Western Vocational Lifelong Learning Network

1
Western Vocational Lifelong Learning Network
2
Background Information

• Coverage the northern half of the South west,
  essentially an arc embracing Bristol, Gloucester,
  Bath and Swindon extending south to Salisbury and
  west to Bridgewater
• HEI partners Bath, Bath Spa, Bristol,
  Gloucestershire, Open University, Royal
  Agricultural College, University of the West of
  England

3
Learners

• Vocational learners
• Different experiences
• Different needs
• Different approaches
• Qualified but not HE
• Re-engaging/lifelong
• Community based learners

4
Core components of the LLN

• Progression accords core and specific
• Credit descriptors and values
• Subject curriculum strands
• Routes and pathways
• Extended curriculum offer
• Support Tracking PDPs
• Enabling curriculum
• Advice and guidance

5
LLN
Curriculum Elements
Progression Mechanisms
Requires Development of

• Requires development of
• Accords and Agreements that
• Recognise both qualifications and experience
• Translate these into currency of UCAS points
  (lt20s) or credits (gt20s)

New Curriculum to fill gaps (by either Skills or
Geography)
Enabling Curriculum that bridge the transition
Undertaken by 6 Progression Coordinators (1
Per HEI), Overseen by Asst Director
Designed for
Resulting In
Workplace based delivery
Progression Routes
To form
Translates to LLN Infrastructure
Undertaken by Subject Strand Coordinators (1 per
HEI/FEC), Overseen by Lead Strand Coordinator
Work Based Curriculum - Aiming for one pilot
in each skill area
Database
Which contains Routes and Pathways along with
appropriate Curriculum information
Providing
Initial Advice and Guidance
Other Inputs
Translates to LLN Infrastructure

• Open University methods,
• tools and structures for self
• assessment and agreements
• Personal Development
• Portfolios (PDPs) and
• structures for these
• (e.g. from JISC)

Using

• Provision of
• Information and options at a given level
• Learning materials curriculum information
• eLearning and contact infrastructure
• Flexible learning options.

Referral Information (Input Support)
Based on
Candidate Self Assessment
6
Core strategies

• Progression developing network wide
  progression agreements for vocational learners
  which recognise qualifications and experience,
  supported by clearly mapped progression routes
  and pathways. These will address entry into HE
  progression through HE and post professional
  CPD.
• Provision identifying and filling gaps in
  curriculum provision in response to employer
  driven skills needs or geographical coverage.
• Enabling Curriculum provision and support which
  enables vocational learners to take up the
  opportunities presented e.g. bridging units,
  learning/research skills, self diagnostic and
  reflective units, personal

7
Gaps Identified to Date

• CPD needs for teachers and FE colleges
• Bridging modules to help the vocational learner
  transfer to HE
• Difference in size of credit within modules in
  universities transferability issue
• Development needed for ancillary workers
• Development needed for existing HCAs who do not
  want to develop into assistant practitioners
• Funding issues cost implications for
  individuals and organisations