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Title of the presentation Second line title Presentation by A.N. Other A presentation to Company Name Date (e.g. 01 February 2001) Higher Vocational Education.

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Presentation on theme: "Title of the presentation Second line title Presentation by A.N. Other A presentation to Company Name Date (e.g. 01 February 2001) Higher Vocational Education."— Presentation transcript:

1 Title of the presentation Second line title Presentation by A.N. Other A presentation to Company Name Date (e.g. 01 February 2001) Higher Vocational Education Policy: Promoting Progression and Lifelong Learning Caroline Neville Regional Director, AoC London 2 nd July 2012

2 Higher Vocational Education HE White Paper ‘Students at the heart of the system’ June 2011 Government Response June 2012 NEW CHALLENGES, NEW CHANCES Next steps in Implementation. Consultation - awareness - identity - progression - new models August 2011 Higher Vocational Education NEW CHALLENGES NEW CHANCES, FE & Skills System Reform Plan December 2011 NEW CHALLENGES, NEW CHANCES Summary of Responses December 2011

3 ‘Often neglected by policymakers and left on the educational sidelines, technicians are the unsung heroes of some of the UK’s leading industries. For too long they have been undervalued, undernourished, and relegated to an occupational division considered less important than their professional counterparts. If we want to rebalance our economy to become more production and export-led, more innovative and sustainable, we need to hardwire technicians into our education system – a plan for growth needs a plan for technicians. The second progression….in the broadest sense – up - skilling, re-skilling, training for a new job, changing career path entirely. Our notion of progression if firmly rooted in the reality of today’s flexible and global labour markets and the new demands this places on learners and those already in work…changing demography and a need to find more cost effective access education and training.’ October 2011 Higher Vocational Education

4 1.Feedback – what can we do to improve awareness and identity of what FE can offer? More can be done: - Identifying successes - More help with national branding - A national portal - Opening up the system: a more level playing field - Comparative, accessible information - Positioning - ‘promoting higher level vocational in its own right’ Higher Vocational Education

5 2. Feedback – what are the opportunities to promote alternative progression routes into HE? M aking HE more inclusive, and ‘holistic’ simply ‘different routes into HE’ - Routes to HE from Apprenticeships, professional and vocational awards, more transparent, and easily navigable - Greater portability, credit transfer - Wider range of study patterns - Learning from ‘where it works’ - Role of Access to HE - Bringing employers and awarding bodies on board Higher Vocational Education

6 “We would like to see all vocational qualification routes offering the potential for progression to HE where appropriate. This is an important aspect of the vision for the sector in terms of providing the aspiration and potential for career progression to higher level of study. Allowing colleges to offer local higher education will address barriers to participation and strengthen progression from high quality vocational courses at Level 3 and 4.” Quote from Further Education College Higher Vocational Education

7 3. Feedback – what innovative delivery and business models might be explored? Developing a more flexible, modular, portable approach to courses which would allow individuals to tailor their study around their personal circumstances Courses to include experience of work as an integral part of the course Working with businesses to design courses that meet their bespoke needs. More stability around policy, funding and data requirements with less frequent and less extensive changes. This will encourage more employer involvement, community engagement and create better conditions for innovation in delivery models and practice. Collaborative ventures to secure progression and share risk, for example federations and business compacts. “Must be flexible in approach as far as delivery is concerned. Be prepared to deliver material in workplace where necessary. Use distance/on line learning and integrate up to date technology into programme. Be as flexible about mode of attendance as possible”. Quote from FE College Higher Vocational Education

8 A ladder of opportunity of comprehensive vocational education and training programmes: from community learning and basic skills, through to high-quality Apprenticeships, to clear and flexible progression routes to Higher Vocational Education. The system will fuel individual achievement, power the common good and drive upward economic performance. Apprenticeships Putting employers in the lead: Employer Ownership Pilot Growth and innovation Professional updating for SMEs Skills for Life: English and maths for adults Education and training routes and programmes for unemployed people Education, training and retraining Opening up Higher Vocational Education Community Learning Higher Vocational Education

9 Opening up Higher Vocational Education Identity, awareness, promotion, progression of Level 4 plus technical and professional qualifications and their relationship with other provision Criteria for ‘College of Further and Higher Education’ Promoting progression: credit accumulation and transfer pilots Business models to secure progression Higher Vocational Education

10 Observations and Opportunities Vocational education – role and rationale Commission on Adult Vocational Teaching and Learning The London context and London priorities: ‘Apprentice Progression Tracking Report’, Sharon Smith and Hugh Joslin, University of Greenwich, July 2011 ‘Skills for London: Meeting the Challenge’, Stephen Evans, September 2011 BIS Research: ‘HE in FE’ and ‘Expanding and Improving part- time HE’, June 2012 Higher Vocational Education

11 Discussion Future actions and opportunities: For FE and HE institutions For departments, agencies and associations For employers, their representative organisations and professional bodies

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