Lifelong Learning Network (LLN) progression agreements: an effective and sustainable approach for promoting the social mobility of vocational students?

This paper will critically reflect upon the findings from a recent Higher Education Academy (HEA) funded literature synthesis on how progression agreements (PAs) promote social mobility through improving pathways to the professions and vocational careers. This was based on material in the HEA‟s Widening Access, Student Retention and Success national programmes archive, predominantly focused on the work of PAs which formed part of HEFCE-funded Lifelong Learning Networks (LLNs). The agreements were designed to support transition into Higher Education (HE) for holders of level 3 vocational qualifications, including those studying via work based learning programmes, and to help develop clearly defined access routes into graduate careers. Such students tend to come from lower socio-economic groups than those with A levels, making LLN PAs potentially important instruments for the promotion of upward social mobility through providing alternative pathways into and through HE. Although the full impact of their activities won't be fully understood for some time, the paper will consider some initial evidence from the literature on the impact of progression agreements in areas such as academic and employment benefits for students; employer engagement; the sustainability of inter-institutional partnerships and networks; and the status of vocational qualifications in HE