Preface: Valuing vocational learning and providing clarity of progression: HEFCE’s vision for Lifelong Learning Networks 
Jessica Trahar (HEFCE)

Section 1:  Changing the curriculum: making skills, knowledge and experience count samples the SLN’s work on curriculum development and concludes by looking forward to the introduction of the 14–19 diploma.

Foreword
Rebecca Duffy (Sussex Learning Network)

1.1 Curriculum change for access in the service industries: Foundation degree to BA Honours
Angela Benson (University of Brighton) 

1.2  Bioscience, not rocket science: aiding widening participation and retention through curriculum design and delivery
Becky Taylor, Steve Waite and Lucy Chilvers (University of Brighton)

1.3 An industry perspective on standard setting and module delivery in equestrian courses at Plumpton College
Andrew Murphy (Freelance Instructor)

1.4 Molecular diagnostics: the development of student-centred resources for biosciences Foundation degrees
Sheila Chambers (Plumpton College)

1.5 Playwork – not just messing around with children
Deborah Price (University of Brighton) 

1.6 Making sense of e-learning within a changing curriculum
Robert Catt and Jenny Lynden (The Open University) 

1.7  Numeracy matters: a case study in online assessment and feedback.
Patrick Saintas (University of Brighton) 

1.8 What’s in a Foundation degree? A feasibility study.
Matt Herd (Sussex Learning Network)

1.9 The engagement of HE in the 14-19 reforms.
Delyth Chambers (The Department for Children, Schools and Families)

2.  Progression and partnerships – finding ways forward offers a range of perspectives, from specific case studies to discussions of broader issues relating to progression into and through higher education.

Foreword
Sarah Hardman (Sussex Learning Network)

2.1 Sussex Learning Network – Progression Agreements
Sarah Hardman (Sussex Learning Network)

2.2 Progression to HE by students of Early Years (Children's Care Learning and Development)
Pete Bailey and Sue Upton (Varndean College)

2.3 The development of progression agreements – why bother?
Rick Crowshaw (Greater Manchester Strategic Alliance) 

2.4 One approach to developing progression agreements
Elaine Fisher (Western Vocational Lifelong Learning Network)

2.5 Staff development for the delivery of blended learning in a partnership programme
Viv Martin (University of Brighton)

3.  Does Information, Advice and Guidance really make a difference? includes accounts of the SLN’s IAG work in Sussex and looks ahead to “Learning Opportunities in the South East”, a new partnership between the four LLNs in the South East region.

Foreword
Maureen Haywood (Sussex Learning Network)

3.1  Never mind the technology: feel the quality (video presentation)
Maureen Stenning and Liz Thackray (The Open University)

3.2 Mapping a foundation for learning: the Sport and Leisure experience. Andrea Purvis (Sussex Learning Network)

3.3 A novice’s experience in planning a face-to-face Information and Guidance session for level three vocational learners
Maggie Allgrove (Consultant) 

3.4 The Adviser Pack – does it meet the needs of advisers?
Andrea Dumbrell (Sussex Learning Network)

3.5 The role of vocational guidance in the context of learning at work
Joy Lankester (Sussex Learning Network) 

3.6  Exploring the demand for Learning Opportunities in the South East.
Rachel Papworth (Consultant)

4.  What can we learn from research? features accounts of several SLN-funded practitioner projects, exploring themes and issues relating to the experience of vocational learners and those who support them. Not all are academic research; some are case studies or ‘think pieces’.

Foreword
Chris Baker (Sussex Learning Network as Director, now The Open University) 

4.1 What can we learn from research and evaluation?
Rhiannon Evans (Action on Access)

4.2 Getting permission to access data - the need for a flexible approach.
Amelia Rout and Louise Cope (Staffordshire, Shropshire, Stoke-on-Trent, Telford and Wrekin Lifelong Learning Network)

4.3  Reflections on practitioner research: a case study of work placements for Fd Biological Sciences students.
Steve Robinson (Researcher)

4.4  Engaging employers for a part-time HE level 1 and 2 course in Biomedical science.
Steve Robinson (Researcher)

4.5 Pathways and progression: a study in student decision-making about their future in HE.
Susan Bishop and Dan Bennett (University of Brighton)

4.6 Whatever happened to Foundation degrees in engineering & construction?
Martin Bates (Hastings College)

4.7 An investigation into work-based learning in the fashion sector.
Catherine McConnell (University of Brighton) 

4.8 Training within the digital media industries - an interim study.
John Clamp (City College Brighton & Hove)

4.9 The development of a Foundation degree in management and leadership within the "Gatwick Diamond".
Paul Clark (Central Sussex College)

4.10  The value of virtual environments in vocational learning
Tim Macleod (Sussex Downs College) 

4.11  Raising educational aspirations through vocational practice: a survey of students in Sport and Leisure
Alex Twitchen (University of Chichester)

5. Education, training and me: student reflections offers a learner perspective, with contributions from students who have taken a non-traditional route into higher level vocational learning, as well as a researcher and advisor.  

Foreword
Rebecca Duffy (Sussex Learning Network) 

5.1 I’m not someone to sit around: from FE to HE media training
Alexandra McLoughlin (Goldsmiths, University of London) 

5.2 The value of networks in the acting profession: a graduate perspective
Catherine Roberts (Actor and teacher)

5.3 Event Management: Education and the Industry
Michael Kelly (Event Manager)

5.4 Putting into practice the MA in Creative Writing and Authorship
Rebecca Duffy (Sussex Learning Network)

5.5 Foundation degrees: HE's best kept secret
Rachel Papworth (Consultant)

5.6 Developing life and employability skills within Higher Education
Erica Sosna (Life skills educator) 

6. Where are the employers and what do they want? considers the pertinent and challenging field of employer engagement, sampling the work of different LLNs across the country.

Foreword
Chris Baker (Sussex Learning Network as Director, now The Open University)

6.1 Does training and developing employees improve organisational performance? What successful, award winning companies are doing to develop their employees
Claire Walsh (Learning Consultancy Partnership)

6.2 Some of the things you always wanted to know about working with a Sector Skills Council, but never dared ask!
Sarah Gribbin (Yorkshire and Humber East Lifelong Learning Network)

6.3 Tackling the skills shortage: working with employers to create a new Foundation degree in Control Technologies
Rachel Longstaff (Higher Futures) 

6.4. Employer engagement on a small scale: working with a Chamber of Commerce and small-to-medium private training providers
Jan Wise (Hampshire & Isle of Wight Lifelong Learning Network) 

6.5 Developing personalised learning opportunities for employees
Phil Margham (Greater Manchester Strategic Alliance)

6.6  The University of Bolton and Skills Solutions: an employer engagement case study
Alex Knight and Adele Edgar (Greater Manchester Strategic Alliance)

6.7 What do businesses need from lifelong learning?  Reflections on the progress made by Sussex Learning Network.
Mark Froud (Sussex Enterprise) 

7. Experience gained, lessons learned: assessing the impact of lifelong learning network activity discusses the challenges for evaluating LLNs which have been given freedom to develop plans and activities independently. Finally Chris Baker and Sarah Hardman, respectively Director and Deputy Director for the SLN between 2005-08, reflect on the difference made by thus far by the SLN and LLNs.

7.1 Evaluating Lifelong Learning Networks
Ruth Williams (Centre for Higher Education Research and Information)

7.2 Sussex Learning Network "a network of networks": past, present and future?
Chris Baker (Sussex Learning Network as Director, now The Open University) and Sarah Hardman (Sussex Learning Network)