VETNET LLN – A Review and Evaluation

2007 – 2010

Report prepared by: Sarah Field, VETNET LLN National Co-ordinator

Contents

PAGE
Introduction / 3
1.0 / The Background Context and Original Proposal / 4
1.1 Background Context / 4
1.2 Vocational Learner Progression in veterinary and animal related subjects / 4
1.3 Initial proposal for the network and what it set out to achieve / 6
1.4 Defining the Learner Constituency and scope of the Network / 7
2.0 / Network Operation / 8
2.1 Organisation and Structure of the Network / 8
2.2 The Regional Dimension / 9
2.3 National Co-ordination and the devolved regional structure / 24
2.4 Project evolution and factors that influenced this / 25
3.0 / Evaluation / 27
3.1 Did VETNET LLN achieve what it set out to do? / 27
3.2 Factors influencing project success / 28
3.3 Lessons for the future / 29
Acknowledgements / 30
References / 30

Introduction

In January 2005 the Royal Veterinary College approached HEFCE to fund a feasibility study into the possibility of establishing a national lifelong learning network based around the English veterinary schools. Subsequent research and further discussion identified the potential for a wider network, drawing in more institutions, which would address learning and progression within not only the veterinary but also the broader animal related industries.

VETNET LLN gained three year development funding in 2006 and launched formally in April 2007 with a membership based on the veterinary schools at Liverpool, Cambridge and Bristol Universities, the Royal Veterinary College and a number of higher education institutions and further education colleges that had been involved in the initial feasibility study.

From the start the initiative has been actively supported by LANTRA, the Sector Skills Council for the land based industries, and the Royal College of Veterinary Surgeons (RCVS), the regulatory body for the veterinary profession. This involvement has been importantin ensuring that the network has focused on the development of professionals in a position to contribute to the sustainable future of the veterinary and animal related industries.

1.0The Background Context and Original Proposal

1.1 Background context

The origins of the proposal for VETNET LLN initially presented to HEFCE were rooted in the well recognised challenges that have faced veterinary schools in addressing the widening participation agenda. The dominance of white, female, higher socio-economic group individuals within the current veterinary student body have caused concern with respect to the sustainability of some branches of the profession. Anecdotal evidence also suggests that selection for admission to veterinary school based on high levels of academic performance in ‘A’ levels is not necessarily producing graduates with the combination of vocational, practical and academic skills needed to succeed in practice.

The veterinary profession is also undergoing change which is likely to accelerate when the 1966 Veterinary Surgeons Act is superseded by new legislation. Changes are likely to reflect those seen in the Health Service where there has been a shift to a more team based approach to practice with para-professionals playing a greater role in treatment and rehabilitation programmes. Team working and collaboration are becoming increasingly important in modern practice.

The inclusion of broader animal related areas as well as the veterinary curriculum within the lifelong learning network (LLN) recognises the increasing professionalism of this sector with a number of areas beginning to demand qualifications as proof of competence. In addition it also recognises that not all those who aspire to be vets will be able to train as such. As a result the LLN has been able to profile the vast range of animal related careers that now exist within the sector and support students in entering these diverse areas by inclusion of a wider range of network partners.

1.2 Vocational Learner Progression in veterinary and animal related subjects

Previous research indicates that approximately 90% of 18 year olds gaining two or more ‘A’ levels will progress to higher education. The comparable percentage for those with level 3 vocational qualifications is much lower at around 45% (Connor and Little, 2005).

Students studying ‘A’ levels generally have high aspirations, reinforced by teachers and see higher education as a natural progression of their studies. They perceive themselves as suitable applicants for any type of university, a view reinforced by the expression of higher education entry requirements in terms of the ‘A’ level qualifications with which they are familiar (UCAS, 2002). Conversely vocational students are less confident about the value of their qualifications for HE entry and, despite recent growth in the number of vocational learners entering higher education, feel disadvantaged on a number of fronts. Reasons for this include a lack of guidance about HE opportunities, a lack of confidence in the credibility of their qualifications and a difficulty in relating their qualifications to university entry requirements (Schwartz, 2004). Vocational learners tend to feel excluded from applying to high status universities where entry requirements are publicised in ‘A’ level terms and find that their opportunities are restricted as a result.

Whilst awareness of the diversity of qualifications and pathways to higher education is gradually increasing, knowledge is uneven across institutions. Learners with vocational qualifications are generally concentrated in certain courses, for example Foundation Degrees, or in particular universities and colleges, typically post-1992 and new universities and HE in FE providers (Schwartz, 2004).

This general pattern is also seen in the veterinary and animal related subjects. Consideration of HESA data collected over three years identifies a relatively low level of progression to HE amongst vocational qualification holders in comparison to those from ‘A’ level routes. This trend is particularly marked in relation to pre-clinical veterinary science, a highly competitive and highly selective subject offered by a small number of high status universities where virtually all students have come from a traditional ‘A’ level entry route. Even in other animal related areas the student body consists principally of those from an ‘A’ level background.

Table 1: Entrants to Higher Education programmes in veterinary and animal related subjects based on highest qualification on entry 2004-2007, as a percentage of the total cohort enrolled (HESA, 2008)

BTEC / Mature / Apprenticeship / Other (incl A levels)
Year / 04/5 / 05/6 / 06/7 / 04/5 / 05/6 / 06/7 / 04/5 / 05/6 / 06/7 / 04/5 / 05/6 / 06/7
Agriculture / 10 / 10 / 9 / 6 / 5 / 4 / 0 / 0 / 0 / 78 / 80 / 81
Animal Science / 17 / 16 / 15 / 2 / 1 / 1 / 0 / 0 / <1 / 77 / 78 / 80
Equine Studies / 8 / 14 / 12 / 5 / 4 / 5 / 0 / 0 / 0 / 79 / 80 / 78
Pre-clinical Vet Sci / 0 / 0 / 0 / 2 / 4 / 3 / 0 / 0 / 0 / 96 / 96 / 96
Vet Nursing / 9 / 7 / 8 / <1 / <1 / <1 / 0 / 0 / 0 / 85 / 85 / 83

A report into factors influencing vocational learner progression into higher education identified the following barriers to progression for this learner group.

  • “Being told by ‘everyone’ that you won’t get in and that the work will be too hard for you,
  • Difficulties in accessing information, advice and guidance on courses and information on how to apply,
  • A reluctance to study subjects with no obvious link to a career,
  • Teachers and careers advisors being ill informed or providing misleading information,
  • A lack of preparation for university interviews. Vocational students are perceived as ‘lacking confidence’ when talking about their work in comparison with other applicants,
  • Pre-entry guidance is limited and uncoordinated,
  • The role of university student support departments in terms of widening participation is ill defined,
  • Vocational students may face a lack of support from their employers.”

(UVAC, 2005)

Examples of all these barriers can be found amongst the experiences of vocational learners wishing to progress within the veterinary and animal related sectors and these issues provided a clear steer in identifying the key aims and objectives for the VETNET Lifelong Learning Network.

1.3 Initial proposal for the Network and what it set out to achieve

The initial proposal for the network was an entirely veterinary focused one. Whilst this was perfectly appropriate and feasible and in many respects a less complex task to undertake, it was felt that it would not be in the interests of the potential learner group to limit their career pathways solely to the veterinary profession. In addition it was acknowledged that whilst the LLN would lever up demand from the target audience, this could not be met appropriately or entirely by veterinary schools alone.

The more inclusive LLN model that subsequently developed included not just professional veterinary degrees but also related programmes in areas such as veterinary nursing, bio-veterinary science and animal sciences. Additional, more applied areas such as animal behaviour, welfare and conservation were also drawn into the mix of this wider group.

From the outset three major areas of activity were identified and these have served as the focus for the project since its launch.

Developing Progression Routes

Here the network set out to establish qualification equivalences by producing a framework and progression map for higher education in the sector. This map was to be underpinned by formulated credit principles and processes.

Developing Curriculum

Here the network set out to build new curriculum to bridge gaps in the progression map and to adapt existing curriculum to smooth learner transition.

Supporting Student Progression

Here the network set out to provide accurate information, advice and guidance to learners about the progression opportunities available and to support vocational applicants in preparing university applications.

As the project progressed it became necessary to review the specific operational targets underlying these areas of activity as the context and the broader HE environment changed. The rationale for these alterations is described later in the report.

1.4 Defining the Learner Constituency and Scope of the Network

The targeted groups of learners proposed as the focus for VETNET LLN activity in the original business plan were

  • Learners on vocational programmes at FE level 3 and above seeking access to a range of animal related professional areas and HE programmes,
  • Learners on HND/C programmes, Foundation degrees or equivalent HE programmes seeking to progress further or to transfer into other routes,
  • Learners in work in relevant vocational areas.

Once the network was launched the definition of the learner constituency was tightened further to allow targeting of effort with groups of learners most likely to be interested in the sorts of progression routes brokered. The learner constituency for the network was thus defined as

  • Learners on animal related vocational FE level programmes at levels 2 and 3, seeking to progress to HE in veterinary and animal related areas,
  • Learners on animal related HNC/D and Foundation Degree courses in the veterinary and animal related areas,
  • Learners employed within the veterinary and animal related industries seeking to develop their careers through progression to HE or accredited CPD courses.

The definition of ‘animal related’ courses was quite broad and included animal care, management, behaviour and welfare as well as science. Equine studies, livestock agriculture, veterinary and veterinary nursing courses were also within scope as were more peripheral courses including wildlife conservation and conservation biology. In the case of the latter programmes it was important that a significant percentage of the course content related to animals for them to be included in the scope of the project.

The decision was taken not to include provision in zoology, marine biology or more general biology courses within the curriculum mapping and progression work of the network although activities could be extended to these areas in the future. As most vocational learners on animal related FE programmes tend to be attracted to similar vocationally focused programmes at HE level, it was decided to concentrate attention on HE provision that was likely to be an attractive progression option for the majority of FE learners in this sector.

2.0 Network Operation

2.1 Organisation and Structure of the Network

As a network VETNET LLN has aimed to exploit the advantages that can be offered to students through co-operation at a national level but also to draw on the strengths of regional partnerships that already existed. The advantage of focusing on a relatively discrete curriculum area (veterinary and animal related provision) cannot be overstated in terms of the positive impact this has had in defining the institutions that engaged with the network but also in fostering productive working relationships between individuals with a shared curriculum interest. Network membership has been established in institutions across the full range of providers in the post-compulsory education sector.

The decision to widen the LLN beyond its narrow initial focus on veterinary medicine opened up the potential to establish a national network of a considerable size in terms of the number of partners involved. Indeed during the course of the three year project the number of institutions engaged with VETNET LLN has expanded from the original twelve to more than sixty.

VETNET LLN is structured around six regions, each centred on a higher education institution, either a veterinary school or a university with a track record of provision in related animal sciences. These hub institutions are the University of Bristol (South West), the Royal Veterinary College (London and the South East), University of Cambridge (East), Nottingham Trent University (Central), University of Liverpool (North West) and Newcastle University (North East and Yorkshire). The hub institutions hold devolved funds to support project activities in the region and to employ the VETNET LLN Regional Managers. A more detailed evaluation of the regional dimension of the VETNET LLN project is provided later in this report.

The Royal Veterinary College operates as the lead institution for the project as well as the London and South East regional hub. It receives funds for the project from HEFCE and provides the finance function. In addition the national project staff and two of the regional managers are employed by the RVC. However the national project staff are based in office accommodation away from the main RVC campuses. This was felt to be important in terms of retaining a degree of neutrality but also to allow the development of more effective collaboration with other regional hubs. Overall national co-ordination of activity across all six regions is provided by the National Co-ordinator.

The strategic direction of the network is overseen by the Governing Council which is constituted from the core partner HEIs involved in the project, regional representation from the FE sector and also includes Lantra, the RCVS, the British Veterinary Association (BVA) and the British Veterinary Nursing Association (BVNA). Operational activity is directed by the National Co-ordinator and supported by other members of the national project team and the regional managers.

2.2 The Regional Dimension

From the start, the regional networks within the project have been the key focus of operational activity. Collaboration within regions has stimulated a wide variety of outcomes that have contributed to the achievement of VETNET LLN’s key aims. However there has been no standard pattern underpinning the way in which these regional networks have evolved. Each has been shaped by influences and factors peculiar to the region. The challenge in national co-ordination has been to steer six very different regions towards the achievement of common goals. There are valuable lessons to learn from the regional journeys and an overview of the VETNET LLN project in each region, provided by the Regional Manager is included within this report to illustrate some of these points.

The North West Region – Margaret Hannigan

The North West region encompasses Greater Manchester, Merseyside, Cheshire, Lancashire, Cumbria and Shropshire. Educational institutions offering animal-related study vary from Russell group universities to sixth form colleges. There are three specialist land-based providers in the region. The University of Liverpool’s School of Veterinary Science is the North West hub institution. Its excellent reputation and staunch support for the VETNET LLN agenda has provided a strong platform for establishing the network within the region. Additional institutions, offering level 2 animal-related provision, are potential members of the network as they develop level 3 work and seek progression routes.

North West institutions had no history of meeting as a group and some FE providers were extremely tentative initially, expressing concerns about competitiveness and “poaching” students. Some HE institutions were equally hesitant, commenting that they already admitted vocational students OR that experience showed most vocational learners didn’t have the skills, etc to succeed in HE. Initial visits to individuals within a range of institutions persuaded them to take a “leap of faith” and attend the first regional meeting. From this point, there was an identifiable “core” of active partner institutions which have maintained their involvement. The first VETNET LLN Progression Accords were signed in April 2008 for Veterinary Nursing and the momentum has continued as partner institutions have noted the value of closer collaboration with network partners. There are early indications of the positive impact of Accords: for instance, St Helens College has doubled recruitment since signing Accords for Veterinary Nursing, Bio-veterinary Science, Animal Conservation Science and Animal Behaviour and Welfare. The increase in learner numbers coupled with higher aspiration has made it viable for the college to offer an additional science pathway for the Animal Management National Diploma.

One strategy for embedding the network was to look for specific collaboration between network partners which would be of mutual benefit. For FE providers, the advantages of closer links with HE institutions was perhaps most obvious - improved clarity and progression for their learners. HE partners did grasp the opportunity to flag up the skills and attributes likely to lead to success for vocational learners progressing onto degree programmes - building these requirements into Progression Accords, contributing to CPD and relevant development projects. Symbiotic relationships have been encouraged by brokering discussions such as (i) Myerscough College negotiating placements for BSc veterinary nurses at the University ofLiverpool’s Small Animal Teaching Hospital and proposals for an MSc in veterinary nursing and (ii) a joint BBSRC bid from the University of Liverpool and Reaseheath College.