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Sally Wild, Aimhigher Project Officer Vocational Pathways Strand

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Presentation on theme: "Sally Wild, Aimhigher Project Officer Vocational Pathways Strand"— Presentation transcript:

1 Sally Wild, Aimhigher Project Officer Vocational Pathways Strand
Base: Cornwall College Camborne

2 ‘vocational’ vs. ‘academic’:
VOCATIONAL PATHWAYS The ongoing dilemma of ‘vocational’ vs. ‘academic’: VOCATIONALISM: A quest for greater labour market relevance for education: for better articulation between the content of schooling and the application of acquired skills, attitudes and knowledge in the world of work’ Lauglo and Lillis 1988 A quote on the new vocationalism from a masters’ degree some 13/14 years ago, and a module on national training and education systems, NVQs were then the new thing and the argument around vocationalism and academic learning was raging as it is today. This quote from 1988.

3 From Progression from Vocational and Applied Learning to HE in England.
Adrian Anderson, Chief Executive, UVAC (Universities Vocational Awards Council) Academic routes on the left (and youth) more vocational/wbl on the right along with APEL

4 Qualifications levels explained in very simple language – excellent resource from Connexions:
Which Way Now? How to Choose your Stage 4 Options

5 DIPLOMA Elephant in the room… CERTIFICATE AWARD
QCF is new framework for creating and accrediting qualifications in England, Wales and N. Ireland. Major reform of vocational qualification system Smaller steps of learing - learners build up quals bit by bit - workbased training can be recognised and formally accredited By 2010/11 all vocational quals need to be accredited to QCF and it will replace National Quals Framework

6 Stages in the Decision Making Journey
Non-academic route learners – choices made at 14 more relevant as their goals may be closer Year 9 – need for myth busting re apprenticeships (i.e. unpaid, only for males etc) Year 11 – November to February before/after work experience During Level 3 course – progression to HE or continue in job (AA)/find a job? Foundation degree – move to do top up? Can I cope with level? Professional status?

7 Post-16 Routes From an LSC report : Understanding Choice and the Empowered Learner, March 2009 Quantitative research asked how much young people felt they knew about various options so for example, 59% said they knew a lot about employment 38% didn’t know much about apprenticeships Felt most knowledgable about 6th from and FE

8 L Actual Vocational Progression to HE
VOCATIONAL PATHWAYS Options young people least knowledgeable about: vocational training and apprenticeships (42% claim to ‘know a lot’ about both routes). Percentage of A Level and Vocational Learners in England progressing to HE 90% of A level learners progress to higher education 41% of BTEC learners 4% of Advanced Apprentices From 2006, Adrian Anderson, Chief Executive of UVAC L Actual Vocational Progression to HE Actual Vocational Progression to HE

Key Features of Apprenticeship: Apprentices earn a wage Apprentices gain recognisable transferable qualifications Apprentices gain new knowledge and experience in the work place Apprentices develop key skills All areas now have an online prospectus and common post-16 Common Application Process. All qualifications fit into a 9-level national framework. Entry level is at the bottom and Level 8 at the top. Qualifications at the same level require the same degree of skill, knowledge and understanding. They place similar demands on learners although the type of study and subject matter may differ. Courses leading to different qualifications vary in content, learning styles and assessment. Foundation Learning Progression Pathways: for learners over 14 who are working below Level 2. Learning providers use national frameworks to create personalised programmes to respond to individual need. Aim – to provide small stepping stones to achievement.

10 Apprenticeships National Vocational Qualification (NVQ) at either Level 2 (= 5 GCSEs A*-C) or 3 (= 2 A levels) Key skills Technical Certificate: i.e.BTEC National Diploma or City and Guilds award Other qualifications / requirements as required by the occupational sector Progression to HE possible – no mention

Principal Learning Generic Learning Additional Specialist Learning Equivalent to Main subject e.g. engineering Project Functional Skills Work experience Optional courses agreed with teacher Foundation Diploma Practical assessments + 1 exam ICT/Maths/ English Level 1 Minimum 10 days Choose from a range of qualifications including: BTECS GCSEs A levels 5 x GCSEs, Grade D-G Higher Diploma English Level 2 7 x GCSEs, Grade A*-C Advanced Diploma Practical assessments + 2 or 3 exams Extended Project English Level 3 3.5 A levels From 2010, this is available in 14 subjects at three levels. Local provision varies. It’s a composite qualification that suits individuals of all abilities and aspirations. Provides a fully rounded education but doesn’t qualify individual to do a specific job. What’s available locally? Where can they lead? It’s important that learners get good IAG when choosing optional elements (additional and specialist learning) as this may affect future plans.

Diploma in Engineering Diploma in Engineering Advanced Level (Level 3) This is a two year, full-time course based at Truro College. The course covers 9 units: Investigating Engineering Businesses and the Environment. In addition you will complete: Additional and Specialist Learning. For students wishing to progress to study Engineering at university this should include A level Mathematics. An extended project. Work experience. Functional skills in literacy, numeracy and ICT. Assessment: The course is assessed through a mixture of formal written examinations and detailed written portfolio work.

13 Diploma in Engineering: Advanced Level
The course includes work experience, visits to engineering works and projects at specialist locations Links with employers The course includes work experience, visits to engineering works and projects at specialist locations. Entry Requirements: 5 GCSE subjects grade A*-C including English and Maths. Progression: This course leads to employment or university programmes

Routes to university - maths for an engineering degree A level maths: 1/3 x 2 5 days  GCSEs A level maths School   higher education GCSEs Diploma National Diploma: 1/8 x 2 2 days a week New Diploma: 1/6 of A level at best? FOUNDATION PATHWAYS in Technology at Plymouth – Year 0 of the BEng and BSc courses: for applicants without the specific A-level qualification pre-requisites. (4 GCSEs unit award) This information came from attending one of the seminars the Faculty of Technology have held at Plymouth. Deals with the amount of maths a learner needs to support them into and through a full degree.

15 Professional Status Engineering Technician: BTEC National Certificate or Diploma. Training and work experience Incorporated Engineer: Degree of BTEC HNC or HND Chartered Engineer: Honours degree (Fd + top up). Look for BSc or BEng or MEng accredited with Chartered status.

16 I want to be an electrician…
VOCATIONAL PATHWAYS I want to be an electrician… Analogy from a mature student I talked to for a case study: The analogy was in answer to my question of how useful and work ready a foundation degree made him feel (he already has an HNC and NVQ Level 4) Imagine you want to be an electrician but you decide to do a foundation degree. Your lecturer is holding a wire and you are expecting to find out how to use this in various settings – however, he says ‘We are going to look today at what runs through this wire – copper! We are going to investigate copper mining, the systems that extract copper, how it is transported and which regions of the world are the main producers…’

17 VOCATIONAL PATHWAYS Traditionally, going to university was about
learning, utility and virtue. As the cost of higher education is increasing, and falling more heavily on the learner, students are going to think much more rigorously about what kind of returns they are going to get…’ The Sunday Times magazine, Nice Little Earners 2009

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