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Where do Apprentices go Next?. The Lancashire Apprentices Project: a Case Study Tony Donajgrodzki Lancashire Lifelong Learning Network . Contents. National and Regional Contexts Introduction to the Project Issues to Discuss. Contexts.
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Where do Apprentices go Next? The Lancashire Apprentices Project: a Case Study Tony Donajgrodzki Lancashire Lifelong Learning Network
Contents National and Regional Contexts Introduction to the Project Issues to Discuss
Contexts • 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.....
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?