1. The Transferability of Vocational Qualifications Reflections on some practical strategies developed by the WVLLN

2. Western Vocational Lifelong Learning Network Partnership: Partnership:Bath Bath Spa BristolGloucestershire Open University Royal Agricultural College University of the West of England And all partner FE colleges

3. “The key objective for LLNs was therefore to bring greater clarity, coherence and certainty to progression opportunities for learners on vocational programmes, and to do so in the context of a commitment to lifelong learning so that learners ‘can move between different kinds of vocational and academic programmes as their interests, needs and abilities develop’ ” (HEFCE 12/2004)

4. Vertical - v – Lateral / Progression The A Level experience The A Level experience The vocational trap The vocational trap Are we proprietorial? Are we proprietorial?

5. Why this approach? Initial LLN context Relatively clear slate Relatively clear slate Progression team held extensive discussions with learners tutors and admissions tutors Progression team held extensive discussions with learners tutors and admissions tutors Strategic approach 16-19 then adults Strategic approach 16-19 then adults

6. Developing the evidence base Skills mapping into Level 4 Skills mapping into Level 4 Not just generic skills, but specific subject related matches Not just generic skills, but specific subject related matches Carried out by progression team – independently validated by subject specialists Carried out by progression team – independently validated by subject specialists

7. Range of National Diplomas mapped BTEC National Diplomas in the following sectors were reviewed for evidence of curriculum matching National Diplomas with significant skills match BTEC National Diplomas where sufficient curriculum matching is in evidence for progression to Level 4 Business  Art & Design  Business  Construction  Engineering  Hair & Beauty  Health & Care  Hospitality and Catering  IT and Computing  Land-based  Media, Music & Performing Arts  Public Services  Retail  Science  Sport  Travel and Tourism  Business  Construction  Engineering  Hospitality & Catering  IT & Computing  Land-based  Media, Music & Performing Arts  Public Services  Retail  Travel and Tourism

8. Evidence of curriculum/subject matching between BTEC National Diplomas & Level Business Name of BTEC National Diploma Transferable subject skills match to Level 4 Business Engineering  Business Systems  Customer Care  E-Commerce  Business Improvement IT and Computing  E-Commerce  Business Information Systems  Calculations  Management Information Systems  Marketing  Resources  Database Management Systems  Business IT Media, Music and Performing Arts  Promotion  Event Management  Developing a Small Business  Production Management  The Freelance World  Advertising  Marketing  Public Relations  Working Freelance Retail  Customer Service  Human Resources Management  Merchandising & promotion  Selling  Consumer behaviour/ protection  Marketing  Finance

9. Progression Agreement: Articulating Transferability Level 3 Qualification Business and Management Subject Specific Skills Content Business Skills Content Transferable skills content Key: Level 4 – 6 Qualification BTEC National Diploma Hair and Beauty Sciences Retail Public Services Creative Industries Information Technology Travel and Tourism Construction Engineering Hospitality and Catering Health and Social Care Business Studies

10. Outcomes (1) Signed agreements by all partners giving parity of consideration to BTEC applicants Signed agreements by all partners giving parity of consideration to BTEC applicants Acceptance remains an institutional decision based upon whole profile of the learner but they are in the cut Acceptance remains an institutional decision based upon whole profile of the learner but they are in the cut Growing indicators from admission tutors of positive response Growing indicators from admission tutors of positive response

11. Outcomes (2) Process work with admission tutors, registry staff and FE staff Process work with admission tutors, registry staff and FE staff Wider knowledge and understanding of BTEC qualifications Wider knowledge and understanding of BTEC qualifications Better ways to present students’ case Better ways to present students’ case Better sources of additionality Better sources of additionality

12. On-going Work Housekeeping and maintenance. Housekeeping and maintenance. Support for learners (and tutors) to make opportunity real. IAG tool / Enabling Curriculum to build confidence, skills, support transition. Support for learners (and tutors) to make opportunity real. IAG tool / Enabling Curriculum to build confidence, skills, support transition. We need to break away from a deficit model of compensatory action for vocational learners and recognise the strength and validity of vocational qualifications in their own right. We need to break away from a deficit model of compensatory action for vocational learners and recognise the strength and validity of vocational qualifications in their own right.