A recent report, Changing Patterns in Vocational Entry Qualifications, Student Support and Outcomes in Undergraduate Degree Programmes by the Higher Education Academy (HEA), identified that students with vocational qualifications didn’t possess the academic study skills developed by A Level students.
The reason for the study was to analyse how well students with vocational qualifications are prepared for, and supported in, their studies at Higher Education. It explains that the range of qualifications available to 16 to 18-year-old students has grown considerably, raising the question of how well different qualification types prepare students for studies in Higher Education. There’s been an increased focus on 16 to 18-year-olds’ progression into education and employment, and particularly on Apprenticeships as the government aims for its target of 3m Apprenticeship starts by 2020.
As the report says, traditionally, vocational qualifications were aimed at direct entry to employment. However, a vocational background should also equip learners with the skills they need for a strong start to a Higher Apprenticeship or Higher Education degree.
The report found that university students with vocational qualifications are “less likely to receive a first or upper-second class degree”. Despite this, the “qualitative analysis indicated that students with vocational qualifications are highly capable, and possess qualities of confidence, interpersonal skills and a sense of agency that can help them succeed at the highest levels within the Higher Education environment. This suggests that universities might better support their learning.”
As a result of the findings, the report recommended that students with vocational qualifications are well prepared for studies in higher education, and that discussion on student retention and success should include vocational qualifications.
While vocational qualifications are mentioned in the Department for Business for Innovation and Skills’ (BIS) National Strategy for Access and Student Success in Higher Education (2014), they are discussed mainly in relation to access. The report advises that students with vocational qualifications should be added to the demographic groups for which BIS monitors retention and success.
In support of this, we’ve recently launched Level 3 qualifications in Higher Level Studies within the Preparation for Life and Work sector. These are EFA-funded, unique qualifications that have been developed and reviewed with 3 universities, recent graduates and moderators. They aim to upskill vocational students for working at a higher level – whether this is an Apprenticeship or university – teaching them skills such as independent study and referencing.
We know that some universities already host summer schools to upskill vocational learners in this way, so hopefully those who undertake these qualifications will be attractive to Higher Education institutions.
We found the HEA’s report very interesting, and we’re pleased to now be offering qualifications that are specifically tailored towards learners who want to go on to Apprenticeships or Higher Education. The transferable skills they learn in undertaking these courses mean they should be well placed to progress onto either higher level training or university and, if they go the university route, their skills should help them to achieve the best degree they possibly can.
The report concludes that “both students’ self-perceptions and the views of staff show that students bring a wide range of different experiences and learning abilities to their Higher Education studies, and that all of these abilities can be useful in helping them to succeed.”
We completely agree – both academic and vocational learners have valuable skills and experience to bring to their studies, and should be equally supported by their institution. The preparation they’ll receive through our qualifications, coupled with this support, should ensure success in their chosen path.
