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Preparation for Higher Education Training the Trainers WELCOME!

Preparation for Higher Education Training the Trainers WELCOME!. Programme Introductions Background to the course Motivations for taking the course Apprentices and higher education Overview of course Studying in HE, FE and workplace Course work and accreditation

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Preparation for Higher Education Training the Trainers WELCOME!

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  1. Preparation for Higher Education Training the Trainers WELCOME!

  2. Programme • Introductions • Background to the course • Motivations for taking the course • Apprentices and higher education • Overview of course • Studying in HE, FE and workplace • Course work and accreditation • Course Wiki site • Home study

  3. Context • University of Hull & partners • Lancashire Lifelong Learning Network and Aimhigher Lancashire • Course aims • Facilitator role • Participants’ role • Two-fold outcomes • Group of peers

  4. Course aims (Hull) • “ • To prepare participants for further study at HE level 4 and above • 2. To develop a range of study skills appropriate for further study at HE level 4 and above • 3. To provide an initial higher education programme for advanced apprentices in our region • 4. To provide an opportunity for participants to critically reflect upon their own learning and development, their educational aspirations and plan for their future study. • ”

  5. Course aims • PLUS: • To develop the knowledge, skills and confidence of Lancashire-based trainers to deliver the course • AND: • To develop an action plan for delivery

  6. Motivation • Why do you want to take this course? • What do you hope it will lead to?

  7. Why are courses like this • needed? (Hull) • No Aimhigher Co-ordinators in WBL • Providers (unlike schools and colleges) • Providers differ in their outlook on • promoting progression beyond Level 3 • No specific HE IAG Advisors for WBL • Providers (unlike colleges and schools) • Apprentices would need to instigate • support • No funding through local authorities for • WBL providers for progression beyond • Apprenticeships

  8. National statistics indicate that only 2.4% of advanced apprentices progress to higher education. Seddon, V. (2005) An analysis of the progression of advanced apprentices to higher education in England: an investigation into the purposes, intentions and opportunities facing advanced apprentices as perceived learners, employers and providers of higher education, UVAC. Completion rates have improved and are now comparable to some other countries. Progression to higher qualification levels is poor. Steedman, H. (2010) The State of Apprenticeship in 2010,LSE.

  9. Overview of course: • Format of taught sessions • Wiki site (live times) • http://p4he.wikispaces.com/ • Content of sessions • Home study and assessment portfolio • Training the trainers • Any questions?

  10. Home study and assessment • portfolio • Various tasks including reading and research at home • Assessment portfolio • Time and schedule • Accreditation, level, moderation • Where to find further details

  11. Assessment portfolio: • Required elements • Summary of Learning Log: • 400 - 600 words • Presentation in class (day 2 or 3) • Copy of presentation slides & • notes • Formal report: 400 - 600 words • Essay: max. 1000 words

  12. How is studying in HE different to FE or the workplace?

  13. Hallmarks of level 4 study • Critical analysis • Independent research • Lots of reading! • Drawing own conclusions • Questioning sources of information • Reflection

  14. Learning outcomes (1) 1. Knowledge and Understanding of HE study techniques, referencing conventions and the importance of evidence based research 2. Intellectual / Thinking Skills: 2i. Build on their own research and communicate their results effectively in writing using academic conventions through the Research and production of written academic work appropriate for HE level 4.

  15. Learning outcomes (2) 2ii Reflect upon own learning and academic strengths and weaknesses, educational aspirations and action plan for future development. 3. Practical / Professional Skills: 3i. Operate successfully at level 4 and above by using a range of appropriate study skills (including referencing conventions, proof reading, research skills) 4. Transferable Skills 4i. Communicate information effectively via a presentation to a specified audience

  16. Looking ahead • Which parts of course are you • looking forward to? • Which part/s do you think you • will find the most challenging? • How could you make this less • challenging?

  17. Things to do before Day One (7 January) Play with the Wiki site – add a comment on discussion board Allocate some time for your course work between 7 Jan and end Feb Choose day for presentation

  18. Look forward to seeing you on 7 January. Happy holidays!

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