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The Transferability of Vocational Qualifications

The Transferability of Vocational Qualifications. Reflections on some practical strategies developed by the WVLLN. Western Vocational Lifelong Learning Network. Partnership: Bath Bath Spa Bristol Gloucestershire Open University Royal Agricultural College

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The Transferability of Vocational Qualifications

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  1. The Transferability of Vocational Qualifications Reflections on some practical strategies developed by the WVLLN

  2. Western Vocational Lifelong Learning Network • Partnership: Bath Bath Spa Bristol Gloucestershire Open University Royal Agricultural College University of the West of England And all partner FE colleges

  3. “The key objective for LLNs was therefore to bring greater clarity, coherence and certainty to progression opportunities for learners on vocational programmes, and to do so in the context of a commitment to lifelong learning so that learners ‘can move between different kinds of vocational and academic programmes as their interests, needs and abilities develop’ ” (HEFCE 12/2004)

  4. Vertical - v – Lateral / Progression • The A Level experience • The vocational trap • Are we proprietorial?

  5. Why this approach?Initial LLN context • Relatively clear slate • Progression team held extensive discussions with learners tutors and admissions tutors • Strategic approach 16-19 then adults

  6. Developing the evidence base • Skills mapping into Level 4 • Not just generic skills, but specific subject related matches • Carried out by progression team – independently validated by subject specialists

  7. Progression Agreement: Articulating Transferability BTEC National Diploma Travel and Tourism Retail Hospitality and Catering Creative Industries Public Services Information Technology Construction Engineering Hair and Beauty Sciences Health and Social Care Level 3 Qualification Level 4 – 6 Qualification Business and Management Key: Transferable skills content Business Skills Content Business Studies Subject Specific Skills Content

  8. Outcomes (1) • Signed agreements by all partners giving parity of consideration to BTEC applicants • Acceptance remains an institutional decision based upon whole profile of the learner but they are in the cut • Growing indicators from admission tutors of positive response

  9. Outcomes (2) • Process work with admission tutors, registry staff and FE staff • Wider knowledge and understanding of BTEC qualifications • Better ways to present students’ case • Better sources of additionality

  10. On-going Work • Housekeeping and maintenance. • Support for learners (and tutors) to make opportunity real. IAG tool / Enabling Curriculum to build confidence, skills, support transition. • We need to break away from a deficit model of compensatory action for vocational learners and recognise the strength and validity of vocational qualifications in their own right.

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