Скачать презентацию VOCATIONAL PATHWAYS Sally Wild Aimhigher Project Officer Vocational Скачать презентацию VOCATIONAL PATHWAYS Sally Wild Aimhigher Project Officer Vocational

415be03ad6ff3531d6c1025947d2af6f.ppt

  • Количество слайдов: 17

VOCATIONAL PATHWAYS Sally Wild, Aimhigher Project Officer Vocational Pathways Strand Base: Cornwall College Camborne VOCATIONAL PATHWAYS Sally Wild, Aimhigher Project Officer Vocational Pathways Strand Base: Cornwall College Camborne

VOCATIONAL PATHWAYS The ongoing dilemma of ‘vocational’ vs. ‘academic’: • VOCATIONALISM: A quest for VOCATIONAL PATHWAYS The ongoing dilemma of ‘vocational’ vs. ‘academic’: • VOCATIONALISM: A quest for greater labour market relevance for education: for better articulation between the content of schooling and the application of acquired skills, attitudes and knowledge in the world of work’ Lauglo and Lillis 1988

Elephant in the room… DIPLOMA CERTIFICATE AWARD Elephant in the room… DIPLOMA CERTIFICATE AWARD

Stages in the Decision Making Journey • Non-academic route learners – choices made at Stages in the Decision Making Journey • Non-academic route learners – choices made at 14 more relevant as their goals may be closer • Year 9 – need for myth busting re apprenticeships (i. e. unpaid, only for males etc) • Year 11 – November to February before/after work experience • During Level 3 course – progression to HE or continue in job (AA)/find a job? • Foundation degree – move to do top up? Can I cope with level? Professional status?

Post-16 Routes Post-16 Routes

VOCATIONAL PATHWAYS L Actual Vocational Progression to HE Options young people least knowledgeable about: VOCATIONAL PATHWAYS L Actual Vocational Progression to HE Options young people least knowledgeable about: vocational training and apprenticeships (42% claim to ‘know a lot’ about both routes). Actual Vocational Progression to HE Percentage of A Level and Vocational Learners in England progressing to HE • 90% of A level learners progress to higher education • 41% of BTEC learners • 4% of Advanced Apprentices From 2006, Adrian Anderson, Chief Executive of UVAC

WORK BASED LEARNING ROUTE Key Features of Apprenticeship: • Apprentices earn a wage • WORK BASED LEARNING ROUTE Key Features of Apprenticeship: • Apprentices earn a wage • Apprentices gain recognisable transferable qualifications • Apprentices gain new knowledge and experience in the work place • Apprentices develop key skills

Apprenticeships • National Vocational Qualification (NVQ) at either Level 2 (= 5 GCSEs A*-C) Apprenticeships • National Vocational Qualification (NVQ) at either Level 2 (= 5 GCSEs A*-C) or 3 (= 2 A levels) • Key skills • Technical Certificate: i. e. BTEC National Diploma or City and Guilds award • Other qualifications / requirements as required by the occupational sector • Progression to HE possible – no mention

VOCATIONAL PATHWAYS THE DIPLOMA Principal Learning Generic Learning Additional Specialist Learning Main subject Project VOCATIONAL PATHWAYS THE DIPLOMA Principal Learning Generic Learning Additional Specialist Learning Main subject Project e. g. engineering Foundation Diploma Functional Skills Work experience Practical Project ICT/Maths/ English Level 1 Minimum 10 Choose days from a range of Project ICT/Maths/ English Level 2 Extended Project ICT/Maths/ English Level 3 Minimum 10 including: days • BTECS • GCSEs Minimum 10 • A levels days assessments + 1 exam Higher Diploma Practical assessments + 1 exam Advanced Diploma Practical assessments + 2 or 3 exams Equivalent to Optional courses agreed with teacher qualifications 5 x GCSEs, Grade D-G 7 x GCSEs, Grade A*-C 3. 5 A levels

ADVANCED LEVEL DIPLOMA Diploma in Engineering • Diploma in Engineering Advanced Level (Level 3) ADVANCED LEVEL DIPLOMA Diploma in Engineering • Diploma in Engineering Advanced Level (Level 3) • This is a two year, full-time course based at Truro College. The course covers 9 units: • Investigating Engineering Businesses and the Environment. In addition you will complete: • Additional and Specialist Learning. For students wishing to progress to study Engineering at university this should include A level Mathematics. • • • An extended project. Work experience. Functional skills in literacy, numeracy and ICT. Assessment: The course is assessed through a mixture of formal written examinations and detailed written portfolio work.

Diploma in Engineering: Advanced Level • The course includes work experience, visits to engineering Diploma in Engineering: Advanced Level • The course includes work experience, visits to engineering works and projects at specialist locations • Links with employers • The course includes work experience, visits to engineering works and projects at specialist locations. • Entry Requirements: • 5 GCSE subjects grade A*-C including English and Maths. Progression: • This course leads to employment or university programmes

VOCATIONAL PATHWAYS Routes to university - maths for an engineering degree • A level VOCATIONAL PATHWAYS Routes to university - maths for an engineering degree • A level maths: 1/3 x 2 years @ 5 days • GCSEs A level maths • School higher education • GCSEs Diploma • National Diploma: 1/8 x 2 years @ 2 days a week • New Diploma: 1/6 of A level at best? FOUNDATION PATHWAYS in Technology at Plymouth – Year 0 of the BEng and BSc courses: for applicants without the specific Alevel qualification pre-requisites. (4 GCSEs + 1 6 -unit award)

Professional Status • Engineering Technician: BTEC National Certificate or Diploma. Training and work experience Professional Status • Engineering Technician: BTEC National Certificate or Diploma. Training and work experience • Incorporated Engineer: Degree of BTEC HNC or HND • Chartered Engineer: Honours degree (Fd + top up). Look for BSc or BEng or MEng accredited with Chartered status.

VOCATIONAL PATHWAYS I want to be an electrician… VOCATIONAL PATHWAYS I want to be an electrician…

VOCATIONAL PATHWAYS Traditionally, going to university was about learning, utility and virtue. As the VOCATIONAL PATHWAYS Traditionally, going to university was about learning, utility and virtue. As the cost of higher education is increasing, and falling more heavily on the learner, students are going to think much more rigorously about what kind of returns they are going to get…’ The Sunday Times magazine, Nice Little Earners 2009