Collaborative Approaches to 14-19 Provision - Communities and ...

14-19 PATHFINDERS: THE SECOND YEAR164. A third issue was raised by only one coordinator but brought a different perspectiveon progression. Most thinking within pathfinders has focused upon progression at the levelof curricular provision but this coordinator raised the issue of what she called “trueprogression” by which was meant the avoidance of unhelpful duplication across courses, afocus on building on skills and knowledge which have already been acquired and sense ofprogression in terms of concepts and capabilities. This deeper, more learning-centredconceptualisation of progression was rather rare in pathfinders and in terms of ourcollaborative model in Section Three would require engagement at different levels ofcollaboration e.g. between teachers, lecturers, training providers and workplace practitionersin order to construct detailed, specific progression models which might help to provide abasis for personalised learning.Progression routes post-19165. A new section was included in our October 2004 survey asking coordinators aboutprogress on this theme. The results were:More than expected As expected Less than expected Not applicable2 12 4 12From this data and from the case studies it was evident that the promotion of post-19progression was not a high priority for a number of pathfinders. There was progress on thistheme but it was patchy and was not being addressed by a substantial minority of pathfinders.166. Where it was being addressed as an aim it was almost exclusively construed aspromotion of progression to higher education rather than to further non-advanced educationor work-based learning. The clear exception to this was the Tower Hamlets Pathfinder whichreported that the retailers with whom they worked were encouraged to enrol students on totheir own in-house training programmes in order to encourage them to continue training afterthey had completed the pathfinder programme.54