Post on 19-Jan-2018
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© The Progression Trust, 2014
Whole person, whole journey progression.
© The Progression Trust, 2014
The Progressionometer
The problem The cause The vision The situation The plan The end
© The Progression Trust, 2014
From: What is preventing social mobility?. 2013. ASCL.
© The Progression Trust, 2014
From: National Strategy for Access and Student Success. 2014. HEFCE, OFFA. © Crown Copyright.
© The Progression Trust, 2014
From: National Strategy for Access and Student Success. 2014. HEFCE, OFFA. © Crown Copyright.
© The Progression Trust, 2014
From: National Strategy for Access and Student Success. 2014. HEFCE, OFFA. © Crown Copyright.
© The Progression Trust, 2014
From: National Strategy for Access and Student Success. 2014. HEFCE, OFFA. © Crown Copyright.
© The Progression Trust, 2014
Which means…
Disadvantage:– exists from (the accident of) birth– gaps widen through the life-course– affects cognitive and non-cognitive
intrinsic factors… and extrinsic factors (e.g. opportunities)… and the system reinforces disadvantage
(statutory targets don’t add up to success)
© The Progression Trust, 2014
The Progressionometer
The problem The cause The vision The situation The plan The end
© The Progression Trust, 2014
One person, many inputs: two problems
© The Progression Trust, 2014
Schizophrenia and the Anti-Vision
We separate cognitive and non-cognitive development… (cf. Heckman, J.)
Prevailing rhetoric provides for an anti-vision for young people – don’t be NEET, don’t be on benefits, don’t riot…
Statutory duties and targets do not add up to a compelling vision for our children
Ability matters to employment, earnings, education, crime and health;
Abilities are multiple: non-cognitive abilities have direct affects on employment, earnings, education, crime and health;
Ability and health gaps open up between different socio-economic groups very early;
Investment in young disadvantaged children delivers higher returns than those in adolescents;
But, the impact of early investment is lessened if not followed up later;
Socio-emotional (non-cognitive) skills foster cognitive skills.
© The Progression Trust, 2014
The Progressionometer
The problem The cause The vision The situation The plan The end
© The Progression Trust, 2014
The Vision
Whole person, whole journey progression
Cognitive
Non-cognitive
Social
Primary, secondary…
Learning and qualifications
Asset-based
… Post-16, HE, career
Career education and guidance
THRIVING ADULTHOOD
… for the whole system
© The Progression Trust, 2014
The Progressionometer
The problem The cause The vision The situation The plan The end
© The Progression Trust, 2014
The situation
National Strategy for Access and Student Success…– Closer collaboration (to what end?)– Stronger evidence (of what outcome?)– Lifecycle approach(outreach, transition, retention, success,
employability…)
© The Progression Trust, 2014
What it means
Whole journey ✓
Whole person ? Whole system (or Partnership) ?
A challenge and an opportunity
© The Progression Trust, 2014
The Progressionometer
The problem The cause The vision The situation The plan The end
© The Progression Trust, 2014
Our Conceptual Framework for Progression
What are the personal capacities that enable success through the lifecycle?
What contextual factors enable or disable success through the lifecycle?
What are the ‘active ingredients’ that grow personal capacities / build enabling contexts?
© The Progression Trust, 2014
Aspirations + Awareness + Attainment = Progression
The Progression Equation (whole person)
Aspiration
I want toand… I know
how toand…
I am able toso…
I will
19
+ Attainment+ Awareness
© The Progression Trust, 2014
The Determinants of Progression (CEI, 2010)
Inter-related
Unknown
Factors
Complex
Cyclical
Incremental
Lifelong
Learner-centred
Cumulative
20
© The Progression Trust, 201421
ProgressionSmart learners
Aspirations Awareness Attainment
Progression
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Whole Journey
How do you ensure the complementarity of potentially disparate provision and interventions across the life-cycle?
How do you know that your inputs build on those before and alongside them – and contribute to a learners’ progression to thriving adulthood/career?
© The Progression Trust, 2014
The Progression Matrix (whole journey)
23
Progression priority
Contributing factors?
Contributing factors?
Progression priority
Time-basedPlanning
Theme-based Planning
Audit contributionsPlot overlapsAudit
contributions
… and gaps
Audit contributions
© The Progression Trust, 2014
In action…(whole system)
© The Progression Trust, 2014
The Progressionometer
The problem The cause The vision The situation The plan The end
© The Progression Trust, 2014
What can I do?
THINK like a progression-oriented practitioner; with an asset-based vision for whole person, whole journey progression
PLAN to build on what has gone before and with concurrent inputs (i.e. in partnership) – for a thriving adulthood
ACT to grow aspirations, awareness and attainment
© The Progression Trust, 2014
The Progression Whole Group
© The Progression Trust, 2014
Previous and Current Work
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Get in touch
Developing, delivering and evaluating lifecycle progression approaches through:Partnership/programme Health CheckStaff development and trainingProgramme and strategy developmentLeadership/management coachingChange and innovation projects
Emailinfo@theprogressiontrust.orgSubscribe to updateswww.theprogressiontrust.org/network