Progression in practice.

This document represents a statement of the strategic approach taken by MOVE Lifelong Learning Network in addressing its key mission to bring about a step change in progression within the East of England region. It focuses on the development and implementation of progression accords as the means to instigate and sustain cultural change in the institutional practices that surround progression to higher education in the region and in the broader higher education sector. Much of the approach and the details of the MOVE progression accord model described here is taken from an earlier text entitled ‘An introduction to the theory and practice of MOVE progression accords’ (Betts and Bravenboer: 2008) which was published in Seminar report on progression agreements and accords (HEFCE: May 2008)

Establishing effective diploma progression pathways.

This paper builds on a previous paper delivered at the 3rd Annual 14-19 Diploma conference (September 2008) outlining some of the risks to the effective implementation of Diplomas. The risks identified include limited recognition of the Diploma as an equivalent entry qualification to HE and limited engagement in the development of Diplomas by the HE sector. The paper describes some of the ways in which Lifelong Learning Networks can address these risks focusing on the benefits of introducing progression accords. A range of case study examples are provided from the Construction and Built Environment and Creative and Media sectors. The examples discussed provide significant evidence of how the use of progression accords has led to Diploma endorsement from a wide range of higher education institutions

Progression accords, additional student numbers and development funds.

This paper considers the Higher Education Funding Council for England's (HEFCE's) strategic priorities for Lifelong Learning Networks (LLNs) in relation to the regional context of the East of England. It describes how some of the key change mechanisms available to LLNs are starting to have an impact in relation to these priorities. The mechanisms discussed include the strategic distribution of Additional Student Numbers (ASNs) and the allocation of development funding to address barriers to progression and provide new progression routes for learners progressing to higher education through vocational and work-based routes. The paper also describes a specific model of Progression Accord adopted by the LLN and some early data demonstrating impact in the region. Lastly, the paper identifies nest steps in sharing best practice in progression through the evaluative monitoring of Progression Accords and the further development of their use in relation to Diplomas and Advanced Apprenticeships

Collaboration to engage employers in the cultural sector.

This paper considers how the Lifelong Learning Network for the East of England (MOVE) collaborated with cultural sector employers in the region to promote demand led curriculum development. The paper describes how MOVE used development funding specifically targeted at promoting progression to higher education through work-based routes. The resulting collaboration has been used to support the development of a Cultural Services Foundation Degree in partnership with the Museums, Libraries and Archives Council

Development for change.

Lifelong Learning Networks are concerned with bringing about change in the practices and the provision of higher education to address the issue of low progression through vocational, applied and work-based routes. MOVE Lifelong Learning Network has sought to create a step change in lifelong learning and maximise the vocational progression opportunities for individuals within the MOVE learner constituency in the East of England. This includes: those with vocational or applied qualifications at level three those qualifying through work-based learning routes return to study learners seeking entry into vocational programmes either directly or through Access to Higher Education provision This document describes how MOVE has strategically employed the use of development funding to generate a critical mass of curriculum and other development activity within the region to bring about the step change in provision that is required to meet the needs of these learners. The aim is to demonstrate how targeted funding can stimulate significant innovation in the way in which higher education is delivered, in the type and range of provision that is available and in the practices employed to promote and support progression to higher education. In addition, the document describes how such changes in provision can contribute to a more employer led approach to curriculum development. The text also includes a range of project case study examples to illustrate the qualitative impact of the development activity supported by MOVE

Considering the dimensions of life-long learning tools

Life-long learning is a term that has different meanings. It can refer to the learning that occurs in relation to a particular career path, learning inside or outside the workplace, or informal learning that occurs as a part of a hobby or personal interest. Tools that support life-long learning should be malleable enough to effectively adapt to changes in learning mode, behavior and context to take into account changes in the personal circumstances and objectives of learners. This paper presents the beginning of a process to uncover some of the dimensions that can govern the design of adaptable, extensible and customisable life-long learning systems

Embodying life-long learning: Transition and capstone experiences

This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesize their learning over their entire degree program, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world

Life long learning and the recognition of informally acquired skills

The article describes an assessment tool which adult educators could use to measure professional competences acquired in the scope of their initial training. The developed instrument — a competence pass-serves objective competence identification and creation of competence profiles. Acceptance of competences by the European educational community enables a comparison of required and achieved professional skills and is the prerequisite for recognition and certification of the practitioners