1. and work-based higher education
Apprenticeships
and work-based higher education
Dr Darryll Bravenboer
Associate Dean Academic Development
Institute for Work Based Learning

2. Overview Middlesex University and Apprenticeships
The Institute for Work Based Learning
The University’s Work Based Learning Framework
Possible barriers for Apprentices
Apprenticeship progression project
Development of a Higher Apprenticeship framework in Construction
Questions

3. Middlesex University and Apprenticeships
Strong strategic level support from the University Executive for engagement with Apprenticeships
Strong alignment with the Middlesex University’s mission ‘equipping our students with the skills they need for work and for life’ providing learning opportunities for those progressing through vocational, work-based and professional routes to gain high quality higher education qualifications.
Middlesex recognises the value of Apprenticeships in meeting the skills needs of the UK economy and provides specific work-based higher education progression opportunities for those who have undertaken Advanced Apprenticeships.
Middlesex working with a range of partners to develop and deliver
Higher Apprenticeship frameworks – UVAC, LLN National Forum, MEG

4. The Institute for Work Based Learning
Work Based Learning as a field of study at Middlesex
Centre of Excellence for Work Based Learning
Work Based Learning Research Centre – Professional Doctorates (DProf)
Middlesex University Organisational Development Network (MODNet)
Includes FECs, PTPs and ATAs
University Accreditation Services
Accreditation of Prior and Experiential Learning (APEL)
Accreditation of in-company training and development courses
The University Work Based Learning Framework

5. The University’s Work Based Learning Framework
Work Based Learning Framework modules
Review of Learning, Professional Development, Practitioner Inquiry - L4-7
Negotiated Work Based Learning Project modules - 10,15, 20, 30, 40, 60 credits at L4-7
Work Based Learning Framework award titles
Professional Practice in identified sectors
A validated Framework that facilitates the construction of programmes that lead to a full range of awards
Small awards – University Certificates, Diplomas
Major awards – Foundation, Bachelors and Masters Degrees

6. What qualifications can people get from the WBL Framework?6

7. Possible barriers to progression for Apprentices
Very low progression (2-4%) where a majority (54%) express and interest in progressing to higher education. This is not a lack of aspiration problem
Lack of clarity for Advanced Apprentices in higher education admissions procedures
Lack of clarity of parity eg UCAS points
Lack of awareness of Apprenticeships from Admissions Tutors
Low prioritisation of progression to higher-levels in the initial phase of the re- launch of Apprenticeships
Uncertainty about the involvement of Universities in Apprenticeship development
Lack of awareness amongst some employers about the opportunities and benefits of work-based higher education
Lack of clear progression routes for Advanced Apprentices

8. Apprenticeship progression project
Develop and gain institutional approval for a Progression Agreement designed to support progression from Advanced Apprenticeships to work-based higher education
Maximising progression from Advanced Apprenticeships to work-based higher education workshops – Partner Apprenticeship provider events
To develop Progression Agreements that support and promote progression from Advanced Apprenticeships
Signing of Progression Agreements
Publicise Progression Agreements to learners
Implement activities to support progression

9. University Certificate Professional Practice in [identified sector]
University Certificate = 40 level 4

10. Development of a Higher Apprenticeship in Construction
‘Hot House’ two day residential on 4th and 5th May 2011
Construction Skills, Middlesex University, Derby University, West London University, Hull College, Burnley College, Blackburn College and LLN National Forum and UVAC
Development of a Foundation Degree in Construction Operations Management
Approval through Middlesex University's validated Work Based Learning Framework – September 2011
Negotiated Work Based Learning Project modules at Levels 4 and 5 include sector specific content
Integrating knowledge and competence requirements through Work-based delivery
Mapped against National Occupational Standards
The Higher Apprenticeship Framework submitted for approval to Construction Skills – October 2011

11. Questions