GM&WL LLN Conference Breakout-Session Notes

Defining the learner constituency
Engaging with employers
Designing provision fit for purpose
Progression Agreements and communicating with vocational learners
Sharing the student experience
SOLSTICE – e-learning opportunities for the LLN

Defining the Learner Constituency

This session provided an opportunity for delegates to discuss what is distinctive about the learners that the LLN is seeking to reach and attract and ultimately progress into higher education.

Questions and issues raised by the group included:

To what extent are FDs targeted at current employers or as another route for students into HE?
How do you identify what the constituency is?
Blurring of employer/student constituency.
Use of focus groups to define progression routes.
LLN brings coherence to the FD offer.
Are we bringing in the non-traditional student?
Non prescribed HE students could be offered opportunities into FD
Apprentices could be another group to attract.

How do we evaluate the benefit of the LLN?
What research should be done into the benefit?
Data analysis of students in LLN
14-19 Partnership and links into LLN

Engaging with Employers

At this session representatives from Riverside College, Halton, illustrated the effectiveness of employer engagement by discussing the links it has developed with its local council – Halton Borough Council – to deliver the Foundation Degree in Integrated Practice to a number of its employees.

Representatives from both the institution and the council explained how the partnership developed and how the employer has been able to access funding to support their employees through the Transformation Fund.

Designing Provision Fit for Purpose

The groups were asked to consider the key challenges for curriculum design and student support for learners moving from level 3 to levels 4 and 5, and to consider means by which these challenges could be addressed.

The following points were made:

While there are particular challenges presented in moving from level 3 to level 4, these should be seen in the context of learners who have achieved transition from level 1 to 2, and 2 to 3. Tutors in an FE environment who have successfully supported learners in earlier transitions are potentially well-equipped to support the transition from level 3 to level 4.
The style of learning at level 3 varies widely from GCE ‘A’ levels through to Edexcel, vocational awards and NVQ. Learners from the NVQ end of the spectrum require significantly more support in the transition to HE.
Many learners at level 3 do not develop independent study skills and indeed in some cases do not use books, relying on handouts and (often unmoderated) internet sources. The development of "academic literacy" (including good referencing techniques) in learners at level 4 is becoming a major issue for academics and learning support professionals. The concept of the "induction year" rather than the traditional induction week was discussed.
HE needs to consider a full range of assessment instruments in order that vocational learners can see the relevance of assessment tasks. However the wider role of HE in developing thinking, critical and analytic skills requires that assessment tasks must also reflect broader learning needs which go beyond vocational functionality.
There is a debate about whether key skills/employability skills and study skills are best handled across a programme within each module, or should be developed within discrete modules, and how the development of these skills can be effectively integrated with Personal Development Planning (PDP). A model through which PDP could develop within a programme to become Continuing Professional Development (CPD) was outlined.

Progression Agreements & Communicating with Vocational Learners

During the two sessions, the groups discussed and range of issues, which generated the following thoughts:

Marketing of LLN (to FE students)

The case studies today delivered the message that there was not enough information available for students on routes to HE, the students voiced that they motivated themselves and approached the universities, and these were A level students.
Need for a champion in FE colleges to sell the concept of LLN and the courses available
Does the LLN have the capacity?
Students had little knowledge of LLN, they naturally went direct to the institution
As long as students get the correct information, LLN can be ‘invisible’ to the student and direct recourses into working with employers
LLN don’t own any of the programmes, so is down to the partners to promote provision
LLN to promote inward facing opportunities to programmes and promote with employers to get vocational learners
LLN should have a visual identity for stakeholders, but not a brand

Targeting non traditional students

Need more information and clarity before being able to signpost people, the following needs to be addressed:
Clarity on age groups and all the courses under LLN umbrella
Training set up for influencers of potential students
Clarity of the prerequisites for courses
Has taken a while to reach the influencers of young people, but it is getting there
Is a shame not all the HEIs are involved

Best way for LLN to more forward

LLN to promote benefits to employers and vocational learners on LLN
Targeting the influencers of potential students
Issues could arise as LLN does not include all HEIs – cannot promote for an institution that isn’t a partner
Website: Not sure whether potential students would naturally go to LLN site as a source of information, would think they would go to the college or HEI
Employers are getting bombarded, so many people trying to get to them
Need incentives for employers
Employers are getting very confused with all new initiatives and courses – need for simple steps

Progression Agreements – Passport

Is important to track on the passport the activity the person has participated in, keeping a record and giving the more enthusiastic/dedicated candidates an advantage.
The information that is given out needs to be clear and correct to ensure that people are not misinformed or have false expectations.
Recommended Head teachers to be informed of developments, through Aimhigher ASG
Does LLN need an incentive for admissions?

What entitlements should Progression Agreements include?

There is a lot of difference in the passes of level 3, have to be careful when saying there is a guarantee for an interview
Don’t want to give false hopes to students, institutions are nervous about guaranteeing places
Need to be very clear to learner, and admissions
Suggest to say ‘Entitlement’ to an interview, instead of guarantee
Need to ensure all FE level 3 tutors have all the information and good awareness
May have to include a rider saying “there are other courses available – as not all HEIs are involved)
Passport to include other routes
Need to ensure equality – that HEIs don’t pick and choose the courses they want to offer for interviews.

Sharing the Student Experience

Aimed primarily at students and providers, this session offered an opportunity for those involved to discuss the issues that students have to consider, including managing their workload, financing their qualification, reasons for choosing a vocational qualification, what they hope to achieve, understanding of the Information, Advice and Guidance (IAG) available to them, juggling home and work life with their studies.

The main discussion points included:

The student experience to date has been excellent, the students felt in part because they were the first cohort and numbers are relatively small (Only 7 at Carmel College).
They have received excellent support both from College Lecture Staff and the University staff. Taster days (10 per year) are particularly valued as means of meeting the University teaching staff, gaining an insight into and preparing for the degree course and for the opportunity to meet fellow Year 0 students and undergraduates already on the degree courses.
Study skills training is part of the Year 0 programme which was thought to be essential and again support from the Colleges had been good in this area. It was mentioned that a funding scheme is available to provide Disabled Students with 2 hours per week of Study Skills support.
Attendance demands are strict, over 90% attendance is required as part of the requirement to successfully complete the Year 0 Health related courses, and it was felt that this could prove a barrier to some potential students with family commitments and also a factor in the ability to retain students who might have to deal with family issues. Support and flexibility to make up for any 'lost sessions' needs to be considered.
Students felt that they were part of the University and that they had access to the campus and its facilities.
Most of the present cohort of students had found out about the Year 0 courses by a combination of luck and pestering Admissions Tutors at the University for places on the degree courses. They had never heard of an LLN before being directed to the course.
Difficulties had been experienced in opening Student Bank accounts because of the 'unusual' status of Year 0 students.
Pre Entry guidance and support needs to be improved, for instance some students had never had to fill in a ‘Personal Statement’ format application and were unsure where they might get help.
The students had enjoyed the Conference and hoped something similar might take place in 2008.
All were pleased to hear the student comments made throughout the day about the excellent support received from the Colleges.
It was felt that the Student presentations had been excellent and that their undoubted enthusiasm should be captured, may be by using a ‘Pod Cast’ that could be available on the website or for use at Open Days etc.
More work needed to be done to identify the target market for the courses and to improve marketing generally. Attendance at FE College Open Days was recommended.
The pre-entry period was considered important and ideas such as a residential weekend incorporating study skills refresher training were floated. Pre-entry information needs to be good.
The issue of the high attendance requirement for medical/allied health courses was discussed. Support by way of Child Care could be considered and the Sure Start programme was mentioned both as a potential solution and a marketing opportunity.
The Taster Day programme was seen as being vital and it was felt that these days would give the students an excellent lead in to the Degree courses. In certain cases a ‘Careers Service’ involvement would be useful as part of these days.

SOLSTICE – e-learning opportunities for the LLN

As well as explaining SOLSTICE and its approaches, and describing the hubs developments, this session highlighted development and partnership opportunities through the hubs, in partnership with the LLN, and offered delegates the chance to consider how they might benefit from SOLSTICE and the hubs.

Points discussed included:

What potential involvement for some organisations which are involved in aspects of lifelong learning but are not formally linked to the LLN (e.g. LSC?)
Issue of what we can/will support relevant LLN partners with ‑ for example, a question was raised about systems (e.g. e‑portfolio tools) which could be utilised. There may be instances where this is acceptable, but licensing issues may also make this difficult ‑ such issues may be for pursuit as separate projects outside the SOLSTICE hubs.
Being particularly clear about what the hubs offer that is different to existing provision within the hub institution we may have to ensure that we provide opportunities that do not simply duplicate what may already be happening elsewhere within one of the partner institutions.