Setting

Jack Boyd Director of Human Resources Human Resources Durham University University Office Old Elvet Durham DH1 3HP

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An evaluation of adult progression in learning

Thank you for your hospitality and co-operation during my visit on the 8 th of January 2009. I am particularly grateful to you and all your staff for the hard work involved in preparing for the visit and for giving up a great deal of time during the visit to meet with me. Please pass on my thanks to all those concerned.

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An evaluation of adult progression in learning

The visit provided much useful evidence, which will contribute to our national evaluation and reporting for the Adult Progression survey, as well as a wider survey we are carrying out on progression, titled ‘Moving Through The System’. It was particularly interesting to see provision in business administration.

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An evaluation of adult progression in learning

The evidence used to inform the judgements made on this one-day visit included: interviews with staff, partners and learners and scrutiny of the examples of good practice provided. I reviewed a range of documents.

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An evaluation of adult progression in learning

Overall, the progression rates and arrangements to facilitate adult progression provided by Durham University are excellent. I agreed to provide a summary of the good practice seen and to identify some areas for development, and I outline the main findings as bulleted points below.

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An evaluation of adult progression in learning

 Good achievement rates Apprenticeship framework achievement rates are high in 2005-06 at 91% and 2006- 07 at 92%, which are significantly above the national rates. In 2007-08, learners’ achievement rate remained above the national rate. Current learners are making Midlands Education, Learning and Skills, Building C, Cumberland Place, NOTTINGHAM, NG1 6HJ. T 08456 40 40 40 enquiries@ofsted.gov.uk www.ofsted.gov.uk very steady progress, and the standard of work is good. Attendance at the training sessions is good at an average of 90% in 2008. All learners who enrolled onto the Institute of Leadership and Management (ILM) level 2 and level 3 programmes have achieved.

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An evaluation of adult progression in learning

 Good development of personal and work-related skills, and good application of learning Learners quickly develop skills in carrying out the work of their departments, such as organising events and text processing. Learners gain in confidence and the new learning is used effectively in their work roles for example time management, presentation skills and communicating in teams. Learners on the management programmes demonstrate much improved team leading skills. Line managers value the contribution learners make in the workplace. Learners demonstrate good development of knowledge and understanding at the level and stage of their programmes.

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An evaluation of adult progression in learning

 Very good career progression opportunities Job grades within the university are generally linked to specific qualification levels. Learners are aware of the opportunities for career progression resulting from successful completion of recognised qualifications. In addition learners can progress to a higher job grade by applying for vacancies within the university, or agreeing with management to changes in the duties and responsibilities in their current role which would warrant a grading review. Of the 75 learners who have completed apprenticeship programmes, 58 remain in employment with the university. Of these, 74% have progressed to high level administrative posts within the university, and 24% are working at grade 5 and above.

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An evaluation of adult progression in learning

 Very good progression in learning and in the achievement of qualifications A wide range of programmes and short courses are accessible to learners to facilitate progression. Learners can progress from level 2 to level 3 NVQs in business administration, HNC, HND and degree level programmes. To date, 25% (19) have progressed to degree level qualifications and 44% (33) to an HND in business. Funding support from the university is accessible to all learners. In addition, learners can enrol onto short programmes, for example text processing, computing skills, assertiveness training, report writing, manual handling and first aid.

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An evaluation of adult progression in learning

 Good support to encourage progression Training staff and line managers support learners effectively. Pre-course information includes good reference to opportunities for progression both in work roles and qualifications. Apprenticeship learners are provided with a detailed progression handbook on completion of their programmes. Line manager and learner forums are held regularly, and outcomes used appropriately to develop the learning programmes. Regular learner reviews are carried out which are effective in identifying and supporting progression both in work and in the achievement of qualifications. Close links are maintained with learners after they have completed the apprenticeship programme to provide support. Learners benefit from good training facilities and materials.

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An evaluation of adult progression in learning

 Set targets for Advanced Apprenticeship learners for ‘softer’ skills development Learners are set targets for the achievement of their qualifications and their progress with these targets is effectively monitored. However, learners’ specific individual development needs could be better identified. Targets are not generally set for the softer skills development, for example assertiveness and team working. The training team is aware of this, and staff are matching to the training programme, the wider skills needed to achieve the competences required for a job grade 2.

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An evaluation of adult progression in learning

 Develop a modular programme for the ILM learners Learners have access to an extensive range of short programmes, mostly devised and delivered in-house and which are well-attended. The training team is considering developing the content of these ‘Open Course Programmes’ to match to the outcomes and indicative content of the ILM standards, in order to facilitate a credit point system, which will accredit prior learning and enhance fast-tracking in learner progress through the team leading and management qualifications.

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An evaluation of adult progression in learning

I hope these observations are useful as you continue to develop your adult provision. If there are any points or aspects of the visit you wish to discuss, please contact me. As we will be evaluating the survey, you may be contacted in the future to find out your views. I hope you will contribute to this evaluation.

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An evaluation of adult progression in learning

As I explained in my previous letter, a copy of this letter will be published on the Ofsted Website.

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