Barriers to Progression for Learners on Vocational courses in Animal-Related Subjects

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

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

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

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

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

6. Research Questions What do level 3 learners perceive to be barriers to progression ? 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 The National Lifelong Learning Network for Veterinary and Allied professions

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

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

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

10. Factors affecting decision to go into HE (self-report) The National Lifelong Learning Network for Veterinary and Allied professions

11. Factors affecting decision not to go into HE (self-report) The National Lifelong Learning Network for Veterinary and Allied professions

12. Other factors Academic 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: Significant between- institution effect ( p < .05 ) The National Lifelong Learning Network for Veterinary and Allied professions

13. Implications Learner perceptions of barriers to HE may not match our own Some institutions need to provide better IAG Learners 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 HE The National Lifelong Learning Network for Veterinary and Allied professions

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