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Access to higher education for vocational learners

Page history last edited by Heather Fotheringham 15 years ago

This page is based on a piece of research by Dr Robert Jones which was commissioned by the Higher Education Academy. It can be viewed in its original unedited form here.

 


 

Core definition

A specific area of under representation in HE relating to potential entrants holding work-related or work-based qualifications at level 3.

 

Alternative definitions

Young vocational learners are usually defined by entry qualifications studied. However, the quantity and type of vocational qualifications has changed significantly in the past decade (see Explanatory Context) but currently includes BTEC National award, Advanced Certificate in Vocational Education (AVCE) (also known as VCE A-level), Apprenticeship (formerly modern apprenticeship) framework and 14-19 diplomas.  It should also be noted here that older students entering HE from the workplace are sometimes described as vocational learners. The following does not focus specifically on this group, however (see instead adult returners and mature students and work-based learning).

 

Explanatory context

 In the UK education system vocational learning has long struggled for parity of esteem with its academic counterpart.  Nevertheless there is currently increasing recognition of the need for a highly trained workforce and a growing emphasis on vocationally-oriented qualifications and skills.  The 2005 White Paper ‘14-19 Education and Skills’ (DfES 2005) identifies the need to:

• provide better vocational routes;

• introduce more choice of what and where to study;

• ease combining vocational and academic learning;

• increase the capacity of the education system to offer vocational education.

 

In the UK education system vocational learning has long struggled for parity of esteem with its academic counterpart.  Nevertheless there is currently increasing recognition of the need for a highly trained workforce and a growing emphasis on vocationally-oriented qualifications and skills.  The 2005 White Paper ‘14-19 Education and Skills’ (DfES 2005) identifies the need to:

•    provide better vocational routes;

•    introduce more choice of what and where to study;

•    ease combining vocational and academic learning;

•    increase the capacity of the education system to offer vocational education.

 

Consequently, 14-19 Diplomas are being introduced; at levels 1 and 2 they will be designed to ensure progression to general qualifications or Diplomas at the next level. At level 3 Diplomas aim to prepare young people for employment (including apprenticeships), university or other further study, thus offering students access to a range of vocational and academic progression routes.

 

Although learners with vocational qualifications are not common in HE, these qualifications are widely used. Nearly three-quarters of 16-year-olds progress to full-time education and almost half of these go on to vocational education and training courses in further education (FE) colleges (DfES, 2001 in Colley et al., 2003: 472). Traditionally, however, the educational system has thrown up a dichotomy between vocational qualifications and A-levels (Williams, 2000).  In order to reach the Government’s 50% participation target it is necessary to widen participation and increase the number of learners entering higher education with vocational qualifications.  Over 90% of all A-level students progress to higher education, compared to less than 50% of vocational learners (Action on Access 2005).  There has been an increasing emphasis on trying to recruit vocational learners into HE (Clark, 2002, Greenwood, 2004), for example Aimhigher and Lifelong Learning Networks aim to promote parity of esteem between vocational and academic educational pathways and create progression pathways respectively.

 

Progression to HE (level 4) learning via a vocational route remains a minority option (approximately 18% nationally of the annual intake), and the students are spread unevenly across the sector (30% of total intake in some institutions and negligible in others) (Connor et al 2006).  The A-level route is overwhelmingly the entry route for those entering academic, highly selective degree courses at pre-1992 universities (Connor and Little, 2005). Thus, in the HE sector students with vocational level 3 qualifications are concentrated in:

•    Certain courses/subjects, e.g. nursing;

•    Certain types of programmes, e.g. part-time courses, Higher National Certificates (HNCs) and Foundation Degrees.

•    Certain universities and colleges; generally post-1992 institutions and colleges of HE;

Since the mid-1980s there have been various attempts to improve vocational access to higher education.  These have included: changes to the vocational qualifications and curriculum on offer to young people; developing and raising awareness of progression routes to higher education and offering work-based learning.  These issues are discussed below.

 

Vocational entry qualifications

In an attempt to enhance vocational access to higher education, successive governments have introduced new and/or alternative entry qualifications.   The General National Vocational Qualification (GNVQ) was introduced in 1992 in England, at advanced, intermediate and foundation levels, with Advanced GNVQ (level 3 ie A-level equivalent) intended as an alternative route to higher education. People at school (or college) would be able to mix Advanced GNVQs and A-levels, thus breaking down the previously distinct academic and non-academic routes. But GNVQs failed to attract large numbers away from more traditional A-level courses, did not gain acceptance by employers in many sectors and were not always accepted as an equivalent qualification with regard to HE entry. Rather, the vocational courses such as BTEC National Certificates and Diplomas (previously known as Ordinary Nationals or ONC/ONDs), taken in subjects like engineering, construction, or art and design, continued to be more popular - with both learners and employers.

 

A further attempt at reform occurred in 2001 when advanced GNVQs became the Advanced Vocational Certificate of Education (AVCE). These were deemed to be equivalent to GCE A levels, and have come to be known as VCE A-levels (or AVCEs). They were introduced as part of ‘Curriculum 2000’, a Government initiative aiming to broaden the Level 3 curriculum. It also introduced the modularisation of A-levels and their division into AS (three units) and A2 qualifications (three units), which together form the A-level (GCE or VCE). Reforms were also made to the BTEC Nationals in 2002, with the introduction of new qualifications based on different sizes (units) – BTEC National Award (6 units), BTEC National Certificate (12 units) and BTEC National Diploma (18 units). Although some schools offer BTEC qualifications, they are predominantly taken at further education colleges.

 

Modern Apprenticeships (MAs) were introduced in 1994, based on the apprenticeship tradition, but extended to a wider range of employment sectors and including a requirement for each apprentice to attain a standard of achievement equivalent to Level 3, a technical certificate and certain other key skills competencies.  In 2002, the MA framework was split into two stages: the Foundation Modern Apprenticeship (FMA), leading to NVQ Level 2; and the Advanced Modern Apprenticeship (AMA), leading to NVQ Level 3. This, and further reforms, were designed to enable learners to progress to higher education.  In 2005 Modern Apprenticeships were re-named “Apprenticeships”.  The inclusion of Apprenticeships into the UCAS tariff will help support the progression of these learners to HE, many of whom do not envisage HE learning (Daly and Thomas 2008).

 

The most recent qualification development is the introduction of 14-19 Diplomas (DfES 2005).  Designed principally for 14 to 19 year olds these will recognise achievement at levels 1, 2 and 3 and will be available in 17 lines of learning (as of October 2007), linked to occupational sectors. Employers and sector skills councils are therefore involved in the development of the diplomas.  Diploma curricula include ‘generic learning’ (i.e. functional skills in English, Maths and ICT, a project and development of personal, learning and thinking skills); ‘principal learning’ (i.e. sector related knowledge and underpinning skills and knowledge needed to progress in relevant sectors); and ‘additional/ specialist’ learning (a selection of options which can be chosen from National Curriculum entitlement subjects or specialised options from the line of learning). They also involve work-related learning in the workplace through a minimum of either 10 days work experience or learning through realistic work environments to ensure the development of practical skills relevant to the workplace.  However, the White Paper states that we will “retain GCSEs and A-levels as cornerstones of the new system” (DfES, 2005: 3) – posing problems for parity of esteem and upsetting the system envisaged by Tomlinson (Working Group on 14-19 Reform 2004).

 

Diplomas aim to increase curriculum choice by offering a qualification to those seeking vocationally-oriented certification i.e. that which includes a greater proportion of practical learning.  Research suggests that those moderate and low achievers who have not completely rejected education and learning and may not be aware of non-academic pathways are more likely to stay on in education if they have the option of taking vocational or work-based qualifications at school or college at 14–16 (DfES 2007).  The structure at levels 1 and 2 is aimed to ensure progression to general qualifications or Diplomas at the next level. At level 3, Diplomas aim to prepare young people for employment, university or other further study.

 

There will be a phased introduction of the Diploma - the first 5 subject areas (Engineering; Society, Health and Development; IT; Creative and Media; and Construction and the Built Environment) will be available from Sept 2008 in a number of areas; the next 5 (Environmental and Landbased; Manufacturing and Product Design; Hair and Beauty; Business, Administration and Finance; and Hospitality and Catering) in 2009; and the final 4 (Public Services; Sport and Leisure; Retail; and Travel and Tourism) in 2010. A national entitlement will then be introduced in 2013 - so that every 14-19 year old across the country will have the right to access a Diploma course of their choice, in their geographical area.

 

Improving progression pathways to HE for vocational learners

Proposals in the 2003 White Paper, The Future of Higher Education, led HEFCE, the Learning and Skills Council and the DfES to work together on a joint strategy to advance vocational and workplace progression (The Joint Progression Strategy), which culminated in the funding of a number of Lifelong Learning Networks (LLNs). These are collaborations between HE and FE institutions and other partners (e.g. employers) which aim to develop and build curriculum pathways for vocational learners – and offer guidance and support to increase take-up.

 

LLN activities include: developing and joining up the vocational curriculum to ensure that there are vocational pathways; initiating, promoting and supporting the introduction of new Foundation Degrees; improving credit frameworks to facilitate progression; mapping learning routes for different careers or sectors in local areas; and providing a database and advice on different qualifications. In addition, the Government’s Aimhigher programme (and earlier the HEFCE/LSC Partnership for Progression, P4P, which is now part of Aimhigher) includes funding to promote progression opportunities for vocational and work-based learners. Within that remit, Aimhigher partnerships have a number of ongoing projects to improve the information, advice and guidance offered to young people, and raise aspirations, particularly of those young people studying for vocational qualifications and/or wishing to pursue vocational pathways.  In summary, LLNs concentrate on developing vocational curriculum pathways and promoting them, and Aimhigher’s role is promotion only.

 

Work-based learning

Work-based learning refers to any formal higher education learning that is based wholly or predominantly in a work setting.  It is sometimes used to mean all types of work experience. Employer engagement and work-based learning are important policy areas in higher education following the publication of the “Leitch Review”. In December 2004 Lord Sandy Leitch was commissioned by the Treasury to lead an independent review of UK skills in order to maximize growth, productivity and social justice.  This included adult skills because, by 2020, 70% of the working age population will have already left compulsory education and the flow of young people into the workforce will have reduced. The report recommends that the UK commits to becoming a world leader in skills by 2020, comparable to the top 25% of advanced countries (i.e. members of the Organisation of Economic Co-operation and Development). The review recommends four new targets for 2020 to dramatically reduce the number of adults with low skills.  The report suggests four ambitious targets for adult learning and skills. These are:

•    to treble the number of adults gaining basic skills qualifications each year so that 95% of adults have functional literacy and numeracy by 2020;

•    to significantly increase the numbers gaining level 2 qualifications so that 90% achieve this level by 2020;

•    to shift the focus of the system towards level 3 with 4 million “achievements” by 2020 and 500,000 apprenticeships a year;

•    to continue the expansion of higher education so that 40% of adults have level 4 qualifications by 2020.

The report sees work-based learning and employer engagement as being at the heart of improving the skills of the population.  It also recommends that the law is changed to ensure that young people stay in education and training until 18.  More young people progressing to post-16 education and increased adult engagement in level 3 learning are both likely to expand the numbers of applicants to higher education who are entering via non-A’level routes.

 

 

Key Research Reports

1. Sinclair, E. and Connor, H. (2008 forthcoming) Progressing to Higher Education: vocational qualifications and admissions.  Ormskirk: Action on Access.

Interim report available from: http://www.actiononaccess.org/download.php?f=978

This research project builds on a previous study (Connor et al 2006), which identified a number of admissions-related factors that contribute to the uneven distribution of those with vocational qualifications (BTEC Nationals and VCE/Applied A levels) across subject disciplines and types of Higher Education Institutions in England.  The new study focuses on:

•    Recent changes in admissions practice relating to applicants with vocational qualifications.

•    The perceived reasons for the changes.

•    Examples of good practice.

•    Links between university staff and vocationally related developments such as Lifelong Learning Networks, the new diplomas, employer engagement.

•    Issues that continue to act as obstacles to the admissions of those with vocational qualifications.

The Interim Report concludes that the research has highlighted considerable progress towards parity of treatment for those applying to university with certain vocational qualifications and those applying with A levels. However, two years is not long enough to bring about radical change to attitudes and practices that are firmly embedded in the British education system and so, perhaps inevitably, the barriers encountered in the original research continue to exist.

The final report on this research will be launched at an Action on Access conference on Vocational Admissions to be held on June 11th at South Bank University.

 

2. Vickers, P. and Bekhradnia, B. (2007) Vocational A levels and university entry.  Is there parity of esteem?

Oxford: HEPI http://www.hepi.ac.uk/pubdetail.asp?ID=226&DOC=Reports

This report considers the relationship between vocational and academic Level 3 qualifications. In particular, it considers the extent to which vocational qualifications may be regarded as equivalent to academic qualifications as preparation for university study. The report notes that the low rate of progression from vocational qualifications at Level 3 to higher education is sometimes cited as evidence of prejudice against vocational qualifications. Based largely on data from the Youth Cohort Study, this report considers the question of the relationship between vocational and academic Level 3 qualifications from a number of different angles.  It considers:

•    If differences in participation might be attributable not to differences in the qualifications – or the attitudes of universities to the qualifications – but to the abilities of the students taking them.

•    Whether differences in attitude – if they exist – might be justified, because students of a given level of ability taking vocational qualifications are awarded higher grades on average than students of similar ability taking academic Level 3 qualifications.

•    Whether students with vocational Level 3s do not go to higher education in greater numbers because they have no intention of doing so – the Level 3 route they choose might be determined by whether they want to go to HE, not vice versa.

•    Whether it is true that vocational Level 3 holders participate less in HE than their academic Level 3 colleagues, once ability is controlled for.

The scope of this report is limited to statistical analysis of rates of progression and the characteristics of vocational and academic level 3 holders.  It takes no account of the intrinsic suitability of academic or vocational preparation for specific university courses.  HEPI is therefore undertaking a further research project (2008) to explore entry to different types of higher education institutions.

 

3. Connor, H., Sinclair, E. and Banerji, N. (2006) Progressing to higher education: vocational qualifications and admissions.  Ormskirk: Action on Access

http://www.actiononaccess.org/download.php?f=324

This research study explored higher education admissions-related issues affecting the entry of vocationally qualified learners to degree study. A key objective was to provide a better evidence base on which to build future policies and improve current practice. It is an area which is of considerable interest at present as the development of new vocational qualifications and more effective vocational pathways for young people are high on the political agenda. The research was undertaken primarily through discussions with staff at 14 HE institutions (HEIs) in England, covering a wide range of courses. It also included analysis of UCAS data and a review of relevant research literature.  Its main focus was on young people with Level 3 vocational qualifications (mainly BTEC nationals and AVCEs) and their progression to full-time degree study. These are widely quoted equivalent qualifications to GCE A-levels, and taken at schools and colleges, but the study found a lack of parity of esteem (especially in some institutions) and poor information, advice and guidance relating to non-A level learners/qualifications.

 

 

4. Connor, H. and B. Little (2005). Vocational ladders or crazy paving? Making your way to higher levels. London, Learning and Skills Development Agency.

http://www.lsda.org.uk/files/PDF/041702RS.pdf

This study was funded by the Learning and Skills Council to explore the role of level 3 vocational qualifications and work-based learning as progression routes to higher education and to higher-level knowledge and skills.  It involved three strands of research:

•    a review of the available research literature on transitions from Level 3 to higher education;

•    identification of relevant data and secondary analysis of national data sets, focusing on student completion of Level 3 vocational qualifications and progression to higher education (this included an analysis of HESA data to explore the entry qualifications of undergraduate students in more detail);

•    predominantly interview-based exploration of supply, demand and progression patterns at level 3 and level 4 in four contrasting employment sectors (agriculture and horticulture, automotive engineering, health and social care and travel services).

The study shows that there is no clear or simple vocational ‘ladder’ of progression to higher education and, as a result, the journey is often rather complex, especially for adults. There are various routes in different sectors and occupational areas and some are more established and successful than others. But for many people who are thinking of embarking on the vocational route to HE, the way ahead is likely to be fraught, with some significant barriers and difficult bridges to cross along the way.   The key messages from the study are as follows:

•    Careers guidance and information. There is a need for improvements in careers guidance and information about HE both in schools and colleges for young people and in the workplace for those in jobs requiring Level 2 or Level 3 qualifications or on Advanced Apprenticeships (AAs). Information needs to make it clear that the vocational and work-based educational pathways can be viable routes into HE for people with the ability and motivation to succeed. These routes should not be seen as primarily for low academic achievers.

•    Although improvements to the apprenticeship frameworks have been made, much work needs to be done to encourage more high achievers to opt for apprenticeships.

•    Further work needs to be done to improve success rates within Advanced Apprenticeship (AA) frameworks so that more AAs gain the Level 3 qualifications, key skills and learning experiences that will enable them enter higher education. In addition work needs to be done to encourage and motivate successful apprentices to apply to HE.

•    To build the value of lifelong learning to employers, they should be supported in their efforts to develop work-based learning (WBL) opportunities from Level 3 upwards, including alternative routes that might work better for older employees than the current apprenticeship framework.

•    Employers, especially small firms, need to be encouraged to be aware of and to make use of provision offered by local colleges and universities (and other education and training providers), both in formal learning for their staff and in work-based learning.

•    Public providers need to be encouraged to make their offerings more accessible to employers; for example, through smaller chunks of learning, appropriately assessed (including assessment in the workplace) and accredited.

•    Further work needs to be done in easing the transition phase between Level 3 and Level 4 for work-based or vocational entrants to higher education, to help overcome the problems of unfamiliarity and gaps in the skills needed to underpin learning at higher levels.

•    There is a need to capture much more information about progression to Level 4 qualifications via AA and other work-based routes (including those not associated with formal qualifications) and about other higher levels of learning. This would facilitate sound comparisons between academic and vocational pathways, and develop understanding of effective ways to promote HE progression. Further considerations include identifying the appropriate audience for promotional materials (i.e. employers or employees) and considering the stage in a learner’s working life or career at which HE progression might be an option.

•    University admissions staff need to improve their awareness of the range of Level 3 vocational qualifications and work-based learning achievements, and develop systems for recognising equivalencies between qualifications from Level 3 upwards.

•    There is a need to develop and improve a comprehensive credit transfer system which should be based on a national qualifications and credit framework that is embraced by the whole of the HE sector. This would help to make more visible to the sector the range of achievements that potential learners on the various routes from further education and work to higher education may have, and provide recognition of their value. It would also improve consistency in the use of accreditation of prior learning (APL) for HE entry.

•    Positive messages about work-based routes need to be strengthened when addressing the range of ‘stakeholders’ – professional bodies, careers advisers/Connexions services, employers – who all have a role to play in enhancing the value of work-based routes and the esteem in which they are held.

 

5. Learning and Skills Development Agency (2002). Progression from HNC/Ds to Honours Degrees: diversity, complexity and change.

A report by the Learning and Skills Development Agency in association with the University of Sheffield School of Education.  Bristol: HEFCE.

http://www.hefce.ac.uk/pubs/RDreports/2002/rd12_02/

This research (from 2001-’02) identifies factors enabling progression from Higher National Diplomas and Higher National Certificates (HNDs/HNCs) to Honours Degrees. It also assesses the usefulness of the findings for aiding progression from Foundation Degrees (FDs). Four main types of progression arrangements are discussed:

•    The HNC/D as an end qualification in itself where no progression is anticipated.

•    The open exit model where progression from the HNC/D qualification is not formally anticipated but with informal links to a number of progression opportunities. This requires an individual decision by students to opt into progression.

•    The structurally linked model where the HNC/D qualification has a more formal structural link to a specific individual or group of degree programmes. In this model there is a formal link between the HNC/D and a named or linked degree, usually in the HEI that validated the HN course.

•    The fully integrated model where the HNC/D qualification is part of a fully integrated suite of programmes with clearly defined and anticipated progression routes. Here the HNC/D are designed concurrently with the degree and usually designed, validated and delivered by an HEI.

The most common, and preferred, progression model in HEIs was to a named or linked degree in the same institution. Amongst FECs progression arrangements are more varied.

Where the HEI offered both an HNC/D and a degree in the same or similar subject area it was most often the case that students with lower A-level scores and non-traditional entry qualifications were offered the HNC/D route. Where there was provision in an HEI and in a franchised FEC these categories of students were generally located in the FEC. Recruitment of part-time day and evening students was quite different; employers generally support part-time day students, while evening students were looking for promotion or change of career.

In the majority of cases full-time HND students progressed into year 2 of a full-time degree (or its equivalent) with progression to year 3 being the next most common. However, this was less clear when progressing from an FEC and often there was case-by-case negotiation. For full-time students they see the availability of a progression route as extremely important. Part-time day and evening HNC students were more likely to aim for the HNC as the end qualification, with optional top-up to HND.

Progression can be described as fast/slow or smooth. Fast/slow refers to the time spent by the student in achieving the degree via an HNC/D. Smooth progression relates to the curriculum arrangements that ensure progression routes for students are designed to remove barriers, ensure timeliness of bridging programmes, and reduce duplication and addition of modules for the degree programme.

The smoothest progression is where there are fully integrated or structurally linked programmes. Where articulation between HNC/D and degree programmes is good there is a range of benefits to the student. These would appear to be greatest where there is in-house provision of both HNC/D and degrees, both at FECs and HEIs. Not all students want, or are able, to take advantage of the fastest, smoothest model and the adoption of a variety of models is likely to best serve the widening participation agenda.

 

 

Synthesis of Research Findings

 

This synthesis draws together research findings in relation to the following issues:

1.    Factors influencing young people’s decisions to take vocational or academic courses.

2.    Barriers to progression to HE faced by vocational learners.

3.    Strategies to improve access to HE for vocational learners.

4.    Supporting vocational learners in HE.

 

 

1. Factors influencing young people’s decisions to take vocational or academic courses

This section discusses the range of factors which have been identified as influencing students’ decisions about academic or vocational qualification routes.  However, it is not always clear in the literature that a causal relationship has been established.  Preston (2004) questions the nature of the relationship between social class and vocational learning, identifying the role of teaching staff in directing students from lower socio-economic groups to vocational qualifications, and students from higher socio-economic groups to A-levels.  Vickers and Bekhradnia (2007) question the existence of prejudice against those with level 3 vocational qualifications and their comparative rates of progression to higher education. Instead, their analysis shows that, on average those taking GCE A Levels achieved a greater number of GCSE passes than those taking VCE A Levels and that this explains the lower rate of progression to HE. 

 

1.1 Student background

Students’ backgrounds (see Gorard et al 2006), especially socio-economic status and parental education, are highly influential with regard to their decisions about whether or not to participate in higher education, the type of learning they undertake and the subjects studied.  Students’ backgrounds and personal characteristics contribute strongly to determining aspirations and influencing whether or not a vocational or academic pathway is pursued (Raffe et al., 2001; O’Hara and Bingham, 2004; Ball et al., 1999; Rhodes et al., 2002). A lack of aspiration, lack of confidence to progress to HE, lack of familiarity with HE and preconceived ideas about HE all act as barriers to progression for learners from groups that are under-represented in HE. Bowers-Brown (2004: 2) finds that “students taking vocational post-compulsory education are more likely to be from lower socio-economic groups”.  Similarly, research by Payne (2003 in Greenwood, 2004) showed that the children of parents in lower skill occupations, lower levels of education and living in social housing, were more likely to take vocational qualifications than those of parents in professional or managerial occupations.  Conversely, students studying A’levels are more likely to come from higher socio-economic groups (Youth Cohort Study, DfEE 2004).

 

Socio-economic background is also shown to be related to subject studied.  Some studies have indicated that young people from higher social classes are more likely to access prestigious subject areas within tertiary education (Davies and Guppy, 1997; Van de Werfhorst et al 2000), while other studies have pointed out that working class students tend to study in less prestigious institutions and to choose more vocational subjects (Forsyth and Furlong, 2000).  Iannelli (2007) reports that:

“…over time, working class children have increasingly chosen to enter business/administration subjects: from 9 per cent in England and Wales and 14 per cent in Scotland at the end of the 1980s to 17 per cent and 23 per cent at the end of the 1990s.This seems to give support to the idea that the new entrants from working class children tend to choose more vocationally oriented subjects”.

This may be because parents without higher education experience encourage their young people to study vocational courses (e.g. business related) in order to achieve secure, highly paid employment opportunities (Batchelor 2006).  Similarly, Hatt et al (2007) found that the children of parents with no HE experience are more likely to study vocational qualifications.

 

1.2 Impact of pre-16 decisions

Earlier educational choices, e.g. about level 2 qualifications, can impact on post-16 decisions – effectively ruling out certain options (Daly and Thomas 2008).  For example, learners with academic qualifications have been found to be likely to undertake additional academic qualifications and similarly those studying vocational qualifications often progress a

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