Adult Progression into Higher
Education – Strategic Alliances
to Benefit Part-time Learners
Adrian Anderson
Chief Executive, UVAC
Presentation Coverage
 Vocational progression to ‘Higher Education’
and what we define as ‘Higher Education’
 Role of Higher Education in skills development,
work-based learning and raising the skills levels
of the workforce
 Strategic Alliances - Individuals, Employers, HE,
FE, LLNs, professional bodies, SSCs, awarding
organisations, private providers
Actual Vocational Progression to HE
Percentage of A Level and Vocational Learners in England progressing to HE
90%
80%
70%
A Levels
90%
60%
50%
BTECs
40%
30%
41%
Advanced
Apprenticeships
20%
10%
0%
4%
Progression Routes
What we mean by Higher Education
In the development of vocational progression, Government policy
focus should be on progression to any higher level learning
programme (e.g. Foundation degrees, honours degrees,
HNDs/HNCs, technical qualifications at level 4, higher level NVQs,
other higher level qualifications awarded by awarding bodies
regulated by Ofqual and recognised professional qualifications)
including ‘bite-sized’, accumulative progression through accredited
units, based on the best interests of the vocational learner and
where existing, their employer.
Recommendation in ‘Progression from vocational and applied learning to HE in
England’ Professor Joy Carter, chair of UVAC
The Rationale for Progression
- Skills needs – By 2017 47% of all UK employment will
be in managerial, senior official, professional and
technical occupations.
- Employability – Wage returns offer a significant
incentive for progressing to level 4 – particularly for
women.
- Social mobility – More than twice as many young
people from lower socio-economic groups choose
vocational routes as do young people with parents in
professional occupations.
HE Programme Design and Delivery
- Learners who have followed level 3 Vocational
programmes are often used to learning in different ways
to those who have followed A levels.
- Apprentices are employees – HEIs/FECs/providers will
need to meet employer as well as individual needs.
- Employers will want different forms of provision, short
accredited HE courses, work-based, delivered flexibly,
with flexible start and completion dates and assessment
systems based on the demonstration of competence.
The Role of HE in Workforce
Development?
 The HE share of the UK market for higher level CPD is
estimated at 6%
 Employees see professional bodies and employers as
far more credible deliverers of work-based learning and
development than HE (Roodhouse and Mumford)
 Skills Strategy ‘Skills for Sustainable Growth’ light on
HE
 The Qualifications and Credit Framework (QCF),
Higher Apprenticeship, professional qualifications offer
an alternative to accrediting and supporting higher level
skills
Government, Skills and HE
 Apprenticeships etc seen as an alternative to three year
degrees
 In Skills for Sustainable Growth HE is predominately
seen as a destination for Apprentices
 The place of Foundation degrees vis-à-vis
Apprenticeships
Meeting the higher vocational learning
needs of employers – in the workplace
 A business service rather than provider of ‘courses’
Consultancy/TNA
Bespoke service
Flexibility
Use of AP(E)L
Use of NOS
Support for and accreditation of work-based learning
Accreditation linked to a licence to practice
Responsiveness
Bite sized provision and smaller programmes
Meeting the higher vocational
learning needs of employees
 Accredited qualifications
-
A tool for career progression and social mobility
-
HE qualifications can accredit skills and knowledge
providing a currency and adding value to a CV
Why HE should get more involved in
this market
A source of potential learners and income
HE has something to offer
- Accreditation, a BRAND and respected qualifications
can measure skills and competence
- A link to research expertise and full-time programmes
- Supports the development of accredited work-based
learning placements for ‘full-time’ students
- Helps prevent the development of glass ceilings,
supports social mobility, provides common currency
for vocational and academic learning
Strategic Alliances – Greater Value
than Individual Approaches?
Expertise some generalisations:
 FECs – local focus, cost effective, know the learners,
delivery expertise, bridge the FE/HE gap, experience of
QCF
 Commercial Providers – know how to sell and charge,
targeted provision, know the customer, delivery expertise
 Professional Bodies – Licence to Practice
 LLN – networks, partnerships, IAG, marketing and
progression expertise
 Employers – their contribution?