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Progression from Apprenticeships to HE progression. Susan Hayday Director of workplace learning strategy, fdf Madeleine King MEG. “During my Craft Apprenticeship I was involved in

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progression from apprenticeships to he progression

Progression from Apprenticeships to HE progression

Susan Hayday

Director of workplace learning strategy, fdf

Madeleine King

MEG

slide3

“During my Craft Apprenticeship I was involved in

manufacturing aircraft parts and now in computer-based design. Once I have completed my Higher Apprenticeship, I will have achieved Professional Engineer status and will have the choice of working in manufacturing, quality or design.

The Higher Apprenticeship for me is very different to

the Craft Apprenticeship in that it has more academic

content, but because it is so closely linked with the

practical aspects of my work I am coping well with

studying for the Foundation degree…. I aim to progress to a master’s degree while working for Airbus.” Paul Brotherton

slide4

"In the past we have taken on graduates straight from university into operational roles, but have sometimes found that they lack the background knowledge, or experience, to effectively lead a team. The ICT Foundation degree graduates will be different - their existing knowledge of our work can be applied in new ways to collective benefit”

Mark Biffin, Apprenticeship Strategy Leader, BT Open Reach

slide5

“Foundation degrees have proved a positive experience for National Grid, with employees on the National Grid Foundation degree programme generally progressing faster than graduate recruits.”

Steve Holliday, CEO National Grid

secrets of success
Secrets of success
  • Large employer, committed to workforce development
  • Apprentice aspiration
  • Higher level skills
  • Well understood progression pathway – professional status
fdf meg action research
fdf / MEG action research
  • Action research with MEG colleges – Apprentices to HE
  • Drawing on UVAC research for fdf http://www.fdf.ac.uk/downloads/123/20090812154836ApprenticeshipProgression.pdf
  • 8 colleges –sectors in common - Health and Social Care / Engineering and Construction / Creative and Cultural
  • Journal article reference: http://www.fdf.ac.uk/downloads/320/20101116144152King&Hayday_issue22.pdf
aim of research
Aim of research

Review what features identified in (http://www.fdf.ac.uk/files/ApprenticeshipProgression.pdf) might feasibly be developed across all the identified programmes and agree an action plan and timescale including where processes / documentation can be developed collaboratively

areas of focus
Areas of focus
  • Views of Apprentices and their employers
  • Embedding guidance and HE preparation in Apps delivery
  • Strengthening progression pathways / progression information
views of apps and their employers
Views of Apps and their employers
  • Sector differences
    • engineering , business, health and social care most interested
    • hair and beauty / carpentry and joinery / painting and decorating least interested – citing cost and need for time out of work – did not associate higher level quals with their career ambitions
  • Interest in work-based models – didn’t want to interfere with earning
embedding guidance and he preparation in apps delivery
Embedding guidance and HE preparation in Apps delivery
  • New focus for Apps delivery staff, previously only completion, therefore steep learning – work-based HE, HE skills, available HE, linking with HE Depts
  • Involved staff training – including work-place assessors
  • Shared resources – Aimhigher / Step-in module
key messages
Key messages
  • Need for training of Apprenticeship delivery staff in HE / HE progression
  • Need for well understood and disseminated sector progression pathways from Apps linked to both specific and generic career progression
  • Distributed apprentices therefore challenge of appropriate delivery / cohort size
activity
Activity

Where Apprenticeship cohorts are drawn from a range of small / medium sized employers

  • What interventions are possible to inform Apprentices and employers about HE progression potential?
  • What are the challenges in delivering work-based HE to such cohorts?
slide14
susan.hayday@fdf.ac.uk

madeleine.king1@btinternet.com

www.fdf.ac.uk