1. Whole person, whole journey progression.

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

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

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

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

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

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

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

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

10. 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.

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

12. One person, many inputs: two problems

13. 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

14. 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.

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

16. 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

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

18. 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…

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

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

21. 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?

22. 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…

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

24. ProgressionSmart learners
Aspirations
Awareness
Attainment
Progression

25. 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?

26. 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

27. In action… (whole system)

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

29. 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

30. The Progression Whole Group
working with…

31. Previous and Current Work

32. 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
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