Information for Training Providers and Vocational Practitioners
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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,