportunities are available to you to progress?

Would you like some information and/or advice about progression opportunities?

We are always looking to highlight our learners’ achievements. Would it be possible to contact you in the future to find out how you are progressing? Y/N Employer Comments:

In what ways has the apprentice programme benefited your organisation?

Would you consider taking on more Apprentices in the future?

Would you consider supporting your current Apprentice through higher level qualifications?

How could we improve what we do?

Would it be possible to contact you again in the future as an employer who has supported the Apprenticeship Programme? Y/N I agree with the above & have received a copy of I agree with the above & have received a copy of the review form. the review form. Learner Signature: Employer Signature:

Date: Date: I agree with the above & have updated the ILP. Actions to follow up Training Advisors Signature:

Date

The Vocational Progression Routes Project

Section 2: Where will I be in 10 years time?

Activity 2a

The objective of this activity is to enable a group of young people to think about their future’s long term. As you are aware many young people only think in the short term, so encouraging them to think long term can help them establish career goals and create career plans.

This activity has been used many times with groups of young people, who have found this type of icebreaker to be enjoyable and beneficial to them. It is very important to broaden young people’s horizons. It is not about how they are next going to afford the latest mobile phone but how they are going to achieve in life what they need and want.

Learner Activity 2a Trainers Notes

The following are suggestions for question 6.

• What courses will I need to study? • Will I need qualifications? • What sort of qualifications? • Will I need to be able to speak a foreign language? • Will I need to travel? • Will I stay with the same company or need to move on in order to gain promotion? • Will I be able to still live in my home town or will I need to move away?

The Vocational Progression Routes Project. - 1 - Learner Activity 2a

Where will I be in 10 years time?

Answer the questions below, there are no set answers but consider the answers carefully you may like to discuss them as a small group or by yourself

2. Where do I 1. Where do I want to live? want to be in 10 years?

4. Will I want to socialise and have 3. What car interests? will I want to drive?

5. How much money will I want 6. Now think about to be earning to all the things you’ll afford the above? need to do, in order to reach that goal?

The Vocational Progression Routes Project. - 2 - National Qualifications Framework

The NQF defines levels of learning in terms of both academic and vocational qualifications. It is not exact but it indicates the relative values of different awards. The number of qualification levels is nine (entry level to level 8). All learners, education advisors, line managers and training providers should be familiar with the framework.

Level Vocational Academic Indicator Leading experts or practitioners; learning involves the development of new, creative approaches that extend or 8 Diplomas Doctorates redefine existing knowledge or practice

Vocational Masters Degrees, Highly developed, complex knowledge that enables the 7 Certificates, Postgraduate development of in-depth and original responses to NVQ5 Certificates/Diplomas complicated and unpredictable problems and situations

Bachelor. s Degrees, Specialist high-level knowledge to enable the use of an Vocational Graduate individual. s own ideas and research in response to 6 Certificates/Diplomas Certificates/Diplomas complex problems and situations

Diplomas of Higher Ability to increase the depth of knowledge and Vocational Education/, Further understanding to enable the formulation of solutions and 5 Certificates/Diplomas, Education, Foundation responses to complex problems and situations; involves NVQ 4 Degrees, Higher National high levels of knowledge and work expertise, and Diplomas competence in managing and training others

Specialist learning involving detailed analysis of a high Vocational Certificates of Higher level of information and knowledge for people working in 4 Certificates/Diplomas Education technical and professional jobs, and/or managing and developing others

Ability to gain and apply a range of knowledge, skills and Vocational understanding; involves obtaining detailed knowledge and 3 Certificates/Diplomas, A-levels, AVCE skills; appropriate for people wishing to go to university, NVQ 3 people working independently, or those supervising and training others

Ability to gain a good knowledge and understanding of a Vocational subject area of work or study, and to perform tasks with Certificates/Diplomas, GCSE (Grades A*. C) 2 guidance or supervision; involves building knowledge NVQ 2 and/or skills in work or subject area

Vocational Basic knowledge and skills, and the ability to apply Certificates/Diplomas, learning with guidance or supervision; concerns activities GCSE (Grades D. G) 1 NVQ 1, relating to everyday situations; may be linked to job Basic Skills competence

Entry-level, Basic knowledge and skills, and applying learning to Entry Certificates everyday situations under direct guidance or supervision; Basic Skills not geared towards specific occupations

The Vocational Progression Toolkit The Vocational Progression Routes Project - 17 -

Section 2. Higher Vocational Qualifications: Levels and Values Explained

Learner Activity 2a: What can I do next? If the Learner is completing an Apprenticeship ask the learner to research what Level 3 Advanced Apprenticeships are available.

If the learner is completing an Advanced Apprenticeship ask the learner to research HNC/D, Foundation Degrees and NVQ 4s available locally and part time.

NB Part time study is crucial for WB Learners to continue their study, only a minority will give up work to undertake full time study.

Trainers Notes Now the learners are aware of what is available it is paramount they are aware of the length of time this qualification takes and how much it costs (see table 3).

Student finance is discussed in Section 5 of this training toolkit. This table is available in the parent and learner resource which accompanies this training toolkit.

Learner Activity 2b: Where can I go next? Table 2 advises learners as to where these types of qualifications are delivered.

Learners should research local colleges, training providers, universities and distance learning providers which offer programmes of study which they are interested in.

Learners should pay strong attention to entry requirements, some are confusing and a phone call to the Admissions Department should help.

Learner Activity 2c: My Progression Route! With the information already sought from the two previous activities ask learner to complete this final activity. This worksheet should be kept as it is referred to in Section 4.

The following tables can be used to explain what Higher Education is; learners can observe where on the table they are up to.

This can be used both as a motivational and awareness raising tool. These tables are included in the Learners and Parents Resource

TABLE 1: Making the transition from further education (FE) to higher education (HE)

Level Qualifications relating to Level 1 GCSE grades D – G, Further Foundation Certificates, Education NVQ 1 (excludes GCSEs) Diploma level 1 Diploma ? 2 GCSE grades A – C, Apprenticeship, NVQ 2, Diploma level 2 3 Advanced Apprenticeship, NVQ 3, Vocational A Levels Diploma level 3 4 National Diplomas Higher Education National Certificates National Awards 5 Higher National Certificates/ Diplomas, NVQ 4, Foundation Degree 6 Degree 7 NVQ 5

Any qualification that is graded at level 4 or above is referred to as Higher Education

TABLE 2: What is available and where?

Routes Available Where What can be studied 6th Form • School • Vocational A Levels • College • Academic A Levels Academic/ Vocational • Vocational Certificates of Education (VCE) • Diploma level 3 FE College • College • Vocational Certificates of Education (VCE) • NVQs Vocational / Work based/ • BTEC Nationals Academic • HNC/HND • Foundation Degrees • Diploma level 3 Employment with Training • FE College • Entry to Employment (E2E) • Training Provider • Apprenticeships Work based/ Vocational • Advanced Apprenticeships Included into this table are qualifications up to and including Level 4, all Level 5 qualifications are included in table 3.

TABLE 3: What is higher education (HE)?

Most people think of HE as gaining a degree over 3 years as a FT student; this is true and most young people do gain a degree via this method. However there are alternatives.

Any qualification that is graded at Level 4 or above is classed as higher education.

Type of What is it? Where can it How long does it Where next? Qualification be studied? take? Honours A subject based University or at 3-5 years full- Master’s degree Degree qualification a local college, time PhD and the most where a 8 years part-time common kind of university has or flexible higher validated the learning education. programme Sandwich courses include a year at work. Foundation An employment College 2 years part-time. Other Professional Degree based or University Distance Qualifications or qualification Learning, online final year of which combines learning and fully specified Honours academic and work-based are Degree work-based other options that learning may be available. Higher National A vocational College or HND Honours Degree Certificate/ qualification, university 2 years+ (part- Diploma available in a time) HNC/HND wide range of subjects HNC 2 years (part- time)

National A work related College or Several years Level 5 is equivalent Vocational qualification Training dependent upon to a degree. Qualification: based on what Provider how many levels Learners who NVQ Levels an employee an employee successfully 1- 5 can actually do takes complete level 3 can move onto level 4 or study towards a HNC/D or Foundation Degree.

Section 2: Where will I be in 10 years time?

Activity 2a

Learner Activity 2a Trainers Notes

The following are suggestions for question 6.

The Vocational Progression Routes Project. - 1 - Learner Activity 2a

Where will I be in 10 years time?

Answer the questions below, there are no set answers but consider the answers carefully you may like to discuss them as a small group or by yourself

2. Where do I 1. Where do I want to live? want to be in 10 years?

4. Will I want to socialise and have 3. What car interests? will I want to drive?

5. How much money will I want 6. Now think about to be earning to all the things you’ll afford the above? need to do, in order to reach that goal?

The Vocational Progression Routes Project. - 2 - Learner Activity 2a

To complete this activity you will need Handouts: Table 1, Table 2 and Table 3.

What Can I do next?

If you are currently completing a level 2 qualification e.g. Apprenticeship research what Level 3 Advanced Apprenticeships are available within your training institution?

If you are currently completing a Level 3 qualification e.g. Advanced Apprenticeship research HNC/D, Foundation Degrees and NVQ 4s available locally and part time.

NB Part time study is crucial for you if you are currently undertaking a part time course or Apprenticeship; as you will not want to give up your job to enable you to study full time.

1. Check Table 1, this will help you see what types of qualifications are open to you at your level of study.

2. Now check Table 2 this states where different types of courses are offered

3. Now check Table 3 this relates to Higher education programmes (level 4 or above) and how long courses usually last.

Learner Activity 2b

To complete this activity you will need table 2 and access to the internet

Where can I go next?

1. Look at Table 2 this advises learners as to where these types of qualifications are delivered.

2. Research local colleges, training providers, universities and distance learning providers which offer programmes of study which they are interested in.

3. Pay attention to entry requirements, some are confusing and a phone call to the Admissions Department should help.

Learner Activity 2c

Look at Handouts Table 1, 2, 3

Internet access may be required

Progression Routes

What is your chosen career?

What qualifications are you currently studying towards?

Who offers these What qualifications have you qualifications? already got?

What qualifications must you gain?

TABLE 1: Making the transition from further education (FE) to higher education (HE)

Any qualification that is graded at level 4 or above is referred to as Higher Education

TABLE 2: What is available and where?

TABLE 3: What is higher education (HE)?

Most people think of HE as gaining a degree over 3 years as a FT student; this is true and most young people do gain a degree via this method. However there are alternatives.

Any qualification that is graded at Level 4 or above is classed as higher education.

Section 2: Vocational Qualifications: levels and values explained

Trainers Notes

By the end of this section a learner will be familiar with:

• The varied progression routes available to young people from a vocational background. • Where qualifications are offered. • The timescale needed for individuals to study towards qualifications. • The entry grades required. • The difference between FE and HE qualifications.

Work based learning is available to those aged 16 and over with opportunities at undergraduate and postgraduate level. There are different entry levels available, which demand different entry requirements. There are Government funded work based learning initiatives for unemployed individuals and for the employed. The employed route is the most lucrative, however.

Work based learning programmes combine training for specific occupations with work. They are offered by work based learning providers who can be:

• Private organisations/ training providers • Organisations linked to an FE college • Training departments within a large employer, in the private of public sectors

Programmes lead to NVQs at levels 1, 2 and 3 and provide clear progression routes to NVQ level 4 or into HE.

The Vocational Progression Toolkit The Vocational Progression Routes Project - 1 -

Vocational Education Pre 16

Learners have already experienced vocational learning at school, although they may not be aware of this. Young people are not always aware of what vocational means.

It is important that all learners are aware of the difference and similarities between vocational and academic qualifications and progression routes.

GSCEs

• Health & Social Care, • Business Studies, • IT, • Food Technology, • Design & Technology

All the above qualification give learners a solid foundation for making the transition to a level 2 or level 3 qualification at a college or training provider.

The New Diplomas @ Level 1 and Level 2

The Diploma is one of a number of reforms to widen the range of options available to students. They have been developed in partnership with employers, schools, colleges and universities to motivate and engage more young people.

The first five lines:

• Construction and the Built Environment,

• Creative and Media,

• Engineering,

• Information Technology, and

• Society, Health and Development

Diplomas are being taught in selected consortia of schools, colleges and work based learning providers, in September 2008.

The Diploma student will develop their skills in English, Maths and ICT and acquire knowledge and skills about an employment sector, including structured work experience. The Vocational Progression Toolkit The Vocational Progression Routes Project - 2 - The Diploma will give young people the skills they need for success in the modern workplace and in life.

Diplomas will not narrow options. Year 9 students who choose a Diploma could take an Advanced Diploma at 16, or take A levels or an Apprenticeship.

Similarly, a Year 12 student could take an Advanced Diploma without having studied a Diploma at a lower level, and then progress to university, or to employment - the qualifications will be respected by employers and universities.

• The Foundation Diploma is a level 1 qualification. It takes broadly the same amount of time to do as four or five GCSEs. • The Higher Diploma is a level 2 qualification. It takes broadly the same amount of time to do as five or six GCSEs.

http://www.qca.org.uk/libraryAssets/media/QCA_Diplomas_6pp.04.pdf http://developments.edexcel.org.uk/diplomas/ yp.direct.gov.uk/diplomas/

There is a downloadable DVD on this site.

The Vocational Progression Toolkit The Vocational Progression Routes Project - 3 -

Young Apprenticeships

The Young Apprenticeship (YA) programme is a route at key stage 4. The programme allows motivated and able pupils to study for vocational qualifications, not just in the classroom, but also in college, with training providers and in the workplace. Pupils are based in school, and follow the core National Curriculum subjects - but for two days a week (or equivalent) they also work towards nationally recognised vocational qualifications delivered by their local YA Partnership.

The programme was launched in September 2004, with 1,000 pupils embarking on YAs in

• Art and Design,

• Business Administration,

• Engineering,

• Health and Social Care,

• Performing Arts

• Motor Industry.

In September 2005, a further 2,000 pupils joined the programme, which was extended to include YAs in

• Textiles

• Hospitality.

In September 2006, the third cohort of 3,500 pupils began the programme. New apprenticeship areas were added in

• Construction,

• Electricity Industry,

• Food and Drink Manufacturing,

• Hairdressing,

• Retail

• Science.

The Vocational Progression Toolkit The Vocational Progression Routes Project - 4 - The Partnerships which deliver YAs are tailored to local circumstances, and include organisations such as schools, colleges, training providers and employers. Each Partnership provides pupils with an enriching range of learning experiences (including 50 days' work experience over the two years of the programme) and forms a support network for learners, teachers and employers.

Young Apprenticeships aim to provide a more personalised approach to teaching and learning through giving pupils to opportunity to focus on an area of vocational interest. They are aimed pupils reaching an agreed level in the key stage 3 SATs who are attracted to a more practical style of learning. They offer pupils the chance to gain a taste of ‘real work' and lay the foundations for a post-16 Apprenticeship whilst retaining the full range of progression options for future training or study.

For more information: www.vocationallearning.org.uk/1419/nationalentitlement/youngapprenticeships/

The Vocational Progression Toolkit The Vocational Progression Routes Project - 5 - Vocational Routes Post 16

Entry Level Qualifications www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_100390 23

Entry level qualifications can help build skills, increase knowledge and boost confidence. They are known as 'certificates' or 'awards', and are open to anyone interested in gaining a nationally recognised qualification. There are no entry requirements.

They may be suitable if a learner is not yet ready to take qualifications in one or more area of learning at level 1 of the National Qualifications Framework. They could also be appropriate if learners don't have traditional qualifications, or been away from learning for a long time. You could also choose to take one to explore a subject that interests you.

Subjects include:

• Maths, Science and English • Basic Skills (Literacy, Numeracy, Life skills) • General Vocational subjects – intro to working life • Specific Vocational subjects – Retailing, Hairdressing, Office Practice

You can take entry level qualifications at three different levels:

• Entry 1, Entry 2 , Entry 3

These levels are broadly the same as the National Curriculum levels 1, 2 and 3.'Entry level' is the first level on the National Qualifications Framework. The framework shows how different types of qualifications compare. At entry 3, the qualifications are designed to help learners move on to related qualifications at level 1 of the National Qualifications Framework, such as:

• Key Skills

• Skills for Life

• NVQs

• BTEC Introductory or Level 1 BTEC Awards, Certificates or Diplomas

They can also lead to work-based learning (such as an Apprenticeship) or straight into a job.

The Vocational Progression Toolkit The Vocational Progression Routes Project - 6 - Foundation Learning Tier

The Department for Education, Schools and Families will make sure that lower attainers have a ladder for progression. It is important that young people of all abilities have a route through which they can learn, develop and prepare themselves for life. Sometimes, the best way for a young person to do that is to take qualifications at entry level or level 1. They can then use this as a springboard for moving on to further study and achievement. By taking longer, they can achieve more. For some young people, particularly some of those with learning difficulties or disabilities, reaching that level is a major achievement in itself and it deserves recognition. The Foundation Learning Tier will meet the needs of these young people and ensure they get recognition for their achievements. It will include a range of provision below level 2. A key feature of the Foundation Learning Tier will be the establishment of progression pathways; clear stepping stones that will enable learners to access a first full Level 2 programme or will enable them to develop the skills necessary for living independently. The Qualifications and Curriculum Authority and the Learning and Skills Council have identified three curriculum strands as central to programmes across the FLT ( skills for life and work, vocational and subject based learning, personal and social development). A limited trial took place from September 2006 in sites catering for 14-16 year olds in schools and 16+ in further education. This work in continuing from September 2007 with a small number of selected providers. Full implementation will be complete by 2010.

The Vocational Progression Toolkit The Vocational Progression Routes Project - 7 -

e2e

Entry to Employment

E2E is for young people between 16 and 18 years of age although in exceptional circumstances young people can be accepted up until their 25th birthday. Young people must not be taking part in any other post 16 in order to be eligible.

Whilst on e2e a young person will study • Basic or key skills • Vocational development • Personal and social development

The young people will be entitled to the EMA (£30.00 per week) regardless of their household income. When they progress their EMA will be means tested.

The e2e cohort will also receive financial bonuses • Starting e2e • Completing and individual activity plan • Distance travelled • Gaining a qualification

The e2e is not time bound; it is based on the individual’s needs. The young people will attend between 16 and 40 hours per week. Learners will be classroom based, excursions and may be given a work placement.

From e2e a young person could progress onto a job, an Apprenticeship or an FE college.

The Vocational Progression Toolkit The Vocational Progression Routes Project - 8 -

Further Education - Full time

There are hundreds of awarding bodies who accredit training within the FE sector. The link below gives access to all of them. www.accreditedqualifications.org.uk/awarding- body/awarding+body+directory.seo.aspx

It would be safe to say there is a qualification available in every vocation, the important thing is not to know what they all are but to understand the levels. Below is some information relating to Btecs (the most well known). Btecs also appear on the National Qualification Framework and the UCAS Tariff.

What are the BTEC Nationals?

The BTEC Nationals are vocational qualifications to prepare students equally for direct entry into employment or for progression to higher education.

The qualification has three sizes, all at National Qualifications Framework Level 3:

• BTEC National Award,

• BTEC National Certificate

• BTEC National Diploma.

The BTEC National Award

The 6-unit National Award is a unit-based specialist qualification that focuses on particular aspects of employment within the vocational sector. As such the award offers a qualification which can extend study and provide vocational emphasis for learners following an Applied GCE or GCE route. It is broadly equivalent to one A level and is graded pass, merit or distinction (P, M, D).

The BTEC National Certificate

The 12-unit National Certificate provides a specialist work-related qualification that covers the key knowledge and practical skills required in the vocational sector and also offer different emphasis through the choice of specialist units. It is broadly equivalent to two A levels. It is given a double grade, for example, PP, MP, DD.

The Vocational Progression Toolkit The Vocational Progression Routes Project - 9 - The BTEC National Diploma

The 18-unit National Diploma extends and deepens the specialist focus available in the 12-unit Certificate. The qualification prepares learners for employment in the sector. It is broadly equivalent to three A levels and is triple graded, for example, PPP, MMP, DDD.

How are the BTEC Nationals assessed?

Each unit is assessed and graded through assignments based on work- related situations or activities with opportunities for teamwork and in- depth study. Knowledge and understanding across the programme are reinforced by externally-set integrated vocational assignments. In the case of creative arts, this is assessed by a final major project.

Are the BTEC Nationals included in the Tariff?

Yes – see Appendix 4

The 6-unit award at distinction carries the same number of points as an A level, grade A (120 points)

Further information

A list of subject/vocational areas covered by the new BTEC Nationals can be downloaded from the Edexcel website: www.edexcel.org.uk

The Vocational Progression Toolkit The Vocational Progression Routes Project - 10 - The New Diplomas @ level 3

A Year 12 student could take an Advanced Diploma without having studied a Diploma at a lower level, and then progress to university, or to employment - the qualifications will be respected by employers and universities.

• The Advanced Diploma, for those over 16 is a level 3 qualification. It takes broadly the same amount of time to do as three A levels.

• A Progression Diploma (also level 3) will be available, broadly equivalent to two A levels. This will suit students who do not wish to complete a whole Diploma.

The first five lines:

• Construction and the Built Environment,

• Creative and Media,

• Engineering,

• Information Technology, and

• Society, Health and Development

The New Diplomas will be awarded UCAS tariff points developments.edexcel.org.uk/diplomas/draft-specifications/

Diploma courses comprise:

• Principal learning – students will acquire an awareness of a broad employment sector in addition to work-relevant knowledge, skills and understanding. At least half the principal learning is applied – i.e. learning by doing, set in a work-related context. • Functional skills – students will develop their ability to apply their English, Maths and ICT skills in situations relevant to work and life. • Personal, learning and thinking skills - such as teamwork, creative thinking, reflective learning and self-management. • Additional or Specialist learning (ASL) – options that let students go into more depth in a specialist area, or broaden the study programme, through, for example a language or science qualification. Students will select from qualifications at the same level as the Diploma that they are taking, or one higher, e.g. the Foundation Diploma can have ASL at level 1 or 2. • A project – A project related to principal learning that enables the learner to explore a topic of interest in greater depth or breadth. • Work Experience – a minimum of 10 days’ structured work experience, where possible in the sector studied. The Vocational Progression Toolkit The Vocational Progression Routes Project - 11 - Apprenticeships & Advanced Apprenticeships (WBL)

Apprenticeships are a mixture of work-based training and education. The frameworks are designed by Sector Skills Councils or Sector Skills Bodies. They aim to give young people the opportunity to:

• achieve vocational, work-based qualifications; • learn on the job; • build up knowledge and skills; • gain qualifications.

Levels

There are two levels of Apprenticeship:

• Apprenticeships which lie at level 2 of the National Qualifications Framework; • Advanced Apprenticeships which lie at level 3 of the National Qualifications Framework.

What is an Apprenticeship?

Apprenticeships are a mixture of work-based training and education. The frameworks are designed by Sector Skills Councils, or Sector Skills Bodies. Becoming an Apprentice allows learners to have a job, to earn a wage and to receive structured training in their chosen occupation. Learners can be fully employed or in a work placement. Centres can help learners find suitable work placements and arrange day release training at a college. Apprenticeships are made up of the following elements:

• A National Vocational Qualification (NVQ). • Key Skills – the level will be dependent on the individual framework. • Mandatory or optional elements as specified by the particular occupation e.g. Childcare learners complete a Pediatric First Aid course • A technical certificate used to be a mandatory component of all level 3 frameworks approved from September 2003. However, there has now been agreed an increased flexibility in terms of the design and content of the Apprenticeship frameworks. Whilst the knowledge element is still an essential component of the framework at both level 2 and level 3, it does not now have to be a separate qualification. It can be included as part of the NVQ but it needs to be clearly defined within it and agreed with QCA. The content of each apprenticeship is designed by Sector Skills Councils, Sector Bodies and their employers in accordance with the framework. This means that some frameworks may not now include a technical certificate. The technical certificate can be similar to a Btec Level 2 or 3.

The Vocational Progression Toolkit The Vocational Progression Routes Project - 12 -

All trainees completing Apprenticeship programmes will be awarded the relevant NVQ, Key Skills, technical certificate, if any, as well as the Apprenticeship Certificate from the relevant Sector Skills Council, or Sector Skills Body.

Some Advanced Apprenticeships are now being awarded UCAS Tariff points.

For more information: http://www.apprenticeships.org.uk/

What is a Training Provider?

Apprentices study towards their qualifications either at a Further Education College or a Training Provider. A Training Provider is a privately owned training organisation. They receive funding from the LSC (Learning and Skills Council) like FE colleges do. They will offer Apprenticeships, Advanced Apprenticeships and sometimes level 4 qualifications too. They will also offer professional qualifications such as fork lift truck driving, health & safety and first aid.

The Vocational Progression Toolkit The Vocational Progression Routes Project - 13 -

Vocational Qualifications Level 4 and above

Progression Routes and entry to HE from a Vocational background

NVQ 4 / NVQ 5

The most obvious route from an Advanced Apprenticeship is NVQ Level 4s and Level 5s. However this is not lending itself to a seamless transition. Many learners would have difficultly producing evidence to show competence if they are not working at level 4 within their job role. When speaking to training providers in relation to their Apprentice’s transition they state, “There’s no way they can jump straight onto a level 4”. And this is some individuals case may be true but there are alternatives. Learners would need to wait until their job role developed so they could show competence, they would usually need to be in a management position.

HNC / HND

Higher National Certificates and Higher National Degrees have always been popular. Learners are able to relate their job roles to an assignment based programme. Learners will have experience of producing assignments due to their Btec qualifications or the Technical Certificate in Apprenticeships which is the theory element to the Apprenticeship. Completing a HNC / D will enable learners to access a degree or an equivalent professional qualification.

Foundation Degrees

Foundation Degrees are a relatively new qualification, but more and more colleges are offering foundation degrees each year. The increase of foundation degrees will see the demise of the HNC. Foundation degrees offered at colleges are accredited by universities. Learners who have completed a FD will in some cases miss out year 1 of a degree programme although this does alter from university to university.

More degrees are now being made available part time and by distance learning. Part time degrees do take longer to achieve but will allow learners to carry on working whilst studying part time.

Professional Apprenticeships

Professional Apprenticeships are for jobs which may require professional qualifications, including Foundation Degrees and membership of Professional Bodies. They are jobs with a high level of complexity and responsibility. This is The Vocational Progression Toolkit The Vocational Progression Routes Project - 14 - a programme of learning that maps together Work-Based Learning and Higher Education or Professional Qualifications. A learner can either progress to this level after completing an Advanced Apprenticeship or at 18 when learners have completed suitable A levels or equivalent qualifications. Learners would study to NVQ level 4 and/or a professional qualification.

Skills Solutions are also the first Training Provider in the country to offer the Professional Apprenticeship. Skills Solutions have a database of high potential achievers; all who are 18 to 21 years old and have successfully completed their "A" Levels or other equivalent qualifications. The Professional Apprenticeship will offer them a real alternative to full time university whilst they are professionally employed and earn a regular salary. This high quality funded training means employers retain highly skilled and flexible staff giving them a competitive advantage in the market. The Professional Apprenticeship, a trail-blazing Manchester training and education initiative, has proven hugely successful in recent years. Skills Solutions currently offers opportunities in;

• Accountancy, • Insurance, • Service Sector Management.

Other training providers who now offer Professional Apprenticeships are:

• Tameside College Training • Rathbone Training • Henry Boot Training Ltd • Age Concern Training • Training & Manpower Ltd • Graham Austin

Professional Qualifications

Professional Qualifications are written by a society within a particular industry. They are accredited by the professional society or by an awarding body. The awards are available at colleges, universities and private training providers.

The link below details professional bodies, institutes and societies most of which will have qualifications attached to them. http://www.hero.ac.uk/uk/reference_and_subject_resources/groups_and_organisations/listings/ professional_bodies.cfm

Professionals usually become members of these societies. The societies will ask for new members to have a certain level of qualification before they are accepted and to continue with their professional development in order to remain a member.

Examples of some professional societies: Association of Certified Book-keepers (ACB) The Vocational Progression Toolkit The Vocational Progression Routes Project - 15 - The Association of Law Teachers (ALT) British Paramedic Association (BPA) FISITA - the International Federation of Automotive Engineering Societies

National Qualifications Framework

The following page shows the National Qualification Framework.

As you can see from the new framework there are nine levels instead of the five we have always worked with in previous years.

Below is a table showing the OLD levels:

OLD Levels Qualifications equivalent to the old levels

1 GCSE Grade D – G

NVQ 1

2 GCSE Grade A* - C

NVQ 2 / Apprenticeship

3 NVQ 3/ Advanced Apprenticeship

National Diplomas

Access Courses

4 NVQ 4

HNC/D

5 NVQ 5

Degree

The Vocational Progression Toolkit The Vocational Progression Routes Project - 16 - Learner Activity 2a

To complete this activity you will need Handouts: Table 1, Table 2 and Table 3.

What Can I do next?

If you are currently completing a level 2 qualification e.g. Apprenticeship research what Level 3 Advanced Apprenticeships are available within your training institution?

If you are currently completing a Level 3 qualification e.g. Advanced Apprenticeship research HNC/D, Foundation Degrees and NVQ 4s available locally and part time.

NB Part time study is crucial for you if you are currently undertaking a part time course or Apprenticeship; as you will not want to give up your job to enable you to study full time.

1. Check Table 1, this will help you see what types of qualifications are open to you at your level of study.

2. Now check Table 2 this states where different types of courses are offered

3. Now check Table 3 this relates to Higher education programmes (level 4 or above) and how long courses usually last.

Learner Activity 2b

To complete this activity you will need table 2 and access to the internet

Where can I go next?

1. Look at Table 2 this advises learners as to where these types of qualifications are delivered.

2. Research local colleges, training providers, universities and distance learning providers which offer programmes of study which they are interested in.

3. Pay attention to entry requirements, some are confusing and a phone call to the Admissions Department should help.

Learner Activity 2c

Look at Handouts Table 1, 2, 3

Internet access may be required

Progression Routes

What is your chosen career?

What qualifications are you currently studying towards?

Who offers these What qualifications have you qualifications? already got?

What qualifications must you gain?

Learner Activities 3a, 3b & 3c

You will need the Personal Statement examples in order to complete these activities.

Personal Statements

If you are applying for a full-time or sandwich undergraduate degree, higher education (HE) foundation course or Higher National Diploma (HND), you will need the current UCAS application form and handbook. These are free. You can get them from your college, from libraries or direct from UCAS (www.ucas.com or 01242 544 610).

For other full-time further education, teacher education courses, or for part- time courses, including all Open University courses, contact the university or college directly and ask for a prospectus and application form.

Activity 3a Go on the UCAS website and find the ‘Applying online’ booklet. Section 5.7 relates to the Personal Statement – read this section.

Activity 3b Look at examples in this toolkit (pages 27 – 30) in groups decide how each statement could be improved – consider content, style, layout, language, grammar and appropriateness for the course which is being applied for.

Activity 3c Practice writing your own Personal Statement, use the examples and notes below to help you. One possible outline of a personal statement is as follows:

• Say why you want to do the course you have chosen. • Say what you want to do after the course. • Mention any relevant work experience. • Mention any related visits you have arranged relevant to the course e.g. hospital, school. • Mention any work experience, which may not be relevant to the course but where transferable skills may have been developed. • Mention any other transferable skills. • Include personal qualities. • Include any positions of responsibility or interesting activities – in or out of school / learning. • Identify how any activities done in your spare time relate to the course e.g. TV programmes, reading.

Learner Activity

Personal Statements Activity 3c

Personal Statement

Practice your personal statement, see previous notes for support

Engineering Personal Statement – An example

I have always had an interest in the way things work, and since I was young, science has been one of my favourite subjects. My interest in sciences, particularly physics, has developed throughout my time at school, and I enjoy the challenge of using scientific and mathematical ideas when solving everyday problems. Last year I took part in the Engineering Education Scheme, working alongside three other students, with the local water company, to work on a project involving the removal of sludge from a drinking water clarification tank. This helped me to develop time management, problem-solving and teamwork skills, as we encountered several problems along the way (mostly involving the sludge), as well as having to cope with each other for long hours in order to meet deadlines. I found this both challenging and rewarding and achieved a Gold Crest Award as well as being able to take part in the regional final of the Young Engineers for Britain competition. The scheme gave me a useful insight into the types of problems that engineers have to solve, and convinced me that engineering is the career path I want to follow. I aim to secure sponsorship for my course with a local company, as this will provide me with the experience of industrial work during the holidays, as well as helping me financially through my time at university.

I believe that good links between engineers and businesses are essential for an efficient and profitable future for British industry. Studying Economics to AS-level, along with sciences and Maths, has helped me to understand some of the scientific principles behind production and management techniques. Physics has taught me about how things behave, and how these properties can be used in solving both practical and theoretical solutions. Studying biology has helped me to appreciate the role that engineers can play in helping to balance industry and natural environment. My favourite part of the course is the environment module, as I enjoy learning about how different species can adapt to their surroundings. Mathematics gives me the opportunity to apply familiar concepts to unfamiliar situations, and I enjoy the challenge of solving mathematical problems. I also find further Maths enjoyable, as I find it more challenging than my normal Maths lessons.

Alongside my school work, I have been studying an Open University science short course entitles ‘Food and Health: A Chemical Story’. I enjoy working on the course, as it helps to broaden my scientific reading, and covers interesting topics in more depth than my school studies. It also helps me with my independent study and time management skills. I am due to complete the course at the end of October.

I like to be involved in other aspects of school life, for example I took part in the junior mock trial competition lower down the school. Last year I was assistant house captain, helping encourage younger members of my house in competitions. I helped backstage in the sixth form show, which I intend to do again this year. I am a year eight ‘buddy’, which involves helping an able younger student with extra schoolwork. I take drama lessons out of school, and recently passed Guildhall Grade 6 solo acting with honours. I have been involved in five musicals since starting at this school, and am currently rehearsing for my first principal role in the schools’ production of ‘Les Miserables’. I have also taken part in several productions with local youth theatre and amateur dramatics societies, ranging from William Shakespeare to Willy Russell. I play the violin in the school orchestra, and enjoy singing in the school choir. I also take part in music activities outside of school, and am involved in groups such as Burton Sinfonial and Staffordshire Youth Choir.

Although at the moment I intend to complete a degree in manufacturing engineering, I do not feel that I am in the best position to make any final decisions about my career yet, and have chosen courses with the first year (and in some cases the second year) common to degree programmes in many disciplines of engineering. My experiences of engineering so far have been both challenging and rewarding, and I hope that my future career will be too.

*This person got 5 offers including an offer from Cambridge. BTEC Health Studies Personal Statement

The time I have spent on the BTEC National Diploma in Health Studies has been informative, challenging and enjoyable. During this course I have particularly enjoyed the modules on Psychology, Equality, Diversity and Rights and Microbiology. Undertaking this course has prepared me for the academic challenges, which I may face in university life.

I have decided to apply for cultural Studies and sociology, Criminology and Contemporary culture, Medical and Environmental Microbiology and sociology. I have made these choices as I have a passionate interest for these subjects. Through my BTEC I have been given the chance to touch on these subjects and also before applying I researched the courses by going online and contacting a careers advisor, and I would like very much to study one of them to degree level.

During the BTEC course I have earned my key skills certificates and a food hygiene certificate and have also undertaken a number of work placements. These placements have allowed me to observe the type of work involved within various caring professions.

During my time on work placement I have undertaken work experience at *** ***** County Primary School, *** **** Residential Home and I have also spent time at the ******* Hospital Children’s Centre and ***** Ward, which is situated in the ******* Hospital I have also had experience with the District Nurses. These placement have given me good people skills and communication skills, they have also given me self-confidence. I also used to work voluntarily in the Cafe in the ******* Hospital, which I enjoyed very much as I got on with the other employees very well.

I am currently working for an employment agency at various places, mainly factories as a production operator.

I am currently unsure about my future career and am hoping my time on the course will help me decide what I ultimately do.

I am a good listener, independent, organised and self disciplined which should prove invaluable preparation for life at university.

I enjoy socialising with my friends and meeting new people. I enjoy listening to all sorts of music but I am particularly interested in rock, acoustic and indie music. I like watching films; I also am currently learning to play the bass guitar.

Earlier this year I started a nursing course but found it was not for me, as I realised my interests lie in sociology and cultural related studies, although I feel the time I spent on the course showed me what university life is really like and I feel I gained a lot from the experience.

I feel that BTEC National Diploma in Health Studies has helped to prepare me for university life and skills required for the course and hope you will look favorably upon my application.

*This person wrote this statement for a foundation year to progress to a degree and all offers were unconditional.

Computer Games Programming Personal Statement

I find the fields of Artificial Intelligence and Games Physics interesting and so I have decided to study a course to include these areas. I am currently studying an A level in Information Technology in which I have used Visual Basic in Microsoft Excel and Access. At home I have used the action script language in Macromedia Flash to build an interactive personal website. I found this aspect of computing very interesting and so I will really enjoy programming in C++ and other programming languages. I am also studying an A level in Mathematics that I really enjoy. This would be useful for many parts of the course such as games physics.

When I’ve played computer games in the past I have always wanted to be able to create something similar. Consequently, the computer games programming course stood out as something that I really wanted to do. I have used some software programmes such as Mocrosoft Visual Basic, Softimage \ XSI ESP 3.0, Discreet 3DS MAX 5 (evaluation version) and Maya Personal Learning Edition. I would like to see people’s enjoyment when playing a game, knowing that I took part in producing it.

I have e-mailed a few programming companies such as Valve Software, id software, Lionsoft, Electronic Arts and Codemasters explaining my situation and asking whether it would be better to take a games programming course or a software development course and learn game specific items afterwards or in my spare time. All of the replies advised me to take the computer games programming course as this way I would already possess the games programming knowledge.

Undertaking my work experience as a sales assistant in a computer store allowed me to develop skills such as working in a team and dealing with customers. Although I was working with others a lot of the time, I also had to work independently. This allowed me to use my own initiative and solve problems.

Whilst attending Sutton High Sports College, I have done a large amount of voluntary work. During years 10 and 11, I helped with the schools open days and sports days where I did scoring. I also took part in after school activities such as playing music. Outside of school I have helped at ‘Darby and Joan’s’ which is for old aged pensioners where they can get together for company, and to talk and play bingo. Year 12 saw me helping with the year 6 curriculum induction day, and assisting with scoring on both the school’s open day and the St. Helens Athletic finals. Participation in a first aid course gained me a certificate in ‘Emergency Aid in the workplace for Appointed Persons’. This involved areas such as resuscitation and control of bleeding.

Hobbies and interests include reading books; the genres preferred being science fiction and horror. I also like playing piano of which I am currently working towards grade 8, and I have played ‘The Skaters’ Waltz at Parr Hall (a concert Hall) in Warrington. I enjoy using my computer for playing games, including playing games online, and using the internet to keep up to date with current news in the computing and gaming world, new hardware and software releases.

My interests cover a wide area, which I believe will help me in both academic and social life at university.

My aim is to become a computer games programmer developing any type of game for PC or console, and I believe that a university course will help me achieve my goal.

Business Personal Statement

My decision to apply for a degree in Business is due to my desire to aim for a career in the promotion of electronic music. This initiated from a visit to London, where I had the opportunity to experience the deeply fascinating influences of the local club scene to the culture of our times. This experience made my involvement with that specific branch of the music industry a primary objective.

During the following years I succeeded in establishing a presence within a field I knew very little about, even at the expense of other activities. In fact, I managed to occupy myself in an independent record store, where apart from being given a chance to be involved in the management of the business I was also given an opportunity to test my creative skills, by creating a web page to promote the company.

Furthermore, the Economics and Business courses I attended during my studies in the International Baccalaureate gave me the opportunity to utilise and put into perspective the knowledge I had previously acquired through personal experience. This, made me realise the effect that a university education would have upon me both as person and as future professional.

Hence, if I were given the opportunity to continue my studies along these lines I would be more than willing to devote myself to the hard work necessary in order to qualify for a degree. I am fully aware of the effort as well as the risks involved, still it is the advice of a friend that inspires me ‘do what your heart says – it will bring your greater riches’.

Personal Statements

Trainers Notes

By the end of section 3 a learner will be able to write a personal statement.

Each individual applying to go on a HE course via UCAS must complete a personal statement which should detail their reasons for applying, their personal and career aspirations. Progress Files and individual learning plans contribute in developing and collating the skills and attributes that individuals require in order to compose an effective personal statement.

The personal statement is of utmost importance, as in instances where interviews are not being held in order to gain access onto a course, this is the only opportunity an individual has to personalise the application.

The personal statement is also critical where there are a large number of applications, when admissions tutors will use the statement, in addition to predicted qualifications and grades in deciding whether to make an offer. In some courses, e.g. teaching, social work, creative courses, specific personal qualities, motivation or relevant experience is required and evidence of this will be sought within the personal statement. This is the case in the application for Foundation Degrees, where work experience and career development is of particular interest.

It has been reported that vocational learners who are applying to go onto a Higher Education course, do not utilise this as a tool for selling themselves or their experiences. They need to be supported in setting out all the experiences, skills, knowledge and achievements which they have gained and ensuring that these are explicit in their personal statement.

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Learner Activity

The UCAS Tariff

For this activity the learner will need their Progression Route completed in section 2c Qualifications Activity 3 & access to the internet.

My UCAS Points

Use the UCAS website and your Progression Route to complete the table below

http://www.ucas.com/candq/tariff/index.html

Qualifications Achieved: UCAS POINTS

Qualifications Working Towards:

Qualifications Planned :

Total Points Awarded

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Section 3: The UCAS Tariff & Personal Statements Trainers Notes

By the end of this Section learners will:

• Be able to refer to the UCAS Tariff • Be familiar with points allocated to qualifications • Be familiar with issues affecting disabled learners applying to university

Students apply for a Higher Education course via the Universities and Colleges Admissions Service (UCAS).

Most part time courses run at a college or university can usually be applied for directly to the institution. A full application form including personal statement will still need to be completed.

The UCAS Tariff is a points system, which is used to display the entry requirements for particular courses.

Each UCAS approved post 16 qualification and grade is allocated a points’ value and entry requirements are illustrated as points. The full up-to-date tariff illustrations are available on the UCAS website.

At the time of writing this toolkit work was in progress by UCAS in order to establish the tariff points which a completed Apprenticeship Framework would attract (UCAS points will be allocated September 2007) Disabled students applying to UCAS There will be extra issues to think about if you are disabled - things like access to lecture theatres, bars and canteens and so on, whether there will be room for your personal assistant if you have one, the number of other disabled students etc.

The Learner will be asked to state whether you have a disability on the application form. This will help them to arrange the support they need in time for when they start their course. From September 2002, university education became covered by the amended Part IV of the Disability Discrimination Act 1995. This means universities and colleges are not allowed to treat a disabled applicant ‘less favorably’ than a non-disabled applicant for reasons related to his or her disability, without ‘justification’. “Skills” (The National Bureau for Students with Disabilities) can provide lots more information about this.

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The following examples illustrate the values of vocational qualifications and how they compare to traditional academic qualifications:

360 UCAS points

3 A Levels @ grade 3 A Levels BTEC National OCR Extended A (vocational Diploma @ grades Diploma @ grade emphasis) @ grade DDD D1 A

240 UCAS points

A Level Double BTEC National BTEC National OCR National OCR Extended Award Certificate @ Diploma @ Diploma @ Diploma @ (vocational grades DD grades MMM grade D grade M3 emphasis) @ grades AA

120 UCAS points

1 A 1 GCE 1 A Level BTEC BTEC BTEC OCR OCR OCR Level AS Level double National National National National National Extended @ double award Award @ Certificate Diploma Certificate Diploma Diploma @ grade award (vocational grade D @ grade MP @ grade @ grade D @ grade grade P3 A @ emphasis) PPP P2 grades @ grades AA DD

60 UCAS points

1 AS Level @ grade A 1 AS Level double 1 A Level @ grade D 1 A Level (vocational award @ grades DD emphasis) @ grade D

There are also other shorter courses, which contain a vocational emphasis / element which can boost a points tariff including:

Course name UCAS points COPE Lv 3(ASDAN) @ pass 70 Key Skills Level @ 4 30 Key Skills Level @ 3 20 Key Skills Level @ 2 10

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Finance Activities

Learner Activity 4a:

Discuss with the group what financial problems they might encounter as higher education students. Together draw up a list of the perceived barriers and then look at the reality of graduate versus non graduate earnings.

1. Discuss with the group what financial problems they might encounter as higher education students. Together draw up a list of the perceived barriers.

2. Look at the reality of graduate versus non graduate earnings.

Finance Activity 4b: Check out the following website: http://www.studentsurvivor.org.uk/2

Learner Activity 4c:

Match the following statements to the right source of help and advice. (You can use the same source more than once):

Where can I find out Connexions more about tuition fees? I’d like to try for a Teacher Training Agency scholarship I need general advice NHS on student finance I want to join the www.studentfinance.co.uk armed forces I have left www.dfes.gov.uk/studentsupport school/college and need help with money whilst I decide what to do next I’m disabled National Bureau for Students with Disabilities (SKILL) I want to be a teacher LEA I am under 19 and www.studentmoney.org want to find out about help with money I want to be a doctor Armed forces or a nurse I need help with living Part Time Work costs Where can I get extra Job Centre spending money from

Answers

Finance Activity 4a:

1. Tuition Fees Books Rent, Food, Utility Bills Clothes and Toiletries Entertainment Cost of running a Car Insurances

2. (This is an example of an Early Years Practitioner. Other examples can be found on www.worktrain.gov.uk) Level 2 NVQ /CCE Nursery Nurse On Completion of a Level 2 Nanny an Early Years Practitioner Playgroup Assistant could earn around £8,000 per annum. Level 3 NVQ/ DCE Nursery Nurse On Completion of a Level 3 Nanny an Early Years Practitioner Playgroup Assistant could earn around £11,000 Child minder per annum. Level 4 Foundation Nursery Manager On Completion of a Level 4 Degree Nursery Proprietor an Early Years Practitioner Nurse * could earn around £17,000 per annum. Level 5 Degree Nursery Inspector On Completion of a Level 5 Teacher* an Early Years Practitioner Social Worker* could earn around £25,000 per annum. *Will need other qualifications to compliment Early Years Certificates

Answers

Finance Activity 4c:

Sources that offer information and help with money to students going into HE

The correct matches are shown below:

Where can I find out more about LEA tuition fees? DfES website I’d like to try for a scholarship www.studentmoney.org Connexions I need general advice on student DfES website finance LEA www.studentmoney.org Connexions I want to join the armed forces Armed Forces Connexions I have left school/college and Job Centre need help with money whilst I Connexions decide what to do next I’m disabled National Bureau for Students with Disabilities LEA Connexions I want to be a teacher Teacher Training Agency Connexions I am under 19 and want to find Connexions out about help with money I want to be a doctor or a nurse NHS Connexions I need help with living costs LEA Support and Welfare Services within colleges and universities Connexions Where can I get extra spending Connexions can give advice relating to money from part time work

Information about financial help for Part-time students in Higher Education

From September 2006, the amount of financial help available to eligible part-time students in higher education has increased. This applies to new and existing part-time students. The information below was correct at the time of going to press; check student finance websites for updated figures.

Non repayable Grants

• There is a course grant worth up to £250 to help with costs like books and travel. • There is a non repayable grant for tuition fees worth up to £1,150 depending on the intensity of the course. Your university or college will agree with you how long it will take to complete your course and which of the intensity bands below will apply.

Part Time Tuition Fee Support Available Intensity of the course Up to £1,150 At least 75% of the full time course Up to £920 At least 60% of the full time course Up to £765 At least 50% of the full time course

• Part-time tuition fee and course grants depend on your household income and other personal circumstances.

Household Income Part Time Fee Grant Course grant Up to £15,700 Full Fee Grant £250 From £15,700 Partial Fee Grant £250 Up to £23,679

Income levels shown here apply to a single student with no dependents. Higher income levels may be allowed for students who have partners and/or dependents. Other help

• There is a Disabled Students Allowance for students with additional study costs due to their disability.

• There is extra help available to some students from the Access to Learning Fund – money for students who find themselves in financial difficulty. For example, it might provide help with childcare costs. Speak to your university or college about this. More Information

• “A guide to financial support for part time students in higher education” in able from June 2006. • Application forms for the part time fee and course grants will be available from August 2006. • www.direct.gov.uk/studentfinance • 0800 731 0133. Section 4: Finance

Trainers Notes

By the end of this section a learner will be familiar with:

• the EMA and its value • learner support funds • disabled benefits and allowances • grants for specific courses • HE finance including part time • Teacher training incentives and NHS Bursaries • Learning funds • Career development loans • Financial help for young people leaving care • Who offers the financial support/where to go for information

Finance for Work based Learners - Apprenticeships

An Apprentice (Level 2) or an Advanced Apprentice (Level 3) can be employed or unemployed.

An employed young person will receive a wage from their employer.

An unemployed young person will receive the Educational Maintenance Allowance (EMA) however if their parents earn over £30,810* they will not be entitled to the EMA. The “Means Test” affects both the Work based learners and the fulltime student.

Education is free up until age 19 excluding HE. Parents and carers receive child benefit and other allowances already received until age 19 whilst their child is in full-time education, benefits will not continue if a young person becomes an employed apprentice.

The education maintenance allowance (EMA) is a means-tested allowance, which has been introduced to support learners from lower-income families to continue in education beyond 16.

For the academic year 2007/2008*: If household income is: A learner receives: up to £20,817 per year £30 per week

£20,818 - £25,521 per year £20 a week

£25,522 - £30,810 per year £10 a week

For further information and to apply for the EMA visit: www.dfes.gov.uk/financialhelp/ema

*Correct at time of going to press Vocational FE/HE Finance

LEAs and colleges may have learner support funds to help young people in financial difficulties. The funding is additional to the EMA (Voc. FE) and is targeted at those in greatest need. It can be used to pay for books, equipment and other course-related costs. It is also available in the case of domestic emergencies.

Someone experiencing severe financial problems in a school or college may be able to access a hardship fund and some education trusts and charities give some funds to individual students. Connexions will have information on this.

Childcare support is available to learners who have children. Care to Learn offers help with childcare costs for 16 – 19 year old parents who are participating in learning (with non-employed status).

Learners attending specialist colleges may be eligible for specific funds. Colleges offering courses in agriculture, horticulture and art and design often operate a residential bursary scheme for young people living away from home. Details will be available from the relevant colleges.

LEAs may offer dance and drama awards to those wishing to study dance, drama or stage management. Applicants have to compete for these awards at an audition. They help pay for tuition fees and allow students to apply for income-related support for living and learning costs.

Disabled students may be able to claim some benefits while studying and get funding for specialist equipment.

Higher Education Finance

When you go to university or college, you have to think about tuition fees and how you will pay for accommodation, travel, food, books, going out and so on.

The good news is that there is plenty of help available - though you should not expect to be living a life of luxury! Most people think it is well worth investing in higher education even if it means being a bit hard up for a few years, because they are more likely to get a bigger salary at the end of it.

The Government helps by paying towards the cost of tuition fees, and by giving loans and some grants towards living costs.

Important note

To find out more about the financial help available for students in higher education you can visit www.aimhigher.ac.uk or you can call the Student Loans Company Customer Support Office on 08456 077577 between 6am and midnight every day. However, if you have a detailed question about your likely entitlement then you can contact your Local Education Authority (the number is in the phone book) and ask to speak to the student awards officer.

Further information can also be found in our booklet, “A guide to financial support for part-time students in higher education 06/07”.

You can get a copy of this guide by calling the Student Support line on 0800 731 9133, quoting reference S/FSPT/V6 or textphone 0800 328 8988. Call the support line for copies in Braille or on audio tape.

Part time students

If you are planning to study part-time - including with the Open University - for the equivalent of 50 per cent or more of a full-time course, you may qualify for a fee grant of up to £885 a year and a course grant of up to £250 a year. You will not have to pay tuition fees if you are on an income below £14,970 or get any of these benefits:

• Council Tax Benefit • Housing Benefit • Income Support • Job Seeker’s Allowance • New Deal Allowance If you already get benefits, becoming a student can be seen as a ‘change of circumstances’. Check with your local DWP or Jobcentre Plus to see if studying at university might affect your benefit. Those on higher incomes may get partial support.

Teacher training incentives

Apply for funding from your local education authority (LEA) if you are going to do initial teacher training (ITT) full-time or part-time. There are reduced fees for undergraduate ITT courses and there are no fees for postgraduate teacher training. For more information on this call the Teacher Training Agency’s Information Line on 0845 6000 991. Or visit the website at www.canteach.gov.uk

National Health Service Bursaries

Students with a National Health Service (NHS) funded place on a full-time or part-time pre-registration health professional course can apply for NHS bursaries. If you register for a course of this kind, you will automatically be sent information about how to apply. For some students studying medical or dental courses, these NHS Bursaries should be available for your later years of study. For more information check out the NHS careers website at www.nhs.uk/careers

Access to Learning Fund

The Access to Learning Fund is available through your college or university and provides help for students on low incomes who may need extra financial support for their course and to stay in higher education. Contact your college or university for more information. The good news is that this money does not usually have to be repaid.

Career Development Loans

Career Development Loans are backed by the Government and available through three high street banks. They’re loans of between £300 and £8,000 to pay for up to two years of vocational education or training. Study can be fulltime, part-time or by distance learning. No repayments are made during the period of training and for one month afterwards. After this you have to pay the loan and any further interest.

Helena Kennedy

The Foundation's mission is to tackle injustice and social exclusion through education by supporting disadvantaged students from the further and adult education sectors to complete their studies in higher education and move on successfully into employment.

For more information: http://www.hkf.org.uk/

Sutton Trust

"The main objective of the Sutton Trust is to support innovative projects that provide educational opportunities for young people from non-privileged backgrounds."

Sir Peter Lampl, Chairman of the Sutton Trust

For more information: http://www.suttontrust.com/

Disabled Students Allowances (DSAs)

These help with the extra costs you have as a result of attending your course and as direct result of your disability. The Department for Children, Schools and Families produces a booklet called Bridging the Gap, which provides information about these allowances. Call 0800 731 9133 for a copy. Copies are also available in audio, Braille, and large print.

Young People Leaving Care

The Children (Leaving Care) Act 2000 came into force on 01 October 2001. Young people who are eligible for leaving care services since that date will have a pathway plan and a personal advisor. The local authority responsible for your pathway plan will have a duty to meet their needs in relation to education, training or employment. If necessary this will include helping these students with the costs of accommodation during the holidays. Students should speak to their social worker or personal advisor to find out more.

For further information relating to Charities who may offer funding please see the following website: http://www2.yorksj.ac.uk/default.asp?Page_ID=3385&Parent_ID=1845

Section 5: After Graduation and Life Long Learning

By the end of this section you will be

• Familiar with the advantages of gaining higher level qualifications • Accustomed to the need for life long learning

Remember HE can open more doorways, lead you down different paths maybe earn you more money but it needs to be the right degree for where you want to be.

Here are just a few things to be thinking about:

ACTIVITY 5a (FILL IN THE GAPS)

• Graduates are ______likely to be unemployed. • Those with a higher education qualification can expect to earn ______over the course of their working life than those without. • Over the last five years, graduates had double the average number of promotions at work than ______. • An overwhelming majority of students - 95% - agree that going to university is a worthwhile experience.

Whatever you want to do in life, your career opportunities will be improved if you have a degree or diploma from a university or college. If you want to work in some professions (such as law or medicine) you’ll need a relevant qualification.

Did you know that the qualifications you achieve are likely to have a direct effect on how much you earn?

Employers pay most for skills that:

• are ______• are particularly important to their business • are in ______supply

Employers pay least to:

• ______workers • ______workers

Employers place a greater value on some qualifications than others and are willing to pay people more as a result.

So what can you expect from investing in your own education and training?

A recent study, commissioned by the Department for Education and Skills, shows that:

• Graduates are less likely to be unemployed than non-graduates. • Graduates had double the average number of promotions at work non-graduates over the last five years.

There is a lot of competition for jobs today, and if you do not have qualifications, you will find it increasingly difficult to get a job.

People with few or no qualifications are:

• likely to earn ______than people with better skills • ______likely to own their own home.

Remember though, that even graduates do not simply walk into high-paying jobs. Higher education can certainly help, but you will still need to build up experience and work-related skills. Postgraduate and professional qualifications can also help you progress in your career.

Lifelong Learning

Past generations usually had a job for life, from finishing school many undertook an Apprenticeship and on successful completion moved into their chosen vocation for life.

This is no longer the case and employees today need to undertake continuous professional development or Life Long Learning. In this ever changing world an employee will benefit from being one step ahead and using their past experience and skills to diverse and train in other areas. No job is for life and through a persons working life retraining is essential.

It is important that everyone has a career plan; a career plan must be flexible (Life Long Learning).

A career plan should ideally be produced in the last few years of secondary school for more information relating to career planning see the Connexions website.

Section 5: After Graduation and Life Long Learning

Trainers Notes

By the end of this section a learner will be

• Familiar with the advantages of gaining higher level qualifications • Accustomed to the need for life long learning

Text in Red highlight answers to the learner Activity

Remember HE can open more doorways, lead you down different paths maybe earn you more money but it needs to be the right degree for where you want to be.

Here are just a few things to be thinking about:

• Graduates are less likely to be unemployed. • Those with a higher education qualification can expect to earn more over the course of their working life than those without. • Over the last five years, graduates had double the average number of promotions at work than non-graduates. • An overwhelming majority of students - 95% - agree that going to university is a worthwhile experience.

Did you know that the qualifications you achieve are likely to have a direct effect on how much you earn?

Employers pay most for skills that:

• are specialised • are particularly important to their business • are in short supply Employers pay least to:

• unskilled workers • semi-skilled workers

Employers place a greater value on some qualifications than others and are willing to pay people more as a result. So what can you expect from investing in your own education and training?

A recent study, commissioned by the Department for Education and Skills, shows that:

• Graduates are less likely to be unemployed than non-graduates. • Graduates had double the average number of promotions at work non-graduates over the last five years.

There is a lot of competition for jobs today, and if you do not have qualifications, you will find it increasingly difficult to get a job.

People with few or no qualifications are:

• likely to earn less than people with better skills • less likely to own their own home.

Lifelong Learning

Past generations usually had a job for life, from finishing school many undertook an Apprenticeship and on successful completion moved into their chosen vocation for life.

It is important that everyone has a career plan; a career plan must be flexible (Life Long Learning).

A career plan should ideally be produced in the last few years of secondary school for more information relating to career planning see the Connexions website.

Section 6: Case Studies

Whilst producing this toolkit we spoke to a number of young people who had achieved or are working towards higher level qualifications from an apprenticeship here are some of their case studies:

Case Study: Rachel Howard

Rachel was unsure of what she wanted to do when she left school and on the day she received her GCSEs headed to St Helens College to see what they had to offer.

Rachel started a Fashion and Textiles course but soon realised it wasn’t for her.

Rachel wanted to earn a wage so with the help of her Connexions advisor she secured a place on a Business Administration Apprenticeship, with a placement at St Helens Council.

Half way through her Apprenticeship she secured a job with St Helens College as Administrator for Clerk to the Corporation.

Rachel went on to complete her Advanced Apprenticeship.

In 2005/2006 St Helens College ran a “Careers Champion Project “using Aimhigher funding. Rachel was allocated a champion within her field of administration, the mentor’s aims were to guide Rachel through her Apprenticeship but also to look at what progression routes were open to her.

Rachel was undecided whether to continue down the administration route and undertook an Access to Higher Education course in teaching and learning, this has allowed her to be accepted onto a part time degree.

Once Rachel has successfully completed her degree she hopes to go to a local university to undertake a PGCE, this will enable her to become a Primary school teacher.

Rachel prefers part time education as she has earned a wage all the time she has been studying and will continue to do so. Earning to Learn is a route many vocation anal learners are choosing as a successful career path

Case Study: Vicky Fishwick

Vicky Fishwick is 19 years of age and works as a Surveying Administrator for Mansell Construction, based in Frodsham. Her duties include dealing with sub- contractors who are working on Mansell sites and dealing with insurance cover.

Vicky has worked at Mansell Construction since leaving school and has continued to train part time whilst earning.

Vicky left school with GCSE and gained employment as an office junior, she gained her NVQ level 2 in Business Administration via distance learning, an assessor from St Helens Chamber of Commerce Training Department visited her every month to check on her progress.

Vicky’s job continued to develop as she gained qualifications; in July 2006 Vicky completed her NVQ Level 3 Business Administration in only 5 months! This enabled her to apply for a Foundation Degree in Business at Mid Cheshire College.

Vicky will study 1 day per week for 2 years and will have the option of continuing for another 2 years part time at Manchester Metropolitan University in order to gain a full Business degree.

The Foundation Degree covers general Business, Accounts &Finance, and Human Resources this will equip Vicky for many opportunities within the company. Mansell Construction has sponsored Vicky to undertake the day release training.

Vicky’s inspiration for continuing into higher education was her assessor explaining opportunities available to her, Mansell Construction supporting her and her own desire to progress and gain higher level qualifications.

Case Study: Jennifer McKenna

Jennifer McKenna is 18 years old and works for the Adult and Community Learning Service, St Helens Council.

Jenny left school in 2004 after completing her GCSEs. She was planning to go to a local college to study Business but a few weeks before she was meant to start, she saw an administration assistant job advertised in her local Connexions office.

The job was in the same department she had gone to for her work experience and after an interview she secured the job.

Jenny was able to go onto an Apprenticeship programme, led by St Helens Chamber attending 2 days per month and completed her NVQ Level 2 in Business Administration whilst working in St. Helens Council as a Modern Apprentice. Jenny then gained full time employment within the Adult and Community Learning Service, became an Advanced Apprentice and completed her NVQ Level 3 also in Business Administration.

Jenny has just started a HNC in Business at St Helens College, funded by the Local Authority. She will attend one evening per week for two years and when successful she has the option of continuing for 1 year at Liverpool John Moores University to gain a full Honours Degree in Business, an option she is hoping to accomplish.

Seeing progression opportunities within her job has inspired Jenny to continue from her Apprenticeship onto Higher Education. She has also been encouraged by her employer and received progression information from her Training Advisor at St Helens Chamber.

Jenny’s Service Manager, Pam Meredith, supports staff’s development through training and values the skills and new perspectives young people can bring to a working environment. She finds the Apprenticeship programme very constructive as working whilst training gives a young person the working skills they need to be effective in the working environment.

Case Study: Adele Boan

Adele Boan is 32 years old and works for the Business Development Unit of St Helens College.

Whilst at Sutton High and Hamblett School, Adele always wanted to go into an administration role, and at 16, after completing GCSEs Adele studied for a BTEC First in Business and Finance at Carmel College, St Helens.

Twelve months later Adele secured a place on the Apprenticeship programmes at St Helens College, and after 6 months as a trainee she secured employment within the college. Whilst earning she continued her learning and completed a BTEC National in Business as well as Typing and Word Processing awards.

Still under 25 years of age Adele was then able to go onto her HNC in Business as part of the Apprenticeship programme.

Adele has worked in the college since 1993 as a full time member of staff; she has worked within Student Services, The Business Unit and in External Funding.

Adele says:

“You never know what you can achieve until you try, go as far as you possible can.”

This is particularly relevant in Adele’s case as she has successfully achieved despite being born with Cerebral Palsy. Adele would like to carry on with her education in the future but in the mean time, is caring for her young family.

Adele has achieved a Higher Education Qualification via the Vocational Route; she has always been in employment whilst she has continued with her education.

Case Study: Helen Arch

Helen Arch is in the first year of an engineering apprenticeship. She is employed by Burton’s Foods but at the moment is full time at Capenhurst Technology College.

Helen says:

“I am glad to have begun an engineering apprenticeship as I am learning a valuable skill while getting paid. I get to use my practical skills as well as my academic ability. I feel I have a great future ahead of me.”

Andy Goldston, Technical Development Engineer at Burton’s Foods explains:

“Helen is currently progressing on a four-year apprenticeship in engineering. During this time, academically, she will study towards BTEC HNC in Engineering.”

“Practically, she will gain experience on training courses and working with other time served engineers in electrical and mechanical disciplines. Historically, apprentices have gone on to degree level and hold management grades within the company.”

Case Study: Phil Caton

Phil Caton is 25 years old and works as a Senior Telecommunications Officer at St Helens College.

On leaving school in 1998 Phil started on an Apprenticeship programme at St Helens College in Software Engineering aged 17. At the time Phil was working as a Computer Support Officer within the I.T Department, so he was working full time and attending College 1 day a week to complete an NVQ. This enabled Phil to earn a wage as well as working towards a nationally recognised qualification.

On completion of his Apprenticeship Phil progressed onto his Advanced Apprenticeship and this was also combined with a HNC in software engineering. Again Phil achieved these programmes along with his key skills.

Since completing the Apprenticeship programme Phil has continued to study part-time and has completed a HNC and HND in Telecommunications which on completion opened up a new career path within the College as he is now working as a senior telecommunications officer.

Phil is currently looking at further options to continue studying part-time as he feels further progression would help his future career prospects.

Case Study: Amanda Johnston

Amanda Johnston is a Sales Co-ordinator at the Village Hotel in Bromborough.

“When I left school, I went to Wirral Metropolitan College for 2 years for the National Diploma in Hospitality Supervision. My work experience placement was at a local hotel. On completion, I was offered a job on reception where I worked for 2 years. I progressed to Shift Leader and then to the Sales Team.

I continued at Wirral Metropolitan College and completed the Higher National Diploma in Hospitality Management. I chose to do a work placement in Greece where I stayed for 4 months. I worked in a restaurant, serving food and drink and training the other staff. I then returned to Wirral and completed my qualification. I think it is important to motivate yourself to complete work at College.

In my present position as Sales Co-ordinator, I take bookings for conferences, banqueting and weddings. I also liaise with the customers and work on special events that we run in the hotel. My advice to other young people is: It is important to ask about all the options after GCSE exams. A-Levels don’t suit everyone. Work experience can help you decide what you want to do.”

Section 7: Further Information / Contacts

Aimhigher www.aimhigher.ac.uk

Aimhigher Greater Merseyside www.ahgtm.ac.uk

Aimhigher Vocational Routes to Progression www.ahgtm.ac.uk/holistic

Apprenticeships www.apprenticeships.org.uk

Alder Training www.aldertraining.co.uk

Birkenhead 6th Form College www.bsfc.ac.uk

Career development Loans www.lifelonglearning.co.uk/cdl

Connexions Gt. Merseyside www.connexions-gmerseyside.co.uk

Carmel College www.carmel.ac.uk

EGAS (Educational Grants Advisory Service) 020 7254 6251

Edge Hill University www.edgehill.ac.uk

Foundation Degrees www.foundationdegree.org.uk | www.fdf.ac.uk

Finance www.dfes.gov.uk/studentsupport | www.studentfinancedirect.co.uk www.studentmoney.org

Hugh Baird www.hughbaird.ac.uk

Jargon: see section 10

King George V College www.kgv.ac.uk

Knowsley Community College www.knowsleycollege.ac.uk

Learn Direct www.learndirect.co.uk

Liverpool Hope University www.hope.ac.uk

Liverpool John Moores www.livjm.ac.uk

National union of Students www.nusonline.co.uk

Riverside College Halton www.riversidecollege.ac.uk

St Helens Chamber www.sthelenschamber.com

St Helens College www.sthelens.ac.uk

Southport College www.southport-college.ac.uk

Student Zone (careers advice and services) www.studentzone.org.uk

SKILL (Information for students with disabilities) www.skill.org.uk

Training Providers Contacts www.gmlpf.org/members/index.htm

University of Liverpool www.liv.ac.uk

University information www.uni4me.co.uk

UCAS www.ucas.ac.uk

Work train (Careers and Education Site) www.worktrain.gov.uk

Wirral Metropolitan College www.wmc.ac.uk Section 8: Aimhigher Jargon Buster

BA Bachelor of Arts degree.

BSc Bachelor of Science degree.

Bursary Many universities and colleges offer non-repayable bursaries – see what is available as you might benefit.

Campus This usually refers to the buildings and surroundings of a university or college.

CATS Credit Accumulation Transfer Scheme. Sometimes it is possible to gain credit for completing parts of a degree. If you have already studied to HND level, on a degree programme, or for relevant professional qualifications before you start your degree, you may be able to transfer credits under the Credit Accumulation and Transfer Scheme, CATS. This means that if you change course, move to another institution, or take a break from study or change from full- to part-time, you can take the credits with you.

Clearing This is the system operated by UCAS to allocate students places on courses that still have vacancies after A level results come out. It is mainly for those who have not made the grades required by their chosen universities, but it can also allow last- minute applications.

Honours A qualification awarded by a higher education institution after Degree satisfactory completion of the equivalent of three years of full- time study at university level.

Diploma of A qualification awarded by some higher education institutions, Higher two years’ study. Education

DSA Disabled Students’ Allowance. This covers extra costs associated with your disability.

Faculty A faculty is a group of academic departments - Faculty of Science, Faculty of Law and so on. Sometimes they are called schools, such as School of Health Studies.

Finals The final exams taken by students at the end of their study. Most degrees or higher education qualifications today rely far less on the results from finals and tend to combine final exams with assessment throughout the course.

less on the results from finals and tend to combine final exams with assessment throughout the course.

Foundation A full or part-time job-related higher education course. Degree

Degree Degrees may be awarded after two years of study.

Freshers Students beginning their time at a university are often referred to as ‘Freshers’ and a Freshers’ Week may be organised to introduce them to university or college life. This can include social events as well as introduction to libraries and other resources.

Gap year A year out between school or further education and higher education - a chance to travel, work, get experience and expand your horizons.

Graduate A graduate is a person who has been awarded a degree from a higher education institution. Whilst studying for a degree, or other higher education qualification you are known as an undergraduate.

Halls Halls of residence are blocks of student accommodation, which either provides meals or self-catering facilities. Priority for places in halls is usually given to first year students. There are usually a variety of other facilities like launderettes, common rooms, TVs and cleaners.

HNC/HND Higher National Certificate and Higher National Diploma.

LEA Local Education Authority. Your local council responsible for schools and education. They also have a Student Awards Section, which deals with requests for funding for people living in the area who want to go to university or college.

Lecture A teaching class led by a lecturer where you take notes and ask questions.

Maintenance From September 2006, new full-time students from lower Grant income households will be able to apply for a non repayable maintenance grant of up to £2,700 depending on their income and that of their household.

Masters Degree A postgraduate degree. This can be either a Master of Science (MSc), a Master of Arts (MA) or Master of Philosophy (MPhil), depending on the subject. Masters degrees usually take a year full-time or two years part-time.

Modular Some courses are divided into modules and you have to pass a Courses number of compulsory and optional modules to complete a degree programme.

Nightline If you are ever unhappy about anything while you are a student, many universities and colleges have a Nightline service. Nightline is a confidential listening and information service run by students, for students.

NUS National Union of Students - the organisation that represents students and looks after their interests.

PhD Doctor of Philosophy. A person who has a degree and has undertaken years of research, published their work and been assessed. They can use the title Dr.

PGCE Postgraduate Certificate in Education. A one- or two-year teacher training course taken after your first degree.

Postgraduate Courses at a higher level, usually only available if you have already passed your degree. Postgraduate study can lead to a Masters degree or a Postgraduate Certificate or Diploma.

Reading A period during a semester or term when students can Week concentrate on their individual learning and research.

Redbrick A term often applied to city universities usually established before 1992 - the universities of Manchester, Liverpool, Sheffield, Leeds, Newcastle and Birmingham, for example.

Research A key feature of most higher education courses. Research involves collecting information about a subject from a variety of sources including books, journals and the Internet or by carrying out experiments or talking to people, and analysis of this information.

Sandwich Any course that includes a year in industry or abroad. Course

Scholarship Financial help given by some organisations for specific courses. Check out www.studentmoney.org

Semester Some universities or colleges divide the student year into three terms; some divide it into two semesters. A semester is half a study year.

Seminar group of students meet to discuss a subject with a tutor. Someone (or a group) may prepare a paper for discussion and share the research they have done and their opinions on the subject. Seminars are more interactive than a lecture and are often student-led.

Student loan A Loan to help you pay for your accommodation, food, travel and so on, and from 2006, there will be additional loans to cover the cost of your tuition fees. You pay these back when you have left your course and are earning over £15,000. You only pay back 9% of your earnings above £15,000 a year, so someone earning a salary of £18,000 would repay around £5.19 per week.

Tuition fees From 2006 universities and colleges of higher education will be able to charge new full-time undergraduates fees of up to £3,000. Some may charge less than the maximum of £3,000. Students study first and pay back when they are earning. A new loan is available to eligible, full-time students to cover their tuition fees.

Tutorial A one-to-one or small group session to discuss work or course issues with your tutor.

UCAS Universities and Colleges Admissions Service. Pronounced Yew- Cass. All students applying for full-time courses apply through UCAS.

Vocational A work-related programme of study designed to help you into a Course specific career.

DVD Introduction

The DVD has two elements:

The first lasting 10 minutes includes vocational learners championing their positive experiences and discussing their journey into Higher Education through this non traditional route. The film also includes employers who promote and benefit from sponsoring the vocational route with their employees.

The second element consists of an interactive learning session which can be used in conjunction with other activities found in the toolkit. Please see questions and answers listed below to aid tutors with this session.

Interactive Workshop Questions

Where do you want to be in 10 years? • Be in a better job • Progressing in your chosen career • Earning more money • Have my own house • Drive a nice car

Discuss what is higher education? • Is it full time study • Can you study part time • Is it like school • Is it free • Can you study in your own time • Where can you go to study higher education courses

Qualifications • Higher National Certificate • Higher National Diploma • Foundation Degrees • Degree • Any qualification above Level 4 is higher education

Why should you continue to study higher level qualifications? • People with higher level qualifications are less likely to be unemployed • With higher level qualifications you can earn more money • Those with higher level qualifications have doubled the average number of promotions at work. • 95% of people with higher level qualifications agree it was a worth while experience

Aimhigher 4 Vocational Success The Vocational Progression Routes Project How and where can you study? • College • University • Training Provider • Distance Learning (Open University)

What skills will employers learn the most for? • Specialised skills • Have required lots of training • Are particularly important to their business • Are in short supply

Where can you get further information relating to progression from? • Colleges • Universities • Connexions • Aimhigher • Learn Direct • Training Providers

Aimhigher 4 Vocational Success The Vocational Progression Routes Project

The Vocational Progression Routes Project is dedicated to promoting vocational learning as a route of equal importance to that of the well trodden academic route into Higher Education.

The project’s aims to provide aspiration, inspiration, motivation and support enabling young people from non traditional backgrounds (Apprentices, the disadvantaged, 1st generation HE in family) to access Higher Education (HE) in Greater Merseyside.

As the team developed their partnership networks throughout Greater Merseyside it became obvious that young people really suitable and keen to undertake this type of learning were not being provided with information key to them making informed choices.

The Vocational Progression Interactive Resource Kit

The Vocational Progression Routes Project has produced an interactive resource for practitioners working with Apprentices and Work based Learners.

The resource is aimed at vocational learners and the benefits of progressing to Higher Education. The main focus will be to give the learners raised awareness as to the different progression routes available and the various modes of flexible delivery that can be accessed. The resource includes:

The Vocational Progression Toolkit

A resource for practitioners promoting the vocational route into Higher Education. This includes:

• Information relating to the benefits of HE progression for Training Providers. • Resources for use with Apprentices and vocational learners • Exemplar paperwork that can be used to raise awareness of HE within the review and exit review process • Information to give to parents regarding HE (A Parent’s Guide) • Information to give to employers regarding HE (An Employer’s Guide) • Information for Learners (A Vocational Learner’s Guide)

Aimhigher 4 Vocational Success!

An interactive DVD consisting of: ¾ Vocational learners championing their positive experiences and discussing their journey into Higher Education through this non traditional route. ¾ Employers who promote and benefit from sponsoring the vocational route with their employees. ¾ Positive role models from industry

This resource also consists of an interactive learning sessions that can be used in conjunction with the Vocational Progression Toolkit by practitioners working with young people to raise awareness of progression routes and aspirations.

The resource has come about due to the need for sustainable resource to provide high quality IAG for vocational learners and to aid practitioners working with this target cohort.

Vocational Progression Routes

Lesson Plan: The Vocational Progression Interactive Resource Kit – Aimhigher 4 Vocational Success

Number in Class: Title: Vocational Progression Routes Lesson Duration: 1hr

Learners Prior Knowledge: It is assumed that learners will have a mixed knowledge of current progression routes. Learning Aids/Resources: DVD Resource (Optional Resources include): Vocational Progression Toolkit, Internet Access Learning Objectives: To Show an understanding of higher education. Increase awareness of the barriers to progression. To discuss benefits of progression with a peer group. Develop learner knowledge of WBL. Raise awareness of sources of Information Advice and Guidance.

Learning Outcomes: By the end of the lesson, learners will be able to: 1. State where they intend to be in 10 years time. 2. Describe what is meant by higher education 3. State why they should continue to study post compulsory education. 4. State where they can study. 5. Describe what employers want by way of qualifications. 6. State where they can go for further IAG

Learning Experiences

Timing Lesson Learning T:Teacher / S:Student Activity Aids and Resources structure Outcomes Introduction T: Brief overview of lesson stating objectives. Lesson Plan 10 mins Development 1,2,3,4,5,6 T : Play DVD DVD 10 mins Development 1 T & S: Where do you want to be in 10 years? Interactive workshop 10 mins Development 2 T & S: What is meant by higher education? Interactive workshop 10 mins Development 3 T & S: Why should you continue to study higher level qualifications? Interactive workshop 10 mins Development 4 T & S: How and where can I study? Interactive Workshop 5 mins Development 5 T & S: What skills do employers pay most for? Interactive workshop 5 mins Development 6 T & S: Where can I get further information? Interactive Workshop Aimhigher 4 Vocational Success - The Vocational Progression Routes Project