Managing the Learning Pathway A over-view of the Hairdressing and Beauty Provision for Years 10 and 11

The Learning Country Vision The WAG document The Learning Country – A Vision for Action identified a 10 year strategy to transform the education and Life Long Learning in post Devolution Wales. The document sets out a series of principles that will enable a young person to have - the best start in life, the opportunity to reach their full potential and a clear entitlement to influence the services that affect them Learning Country –Vision in Action

Vision for Action Outcomes The average point score per 15 year old to improve year on year By 2010 The % of 15 year olds achieving the equivalent of GCSE grades A – C to reach 60% No pupil to leave FT education without an approved qualification The % of year olds in employment, education and training to reach 93%

Analysis Research Identified that Analysis Research Identified that: Nearly 50% of young people (YP) do not attain Level 2 qualifications (5 GCSEs at A-C or equivalent) and do not continue in education or training YP not in education or training at 16/18 become disengaged, likely to become economically inactive or in danger of social exclusion The major reason for YP becoming disengaged from education or training after 16 is because of personal problems and/or lack of career and learning advice And perhaps most importantly for us: Collaborations in 14 to 19 education and training between schools, FE Colleges and Work Based Learning is weak.

Learning Pathways Programme The Learning Pathway Programme (LP) consists of 4 Key Features: Curriculum Entitlement Access to Support Collaboration of Delivery Synergy And what does this mean for us?

Curriculum Entitlement Learning Core that broaden experiences Flexible and Inclusive Learning routes Wide and extended choice of Recognised and Relevant Qualifications

Curriculum Entitlement continued: The Credit and Qualifications Framework Wales enables YP to achieve Individual Learning Pathways (ILP) through qualifications that are: Formal GCSEs / Vocational Awards – NVQs Non Formal Usually outside the NQFW - OCN / Duke of Edinburgh Informal Normally without accreditation – Sporting activities / Part-time employment

Curriculum Entitlement continued: Although there are a range of qualifications we can offer schools, its the credit value that is important to them, for example: Level 1 NVQ in Hairdressing contributes 100% to the Level 1 threshold equivalence whereas, Level 2 VRQ Certificate in Hairdressing only contributes 60% of a Level 1/2 Threshold equivalence Therefore schools will only offer qualifications that will maximise performance points and indicators.

Curriculum Entitlement continued: HBT Qualifications offered by FE Colleges to learners following the vocational (Services to People Domain) route of the Welsh Baccalaureate. C&G Salon Services NVQ Level 1 Hairdressing NVQ Level 1 Beauty Therapy VTCT L2 Reception Certificate BTEC – Short Course (Hair) BTEC – Introduction to Vocational Skills OCN Unit qualifications

Access to Support As part of the Learning Pathway all are entitled to a blend of support mechanisms: Access to independent and impartial careers advice The support of personal, social, emotional and physical problems that may be seen as obstacles to a YP success. Guidance, mentoring and educational counselling

Access to Support continued: The most important of these is the support offered by the Learning Coach in both school and college by: Helping YP track and pursue their studies Develop individual action plans Identify learning goals Provide consistent and effective support Help learners develop learning skills Assist in the transition from school to college Learning Pathways April 2006

Collaboration of Delivery Learning Networks 4 Main Regions (N; CS; SW; SE) 22 Local Authorities Members of Networks drawn from: - Local Authorities - Schools - Colleges - Training Providers - Careers Wales (Business) - Voluntary Sector

Collaboration of Delivery continued: Networks should secure a collaborative and strategic pathway that: Ensures provision motivates and inspires YP Establishes harmonised and flexible time-tables Develops an option menu specific to local needs Creates experiential tasters Develops provision in specialist training centres Works with employers; SSC and other partners Encourages involvement of employers Develops Welsh medium provision Ensures inclusively of YP with special educational needs Develops Transitional Protocols

Synergy The potential ability for individuals or groups to be more successful working together than on their own ( Collins English Dictionary1995) In order to achieve the Learning Country Vision for Action outcomes it is vital that all parties work towards common and well established strategies and goals through partnerships and most importantly the Networks.

Communication Different colleges communication with partner schools in a variety of ways: Through regular meetings School link representatives College co-ordinators School Liaison Officers Links through Heads of Departments Management Teams

Management Implications Critical Success Factors: Clear vision Inspiration and enthusiasm Inclusiveness Co-ordination Clearly understood performance Indicators Strategies for Improvement Sustainability

Our Views The Benefits: A YP ability and suitability to a career in hairdressing/beauty therapy can be identified Tasters allow prospective learners to experience the flavour of hairdressing/beauty Smooth progression and transition to college Closer links to partner schools The experience builds a YP confidence Opportunity to support and guide committed learners onto hairdressing & beauty courses Allows tutors to get to know prospective students Has the potential to increase retention on Full time courses

Our Views continued Issues: Not all YP engage fully with the experience Consumable, Resource and PPE Costs Time-tabling issues – some schools work to 2 week rotation – 18 weeks instead of 36 Increased administration to maintaining YP progression Some lack of support from schools in relation to attendance monitoring Increasing numbers on pathway – average 13% increase each year. More control of the selection process Amount of time learners are in college Awarding Body requirements in relation to schools

Staff Development To ensure a positive learning experience for YP, staff need to have relevant training in: Behaviour management Legal requirements of working with Motivating young learners Learning Coaches – appropriately qualified Supporting the tutors Basic counselling and guidance skills

And Finally: Although regional Networks support the provision this is not forever, so how will schools and colleges work together to provide sustainable pathways? How do we provide for increasing numbers in addition to our normal enrolments in the current financial climate? Will the development of the vocational element of the English Diploma be incorporated into the Welsh Bac framework? JS(0607)07 Currently Diplomas are not funded in Wales, however there are pilots (First Principles of Learning) being undertaken in Wales. So watch this space !