14 19 progression towards a local learning system september 2008 december 2013
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14-19 PROGRESSION: TOWARDS A LOCAL LEARNING SYSTEM September 2008-December 2013. A Partnership Project - IoE, Kingswood Partnership, South Glos. Local Authority, Bristol LSC and Connexions West of England. Research aim and focus.

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14 19 progression towards a local learning system september 2008 december 2013

14-19 PROGRESSION: TOWARDS A LOCAL LEARNING SYSTEM September 2008-December 2013

A Partnership Project -

IoE, Kingswood Partnership, South Glos. Local Authority, Bristol LSC and Connexions West of England

research aim and focus
Research aim and focus
  • Conduct an 14-19 area-wide progression study in order to support effective progression for all learners in an area.
  • The study will focus on gathering intelligence about student decision-making, movement, progression and destinations in the Kingswood/Bristol area.
  • Contribute towards the formation of a l4- 19 local learning system
research approach 1
Research approach (1)
  • Tracking total September 2008 Year 9 and Year 11 cohorts in all Kingswood institutions over a period of five years.
    • Collating existing data from a range of sources including individual institutions, LA, LSC, Connexions
    • Making the composite data accessible to a range of social partners to stimulate debate and discussion
  • Conducting annual interviews with a sample of 222 Years 9 and 11 students over a period of five years to capture - their background, prior attainment, how and why they make decisions, their short- and long-term, aspirations, progression routes and destinations.
research approach 2
Research approach (2)
  • Interviewing a sample of key professionals involved in the progression process (e.g. heads of year, tutors, course ‘gatekeepers’, Connexions advisers, admissions tutors, IAG co-ordinators, employers and HEIs) to understand progression practices in different institutions.
  • On-going dissemination of findings to Kingswood institutions and a range of different social partners, in different forms, to stimulate debate and action.
benefits 1
Benefits (1)
  • Better knowledge about:
    • patterns of 14-19 progression in an area
    • patterns of progression and decision-making of different groups of learners
    • impact of the new Diplomas and other 14-19 provision
    • impact of providers’ selection, admission and progression activities
    • impact of IAG and careers education on learner progression
    • pedagogy, practices and systems that encourage effective progression
    • skills needed for progression
    • how wider stakeholders (e.g. employers, HEIs, commuunity groups) can contribute to 14-19 progression in an area
benefits 2
Benefits (2)
  • Improving 14-19 progression and meeting learner needs through
    • A focus on developing skills and pedagogy for progression and future learning
    • Raising learner knowledge and aspirations
    • More effective information, advice and guidance
    • More effective use of key local and regional social partners
    • Better planned provision
    • An area-wide framework for the Building Schools for the Future strategy
    • Professional development and capacity building for collaborative learning, leadership and effective communication
benefits 3
Benefits (3)
  • Provide a research and development model for other partnerships in England and Wales
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