Work Based Learning into Higher Education Jane Bodimeade, BDP LSC for the SW LSC Work Based Learning

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Work Based Learninginto Higher Education
Jane Bodimeade, BDP LSC for the SW LSC Work
Based Learning Group
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Policy Context

• Cassels Report 2001
• Technical Certificates, progression from AMA-FDs
• The Future of Higher Education 2003
• entitlement
• Skills Strategy 2003
• Developing wide range of vocational FDs
• Apprenticeship End-to-End Review 2004
• strengthening vocational ladder of opportunity
• Apprenticeship launch 2004
• reinforcing progression from Advanced
  Apprenticeships

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Seamless Progression - Policy Changes

• Tomlinson's 14 - 19 Diplomas
• Accreditation of Apprenticeships
• Unitisation
• QCA VQ Review and Framework for Achievement
• Foundation Degrees
• Level 4 Apprenticeships
• Apprenticeship for Adults
• CoVEs 400 by 2006

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Apprenticeship programmes and full time education
routes
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Challenges

• Low progression rates
• Barriers to learning experienced by learners from
  the work based route
• Lack of knowledge of what work based learning
  comprises of
• Lack of understanding of the options available
  following achievement from the work based route
• Limited support to assist transition to HE
• Supporting WBL in HE
• Supporting APEL
• Balance between formal/informal learning
• Common language barriers
• egWork based learning work related learning

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LSC AA-HE Project

• LSCNO is funding a three year pilot study
• Early Years NTO
• Motor Industry (Automotive Skills)
• Hair and Beauty (HABIA/CSIA)
• Science Engineering and Manufacturing
  Technologies Agency (SEMTA)
• Skills for Health
• CfA (Council for Administration)
• Sport Recreation and Allied Occupations
  (SkillsActive)
• e-skills UK

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First Year Evaluation

• Barriers delivery, assessment
• Lack of knowledge of Work Based route in HE
• Lack of commonality/agenda between partners
• Lack of coherent/part time FDs
• Guidance and support for employers and parents
• Developing transition from work based learning
  route to HE

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Issues for consideration

• Policy tensions
• Curriculum design
• Working in partnership
• Engaging SSCs and employers
• Funding arrangements
• HE Admission procedures
• Links to wider policy developments

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Apprenticeship framework

• 3 main component qualifications
• NVQ
• Key Skills
• Technical Certificate

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Apprenticeship framework

• NVQ based on national occupational standards
• Core units
• mandatory
• may be steamed clusters
• Optional Units
• Various
• May be clustered
• Chosen units based on opportunities in workplace
• Practical skills learned and practiced in the
  workplace- assessed on-the-job

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Apprenticeship framework

• Key Skills
• Each Advanced framework must contain at least
• Communication at level 2
• Application of number at level 2
• Proxies for learners with relevant GCSE
  equivalents within timescales
• Some frameworks include other Key Skills
• Using IT
• Improving own performance
• Problem Solving
• Working with Others

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Apprenticeship framework

• Technical Certificate TC
• Advanced frameworks must contain TC to support
  practical skills development
• LSC, QCA and SSDA work to ensure each TC has
  minimum Guided Learning Hours and weighting

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Apprenticeship framework

• Example IT Advanced Apprenticeship
• See back of presentation notes.

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Funding of Apprenticeship

• Standard funding rates across country
• 80 paid to provider for delivery support
• 20 on achievement
• Provider performance measured on
• Participation Government PSA set target for end
  of 2006
• Success Rates LSC has set floor targets for
  providers

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Delivery of Apprenticeships

• Must be flexible to meet employer working
  arrangements/learner needs
• Workplace and apprentice carefully assessed
• Formal learning
• usually 1day/week at training provider
• On-job training offered by employer/provider
• On-job projects set by provider
• Informal learning
• In the workplace practicing taught skills
• Working alongside experienced work colleagues

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Delivery of Apprenticeship

• Not time-bound
• Assessment
• Peripatetic Assessor from provider observes in
  workplace
• Workplace Assessor reports to provider assessor
  -QA
• Achievement
• All components must be completed

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Regional Apprenticeship Targets