Birkbeck, University of London - THE PROGRESS …...Linking London 1 Issue In This Issue Sue Betts Welcome Notes The Mayor’s Hopes for Linking London The Launch at City Hall Report

THE PROGRESS REPORT AN ACCOUNT OF LINKING LONDON’S WORK 2006/2009

Hosted by Birkbeck, University of LondonEnhancing Opportunites forVocational Learning

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Public, Community&Voluntary SectorOne in a series of six publications

Progression Agreements:Two Years OnOne in a series of six publications

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Credit RecognitionandTransferOne in a series of six publications

Employers’ Informationabout Professional andWorkplace SkillsEnhancing Opportunitiesfor Vocational Learning Credit for Previous

Learning: A Guide forApplicants to HigherEducationEnhancing Opportunitiesfor Vocational Learning

OverviewLinking London Lifelong Learning NetworkEnhancing Opportunitiesfor Vocational Learning

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The NewAdvancedDiplomas:What they Mean for HEin Curriculum TermsPam Calabro,Network Officer,Linking LondonApril 2009

TheAdditional &Specialist LearningStrand of the NewAdvanced DiplomasPam Calabro,Network Officer,Linking London

The Extended Project:14 – 19 Reform KeyPrinciples & ProcessesPam Calabro,Network Officer,Linking London

SupportingVocationalLearners Progress toHigher Education:AA GGuuiiddee ffoorr AAddvviisseerrssAndrew Jones, Deputy Director and IAG Manager, Linking LondonMarch 2009

Progression from the14-19AdvancedDiplomas to HigherEducation:A Guide for LearnersAndrew Jones,Deputy Director andIAG Manager,Linking London LifelongLearning NetworkSeptember 2009

The Health SectorOne in a series of six publications

Information, Advice& Guidance (IAG)One in a series of six publications

How to contact uswww.linkinglondon.ac.ukLinking London is hosted by Birkbeck,University of LondonEgmont House,25-31 Tavistock PlaceLondonWC1H 9SF0207 073 [email protected]

Linking London 2006/2009 01

02 FOREWORD

05 LINKING LONDON: KEY NUMBERS

06 THIS DOCUMENT

09 PROBLEMS TO OVERCOME

10 RESOURCES FOR CHANGE

20 MEASURING SUCCESS

22 CONCLUSION AND THE WAYFORWARD

25 MEET THE TEAM

26 BOARD/STEERING GROUP MEMBERS

29 THE OPERATIONAL PRACTITIONERGROUPS/ORGANISATIONAL PARTNERSAND STAKEHOLDERS

ContentsThe NewAdvancedDiplomas:EmergentIssues and Prioritiesfrom Gateway 1

Kate Burrell,Pam Calabro &Azizun Nehar,Network Officers,Linking London LifelongLearning Network

September 2009

A Guide to ProfessionalQualifications:Enhancing Opportunities forProfessional/Vocational Learningin the areas of Leadership andManagement or Financial ServicesSeptember 2009

Access to HE DiplomaA Guide for Higher EducationAdmissions StaffEnhancing Opportunities forVocational LearnersSeptember 2009

BTEC National QualificationsA Guide for Higher EducationAdmissions Staff

Enhancing Progression Opportunitiesfor Vocational LearnersSeptember 2009

Apprenticeships: A Guideto ApprenticeshipsEnhancing Opportunities forProfessional/Vocational Learningin the areas of Leadership andManagement or Financial ServiceSeptember 2009

02 Linking London 2006/2009

Foreword

Publications:Linking London Latest, Issue 1.www.linkinglondon.ac.uk/publications

“We are proud to be the host institution forLinking London Lifelong Learning Network, whichworks to enhance opportunities for vocationallearners. This is in keeping with George Birkbeck’svision when he created Birkbeck College to servethe educational needs of working people. We havealways encouraged applications from studentswithout traditional qualifications.

If higher education is to appeal to the changingeducational, cultural, personal and career needs ofadults, it needs to become more flexible andaccessible without losing academic excellence.Students with vocational qualifications often havethe skills to succeed at university, but theopportunities to progress have been denied tothem. A university education can change lives; itcreates more choice, builds confidence, helps peoplereach their full potential and can lead to biggersalaries. Linking London is doing excellent work toensure that students with vocational qualificationshave the chance to access all the advantages that auniversity education offers.”

Professor David Latchman, Master, Birkbeck, University of London

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3253547566991

109400560

1,1101,3001,710

25,00050,00065,00090,000

575,0001,300,000

Years since Linking London was established

New courses developed

Partners in the Linking London Network

Development Projects funded

Progression Agreements signed, many more under development

Percent of FECs have signed one or more Progression Agreement with partner organisations

Different signatories on our Progression Agreements

Staff Development events held

Fulltime Additional Student Numbers (ASNs) funded

Learners funded through ASN funding

Learners per year expected to benefit from Progression Agreements brokered by Linking London

Contacts on Linking London’s dynamic database

Staff have attended a Linking London event

Visits to the Information, Advice and Guidance section of www.linkinglondon.ac.uk

Pounds of widening participation money distributed

Pounds of Capital Investment Funding distributed

Visits to www.linkinglondon.ac.uk

Pounds of Development Funds allocated

Pounds of ASN funding distributed

Linking London Key Numbers


Linking London has been in existence forthree years. In that time we haveemployed a range of strategies andapproaches to help alleviate many of theproblems vocational learners face in pro-gressing into and through highereducation. As we move into the finalphase of the current HEFCE funding, wewant to offer partners a document thatpulls together some our successes andachievements, as a testament to the realand tangible impact that we are havingin helping vocational learners reach theirfull potential. We also hope that thisdocument will provide evidence of thebenefits of working together.

The problems that Linking London andthe other Lifelong Learning Networks

were set up to address cannot be under-estimated. There are fewer choices opento vocational students, information onthe value of their qualifications is oftenpatchy and, there is greater uncertaintyattached to the choices that do exist.Many of these problems have been insti-tutionally and socially ingrained overyears, so overcoming these issues iscertainly challenging. However, we wantthis document to serve as a timelyreminder to partners that our combinedefforts do make a difference and thatthese differences have the potential tochange lives.

This document is intended for peoplewho already know about LinkingLondon, who we are and how we and the

other Lifelong Learning Networks cameinto existence and the terrain we areworking in, so we have chosen not toreiterate that information here.

The achievements in this publication areyour achievements. Linking London is apartnership, and everything that hasbeen achieved is the result of coherentand sustainable collaboration betweenour members and key stakeholders.

If you are reading this document and youare new to LLNs, you can find moreinformation about us atwww.linkinglondon.ac.uk

“In FE and HE it’s important we are supported byan organisation dedicated to pure progression…We’ve got so much else to deal with, it is verydifficult to do the progression work without amiddleperson like Linking London…They areinstrumental and if they go there will be a gap…Itwill be harder for FE to work with HE on the levelwe’ve been working at.”Taken from Formative Evaluation Report, Linking London Lifelong Learning Network May 2009, ECOTECAll quotes throughout this document are from this source.

This Document

The NewAdvancedDiplomas:What they Mean for HEin Curriculum TermsPam Calabro,Network Officer,Linking LondonApril 2009

Publications: The New Advanced Diplomas:What they Mean for HE in Curriculum Terms.Issues and Priorities from Gateway 1.www.linkinglondon.ac.uk/publications

The NewAdvancedDiplomas:EmergentIssues and Prioritiesfrom Gateway 1

Kate Burrell,Pam Calabro &Azizun Nehar,Network Officers,Linking London LifelongLearning Network

September 2009




There is a lack of awareness amongstadmissions tutors, Information,Advice & Guidance IAG, careers andsupport staff about vocationalqualifications, in some cases evenestablished qualifications, such asthe BTEC National Diploma andAccess to HE Diploma.

Vocational qualifications haverecently been subject to a period ofchange. The new and potentiallycomplex structure of these qualifica-tions can be difficult for IAG staffand Higher Education (HE) admis-sions tutors to come to terms with.

There is a lack of clear and accurateHE admissions criteria for learnerswith vocational qualifications. Entrycriteria displayed by HigherEducation Institutions (HEIs) isvariable and often missing,

incomplete, or inconsistent. Thispresents issues for both vocationallearners and their advisers.

In terms of curriculum, HEI staff mayfeel rightly or wrongly, that voca-tional qualifications leave the learnerunprepared for their course. This maybe a content issue or a study skillsone, for example, ill-preparedness forexams. The HE curriculum itself bothin content and delivery may beregarded as academic and lecturebased. Both environments need tocater for and understand thedifferent learning styles of theirstudents.

Those holding vocational qualifica-tions may be seen as being incapableof proving their worth as entrants nomatter what grade they achieve.

We have encountered many goodideas about how to make courses andlearning more flexible but ofteninstitutions don’t have the time ormoney to develop their ideas.

Currently, there is no central sourceof part time undergraduate course in-formation available, such as theUCAS website. This makes it difficultfor learners to find information aboutsuitable courses.

In cases where a particular A level(e.g. Maths) is specified as an entryrequirement to an HE course, it maybe harder to meet this requirementvia the vocational route.

Problems to Overcome

A Guide to ProfessionalQualifications:Enhancing Opportunities forProfessional/Vocational Learningin the areas of Leadership andManagement or Financial ServicesSeptember 2009

Access to HE DiplomaA Guide for Higher EducationAdmissions StaffEnhancing Opportunities forVocational LearnersSeptember 2009

Publications:A Guide to Professional Qualifications.Access to HE Diploma: A Guide for HigherEducation Admission Staff.www.linkinglondon.ac.uk/publications


Linking London has different resourcesor solutions to tackle the barriers to pro-gression and bring about change; theseinclude Progression Agreements, Addi-tional Student Numbers (ASNs), Devel-opment Funds, Staff Development, ITSolutions, publications, our DiplomaDelivery Partnership Meetings and ourlobbying role.

Progression AgreementsProgression Agreements are at the heartof our work. They are the result of anegotiated partnership between two ormore of Linking London’s partnercolleges and universities. They can alsobe between an employer and a college oruniversity. They ensure transparency andclarity about progression routes forlearners and put guarantees in place toensure that vocational learners are givenequitable treatment regarding progres-sion. Progression Agreements enablelearners on vocational courses and in theworkplace to progress onto specifiedhigher education (HE) courses such asFoundation Degrees, Bachelors andMasters Degrees, as well as certificates,diplomas, and short courses. ProgressionAgreements can be seen as the start of arelationship between partners and canprovide solutions to a range of‘blockages’. Regular monitoring andevaluation of the agreement betweenpartners contribute to the successfulongoing management and sustainabilityof the agreement. Measuring the impactof our agreements is something that we

would like to do more work on – as oneVice Principal said recently, the impact ofProgression Agreements on numbers ofour students is ‘profound, for many thisis the first glimpse of what is possible forthem in terms of Higher Education, itdoes wonders for their motivation’.

Fifty six Progression Agreements havebeen brokered over the past three yearsincluding, most recently, from the Con-struction and Built Environment, Engi-neering and Society, Health &Development Diplomas. In the comingyear, we are particularly interested infocussing on progression from Appren-ticeships and Professional Qualifications,as both are likely to play an importantrole in workforce development duringthe recovery from the current economiccrisis.

(To gain a picture of the extent of Pro-gression Agreements across the LinkingLondon Network see the listings in thesection Measuring Success)

To read more about ProgressionAgreements, visit:www.linkinglondon.ac.uk/progression

Resources for Change

Problem to overcome Increasing the number of students in HE from under-represented groups

Resources Employed Progression Agreement, Staff Development

Partners Involved Tower Hamlets College, Kensington and Chelsea College, Hackney CommunityCollege, Lambeth College, City and Islington College, Birkbeck, University ofLondon to City University.

Details In June 2009 Linking London brokered a unique and innovative ProgressionAgreement aimed at students wishing to pursue a career in nursing. The Pro-gression Agreement is between City University London, five London colleges -Tower Hamlets, Lambeth, City & Islington, Kensington & Chelsea, HackneyCommunity College and one other university, Birkbeck, University of London.

Impact This agreement facilitates student progression from Access Diploma courses andCertificates of Higher Education, to studying adult nursing at CityUniversity's School of Community and Health Sciences.The agreement aims to increase the number of students in Higher Educationfrom under-represented groups through better collaborative working, to ensurethe NHS workforce reflects those sectors of the community who use the service.The agreement commits all partners to work together to support students intheir studies and ultimately a career in nursing.

“The Progression Agreements have been very goodas we can now advise our students. They haveraised the profile of the Diploma, so students areaware that there are clear progression pathways.”

Apprenticeships: A Guideto ApprenticeshipsEnhancing Opportunities forProfessional/Vocational Learningin the areas of Leadership andManagement or Financial ServiceSeptember 2009

Publications:Apprenticeships: A Guide to Apprenticeships.www.linkinglondon.ac.uk/publications




Additional Student Numbers (ASNs)Linking London was able to use ASNs forthe development of provision thatfulfilled Linking London’s criteria tosupport vocational progression. Withthis approach we wanted to ensure thatinstitutions expanded within their areaof expertise while focussing their effortstowards the development of innovativeprogrammes that enhanced the progres-sion of vocational learners and reflectedthe needs of Linking London’s geo-graphical area. In particular, ASNs wereused to support courses that involvedemployees and part-time delivery suchas Foundation Degrees. One hundredand fifty ASNs were allocated in2007/08 and two hundred and fiftyin 2008/09.(To see the employment sector spread ofASNs view the pie charts in the sectionMeasuring Success.)

Problem to overcome Increasing Flexibility and Making Qualifications Relevant to Employers

Resources Employed Curriculum Development, Progression Agreement, Additional Student Numbers

Partners Involved The City of Westminster College, Middlesex University and the NHS

Details The City of Westminster College is the largest UK provider of training andeducation in the field of Clinical Physiology, with an intake of around 100students per year. With over 30 years experience in delivering high quality pro-grammes in this professional area they recently enhanced their curriculum offerwith a Foundation Degree in Clinical Physiology which started in September2007 and which Linking London is now helping to expand with funding for addi-tional student places in 2009/10. The Foundation Degree was developed inresponse to a skills shortage in the area of Clinical Physiology. It was developedin partnership with Middlesex University, who validate the degree, and the NHS.It is this partnership with the NHS that was key to the development of a success-ful course. Having obtained the support of the employers, the college now worksto maintain that support which ensures that the Heads of Department in therelevant hospitals are in touch with what is happening when the students are atthe college and that they have a contact that they can approach to raise anyconcerns.All the students on the course are in full-time employment, so a flexible mode ofattendance and delivery was needed. The course was therefore designed so thatthe students attend the college on block release for a week at a time. When theyare back in the workplace trained work-based assessors evaluate the perform-ance of the students in order to ensure that the underpinning knowledge isbeing put into practice effectively. Via Moodle, a Virtual Learning Environment(VLE), they are able to access e-learning material on-line so they are always ableto access the course content whether at the college, at home or in work. There isalso an element of mentoring and time allocation for learning.

Impact The Foundation Degree has proved popular, it will begin enrolling again inSeptember and the first cohort will soon be graduating.

BTEC National QualificationsA Guide for Higher EducationAdmissions Staff

Enhancing Progression Opportunitiesfor Vocational LearnersSeptember 2009

Publications:BTEC National Qualifications: A Guide forHigher Education Admission Staff.www.linkinglondon.ac.uk/publications


Development FundsA Development Fund of £600,000 hasbeen used over the last three years tosupport network members in carrying outdevelopment projects that relate to thekey objectives of the network. Many ofthese projects were used to developcapacity and design and deliver newcourses. In fact, £245,317 (43%) of theDevelopment Fund has been allocated tonetwork members to undertake curricu-lum development.

Funding per project is now limited to£10,000 to enable all partners to benefitin the name of equity. However, a majorproject which has the potential to movethe whole network forward could besupported if appropriate. The initialcurriculum areas focussed on were thepublic and voluntary sector, education,flexible learning, health and sport. InJune 2008, following a review of opera-tions, these sectors were expanded toinclude any areas relevant to theeconomic development of Central, Eastand North London, including areas in theprivate sector.

There are three Development FundProjects currently on offer to Networkmembers.

Project 1: QCF Progression into HEProject 2: FE-HE Transitions: Under-standing Vocational Learner Experiencesin Higher EducationProject 3: Research in e-systems ande-learning development.

To read more about development fundsvisit www.linkinglondon.ac.uk/funding

Bids of up to £5000 are also available tosupport:The development of short, accreditedcourses under 120 credits, at HE levels4,5 and 6.Collaborative bids that include the use ofcredit transfer.

Problem to overcome Widening Participation for Public Sector Employees

Resources Employed Development Funding

Partners Involved Middlesex University

Details The fund was used to carry out an investigation into the regulatory service oflocal authorities (LAs) in London. The results were striking. There are no com-monalities between LAs in terms of continuous professional development (CPD)and, what is more, a significant number of job holders do not have access toany training, limiting their career development. This includes an array of publicsector positions such as environmental health technicians, enviro-crime, andanti-social behaviour officers. To address this imbalance, implement wideningparticipation and improve progression to higher education for vocationallearners, the university engaged with LAs and professional bodies to discuss thepotential for a centralised training system. Consequently, changes are takingplace at the professional body level insofar as the Chartered Institute of Envi-ronmental Health (CIEH) are keen to incorporate ‘Regulatory Practice’ as a newstrand to its provision and on 27 May 2009, the university validated the ‘Certifi-cate in HE from Local Government Practice’, which represents 120 credits. Theaim is that completers will be able to join the CIEH register and progress to aFoundation Degree in Leadership in Regulatory Practice or a Degree via Accred-itation of Prior Learning (APL).In addition, the project includes the development of ‘Access to HE from LocalGovernment practice’ at Level 4 (60 credits) which was also validated on 27May. It is aimed at public sector employees with low academic qualifications,who would most probably never have thought of progressing to and throughHE; for instance, administrative staff or litter wardens. On completion, they canprogress to the ‘Certificate in HE from Local Government Practice’ via APL,improve their job prospects and take up ‘hard to fill’ positions.

Impact The case study demonstrates that curriculum development and enhancement ofprogression to HE for vocational learners from the workplace would not havebeen realised without our project development fund. Without Linking Londonfunding these highly customised courses would not have been developed, andsome of the partnerships which were formed as a result of the project wouldprobably not exist.

TheAdditional &Specialist LearningStrand of the NewAdvanced DiplomasPam Calabro,Network Officer,Linking London

The Extended Project:14 – 19 Reform KeyPrinciples & ProcessesPam Calabro,Network Officer,Linking London

Publications:The Additional & Specialist Learning Strandof the New Advanced Diplomas.The Extended Project: 14-19 Reform KeyPrinciples & Processes.www.linkinglondon.ac.uk/publications


To look at the issues involved inaccredited short course provision, werecently organised a meeting ofpractitioners and we hope to build onthe work of the meeting to assist thenetwork in increasing their capacity todesign and deliver short courses.Running in tandem with the work oncredit, we hope that this will lead toincreased flexibility for learners.

Problem to overcome Increasing Flexibility

Resources Employed Curriculum Development, Development Funding

Partners Involved Westminster Kingsway College

Details Linking London funded a project at Westminster Kingsway College, whichdirectly responded to the modernisation needs of the London pharmacyemployers, with particular emphasis on the knowledge and skills frameworknow required for all NHS staff. It also provided an innovative model of flexibledelivery that enhanced the progression opportunities for vocational learners inthe workplace.A certificate of Medicine Management was already part of the newly developedFoundation Degree in Pharmacy (for Pharmacy Technicians) jointly delivered byWestminster Kingsway College, Birkbeck, University of London and the Schoolof Pharmacy. The objective of this project was to extract the material from thecurrent provision and redevelop it into a distance learning format. Learners willbe able to register for the certificate as a stand alone qualification and receivecredit towards the Foundation Degree if they choose to register for the latter.

Impact ‘Flexing’ the Certificate in Medicine Management. The rationale for developingthe Foundation Degree was to increase the professionalism and the potentialfor career progression of Pharmacy Technicians. Providing the Certificate inMedicine Management (a core unit of the Foundation Degree) as a stand alonedistance learning unit will allow many more Pharmacy Technicians to developtheir skills and test their ability to learn at HE level before committing to the fullFoundation Degree. This provision will be of particular benefit for PharmacyTechnicians working in community pharmacies as they do not benefit from theworking time flexibility afforded to those employed by NHS HospitalPharmacies.

“External funding focuses management attention,it really does work.”



Staff DevelopmentLinking London has offered a range ofstaff development activities aimed at in-creasing awareness, sharing expertiseand sharing best practice. Work hasbeen focussed on network events, roadshows and conferences. Linking Londonhas recently run events on the Diploma,Credit and IAG. In the coming term weare running events on Preparing aHigher Education Strategy for HEFCE,Using Data to Support Progression, andThe Additional and Specialist LearningStrand of the New Advanced Diplomas -What are the Issues?

To see the full programme of LinkingLondon events visitwww.linkinglondon.ac.uk/events

Operational PractitionerGroups (OPGs)Linking London facilitated meetings ofpractitioners (Operational PractitionerGroups or OPGs), in order to share goodpractice, discuss policy and worktowards Progression Agreements. Thesegroups focused on Linking London’s keypriorities: credit, IAG, health, educationand the third sector and were very usefulin scoping out the problems in each par-ticular area in order to ensure we weretargeting our efforts in the best way.Membership of the OPGs has includedstaff from teaching and learning, quality,admissions and programme teams andthis diversity has enhanced the value ofOPGs as a forum for practitioners.

Publications / IT SolutionsAs part of our staff development workLinking London has published almosttwenty publications to advise partners ofdevelopments in key areas. For example,we have just published A Guide toApprenticeships, Progression from the14-19 Advanced Diploma to HigherEducation: A Guide for Learners, and AGuide to Professional Qualifications. Seethe publications illustrated throughoutthis document which can be ordered freeof charge for partners or downloadedfrom www.lingkinglondon.ac.uk.

Linking London’s monthly e-bulletin,The Link, has proved very popular. Itlists news stories from the network andincludes details about relevant nationalstories and policy changes.

Problem to overcome Improving Information on Part Time and Distance Learning HE Provision

Resources Employed Development Funding, Staff development, collaborative working

Partners Involved UCAS, 12 HEIs and FECs are now involved in the project across London.

Details There is, currently, no central source of part time undergraduate courseprovision available. HEIs advertise on their own websites and within theirlocality. A large proportion of vocational learners are or would be interested instudying on a part time basis but research suggests that potential learners andtheir advisers often find it difficult to find the level of information they need ina timely fashion.In April 2007, Linking London commissioned the Open University to conduct amapping of FE and HE Information, Advice and Guidance (IAG) services in theLinking London Lifelong Learning Network. This mapping clearly demonstratedthe need for improved information for potential HE applicants on part timeopportunities in higher education.In July 2008, Linking London collaborated with the Open University andBirkbeck Stratford to run a Part Time Higher Education event entitled “PartTime Study in Higher Education: The Forgotten Option” to raise awareness ofthis overlooked progression pathway. Two key themes emerged from theworkshop:• The need to raise awareness of potential learners, tutors and advisers aboutpart time and flexible learning provision in HE.• The need for a centralised part time and flexible learning admissions and/orinformation database.

Impact A feasibility study has been conducted by consultants on behalf of UCAS whosuccessfully bid for HEFCE funds to undertake this work. The results of thefeasibility study along with recommendations have recently been submitted toHEFCE. We are awaiting the publication of this feasibility study and a decisionon taking forward the idea of a comprehensive UCAS information service forpart time learners.

“By providing a forum in which key strategicdevelopments in vocational learning can bediscussed I have felt empowered to open discussionswith our institution that have impacted onacademic development, learning and teaching andadmissions and recruitment.”


“The network events and OPG meetings have beenvery informative. They have facilitated anexchange of understanding between FE and HEproviders, identified areas of common interest andenabled partnerships to develop outside of themeeting.”

Feedback from partners confirm that ourwebsite www.linkinglondon.ac.uk hasalso been a very useful resource. In thelast year, we have developed dedicatedsections for learners, advisers andemployers, as well as partners. The qual-ifications section also provides key infor-mation and advice across the full rangeof qualifications with which we areinvolved:• 14 – 19 Advanced Diploma• Access to HE Diploma• BTEC National Diplomas• Foundation Degrees• Professional Qualifications• Apprenticeships

Diploma Delivery PartnershipMeetingsIn response to the development andlaunch of a new qualification DiplomaDelivery Partnership meetings have beeninitiated and hosted by Linking Londonto explore issues and solutions to pro-gression to HE from the AdvancedDiploma and to provide an opportunityto network and share good practice.Representatives from eight 14 – 19Borough Consortia now attend thesemeetings and attendance has recentlybeen widened to include HEIs in thenetwork. To date, five meetings havebeen held and have focussed on avariety of topics including establishinglinks with HE, the extended project, en-gagement with Education Business Part-nerships, CPD for staff delivering theDiploma and progression issues.

LobbyingIncreasingly, Linking London is playing alobbying role on behalf of our partners.We are in a strong position to representour partners and to speak with authorityabout policy issues relating to the pro-gression of vocational learners and thebarriers they face, because of our uniquemake-up of partners and our ability tobe independent. Recently, we have beeninvolved in a campaign to ensure thatlearners taking the Advanced 14-19Diploma are able to access all the quali-fications they may require in order toprogress to the university of their choiceand we are lobbying the Secretary ofState for Children, Schools and Familiesto ensure equality for Diploma learners.We are also building a greater mediapresence as a way to ensure that issuesand solutions surrounding the progres-sion of vocational learners stays high onthe agenda.

Problem to overcome Addressing the Needs of Employers and Employees

Resources Employed Development Funding, Commissioning Research

Partners Involved All thirty five.

Details All our partners want to increase the work they do with employers and developcourses that address their specific needs. To facilitate this work Linking Londoncommissioned Cfe to conduct a report called The Demand for Higher LevelSkills in Inner London. The key objectives of the research were to identify theextent of demand for higher level skills from employers, assess the nature ofthis demand and to establish the market share of providers delivering higherlevel skills to public, private and third sector organisations. The report waspublished in January 2009 and was based on a total of 302 employers fromorganisations based in Inner London employing more than 50 staff.

Impact The report found that, in total, 61% of the employers surveyed had undertakenhigher level skills training in the preceding 12 months. The majority (52%) oforganisations used a university to deliver the training. While universitiesdominate the market for academic qualifications, FE colleges and privatetraining providers have a more significant share of the professional and voca-tional training markets. The report has been very well received by partners andhas helped with their employer engagement strategies.


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It is certainly not always easy to measurethe impact of our work but, as ourpartners know all too well, we must tryand quantify success in order to proveour worth. In the section at the front ofthis booklet called Linking London keyNumbers we have set down the headlinefigures but, in many ways, the realsuccess of Linking London is the processbehind many of those figures. Thecontinued commitment to achieving col-laborative solutions is possibly thegreatest achievement of the network.

It is not just the collaboration withnetwork partners, but also the collabora-tion we have with other key stakehold-ers, both in London and nationally.Recently, Linking London has becomeinvolved with two successful HEFCEEconomic Challenge Investment Fund(ECIF) bids with partners. The first ‘BuildUp’ is a University of Westminsterprogramme aimed at London’s built envi-

ronment and related professionals whoare unemployed or are significantlyunder-employed in their chosen field.The second project is with Queen Mary,University of London for an Enterpriseand Development Opportunities inSociety project (QUEDOS) which isaimed at graduates who have recentlybeen made redundant, or who arelooking to improve their employabilityduring the credit crunch. They can applyto Queen Mary to study a range of one-off modules in relevant subjects, anddiversify their skills base.

In terms of national collaboration,Linking London’s innovative work aroundthe 14-19 diplomas has led to invitationsto speak to national audiences includingthe annual FACE conference held in July2009. Linking London’s presentationshave been delivered at the UCAS annualAdmissions Conference and at theNational LLN Conference and an IAG

LLN work strand has discussed LinkingLondon’s collaboration on the proposedpart time HE Pilot with UCAS. LinkingLondon, and six other partners, arecurrently acting as a trial site for theJoint Forum for Higher Levels (JFHL)Credit Principles which aims to enable FEand HE frameworks to better articulatewith each other and in turn it is hopedsupport credit based progressionbetween the QCF and HE frameworks.

Linking London has been keen to collab-orate with key stakeholders outside ofthe network in order to benefit thepartners. A list of our key organisationalpartners and stakeholders is included atthe end of this publication. Our workwith the Sector Skills Councils (SSCs) is agood example of the work we do withexternal partners. Originally three SSCswere asked to join the Board of LinkingLondon. This has now broadened out, sothat we now regularly work with Skills for

Health, Skills for Care, Lifelong LearningUK, Skills for Justice, Asset Skills,Summit Skills, Construction Skills,andSkills Active. The involvement rangesfrom sharing and discussion of workforce strategies and SS agreements, topresenting at LLN events on SSC relatedissues, to influencing the curriculum de-velopments of partners. With Skills forHealth we have been involved in anational health demonstration site whichaims to develop bite sized curriculum tosuit the needs of the workforce, underthe ‘Modernisation of the Workforce’ ini-tiative. This project is funded with £140kfrom NHS London, Skills for Health andwith contributions from each of the fourLondon LLNs.

In many ways the success and deepeningof our collaborative work can be illus-trated by the pie charts opposite whichgive a sense of the process or ‘journey’of the Linking London network. At the

start of the network, we had a limitednumber of partners that could engageimmediately in work requiring additionalstudent numbers (ASNs) and, as a con-sequence, the distribution of ASNs wentto a limited number of curriculum areasand partners. As the partnership hasevolved, we have moved from ouroriginal remit of the public sector to allemployment areas, and more ProgressionAgreements have been established. Thenumber of curriculum areas we work inhas increased significantly, and morepartners have been able to takeadvantage of additional funding forstudent places.

Measuring Success

35

30

25

20

15

10

5

0

16

14

12

10

8

6

4

2

0

20

15

10

5

02007/8

Target

2009/10

2008/09

2007/08

Actual

Number of Progression Agreements Progression Agreements by Sector Progression Agreements by ‘Receiving’Qualification Type

Progression Agreements by Institution

2008/9 2009/10

Business/Managmt

Cultural/Media

Education

Env/constn

General

Health

Public

Sport

CertHE

CertHE/FD/Hons

Hons

FD

FD/Hons

L4Prof PG

FECs s

City of Westminster College 7

City & Islington College 6

College of North East London 6

Tower Hamlets College 6

Hackney Community College 5

Kensington & Chelsea College 3

City Lit 2

Lewisham College 2

Westminster Kingsway College 2

Barnet College 1

Lambeth College 1

Mary Ward Centre 1

Newham Sixth Form College 1

HEIs s

City University 12

Birkbeck, University of London 11

University of East London 11

London Metropolitan 7

Middlesex University 6

SOAS 6

Institute of Education 2

Open University 1

School of Pharmacy 1


Health11%

Policing 62%

Other(various)2%

Health4%

Health 6%

Vol/Com1%

Vol/Com3%

Local Govt.12%

Local Govt.7%

Policing 37%

Policing 32%

MediaTechnology 6%

Counselling17%

Counselling 17%

Youth Work 10%

YouthWork 6%

Education 2%

Housing 5%

Housing 1

2%

Other (various) 14%

Other (various)

7%

Counselling 25%

ASNs by Curriculum Area 07/08 ASNs by Curriculum Area 08/09

ASNs by Curriculum Area 09/10


The three years of Linking London havegone very swiftly and it is fair to say thatthe proposition we were set up toimplement and support has not been theeasiest to communicate. Why is whatHelena Kennedy referred to in theLearning Age as ‘developing a passion forprogression’, (The Learning Age, February1998) and making it happen so difficultto achieve?

Progression or variations of it – Compacts,Partnerships for Progression, AssociateCollege status, agreements, accords andMemoranda of Understanding - have allbeen around before Linking London wasset up. So the concept was not new,although a shared understanding of whatit could be probably was.

The Linking London partnership of thirty,and now thirty five, was not a green fieldsite; the partnership was characterised bya range of existing arrangements somestrategic, some long standing, some pre-scriptive in terms of who one couldassociate with, but many were fairlyserendipitous, often stemming frompersonal contact, or had simply fallen intoabeyance. At a signing ceremony onepartner exclaimed ‘I’m sure we had anagreement with you a few years ago’.What we now know is, like any relation-ship, they require effort, commitment, thebuilding of trust and constant nurturing.

A really collaborative approach to changeSo the cache of novelty was possiblymissing from the proposition but what ithad was significant new funding and the

commitment from the original thirtypartners to work together. After threeyears, although the pace of change hasbeen slower than we may have wished wehave now developed a really collaborativeapproach to change. (The thirty LifelongLearning Networks in England werefunded by £103m, the largest pot of dis-cretionary money HEFCE had ever givento a single national project, according toDavid Eastwood, the former ChiefExecutive of HEFCE). The project also hadadditional student numbers (ASNs). So, inreturn for addressing the needs and pro-gression of vocational learners, LinkingLondon could offer funding for staff towork on development, and cash to pay forstudent places over and above an institu-tion’s main grant, to persuade people totake on vocational learners. If an institu-tion had not recruited up to its fullnumbers, this second form of incentivewas less important, but for highlyselecting institutions it provided headroom to take on new types of learners.Additionally, funding was available topartners who did use ASNs to provide as-sistance through the widening participa-tion and capital teaching grant to ensurethat these ‘new’ vocational learners wereadequately supported and could be suc-cessful. Over three years, therefore,Linking London had access to £3.7mthrough the Strategic Development Fund,plus £1m of ‘payment in kind’ bypartners, and £1.6m of HEFCE othermonies, giving a total project funding of£6.3m. Throughout this period, we havebeen able to monitor the progress ofsupported vocational learners through the

use of questionnaires and focus groups.When we started in September 2006, thebulk of vocational qualifications deliveredby our partner FECs at level three wereBTEC Nationals, Access to HE (in voca-tional areas) and NVQs, competencybased qualifications delivered in theworkplace, which had not been designedfor progression. So the proposition lookedfairly straightforward – audit the provisionand fix the progression ladders to HE –‘no more crazy paving’ to quote HelenConner and Brenda Little. If only life wasthat simple! At the end of three years ofoperation, we are now working in the areaof Diplomas and trying to engage morefully with Apprenticeships, Employers andProfessional Qualifications. The terrain haschanged but the proposition remains thesame. The skill of project management isto be flexible and responsive, as we hopewe have been.

‘Developing a Passion for Progression’We have succeeded in brokering moreProgression Agreements than the targetin our business plan and the team and thepartners are to be congratulated on thatachievement. By the end of the nextacademic year we will have over seventyProgression Agreements across the part-nership. But, more importantly, what wehope we will have done is ‘developed apassion for progression’ “beyond thepatchwork of the coincidental” to a moresystematic and coherent pattern of pro-gression for the learners in London andbeyond.Once the ‘penny has dropped’ aroundprogression, practitioners hopefully will

no longer develop curriculum and coursesin isolation from an understanding ofwhat is intended to precede or followthem. Focusing on level three to four pro-gression has required both FE and HEstaff to look beyond their institutionalboundaries, to reflect on their practiceand take action. The prerequisite of de-veloping courses at level 3 should be toidentify where they might lead, andsimilarly, the receiver developing coursesat level 4 should be required to clearlyidentify the prerequisites and range ofqualifications that will enable progressionto them.

This publication has only been a‘snapshot’ of three years of activity butwe hope it gives a flavour of the work wehave been involved in with you, and howyou have felt about that work. Obviouslythe way ahead is clear - there is muchmore to do! Diplomas, Apprenticeships,Professional Qualifications, ‘bite sizedchunks’, HE in FE, credit and an APELservice are all challenges ahead. Our workwith the education workforce is also anarea where we feel our staff developmentprogramme and our links with institutionswho train the future workforce provideadditional benefit. We have startedwriting up and presenting our work morefrequently, at national and regional con-ferences, now we have more to say. Ourbrokerage and linking role will continue toexpand next year as our links with manymore stakeholders increase through ourwork with Boroughs, schools, SSCs, SPA,UCAS and many more enabling us to workon your behalf by communicating what

we have learnt. Our lobbying role will alsoincrease, as we develop as an independ-ent, impartial and collective voice for you,our partners.

The Future of the NetworkMeanwhile, we are now planning for thefuture of the network. Visits to allpartners have started and the feedback sofar is very encouraging. We are excitedabout the prospect of another two yearsof activity (2009 – 11) and the develop-ment of the work of the network intoareas of innovation, flexibility, employersand part time provision, in particular. Welook forward to working with you toimprove the progression of vocationallearners, whether full time, part time, inwork or elsewhere, and to another pro-ductive year. We hope you find the newwebsite easier to navigate and the practi-tioner programme for the autumnexciting. We also welcome feedback, soplease keep in touch.

Sue Betts, DirectorOctober 2009

Conclusion and the Way Forward “Vocational ladders or crazy paving? Making yourway to higher levels”Helen Connor and Brenda Little,Research report. Learning and Skills Development Agency. 2005



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Sue Betts, Director of Linking LondonLifelong Learning NetworkSue Betts joined Linking London as theDirector in September 2006, and recruitedthe core team. Sue is an educationalistwith a varied career in and aroundeducation. She has worked as a VicePrincipal with responsibility for curricu-lum, staff development and highereducation in the Further EducationSector. She has worked for a NationalAwarding Body, two national distributede-learning organisations and has been apart-time inspector. She is an experiencedproject manager and developer of part-nerships. Her professional interestsinclude organisational culture and changemanagement. She has worked as a con-sultant developing educational solutionsfor organisations.Email: [email protected].

Andrew Jones, Deputy Director/IAGManagerAndrew joined Linking London in October2007 as the IAG ProgressionCo-ordinator. Andrew holds a PGCE(Secondary schools) and a Post GraduateDiploma in Careers Guidance.Email: [email protected].

Daniel Inns, Office Manager,Administrator & SecretaryDaniel is responsible for managing the ad-ministrative, financial and supportelements for the team. A graduate in LandManagement, Daniel has worked at manyhigher education institutions includingthe Open University, University of Lutonand the College of Law. In addition Danielis a qualified secondary school teacher.Email: [email protected].

James Chappell, CurriculumDevelopment ManagerJames joined Linking London in January2007 as the Flexible Learning Co-ordinator and is now a Curriculum Devel-opment Manager. He has overallresponsibility for Linking London work onFoundation Degrees and Apprenticeshipsand also co-ordinates work on EmployerEngagement and flexible learning. Jameshas a range of experience in the area ofdistance/blended learning. In previousroles he has worked as a Sales Managerfor an independent distance learningprovider and as Manager of the IT trainingcentre at North Hertfordshire FE College.In these roles he co-ordinated anddeveloped open and distance learningprogrammes for a number of organisa-tions, including Schools, Colleges, LocalAuthorities and the NHS. He hasproduced publications on various educa-tional topics and overseen a range ofprojects in the education sector includingprojects to develop new curriculum inresponse to employer demand.Email: [email protected].

Therese Reggio, CurriculumDevelopment ManagerHaving worked in education for manyyears, Therese Reggio has gained in depthexperience of the Further Education (FE)and of the Higher Education in FurtherEducation (HE in FE) sectors. She has hadvarious positions, ranging fromprogramme management, to project man-agement, to line management and to cur-riculum development. She has worked asan HE External Examiner for an awardingbody and as an HE Franchise CoursesField Director. Her present post has

centred on brokering partnerships andpromoting the ‘vocational learning’agenda. Her professional interests includeworking as a broker or as a qualityassurance/progression adviser.Email: [email protected].

David Saunders, Credit andProgression ManagerDavid joined Linking London in August2007 as the Credit and Progression Co-ordinator. He has worked in a variety ofroles in HE since 1990, initially in the Ad-missions Office at the then City ofLondon Polytechnic. David has an MAApplied Linguistics and PGDip Post Com-pulsory Education and Training (PCET).He has also taught Information Literacyfor Humanities Undergraduates, and AdultLiteracy and Administration in FE.Email: [email protected].

Peter Nguzo,Website and InformationSystems ManagerPeter holds an MSc in DistributedComputing Systems (IT). He has previ-ously worked as a Programmer, SystemsDevelopment Manager and Lecturer inComputing and Business courses. He isexperienced in many technologies andmethodologies for systems (databases,websites and applications) developmentand maintenance.Email: [email protected].

Pam Calabro, Network Officer(Part time)Pam has taught in both FE and HE as aSenior Lecturer and is an experienced cur-riculum developer, project worker andauthor of publications. She has an M.Edin Human Resource Development and is a

Fellow of the HE Academy. As well asrecent consultancy experience in HE/FE,Pam also has direct experience of workingboth in the public and voluntary sectors.Email: [email protected].

Azizun Nehar, Network Officer(Part time)Azizun has managed two Social ScienceDepts. She has completed two individ-ual/organisation ‘Solutions Focussed’coaching courses: ‘Leaders as Coaches’and ‘Train the Trainer’ both developed andaccredited by the Learning and Skills Im-provement Services. She has justcompleted a two month consultancyposition designing, tutoring and assessingthe Extended Project as a pilot.Email: [email protected].

Kate Burrell, Network OfficerKate Burrell joined Linking London after 4years as the National Manager on aHEFCE funded widening participationoutreach project called Chemistry theNext Generation, which was run by TheRoyal Society of Chemistry. Prior to thisand after post-doctoral work in neurode-generation; Kate taught general science,biology and chemistry in two innerLondon secondary schools. Now amember of the Linking London team,Kate is based 3 days a week at the Uni-versity of East London in the School ofHealth and Bioscience and 2 days withLinking London.Email: [email protected].

Stuart Mitchell, Development FundCo-ordinator/ResearcherStuart Mitchell is an Administrator/Re-searcher for Linking London. He is re-sponsible for the smooth running ofLinking London’s events and co-ordinat-ing the Development Project Fund. He isworking on various items of research onthe subject of vocational learning. Hegraduated with a MA in African Historyfrom SOAS University in 2003, andachieved a BA Honours in History fromBrunel University in 2002.Email: [email protected].

Sarah McCarthy, CommunicationsOfficer (Part time)Sarah has considerable experienceworking in PR and Communications. Shehas a particular expertise in internal com-munications and a proven track record inhelping organisations maximise theimpact and visibility of their work. Sarahworked for an MEP in the European Par-liament in Brussels for 4 years and hasworked for Birkbeck, University ofLondon. She also has significant consul-tancy experience helping charities withtheir communications strategies.Email: [email protected].

Meet the Team

InstitutionBirkbeck, University of LondonBirkbeck, University of LondonBirkbeck, University of LondonCity of Westminster College

City UniversityThe Hackney Community CollegeThe Institute of Education, University of LondonLewisham CollegeLondon Metropolitan UniversityMiddlesex UniversityThe Open University in LondonThe School of Oriental and African Studies,University of LondonUniversity of Westminster

Chair(s) - John Annette, Birkbeck, University of London,Suzanne Overton-Edwards, City of Westminster College


InstitutionBarking CollegeBarnet CollegeBirkbeck, University of LondonCity and Islington CollegeCity LitCity UniversityCity of Westminster CollegeCollege of North East LondonCrossways AcademyThe Hackney Community CollegeThe Institute of Education, University of LondonKensington and Chelsea CollegeKing’s College London, University of LondonLambeth CollegeLewisham CollegeLondon Metropolitan UniversityLondon School of Hygiene & Tropical Medicine, University of LondonLondon Southbank University (School of Health)Mary Ward CentreMiddlesex UniversityMorley CollegeNewham College Of Further EducationNewham Sixth Form CollegeThe Open University in LondonQueen Mary, University of LondonThe Royal Veterinary College, University of LondonThe School of Oriental and African Studies, University of LondonThe School of Pharmacy, University of LondonSouthwark CollegeTower Hamlets CollegeUniversity College LondonUniversity of East LondonUniversity of WestminsterWestminster Kingsway CollegeThe Working Men’s College

Chair - John Annette, Birkbeck, University of London

Board Member (Substitute)Brendan JamesHarriet PearceDean PatemanMary RimingtonNick MooreEamon MartinRobin Shreeve (Suzanne Overton-Edwards)Paul Head (Phil Gowan)Barry ArnoldNeil BromileyKaren EvansAmanda HayesAlitse StovicekPaul ChambersTim PotterBob Aylett (Mark Bickerton)Sharon HuttlyLesley BucklandJane ChamberlainMargaret HouseCass BreenMartin Tolhurst (Denise Brown-Sackey)Eddie PlayfairBarbara StephensNigel Relph (Anne Setright)Jon ParryNirmala Rao (Mandy Bentham)Carl MartinRanie PadayacheeGerry McDonaldKaty RedfernSelena BolingbrokeKatherine HewlettPaul LewisTheresa Hoenig

SG Member (Substitute)Caroline McDonaldJohn AnnetteAnita WalshRobin Shreeve(Suzanne Overton-Edwards)Sue ProcterTayebeh KazempourKaren EvansLesley MurphyJohn GabrielAlan PageDenise BatesMarva de la Coudray

Jayne Bakewell

Board/Steering Group Members

Progression from the14-19AdvancedDiplomas to HigherEducation:A Guide for LearnersAndrew Jones,Deputy Director andIAG Manager,Linking London LifelongLearning NetworkSeptember 2009

Publications:Progression from the 14-19 Diplomas toHigher Education: A Guide for Learners.www.linkinglondon.ac.uk/publications



Credit for PreviousLearning: A Guide forApplicants to HigherEducationEnhancing Opportunitiesfor Vocational Learning

Publications:Credit for Previous Learning:A Guide for Applicants to Higher Education.www.linkinglondon.ac.uk/publications


The Operational Practitioner GroupsOrganisational Partners and Stakeholders

The Operational Practioner Groups

Public & Voluntary SectorJohn Gabriel(London Metropolitan University)Peter Mayhew-Smith (Lewisham College)and Errol Lawrence(College of North East London)

EducationKaren Evans (Institute of Education)Tony Nasta (Institute of Education)Anne Carvalho (City & Islington College)Ian Stirling (City & Islington College)

HealthSue Procter (City University)Frances Sussex (Tower Hamlets College)

CreditAnita Walsh(Birkbeck, University of London)Robin Shreeve(City of Westminster College)

Information Advice and GuidanceJayne Bakewell(University of Westminster)Denise Bates (Open University in London)Lesley Murphy (Lewisham College)

Organisational Partners andStakeholders

AimHigherAssociation of Colleges (AoC)Asset SkillsAssociation of Career ProfessionalsAssociation for Consultancy andEngineeringChartered Institute of BankersBritish Transport PoliceBusiness LinkChartered Institute of EnvironmentalHealth (CIEH)Chartered Institute of Housing (CIH)Chartered Institute of Library &Information Professionals (CILIP)Chartered Management Institute (CMI)City and GuildsCity of London PoliceCogentCommunity and Voluntary Sector (CSV)ConstructionSkillsCouncil for Administration (cfa)Creative & Cultural SkillsChildren's Workforce DevelopmentCouncil (CWDC)Department for Business Innovationand SkillsDepartment for Children, Schools, andFamilies (DCSF)Edexcel Limitede-skills UKEdgeEnergy & Utility SkillsEnglish Standards Board (ESB)(for Community Development Training &Qualifications)fdfFederation of Community DevelopmentLearning (FCDL)Federation of Master BuildersFinancial Services Skills Council (FSSC)Greater London AuthorityGoSkillsGovernment Office for LondonGovernment Skills

HE AcademyHigher Education Funding Council forEngland (HEFCE)Improve LtdImprovement & Development Agency forLocal Government (IDEA)Independent Academic Research Studies(IARS)Institute of Leadership & ManagementInstitute for LearningIslington Training NetworkLambeth Voluntary Action CouncilLantraLondon Development Agency (LDA)Lifelong Learning UKLondon Civic ForumLondon CouncilsLondon HigherLondon LibrariesLondon BoroughsLearning and Skills Council (LSC)Management Standards Centre (MSC)Managing Information Across Partners(MIAT)Newham Community Education & YouthNHS LondonNIACEOpen College Network- London Region(OCN)OCROfQualPeabody TrustPeople 1stProskills UKPro Active Central LondonPublic Health Workforce ProgrammeManagement Group (PHWPMG)Quality Assurance Agency for HigherEducation (QAA)Quality and Curriculum DevelopmentAuthority (QDCA)Royal Institute of British ArchitectsSEECSEMTASupporting Professionalism in Admissions(SPA)Skillfast-UK

Skills, Learning & Enterprise (Barking &Dagenham)Skills for Care and DevelopmentSkills for HealthSkills for JusticeSkills for LogisticsSkillsActiveSkillsPlusSkillsetSkillsmart RetailSummitSkillsSkills – Third SectorThe G15 housing associationsThe Institute of AdministrativeManagement (IAM)The Institute of the Motor Industry(formerly Automotive Skills)The Metropolitan PoliceThird Sector National Learning AllianceTrain2GainUCASUfiUnionLearnUnisonUK OnlineVoluntary Action Westminster

Please note this list is not exhaustive.

Employers’ Informationabout Professional andWorkplace SkillsEnhancing Opportunitiesfor Vocational Learning

Publications:Employers’ Information about Professionaland Workplace Skills.Public, Community & Voluntary Sector.Information, Advice & Guidance (IAG).The Health Sector.www.linkinglondon.ac.uk/publications

Public, Community&Voluntary SectorOne in a series of six publications

The Health SectorOne in a series of six publications

Information, Advice& Guidance (IAG)One in a series of six publications

Design by: B.Hurd 020 7737 6689, [email protected] by: Darwin Press 020 8691 1357, [email protected]

The Linking London Lifelong Learning Network is amembership organisation of thirty five universities andcolleges in Central, East and North London which aimsto improve the progression of vocational learners intoand through Higher Education. We are funded by theHigher Education Funding Council for England(HEFCE) and are hosted byBirkbeck, University of LondonEgmont House, 25-31Tavistock Place,London, WC1H 9SF

If you found this document useful and/or would liketo discuss our work in the area of vocational learning,please contact: [email protected] 0207 380 3223

www.linkinglondon.ac.uk

Documents

Birkbeck, University of London - THE PROGRESS …...Linking London 1 Issue In This Issue Sue Betts Welcome Notes The Mayor’s Hopes for Linking London The Launch at City Hall Report