Whole person, whole journey
progression.
© The Progression Trust, 2014
The Progressionometer
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The problem
The cause
The vision
The situation
The plan
The end
© The Progression Trust, 2014
The Problem
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Disadvantage exists from birth…
…gaps widen through the life-course
…affects intrinsic and extrinsic factors
… the system reinforces the disadvantage
© The Progression Trust, 2014
From: What is preventing social
mobility?. 2013. ASCL.
© The Progression Trust, 2014
From: National Strategy for Access and
Student Success. 2014. HEFCE, OFFA.
© The Progression Trust, 2014
From: National Strategy for Access and
Student Success. 2014. HEFCE, OFFA.
© The Progression Trust, 2014
From: National Strategy for Access and
Student Success. 2014. HEFCE, OFFA.
© The Progression Trust, 2014
From: National Strategy for Access and
Student Success. 2014. HEFCE, OFFA.
© The Progression Trust, 2014
From: National Strategy for Access and
Student Success. 2014. HEFCE, OFFA.
© The Progression Trust, 2014
Which means…
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Disadvantage is felt throughout the lifecourse
Educational attainment is a predictor, but
not the sole reason, and not the cause
Something else is going on that:
– Starts early
– Persists and
– Has cumulative effects on outcomes over time.
© The Progression Trust, 2014
The Progressionometer
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The problem
The cause
The vision
The situation
The plan
The end
© The Progression Trust, 2014
One person, many inputs: two problems
© The Progression Trust, 2014
Schizophrenia and the Anti-Vision
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We separate cognitive and non-cognitive
development… (cf. Heckman, J.)
Prevailing rhetoric provides for an antivision for young people – don’t be NEET,
don’t be on benefits, don’t riot…
Statutory duties and targets do not add up
to a compelling vision for our children
© The Progression Trust, 2014
Heckman, J. University of Chicago (2006)
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Ability matters to employment, earnings, education, crime
and health;
Abilities are multiple: non-cognitive abilities have direct
affects on employment, earnings, education, crime and
health;
Ability and health gaps open up between different socioeconomic groups very early;
Investment in young disadvantaged children delivers
higher returns than those in adolescents;
But, the impact of early investment is lessened if not
followed up later;
Socio-emotional (non-cognitive) skills foster cognitive skills.
© The Progression Trust, 2014
The Progressionometer
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The problem
The cause
The vision
The situation
The plan
The end
© The Progression Trust, 2014
The Vision
Whole person, whole journey progression
Cognitive
Primary,
secondary…
… Post-16, HE,
career
Non-cognitive
Learning and
qualifications
Career education
and guidance
Social
Asset-based,
investmentminded
THRIVING
ADULTHOOD
… for the whole system
© The Progression Trust, 2014
The Progressionometer
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The problem
The cause
The vision
The situation
The plan
The end
© The Progression Trust, 2014
The situation: where we are now

National Strategy for Access and Student
Success…
– Closer collaboration (to what end?)
– Stronger evidence (of what outcome?)
– Lifecycle approach (to what vision?)
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Outreach, transition, retention, success,
employability…
© The Progression Trust, 2014
What it means
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Whole journey
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Whole person?
Whole system (or Partnership)?
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An opportunity!
© The Progression Trust, 2014
The Progressionometer
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The problem
The cause
The vision
The situation
The plan
The end
© The Progression Trust, 2014
Our Conceptual Framework for Progression
What are the personal capacities that
enable success through the lifecycle?
What contextual factors enable or disable
success through the lifecycle?
What are the ‘active ingredients’ that grow
personal capacities / build enabling contexts?
© The Progression Trust, 2014
The Progression Equation (whole person)
Aspirations
Attainment =
Aspiration + Awareness ++ Attainment
Progression
I will
I want to
and…
I know
how to
I am able to
so…
and…
22
© The Progression Trust, 2014
The Determinants of Progression (CEI, 2010)
Interrelated
Incremental
Aspiration
Cyclical
Cumulative
Complex
Learnercentred
Attainment
Awareness
Unknown
Factors
Lifelong
23
© The Progression Trust, 2014
ProgressionSmart learners
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Aspirations
Awareness
Attainment
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Progression
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24
© The Progression Trust, 2014
Questions?
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How do you ensure the complementarity of
potentially disparate provision and interventions
across the life-cycle?
How do you know that your inputs build on those
before and alongside them – and contribute to a
learners’ progression to thriving
adulthood/career?
How do you enable learners themselves to take
ownership of their complex personal progression
journey, so that they are proactive agents?
© The Progression Trust, 2014
Career
Contributing
Time-based
factors?
Planning
University
Progression
Audit
priority
contributions
Audit
Plot overlaps
contributions
… and gaps
Progression
Theme-based
priority
Planning
Audit
contributions
School
Contributing
factors?
Post-16
The Progression Matrix (whole journey)
26
© The Progression Trust, 2014
In action…
(whole system)
© The Progression Trust, 2014
The Progressionometer
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The problem
The cause
The vision
The situation
The plan
The end
© The Progression Trust, 2014
What can I do?
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THINK like a progression-oriented practitioner;
with an asset-based vision for whole person,
whole journey progression
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PLAN to build on what has gone before and with
concurrent inputs (i.e. in partnership) – for a
thriving adulthood
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ACT to grow aspirations, awareness and
attainment
© The Progression Trust, 2014
The Progression Whole Group
© The Progression Trust, 2014
Previous and Current Work
© The Progression Trust, 2014
Get in touch
For help developing, delivering and evaluating lifecycle
progression approaches through:
 Staff development and training
 Programme and strategy development
 Leadership/management coaching
 Change and development projects
Email
[email protected]
Subscribe to updates
www.theprogressiontrust.org/network
© The Progression Trust, 2014