1 / 12

Where do Apprentices go Next?

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.

rufina
Télécharger la présentation

Where do Apprentices go Next?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Where do Apprentices go Next? The Lancashire Apprentices Project: a Case Study Tony Donajgrodzki Lancashire Lifelong Learning Network

  2. Contents National and Regional Contexts Introduction to the Project Issues to Discuss

  3. 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.....

  4. 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.

  5. 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

  6. Establishing Market Size and Demand • Accessing data on current profile of apprentices in Lancashire • Identifying skills gaps • Mapping existing opportunities and identifying gaps. Visaroute

  7. 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

  8. 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

  9. 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

  10. Targeting the Curriculum • Encouraging developments in Universities and Colleges to facilitate progression • Teacher training • Maths for Engineers • WBL qualifications • Higher apprenticeships

  11. 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

  12. 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?

More Related