The Lancashire Apprentices Project: a Case Study Tony Donajgrodzki Lancashire Lifelong Learning Network.
Post on 31-Mar-2015
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Where do Apprentices go Next?
The Lancashire Apprentices Project: a Case Study
Tony Donajgrodzki Lancashire Lifelong Learning Network
National and Regional Contexts
Introduction to the Project Issues to Discuss
Contents
National Policy ‘The Government is committed to [improving] progression routes through
Apprenticeships into higher level skills. The Government will ensure that there are clear qualification and career pathways from foundation and Level 1 right through to higher level skills, career and professional development’ (Sept 2010)
Regional Activities A family of initiatives: Skills, knowledge, partnerships, resources
In ordinary times.....
Contexts
About the Lancashire Apprentices Project
The project:
brings together the resources of Aimhigher Lancashire (AHL), the Lancashire Lifelong Learning Network (LLLN) and their partners to increase the number of apprentices progressing to develop their skills through Level 4 and above.
focuses on the four sectors of Advanced Engineering, Health & Social Care, Leisure & Tourism and Environment & Sustainability.
Is working in the areas of demand, IAG and curriculum development
runs until December 2011and aims to provide a framework for partnership activity and complement and add value to existing and planned activity by partners.
Key Activities
Establishing market size and demand
Targeting apprentices. Stimulating demand through a programme of impartial information advice and guidance. The Partner Provider Programme
Targeting staff. Improving progression through staff development, including CPD activity
Targeting the Curriculum. Stimulating curriculum developments aimed at facilitating the progression of apprentices
Establishing Market Size and Demand
Accessing data on current profile of apprentices in Lancashire
Identifying skills gaps
Mapping existing opportunities and identifying gaps. Visaroute
Targeting Apprentices 1
Workshops and training about progression opportunities to colleges and private WBL providers
Developing and delivering the ‘partner provider’ programme
Developing a structured mentoring programme for apprentices
Implementing enrichment activities for apprentices
Targeting Apprentices 2
Developing bridging provision for apprentices considering applying for HE courses
Developing bridging provision to improve retention rates among apprentices
Developing a passport to HE for apprentices
Targeting Staff
Establishing CPD provision for WBL trainers and assessors
Improving impartial IAG among HE in FE and HE staff, including admissions staff through staff development activity
Targeting the Curriculum
Encouraging developments in Universities and Colleges to facilitate progression
Teacher training
Maths for Engineers
WBL qualifications
Higher apprenticeships
Findings so far
A real willingness to engage
Momentum increases
Able to build on previous investment
But
Internal barriers: competing priorities, cuts, communication
External barriers: government ‘policy’, economic downturn
So not yet clear whether a dead end or a springboard...in Lancashire as elsewhere
Springboard or Dead End?
To discuss:
Is progression from apprenticeships an unintended but inevitable casualty of government ‘policy’?
If it is not to be
How can momentum and expertise be maintained and developed in the region?
How can the case be most effectively promoted internally within HE and Colleges?
How can the case be most effectively promoted to government?
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