Whole person, whole journey progression.

The Progressionometer The problem The cause The vision The situation The plan The end

The Problem Disadvantage exists from birth… …gaps widen through the life-course …affects intrinsic and extrinsic factors … the system reinforces the disadvantage

From: What is preventing social mobility?. 2013. ASCL.

From: National Strategy for Access and Student Success. 2014 From: National Strategy for Access and Student Success. 2014. HEFCE, OFFA.

From: National Strategy for Access and Student Success. 2014 From: National Strategy for Access and Student Success. 2014. HEFCE, OFFA.

From: National Strategy for Access and Student Success. 2014 From: National Strategy for Access and Student Success. 2014. HEFCE, OFFA.

From: National Strategy for Access and Student Success. 2014 From: National Strategy for Access and Student Success. 2014. HEFCE, OFFA.

From: National Strategy for Access and Student Success. 2014 From: National Strategy for Access and Student Success. 2014. HEFCE, OFFA.

Disadvantage is felt throughout the life-course Which means… Disadvantage is felt throughout the life-course Educational attainment is a predictor, but not the sole reason, and not the cause Something else is going on that: Starts early Persists and Has cumulative effects on outcomes over time.

The Progressionometer The problem The cause The vision The situation The plan The end

One person, many inputs: two problems

Schizophrenia and the Anti-Vision We separate cognitive and non-cognitive development… (cf. Heckman, J.) Prevailing rhetoric provides for an anti-vision for young people – don’t be NEET, don’t be on benefits, don’t riot… Statutory duties and targets do not add up to a compelling vision for our children

Heckman, J. University of Chicago (2006) Ability matters to employment, earnings, education, crime and health; Abilities are multiple: non-cognitive abilities have direct affects on employment, earnings, education, crime and health; Ability and health gaps open up between different socio-economic groups very early; Investment in young disadvantaged children delivers higher returns than those in adolescents; But, the impact of early investment is lessened if not followed up later; Socio-emotional (non-cognitive) skills foster cognitive skills.

The Progressionometer The problem The cause The vision The situation The plan The end

Whole person, whole journey progression The Vision Whole person, whole journey progression Cognitive Primary, secondary… … Post-16, HE, career Non-cognitive Learning and qualifications Career education and guidance Social Asset-based, investment-minded THRIVING ADULTHOOD … for the whole system

The Progressionometer The problem The cause The vision The situation The plan The end

The situation: where we are now National Strategy for Access and Student Success… Closer collaboration (to what end?) Stronger evidence (of what outcome?) Lifecycle approach (to what vision?) Outreach, transition, retention, success, employability…

What it means Whole journey Whole person? Whole system (or Partnership)? An opportunity!

The Progressionometer The problem The cause The vision The situation The plan The end

Our Conceptual Framework for Progression What are the personal capacities that enable success through the lifecycle? What contextual factors enable or disable success through the lifecycle? What are the ‘active ingredients’ that grow personal capacities / build enabling contexts?

The Progression Equation (whole person) Aspirations + Awareness + Attainment = Progression Aspiration + Awareness + Attainment I will I want to and… I am able to so… I know how to and…

The Determinants of Progression (CEI, 2010) Aspiration Attainment Awareness Inter-related Incremental Cyclical Cumulative Complex Learner-centred Unknown Factors Lifelong

ProgressionSmart learners Aspirations Awareness Attainment Progression

Questions? How do you ensure the complementarity of potentially disparate provision and interventions across the life-cycle? How do you know that your inputs build on those before and alongside them – and contribute to a learners’ progression to thriving adulthood/career? How do you enable learners themselves to take ownership of their complex personal progression journey, so that they are proactive agents?

The Progression Matrix (whole journey) Career School Post-16 University Contributing factors? Time-based Planning Contributing factors? Theme-based Planning Progression priority Audit contributions Plot overlaps Audit contributions Audit contributions … and gaps Progression priority

In action… (whole system)

The Progressionometer The problem The cause The vision The situation The plan The end

What can I do? THINK like a progression-oriented practitioner; with an asset-based vision for whole person, whole journey progression PLAN to build on what has gone before and with concurrent inputs (i.e. in partnership) – for a thriving adulthood ACT to grow aspirations, awareness and attainment

The Progression Whole Group working with…

Previous and Current Work

Get in touch For help developing, delivering and evaluating lifecycle progression approaches through: Staff development and training Programme and strategy development Leadership/management coaching Change and development projects Email info@theprogressiontrust.org Subscribe to updates www.theprogressiontrust.org/network