Progression Agreements are formal arrangements between a ‘Providing’ Further Education (FE) establishment, and a ‘receiving’ Higher Education (HE) establishment. Because of the complexity of the FE and HE provision no two agreements will be exactly the same and may involve a number of providers and/or receivers. The arrangement confirms that ‘equal consideration’ will be given to students completing the FE programme (at level 3 or higher), when they apply for entry to the named HE programme. It does not guarantee a place on the course, but provides clear entrance eligibility for the student. The Progression Agreement also serves to show the possible pathway for a student wishing to continue their development and learning.

Herefordshire and Worcestershire Lifelong Learning Network (HWLLN) expects that Progression Agreements will be developed where all or some of the following activities take place:

• Creation of a new Level 3 and/or Level 4 qualification, through curriculum development and collaboration by course teams in FE and HE
• Development and implementation of ‘Bridging Support’ for students studying level three in FE, to enable them to be given ‘equal consideration’ by HE
• Curriculum ‘synchronisation’ to ensure the smooth transition between the identified programmes in FE and HE
• Will be an LLN project, agreed by the HWLLN Steering Group

1.1 Initial Activity

Extensive Mapping exercises were undertaken to establish existing provision and identify potential for Progression Agreements, by identifying gaps or under-used routes to HE. This exercise also enabled clear course pathways to be shown and has provided a useful tool for departments in HE to use with FE partners, to show the existing linking up that can be achieved. This represents Information, Advice and Guidance (IAG) for students studying at Level 3.

The maps were also used to produce careers information, which was used at the Step into HE Fair held in October 2007 at Hereford Racecourse. The course information was tabulated according to the new 14-19 Diploma titles; this was found to be very beneficial by the potential students and careers staff from schools.

1.2 Clarifying the Process

A paper with the proposed procedure for approving Progression Agreements has been produced for consideration and approval from the Academic Quality Sub Committee (AQSC) and a draft template for the Progression Agreements has also been produced.

1.3 Progress

A wide range of possible Progression Agreements have been identified and discussions are now in process to formalise the agreements and agree any actions that need to be taken for agreement to be forthcoming.

2. LEARNER SUPPORT

This area is broadly divided into two distinct, but overlapping or complimentary, areas namely:

• Pre-entry IAG and support, including ‘Bridging Support’
• Upon-entry (and on-going) induction and support

2.1 Pre-entry

This area is already served by other agencies, e.g. AimHigher, Connextions, Next Steps, as well as ‘careers’ staff in schools and colleges, as well as ‘schools/college liaison’ staff from HE student services. HWLLN’s intentions are to work with these organisations to ensure added value and not to ‘re-invent’ the wheel. The LLN has collaborated with AimHigher for the Step into HE Fair last October, and AimHigher staff are working alongside LLN staff involved with projects.

Most of the pre-entry organisations have been contacted and discussions taken place to ensure understanding of our respective roles. Also to identify potential ‘project’ activity – a number of projects have been carried out or in the process of being carried out. Some initial market research was undertaken by one college to find out ‘final destinations’ of Level 3 students and what, if anything, had helped them make that decision. This proved very useful to the college, as it identified potential action they could take during the Level 3 studies.

The initial project has led to a major ‘tracking’ project now involving six FE colleges and a Sixth Form college. This project aims to consider the final destination decisions of students and evaluate the various activities that the different colleges and courses undertake to help students move into HE. Although there have been national surveys of this type, it will allow this LLN region to determine the unique issues that are faced by the diverse college catchments across the two counties. It should also give a measure of ‘effectiveness’ to the actions taken by the colleges.

2.2 Upon-entry

Discussions have taken place with HE and FE/college student support services (in some instances the pre and upon-entry roles are carried out by the same individual(s)). Student support in this area ranges from finance to childcare to ‘academic’ support to learning difficulties (e.g. dyslexia) or issues to deal with equality and diversity. Clearly, much activity is carried out: induction, financial advisors, childcare facilities, study skills etc.

A ‘conference/workshop’ is planned for later in the year to bring these staff together to discuss issues around student support, share good practice and establish any areas for development. This may generate project support from the LLN, but will enable closer collaboration between the services in the FE/colleges and HE to ensure effective student support.

Bob Parker
February 2008