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Progression Agreements

What Are Progression Agreements?

They are agreements that enable vocational learners to progress into and through a range of vocational higher education based on a set of agreed criteria and, in some cases activities. Most guarantee a place, others an interview or a conditional place.

What do they entail?

They involve the agreement of partners (e.g. a group of colleges and universities, or work based learning providers to undertake a number of activities to make progression for learners a possibility, including:

  • Agreeing curriculum match, skills and prior knowledge requirements
  • Agreeing any other conditions for guaranteed progression
  • Communication between partners to enhance progression opportunities
  • Communicating progression opportunities to learners e.g. via IAG

Where are Progression Agreements developed and what can they offer?

A good Progression Agreement is one that opens opportunities for progression.
Some examples are:

  • From existing qualifications into HE – especially where there is little history of certain types of learner progressing e.g. NVQ level 3, Advanced Apprentices
  • Through HE – e.g. from shorter CPD into longer HE awards
  • Between HE – e.g. from a Foundation Degree to a range of Honours top-ups
  • Giving adult returning learners with certain skills and experience a Progression Agreement to assist them in entering HE
  • Developing Progression Agreements from in-house company training
  • Developing Progression Agreements from professional qualifications

Why do they exist?

  • Typically, vocational learners from programmes such as NVQ, City & Guilds and BTEC/Edexcel programmes have not, in the past, progressed to higher education programmes in the same numbers or percentages as A-Level students e.g. 30%-50% as opposed to 90%. P.A.s are mechanisms to increase progression.
  • To obtain clarity, coherence and certainty for vocational learners in terms of their progression to and through higher education
  • A practical solution to communicating opportunities to vocational learners via information, advice and guidance workers who work with them
  • The Higher Education Funding Council for England (HEFCE) considers them an integral part of the work of Lifelong Learning Networks.

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  • Matrix
  • Positive About Disabled People
  • Training Quality Standards
  • National Skills Academy
  • Investors in People
  • Ofqual
  • Department od Children Schools, and Families