SUPPORTING VOCATIONAL LEARNERS INTO HE KIRAN RAMI – UXBRIDGE COLLEGE

UXBRIDGE COLLEGE HE PROGRESSION PROFILE %

Who are the vocational learners?  Higher proportion are from WP background, either on FCM or from DPC areas – (Uxbridge College - 34% compared to 22% A levels )  Less likely to have GCSE Maths & English grades A- C  Vocational students more likely to be first in the family to go to HE – (67% at Uxbridge College)  Number of research has shown that vocational students have higher withdrawal rates and slightly poor degree classification  Vocational courses cater for students with lower GCSE results than students on A level courses,

Parents Students Universities Advisers College tutors Support for vocational learners starts before they enrol

 Parents need convincing that BTEC is good option  Parents information is anecdotal rather than fact based “people we know have said…”needs to be challenged, as this can limit WP students understanding of HE and possible progression routes  Evidence of progression. Eg, Law progression  Parents options evening  IAG sessions for year 11 parents  UCAS sessions for parents “vocational courses places my son at a disadvantage to students entering via traditional A level routes”

Students  Case studies  Importance of Level 2 Maths and English  Enhance their Personal statement with non-academic activities.  Research appropriate HEI course – (key issue is FS or GCSE)  “I want to go to a top university”  Concern among students about lack of experience of exams  vocational qualifications such as CITY & GUILDS  Uxbridge to Brunel programme June 15 and June 16.

College tutors  Key influencers - Tutors were often instrumental and influential in raising students' levels of awareness of university as an option open to them following their BTEC course, and in raising students‘ self-esteem and confidence to apply to university  Academic to Academic relationships  Flexible to adapt course/change units to support progression  Encourage students to take on non-academic activities; voluntary work/student council etc  UCAS reference.. Opening paragraph college profile followed by department profile and information about the course, especially non BTEC vocational courses.  Understanding of Student finance system. For many students going it HE is an economic decision.

University Staff  Taster days / study skills days – which involve actual lectures (moving through 'dependency-deconstruction' to independence)  Visit to FE college…guest lecturing  Academic to Academic exchange e.g shadowing  Key support…Maths for Engineers/Business students  Personal statement support for competitive courses e.g. Nursing etc  Targeted publications

Case study Uxbridge and Brunel Project  Started September 2014 visit by new Brunel Education Excellence Centre staff – awareness within the University that BTec students often attain less well than A level students.  Commitment for the College and University to work together to develop a better understanding of why this is and what can be done by both organisations to improve outcomes for these students.  September 2015 – Brunel University Transition Project (partly funded by the HEA) – looking at a number of areas to improve transition to the University.

Case study Uxbridge and Brunel Project  April 2015 – Uxbridge College lecturing staff attend Brunel Teaching and Learning Symposium – shared approaches on Teaching and Learning on Level 3 BTec courses and at University – key differences noted.  May 2015 – Uxbridge College Director Vocational shared information on BTec learners and approaches for Teaching, Learning and particularly Assessment at Brunel University “Who’s in your classroom”? CPD session.  Summer and Autumn 2015 – Uxbridge College teaching staff share sample BTec assignments with Brunel BEEC staff.  February 2016 – Brunel BEEC staff deliver CPD session for Uxbridge College BTec Level 3 2 nd year tutors on most common approaches for Teaching, Learning and Assessment with 1 st year University students.  May 2016 – Education Exchange – Engineering, Computing and Business lecturing staff from both organisations share approaches to Teaching, Learning and assessment and materials.

Supporting progression - Work with Kingston University – 2016/17 Number of universities suggest that BTEC students entering HE struggle with mathematics components, especially in engineering. BTEC Students study Maths for Technicians and Further Maths for Technicians, but find that they still struggle Sheffield Project suggested that using the different terminology by A level tutors and BTEC Tutors impacts on students. Students don’t necessarily recognise the term ‘polynomial’ but can differentiate simple power terms when presented with change of language. BTEC students have 120 GLHs of dedicated maths teaching, much less than A level student.

Identify students who have applied to Kingston university Survey area of topic most in need of support Identify staff/Maths mentor from Kingston Set up initial session at Uxbridge Follow up sessions at Kingston/Skype etc OUTCOME: Increase confidence Maths Higher grade in Maths units Increase progression to HE Increased progression from 1 st year to 2 year

Advocacy…Advocacy...Advocacy  Challenge parents on their perception of Vocational courses  Challenge institutions on their decision  Educate students about researching HE options  Students feel that they are set on a vocational pathway eg; “I can only do a business study degree” ( BTEC Travel to Anthropology/Criminology)  Advisers understand alternative vocational qualifications such as AAT/CACHE  Key in developing FE / HE relationships

Thank you Questions ?