1. The National Lifelong Learning Network for Veterinary and Allied professions Barriers to Progression for Learners on Vocational courses in Animal-Related Subjects Nia Huws and Liz Taylor

2. The National Lifelong Learning Network for Veterinary and Allied professions Vetnet LLN National Lifelong Learning NetworkNational Lifelong Learning Network Primary aim to enhance progression opportunities for vocational learners in animal- related educationPrimary aim to enhance progression opportunities for vocational learners in animal- related education Main focus: transition from level 3 to 4Main focus: transition from level 3 to 4 www.vetnetlln.ac.uk www.vetnetlln.ac.uk www.vetnetlln.ac.uk

3. The National Lifelong Learning Network for Veterinary and Allied professions Progression Pathways Courses:Courses: –Animal –Equine –Veterinary FE courses:FE courses: –NDAM –NDHM –ANCs –Apprenticeship / NVQs HE courses:HE courses: –FDSc –BSc –MSc –Veterinary Science Over 500 HE courses listed by UCASOver 500 HE courses listed by UCAS

4. The National Lifelong Learning Network for Veterinary and Allied professions Progression Rates Progression rates low for agriculture (25%)Progression rates low for agriculture (25%) No data available for individual subject mattersNo data available for individual subject matters Little information relating to underlying reasonsLittle information relating to underlying reasons

5. The National Lifelong Learning Network for Veterinary and Allied professions Study Aims Explore learners’ perceptions of barriers to progressionExplore learners’ perceptions of barriers to progression Examine factors which affect learners’ progression aimsExamine factors which affect learners’ progression aims Evaluate the need for amended IAG and/or intervention strategiesEvaluate the need for amended IAG and/or intervention strategies

6. The National Lifelong Learning Network for Veterinary and Allied professions Research Questions What do level 3 learners perceive to be barriers to progression ?What do level 3 learners perceive to be barriers to progression ? What shapes these perceptions?What shapes these perceptions? –Parental influence –Peer influence –Institutional factors (FEC vs HEI) –Past and current academic performance –Lack of IAG –Practical limitations (e.g. finance, location) –Poor self confidence

7. The National Lifelong Learning Network for Veterinary and Allied professions Methodology Questionnaires issues to level 3 vocational learners during tutorial slotQuestionnaires issues to level 3 vocational learners during tutorial slot Standardised procedure followedStandardised procedure followed Supported by focus groups in some casesSupported by focus groups in some cases

8. The National Lifelong Learning Network for Veterinary and Allied professions Descriptive Statistics 7 institutions in central region7 institutions in central region –4 FEC –3 HEI / FEC 176 participants:176 participants: –158 female –18 male Median GCSE grades – –English: C – –Science: C – –Maths : C

9. The National Lifelong Learning Network for Veterinary and Allied professions Progression Aims of Level 3 learners

10. The National Lifelong Learning Network for Veterinary and Allied professions Factors affecting decision to go into HE (self-report) Statement Median response I don’t know what else to do 3 I’m interested in the subject and want to learn more 7 It will lead to better career prospects 7 It’s what my parents want me to do 2 It’s what my friends are doing 1

11. The National Lifelong Learning Network for Veterinary and Allied professions Factors affecting decision not to go into HE (self-report) Statement Median response I haven’t really thought about it as an option 4 I’m not that interested in the subject any more 3 I need to get a job / earn some money 6 I think it will be too difficult 4 I want a break from college 5 My parents don’t want me to 1 None of my friends are doing it 1

12. The National Lifelong Learning Network for Veterinary and Allied professions Other factors Academic performanceAcademic performance –No difference in GCSE grades –Learners aiming to progress to HE did not rate their current performance higher than those not planning to progress –Learners aiming to progress to HE were aiming for higher ND grades than those not planning to progress ( p <.05 ) Institutional effect:Institutional effect: –Significant between- institution effect ( p <.05 )

13. The National Lifelong Learning Network for Veterinary and Allied professions Implications Learner perceptions of barriers to HE may not match our ownLearner perceptions of barriers to HE may not match our own Some institutions need to provide better IAGSome institutions need to provide better IAG Learners in FE could benefit from interacting with HE studentsLearners in FE could benefit from interacting with HE students Links between FECs and HEIs and formal progression routes would ease the transition from FE to HELinks between FECs and HEIs and formal progression routes would ease the transition from FE to HE

14. The National Lifelong Learning Network for Veterinary and Allied professions Theory into practice … Encourage dialogue between FECs and HEIsEncourage dialogue between FECs and HEIs Progression AccordsProgression Accords HE taster eventsHE taster events Course search tool (ww.cave.ac.uk)Course search tool (ww.cave.ac.uk)ww.cave.ac.uk Facebook fansiteFacebook fansiteFacebook