Futures Research’s Post

While helping a few college-level Prof-Tech programs address the challenges of developing and maintaining work-based learning, an idea emerged: could a program's curriculum include a set of skills and tools that enable students to seek and establish their own work-based learning opportunities (WBLO)? This would not replace the responsibility of the college to vet and monitor these opportunities, but it would allow students to assume more agency. It would also solve another challenge: some colleges are not particularly good at managing WBLO via a central position. Prof-Tech WBLO requires specific focus, nuanced networking, and well-informed value propositions. While program faculty may be the best advocates to set-up and nurture WBLO for their students, many faculty simply don't have the time. This approach would not work for those pathways that involve formal WBLO structures like clinical rotations and apprenticeships, but it could be a strategy that fills the gaps in less organized sectors. Anyone have experience with or examples of an approach like this? #ProfTechEducation #WorkBasedLearning #EmpoweringStudents

Five reasons to exhibit at UCAS Discovery 2025: 1. Reach Over 140,000 young people, aged 16 to 18, attend a Discovery event as they begin exploring their future pathways. 2. Influence Nine out of ten student attendees say that attending a UCAS event influences their decision-making. 3. Trust Discovery events provide a trusted environment for young people to engage with universities, colleges, employers, and apprenticeship providers. 4. Diversity One-third of attendees come from schools in POLAR 1 or 2 areas, offering employers the chance to connect with a wide range of prospective talent. 5. Connections Our data scanning service makes it easy for exhibitors to track leads scanned during the event, who you can then reach as part of your ongoing marketing strategy. #UCASDiscovery #StudentRecruitment #GenZ #TalentRecruitment

To all Year 13 students awaiting results day, As you prepare for the next big steps in your lives, whether that means moving away from home, figuring out student finances, or transitioning into the corporate world, it's normal to feel a bit overwhelmed. University and apprenticeships bring significant changes, and we're here to help you navigate them with confidence. At APSTEM, we're hosting a virtual event on transitioning to university and apprenticeships. This event is open to all students who are entering university or starting an apprenticeship this September. During the webinar, we'll provide insights on what to expect at university, including lectures, labs, balancing assignments exams,living away and finances. We'll also cover what life is like in apprenticeships, focusing on balancing full-time work, adapting to a corporate environment, and managing expectations. Date: Saturday 17th August 2024 Time: 15:00-16:30 Link to apply: https://lnkd.in/eWNWwX2U Please note that the university session and the apprenticeship session are scheduled at the same time, so you will not be able to attend both. If you'd like to join APSTEM to make your mark into the STEM industry, please sign up using this link: https://linktr.ee/apstem

Overall, the cash outlay on post-18 further education, higher education, and adult apprenticeships is around £27bn. Just 7% is spent on adult education. Even less is spent on Level 3 and below provision. A mere 2% of this £27bn is allocated to tailored learning for adults attending local community education and skills centres. Our residents with lower skills deserve better. The 'context' of work has changed drastically over the past few years and will continue to do so with the increasing importance on digital skills, the introduction of new technologies, the focus on new sectors like the green industries. Adult Community Education deserves better. Step2Skills #adulted

For our the young people in our schools, learning is constant. They've spent a long time in school, with little control over what they learn. Then, in year 9 they get to start making those decisions. They get to choose what they want to learn. They choose their GCSE options. It can be a hugely daunting time. Suddenly the end of their time at school is in sight. Suddenly they have to think about what they might want to do in the future. Do their chosen subjects compliment each other? Where can those subjects take them? What do they do after? There are so many things they have to consider. Are they going to college? T-level or a btec? Are they going to 6th form? What about an apprenticeship? Maybe a traineeship? We have the ability to influence and aid in those decisions. As teachers. As parents. As peers. As mentors. As providers. It is our job to help them onto their next steps. It is our job to help them achieve their goals and dreams. And that is something I'm very proud to be a part of.

It can be lonely being a teacher. But it doesn't have to be. Connecting with other teachers and industry experts helps you realise you're not alone. If you're teaching T Level Health, there's lots of support available to help you get started and develop your health suite. From webinars, to product guides and training packages- help is here 👇 #tlevels #tlevelhealth #tlevelthursday

Upcoming results day webinar provided by APSTEM! *This event is open to all students who are entering university or starting a degree apprenticeship this September. * As you prepare for the next big steps in your life, whether that means figuring out student finances or transitioning into the corporate world, it's normal to feel a bit overwhelmed. University and degree apprenticeships bring significant changes, and we're here to help you navigate them with confidence. At APSTEM, we're hosting a virtual event on transitioning to university and degree apprenticeships. During the webinar, we'll provide insights on what to expect at university, including lectures, labs, balancing assignments exams, living away, and finances. We'll also cover what life is like in degree apprenticeships, focusing on balancing full-time work, adapting to a corporate environment, and managing expectations. Date: Saturday 17th August 2024 Time: 15:00-16:30 Link to apply: https://lnkd.in/ezurHfuq *Please note that the university session and the degree apprenticeship session are scheduled at the same time, so you will not be able to attend both.* If you'd like to join APSTEM to make your mark in the STEM industry, please sign up using this link: https://linktr.ee/apstem 

Check out the latest infographic in our #NeedToKnow series! NPEF’s Need to Know series helps build knowledge and provide context on key public education terms and topics. The latest #NeedToKnow focuses on Career and Technical Education. Career and Technical Education (CTE) prepares students for industry-aligned careers while allowing them to earn elective credits, industry certifications, and apprenticeships. Whether students plan to pursue college or go into the workforce after high school, CTE provides practical skills that can help students thrive both in and out of their classrooms. Discover more about CTE programs and barriers to high-quality pathways at https://lnkd.in/dHq7RvyN.

Join us for the second edition of the "Seven Strategies for Successful Teacher Apprenticeships" webinar series! The series is intended for colleges of teacher education and other educational institutions that want to learn how they can expand delivery to non-traditional audiences and reduce common barriers experienced by working learners. In the second installment, we'll tackle questions such as how teacher apprentices with teaching experience become aware of PLA options, what needs to be done to improve access to PLA while maintaining rigorous standards, how EPPs can prevent the assessment process from becoming more laborious than the course and what faculty involvement in PLA looks like. 👉 Awarding Credit for Experience and Learning 📅 May 21, 12:30–1:15 p.m. EDT / 11:30 a.m.–12:15 p.m. CDT 📍 Online Webinar 💲No cost for educators Learn more about the series and register here: https://bit.ly/3x5cmjO hashtag #TeacherApprenticeships hashtag #Education hashtag #WebinarSeries hashtag #LearningAndDevelopment hashtag #GrowYourOwn Activate to view larger image,

Flicking through the QAR data there were 34 apprenticeship providers with a minimum of 100 starts in 22/23 that also had a retention rate of 30% or less. I do wonder if I’m reading that right (and I’m risking the wrath of the data bods out there) as it’s a bit damning. Rather than dwell on it let’s focus on what can be done about it. I wonder if they’re shortcutting things so came up with a few ideas: - Improve screening: more thorough checks of the learner’s qualifications, experience, or suitability for the program. - More guidance: provide more information about the course, its demands, or future prospects. - Slow down enrolment: take the pressure off the learner and make sure that they fully understand the commitment. - Offer more support: pay more attention to looking after learners (lower caseload or change the org structure to support). - Personalise the approach: Consider further the individual’s learning needs and wider circumstances. What else do you think helps? Have you seen what bad retention looks like up close? Interested in to hear of peoples experiences.