For the purposes of this resource we have defined the transition stages of the learner journey as:

• recruitment
• initial assessment
• induction
• exit and progression.

It is, however, recognised that transitions also occur between modules/units on modular programmes.

Research from the United States suggests that the first three weeks of a course are critical to learner persistence. It is in these initial weeks that providers and practitioners can identify those learners most at risk of non-completion, and implement strategies to enable learners to manage any barriers they may face. For learners, these initial weeks can set patterns of engagement and participation. Extract from the Persistence, progression and achievement final report. Where an individual is being fully supported and is progressing well, it will often be at the point of transition into alternative provision or employment that they are at risk of dropping out. (LSC, 2005)

In this section we ask you to consider:

• the value of strong internal and external partnerships to support learners during the transition stages
• the role of information, advice and guidance (IAG)
• the contribution of pastoral support during the transition stages.

Download the case study from the Early Years Team at Solihull College on the right, and reflect on the approaches they have adopted to support learner transition from Level 2 to Level 3 and beyond. What approaches have you found to be particularly successful in engaging and motivating learners during the induction and end-of-course stages. How does your approach differ for full-time and part-time learners?

This team’s response to the skills agenda has been to extend the progression pathway to include Level 4 provision. What strategies are you adopting to support learner progression?

Listen to the comments from engineering students on their experience of induction. What feedback have you had from your learners on their experience of induction?

Working with a colleague, explore the Planning the learner experience CPD activity. This is a downloadable card activity; alternatively you may wish to use the interactive version.

Explore the Initial assessment toolkit. This multimedia resource encourages teachers to think about effective ways of diagnosing learners’ initial levels of competence and developing tailored programmes for improving skills.

Explore the transition CPD activity in the Teaching and learning programme Modern foreign languages resource. How can you adapt the activity for use in your curriculum area?

Revisit the Exploring learner progression activity and focus on the following strategic issues:

• data to support and evidence progression
• partnership approaches to progression.

Working with a colleague, identify the professionals and organisations that support your learners during the transition stages. How effectively do you work together to meet the needs of individual learners? What evidence supports your conclusions?

Effective IAG is a key factor in progression as it informs choice and can be empowering.  Revisit the Learner journey activity and focus on the contribution that IAG can make to ensure successful learner transition to further stages of learning.

The move towards a learner-centred personalised curriculum places greater emphasis on a robust pastoral support system. Explore the models of support that different providers have implemented as part of the Pastoral Support Pilots Project. What approaches could you adopt to support your learners?

The Revolving doors? report is an analysis of progression of adults with learning difficulties. The report identifies some of the barriers to progression and highlights the critical success factors to ensure learner progression. Consider the extent to which the findings are applicable to all learners.