South London Lifelong Learning Network

1
South London Lifelong Learning Network

• Sarah Adibi
• Sector Manager for Healthcare Biomedical
  Sciences SL LLN

2
The History of Lifelong Learning Networks

• The problem of vocational progression can be
  simply
• stated those who secure two or more A levels
  are
• overwhelmingly likely to enter HE, 9 out of 10 of
  them
• go into HE. The contrast with the experience of
• vocational learners could not be sharper. About
  50
• of those without vocational qualifications at
  level 3
• enter HE.
• (Newby, 2005177)

3
Lifelong Learning Networks

• Joint HEFCE, LSC and DfES strategy to advance
  vocational and workplace progression into and
  through higher education

4
Lifelong Learning Networks

• Combine the strengths of a number of diverse
  institutions
• Provide appropriate information, advice, guidance
  and support for learners on vocational pathways
• Locate the progression strategy within a
  commitment to lifelong learning, ensuring that
  learners have access to a range of progression
  opportunities so that they can move between
  different kinds of vocational and academic
  programmes as their interests, needs and
  abilities develop
• Bring greater clarity, coherence and certainty to
  progression opportunities
• Develop progression agreements and ensure that
  they operate effectively across the network
• Develop the curriculum as appropriate to
  facilitate progression
• Value vocational learning outcomes and provide
  opportunities for vocational learners to build on
  earlier learning and to re-engage with learning
  throughout their lifetime

5
Lifelong Learning Networks

• 27 networks across the country most are
  regional some are national like the National
  Arts Network and Vetnet
• 5 funded LLNs in London Linking London, Thames
  Gateway, South East London, West London and South
  London

6
The South London LLN

• Network of partners
• 10 Higher Education Institutions
• 13 FECs
• Around 20 other organisations

7
SL LLN Aims

• The South London Lifelong Learning Network (SL
  LLN)
• will focus on the needs of the vocational
  learner and
• will widen participation. It will increase
  learner
• progression, attainment and success and open up
• access to targeted vocational courses by
  providing
• information and advice, appropriate pathways,
  support
• for learners employers and institutions, backed
  by the
• necessary supporting infrastructure. The LLN will
  
• engage employers and meet their higher level
  skills
• requirements.

8
SL LLN Objectives

• To increase the numbers of learners from
  vocational routes and non traditional backgrounds
  studying at higher levels
• To increase the retention and success rate of
  learners from vocational routes and non
  traditional backgrounds
• To increase the progression within higher
  education of those completing Foundation degrees
  and equivalent qualifications to honours degrees
  and post graduate study

9
SL LLN Objectives II

• To meet the specific higher level skills
  requirements of employers in three target sectors
• To further improve collaboration and sharing of
  best practice between higher education
  institutions, further education colleges, work
  based learning providers and other bodies and
  partnerships
• To improve the regional skills base and quality
  of the workforce, and contribute to regional
  skills strategy priorities.

10
Focus of the SL LLN

• Three sectors
• Healthcare and biomedical science
• Construction engineering
• Sport, Leisure Tourism
• Young people and adults in learning
• Work based learners
• Adults engaging in CPD

11
Widening participation supporting the learner
journey
HEFCE Strategic Plan
12
Healthcare Biomedical Sciences

• Bromley College of F HE
• Carshalton College
• Croydon College
• Greenwich University
• John Ruskin College
• Kingston College
• Kingston University St Georges
• Merton College
• Orpington College

• RACC
• RUTC
• Roehampton University
• Royal Holloway
• South bank
• St Marys
• South Thames College
• West Thames College

13
Healthcare Biomedical Sciences

• Membership and Engagement of institutions
• Curriculum Mapping
• Qualification monitoring
• Progression pathways and agreements
• IAG
• Employer requirements
• Staff Development