Progression and exit

In this section, the areas of progression and exit are examined. Tracking learners throughout their journeys, both during and after provision, is an essential aspect of the whole organisational approach. College records should ensure that there is an effective process in place to monitor progress both pre- and post-exit, with the use of, for example, learner surveys, which take account of destination. By linking progression to opportunities for further training, or to potential work opportunities through IAG and other sources, further success can be achieved. All data should be carefully collected and analysed, taking account of internal and external targets.

Progression and exit - things to consider:

Learner surveys - Learner surveys at exit, and after exit, can capture valuable feedback and data. Post-exit follow-up may also flag a need for further Skills for Life support to make progression plans become reality. For national data, visit the LSC website.

Clear internal and external progression routes - Progression maps that highlight potential next steps for each curriculum area are helpful. Some colleges have found it useful to develop a progression structure that shows programmes of progression from level to level that include the literacy, language and numeracy levels needed to succeed at each stage.

Progression planning was an important part of the pathfinder projects at Leicester College (PDF) and City of Bristol College (PDF).

Monitoring, review and change - Robust systems for feeding exit and progression information into course reviews, learner profiling and planning can lead to improved retention and achievement.