NW LLN Conference Workshop 19 October 2007 Progression Opportunities Creating Progression Agreements to provide clarity about higher-education progression options for vocational learners

Aims of the workshop Share experience & practice Discuss issues, problems & resolutions Identify possible areas for co-development

Format for the workshop ‘The Lifecycle Approach ’ The progression lifecycle approach: Defining ‘Guaranteed Progression’ Writing the progression agreement template Establishing approval across all partners. The national/ regional interface Implementation processes – issues, problems & approaches Monitoring & Evaluation – what are the critical success factors & how will we measure them?

Defining Guaranteed Progression That there is one or more locally available final year top up for each named Fd. That there are additional top up possibilities which might include considerable travel/residential requirements That these routes are available across the sector i.e. all Fds in Creative Arts have a range of progression routes; the arrangement is therefore not a bilateral one between one Fd and one final year degree programme. By implication, given the partnership arrangements in CHL, this will mean that progression from an Fd validated by UCLan may be into a final year degree course validated by UoC or Lancaster or vice versa.

What are the issues and risks this raises? Issue or Risk: Course numbers are not viable such that a programme cannot be run one year. Contingency: Curriculum design uses distributed learning delivery to maximise group size across the county. Multipathway Fd design will create a number of possible choices More than one progression opportunity is offered A generic professional practice year (in the workplace) is developed

What are the issues and risks this raises? Issue or Risk: Courses are full and therefore a place is not available (particularly an issue on health/education courses) Contingency: Multipathway Fd design will create an number of possible choices. More than one progression opportunity is offered. A generic professional practice year (in the workplace) is developed

What are the issues and risks this raises? Issue or Risk: Guaranteed does not mean ‘reserved’ or ‘automatic’ nor does it obviate the usual progression/admission requirements Contingency: Careful and clear presentation to learners, advisers, teachers, admissions tutors Training offered to range of influencers and staff Requirement of professional bodies will need to be fully explained in any documentation and progression contingent on meeting these.

The Process of Developing Progression Agreements Laura Baxter Progression Manager Faculty of the Arts, University of Cumbria National Arts Learning Network

A process of close partnership working and collaboration with 36 FE colleges was initiated and formalized. In many cases there were excellent course level links on which to build, consolidating existing long-standing partnerships between HE and FE staff. The aim of our agreements are to offer an agreement in principle at institutional level between a HE receiving institution and FE feeder institution, offering guaranteed progression opportunities for FE students. The Development Process

A template Progression Agreement document was drafted and approved by Senior Management. This was then used as an model in subsequent negotiations with individual FE colleges. Then a more bespoke agreement was drafted in consultation with each FE college, tailored to their curriculum. We were mindful to keep the agreements as short and simple as possible, but still enabling flexibility in their application. The Use of a Template

We faced the usual concerns from HE staff about guaranteed progression compromising quality and standards. To alleviate these concerns consultation was undertaken with internal HE staff to ensure wider institutional understanding and ownership of the initiative at course level. The agreement we developed is also flexible in its application, in that it does guarantee progression, but this is still dependent upon the FE students achieving at an appropriate level and places being available. Implementation Issues

The aim of our Progression Agreements are to ensure choice for learners whilst maintaining quality of provision. The applicant is effectively being directed onto the most suitable course for them, for their abilities, skills and prior experience. Ensuring a diversity of curricula enables this progression - a ladder of learning offering varied HE entry points - from Year 0 levels available on our degrees, to a wide range of Foundation Degrees, that can be followed with Top-Up years. Choice & Quality

A diversity of Progression Agreements with a variety of FE feeder colleges necessitates a diversity of curricula to accommodate this progression. The NALN is supporting the implementation of Progression Agreements by developing the curriculum within the Faculty of Arts. In recent years the Faculty of Arts has developed a wide range of new Foundation Degrees (12 in total), allied to local industry, which are now recruiting successfully and changing the student demographic. Curriculum Development

Personalise the process - vital to make a visit to the FE feeder college early in negotiations, to meet senior staff & teaching staff, & set up follow-up meetings/visits. Diplomacy & sensitivity - dealing with busy senior staff & potential conflicts of interest. Utilize existing networks - save time & resources by tapping into existing school & college networks. Be realistic - this is a time consuming process, with resistance to change and unwillingness to sign on the dotted line! Effectiveness & Sustainability

Prevalent attitudes & perceptions - much of the work developing & implementing Progression Agreements is concerned with changing these! Accessibility and transparency are key. Integrity & sustainability - the aim is to establish live agreements of integrity, not paper agreements filed & forgotten, but actively maintained & continuously improved. Incentives & ethics - you have to sell the initiative to colleges who can think ‘what’s in it for us?’ There is a range of practice on this issue. Lessons Learned!

Progression Agreements Turning a ‘Scheme’ into reality Communication of concept Quick Guide Website and FAQs Agreement Template

Define Learner Constituency Identify Key Feeders and Map to GM HE Provision Agree Target Awards in terms of Numbers Progressing Task Groups Identify Details Final signed Agreement Identify sub- region Higher Skills Needs

Understanding the Data Allows identification of meaningful progression opportunities Ability to reach verbal agreement in Sector Development Groups Begin the process of institutional agreement Leading to signed agreement

Progression Agreement SUBJECT AREA: CONSTRUCTION, BTEC National Diploma into HE MANCAT Salford College Stockport College Tameside College Wigan and Leigh College University of Bolton University Centre, Oldham University of Salford Completion of ‘sector-wide’ agreements e.g. Construction: Potential 250 Level 3 learners – 7 Providers - to 3 HEIs -with up to 30 programmes all with guaranteed interview/automatic offer.

Pathways to Higher Education GMSA Progression Route Planner

E mail to Admissions From: Sent: 13 September :24 To: Pathways Enquiry Subject: GMSA User Details Name: Cath Walsh House name / number: GMSA Street: Oxford Road Town: Manchester Postcode: M1 7EE Home Phone: Mobile: Feeding Details Institution: MANCAT Course: BTEC National Diploma in Construction Grade Profile: Merit/Merit/Merit Receiving Details Institution: University of Salford Course: BSc Construction Management Progression Agreement Identifier: PA NextStep Reference: GMSA/ /1

Next Steps Next Steps Pilot in staged approach Involve the institutions at every stage Work towards Network-wide

Monitoring & Evaluation What are the critical success factors & how will we measure these? Over to you!