Bcpl May Conference 2012


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Further and Higher Education
Public/Private Sector Collaboration
For more information on up and coming BCPL conferences and Events
please e-mail Patrick Highton on executive@black-country.ac.uk

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  • Private providers who exercise degree awarding powers of the publicly maintained sector (e.g. Kaplan International Colleges)Private providers who support the operations of the publicly maintained sector (e.g. INTO, Cambridge Education Group, Study Group) but have no degree awarding powersProviders in the UK with degree awarding powers but who are charities governed by public law – some of which operate a thin line in relation to the “public benefit” test – enjoying tax breaks but have none of the controls built into the publicly maintained sectorUUK research in 2010The private sector is diverse1 “for profit” degree awarding body, 4 “private” degree awarding bodies – charitable bodies177 other “private” colleges mainly accredited by BAC, with enrolments of approximately 25,800 students annuallyPartnerships with universitiesPathway providers, recruiting international students in to the UK % companies, 4 are for profit, 33 university pathwaysOffering degrees of partner university – many focus on international studentsSupplying services, access to capital, access to know-how/technology
  • BeginningsNatural next step to build on BPP’s success in the accountancy and legal training sectorDecision to seek Taught Degree Awarding Powers (TDAP)Ability to tailor programmes and work closely with clients to bespoke the programme to their needs (e.g. MBA programme for trainees at Simmons & Simmons)
  • New programmesSince 2007 BPP has launched new certificates, diplomas, Masters and Undergraduate degrees in law, finance, accounting, human resources, management, marketing etcWe have been able to “credit rate” our existing programmesUse accreditation of prior learning and prior experiential learning to work with employers to offer tailored solutions to their training requirementsInnovationWhilst working within the confines of benchmark statements and QAA codes of conduct we have had more freedom in designing programmesSafe investing in new learning platforms to support e-learning and blended learning
  • Skills Level Insufficient:% qualified to NVQ 4+ BC= 19.1%% qualified to NVQ 4+ UK= 31.2%-> 81,660 less people with degrees in BC vs. Eng Avg.This contributes £1.4bn to the output gap
  • Schools performance: continued improvement at KS4. More pupils in the Black Country attained 5 good GCSE’s than the national average for the second year in a row.The proportion of pupils attaining five good grades at GCSE level now stands at 84%, up 7.2pp on 2010 performance. Improvement is quicker (higher?) than nationally; proportion of pupils attaining these levels up by only 4.1pp over the last year.
  • Core literacy and numeracy skills are still vital to the future prospects of pupils in jobs market. 56.6% of Black Country pupils are now getting 5 or more A*-C grades at GCSE including English and Maths. This has improved by 14.5pp since 2006. The Black Country, even though closing the gap, is still below the national average of 59%. To reach the national average, an additional 314 pupils would need to attain these levels.
  • Still need to improve…39% of Black Country schools perform better than the national average for GCSEs inc. Eng and Maths.
  • This has a knock on effect for skills levels…Clear gaps at both extremes- need 81,660 extra people with degrees and 51,038 less people with no qualifications In 2010 there were 129,976 working age people in the Black Country with NVQ Level 4. To close the gap with the rest of the country it would require a further 81,660 people to obtain a degree or an equivalent qualification. 
  • In 2010 there were 126,573 working age people in the Black Country with no qualifications. It would require an additional 51,038 Black Country residents of working age to obtain at least one qualification to eradicate the gap.The current Black Country growth rate is -1.1%. To reach the national average by 2020 will require a growth rate of -9.6%Number with no quals down. BC= 18.6% ENG= 11.1%BC down 1.2pp (-9,156 people) over the last year. ENG down 1.1pp over last yearBC down 6pp on high of 2007 (when it was 24.3%).
  • 104,800 people in the Black Country (15.4%) are qualified to NVQ Level 1, a fall of 7,400 over the last year. There is no gap with the rest of the country as the national average is 13.3%.
  • 127,700 Black Country working age residents (18.8%) are qualified to NVQ level 2, an increase of 1,100 over the last 12 months. With the national average at 16.3% there is no gap to close.
  • There are 111,100 people in the Black Country qualified to NVQ level 3. This has increased by 9,600 in the last year, surpassing the national average.
  • The Black Country is not closing the gap for those qualified to degree level.The current Black Country growth rate is 1.2% To reach the national average by 2020 will require a growth rate of 8.3Degrees. BC= 19.1% ENG= 31.1%BC up 0.7pp (3,844 more people) and ENG up 1.5pp over the last yearSince 2004 only up 1.2pp compared with ENG up 5.3pp over same time
  • Looking at skills by age…The proportion of 25-49 year olds with no qualifications is double the national average whilst the proportion of this age group with a degree is only half the national average.Link back to over half of claimants in this age group and a third of these are long term ones.
  • We have identified five transformational sectors- high value industries and services that will be vital in reducing the Black Country’s £5.9bn output gap, in terms of both GVA and jobs growth.Black Country has a strong manufacturing base already. Advanced Manufacturing currently accounts for 13% of all jobs and generates £2.5bn GVA, 15% of the Black Country’s total.Our Black Country Economic Model forecasts that by 2030, under a ‘vision’ scenario this sector will create an extra £1.7bn GVA (contributing over £4bn), despite the loss of 25k jobs. Therefore GVA per employee in this sector will be twice the BC average.
  • We have identified five transformational sectors- high value industries and services that will be vital in reducing the Black Country’s £5.9bn output gap, in terms of both GVA and jobs growth.Black Country has a strong manufacturing base already. Advanced Manufacturing currently accounts for 13% of all jobs and generates £2.5bn GVA, 15% of the Black Country’s total.Our Black Country Economic Model forecasts that by 2030, under a ‘vision’ scenario this sector will create an extra £1.7bn GVA (contributing over £4bn), despite the loss of 25k jobs. Therefore GVA per employee in this sector will be twice the BC average.
  • WelcomeTalk about the offices and structure – which could changeGo into the Students’ Voice office and show a scenario – explain about worksheetsExplore the other offices and suggest things that may develop
  • Bcpl May Conference 2012

    1. 1. Spring ConferenceFurther and Higher Education Partnerships, Public/Private Sector Collaboration Black Country Partnership for Learning 25th May 2012
    2. 2. WelcomeBackground and Context to the Conference BCPL Chair & Director
    3. 3. The Changing HE Policy Framework Gordon McKenzieDeputy Director, HE Policy at the Department for Business, Innovation and Skills
    4. 4. The Changing Policy Framework: the HE White Paper and beyond Gordon McKenzie BIS
    5. 5. Students at the heart of the system• Providing the robust information and financial support to allow all those with the ability to do so, to benefit from higher education. In particular: – No first time undergraduate has to pay tuition fees up-front. Loans available to cover course and living costs. Many part-time and distance learning students able to access tuition fee loans for first time. – More generous support for low income full time students. – Loans repaid at a rate of 9% of earnings over £21k – HEIs to provide a standard set of information about course content and outcomes, readily available to students. – Encourage HEIs to publish anonymised information about teaching qualifications and expertise of their staff. – Asking HEFCE to improve Unistats, including with graduate salary information from summer 2012. – Course by course data on the type and subjects of qualifications held by previously successful applicants.
    6. 6. Demand for HE places exceeds supply Applicants who made one or more application to an English institution by June 30 (M ain scheme applicants only) UK EU non-EU HEFCE-fundable UG entrants 700,000 600,000 50,963 53,235 38,938 41,545 500,000 46,309 43,441 31,778 39,794 27,651 400,000 26,915 300,000 503,970 509,387 455,578 200,000 414,844 376,284 100,000 0 2007 2008 2009 2010 2011Since 1994-5, government has used student number controls intermittently - to safeguard budgets duringperiods of high demand.
    7. 7. UCAS applications data (i)• Reduction in applicants (all age, all UK and overseas domicile) in 2012 against 2011 of 7.4%.• For English domiciled applicants the reduction is 9.8%.• The proportion of English school leavers applying to university is the second highest on record.• Application rates for 18 years olds are down by just 0.7% (March data) against 2011 but show an increase of 0.2% on 2010.• Size of 18 year old cohort applying for entry in 2012 is over 50k fewer than its peak in 2009 – a fall of 6%
    8. 8. UCAS applications data (ii)• Applications from young people from low participation neighbourhoods (widely established proxy for disadvantaged background) have held steady, down just 0.2 % from 2011 (January data).• Applications to STEM subjects (all age) broadly maintained – down just (2%) compared to non-STEM applications (down 8.7%).• Larger decline in applications from older age groups (a reduction of 11% for over 24s).• Demand for places still significantly outstrips supply. Can expect around 170,000 applicants failing to secure a place in the summer (compared to just over 210,000 last year).• Both 2011 and 2012 will be unusual years
    9. 9. White Paper reforms: student information and student support The Key Information Set will be available from September 2012; Working with major providers of student data – HESA, SLC, HEFCE and UCAS - to make more data available. Complete KIS dataset – all 14,000 undergraduate courses - publicly available from September 2012 The relationship between public information and quality assurance is being strengthened. From 2012/13, QAA review teams will make a formal judgement on the public information provided by institutions. Student finance package for 2013/14 announced.
    10. 10. Students at the heart of the system• Creating competitive pressures for better teaching by introducing new providers so that we drive up the quality of the higher education experience for the benefit of the student. In particular: – Committed to opening up HE market including to FE Colleges and alternative providers; – Will relax student number controls through free recruitment of high achieving students and a flexible margin; – Will consult on removing barriers to entry, including changes to the process for the award and renewal of degree awarding powers and the criteria for university title;
    11. 11. Institutional supply : known unknowns• Lack comprehensive quantitative information about alternative (“private”) providers and their students: – No authoritative list of providers and organisational status; – Unclear about student numbers and characteristics; – Lack information on student experience• HE in FE: much more known but still gaps: – Deeper understanding of student motivations, experience and outcomes; – Deeper understanding of FECs costs, resoruce implications, links with partners – Employer views of HE in FE and of the skills of its graduates.
    12. 12. Competitive pressures: AAB+ and Core and margin• Protections for SIVs and specialist institutions in performing and creative arts;• Core and margin: – 155 FE colleges have received allocations of 10,354 places in total – As a result, 65 FE colleges will have a direct funding relationship with HEFCE for the first time. – 35 HEIs have received allocations of 9643 places in total
    13. 13. Competitive pressures: SNCs in 13/14• ABB+ and equivalents = at least 120,000 entrants (1 in 3) freed from student number controls;• 5,000 core and margin places - majority allocated to institutions charging <£7,500; remainder allocated to those charging between £7,500 and £8,250;
    14. 14. Competitive pressures: alternative provider designationsYear No. of courses No. of students designated (per accessing year) student finance2009/10 76 43002010/11 286 58602011/12 276* 9360**first six monthsonly
    15. 15. Degree awarding powers (DAPs) and university title: WP proposals• Legislation to allow non-teaching bodies organisations to award taught degrees;• More flexibility on the nature and length of experience for organisations applying for DAPs;• Renewable DAPs• Reducing the numbers criterion for university title.
    16. 16. Next steps• Response to White Paper and regulatory framework consultations• HE Bill
    17. 17. A Perspective from theAssociation of CollegesNick Davy, Higher Education Policy Manager AoC
    18. 18. Title: HE Diversity?Presentation by: Nick Davy, National HE PolicyManager
    19. 19. Diversity? The Rulers - complete his theoretical and practical education by the age of 50 (Plato ¾ century BC) [WP/Elitism/Lifelong Learning]Medieval Universities (13th/14th century) [Structure] ¾ years of study  Trivium – grammar, rhetoric and logic; Quadrivium – mathematics, geometry, astronomy and music  Bachelors degree – examined by a Master  Masters degree (7 years): enter the Guild – become a teacher  The degree was a step towards becoming a Master "I think I may say that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education” (Locke 18th century) [Empty vessel/Value-added]
    20. 20. Diversity?The central Humboldt (Prussia – early 19th C) principle was the union of teaching and research’The function of the university was to advance knowledge by original and critical investigation, not just to transmit the legacy of the past or to teach skills. Teaching should be based on the disinterested search for truth University was a community of scholars and students engaged on a common task. 19th C - “…Knowledge…has a natural tendency to refine the mind, and to give it an indisposition…towards excesses and enormities of evil…It generates within the mind a fastidiousness…(which) will create an absolute loathing of certain offenses” (Dublin Lectures Newman 1850s) – *‘Perfectabilty’/the generalist+
    21. 21. Diversity?20th Century – Elitism to Mass/Universal? Pre-Robbins – young participation: under 5% Post-Robbins – circa 8-15% up to late 80s Mass expansion: 1988-1993; circa 30% +; today circa 36%[Proportion of young people living in the most disadvantaged areas who enter HE has increased by around + 30 per cent over the past five years, and by +50 per cent over the past 15 years]Classification (1), systems of higher education with Gross Enrolment Ratio GERs (2) of less than 15 percent categorized as “elite” systems between 16 and 50 percent - “mass” over 50 percent - “universal”(1) Trow M 1974(2) Total number of students in a country (including international students) divided by the number of citizens in that country in the five year-age cohorts which follow the normal secondary school leaving age
    22. 22. Diversity?Weakness of (Higher) Technical Education:• Samuelson (1884) – weakness of technical education;• Industrial Training Act 1964 – establishment of industry training boards;• Employment and Training Act 1973 – the establishment of the Manpower Services Commission ;• Weiner – the anti-technical education English culture (1981);• the ‘low skills equilibrium’ argued by Finegold and Soskice in 1988;• Dearing (1997) – foundation degree development• UKCES (2011a 2011b)• The Skills Commission (2011)
    23. 23. Diversity?• Participation rates of disadvantaged young people (Q1 and Q2) in entry tariff institution groups (Offa)
    24. 24. Diversity?Teaching and Learning?• More teaching should be undertaken in small classes: lectures should normally be devoted to the exposition of principles to large audiences.• Every student should be assigned to a tutor and should receive regular personal guidance.• Every student should be regularly set written work, which should be returned and discussed with him.• Discussion periods should complement lectures.• All newly-appointed junior teachers should have organised opportunities to acquire the techniques of lecturing and conducting discussion groups.-----------------------------------------------------------------------------------------------------------• But its realisation does depend on a change in the values of higher education, where research is currently the main basis for professional reward and advancement. A survey of academic staff showed that only three per cent of them believed that the payment system rewards teaching, but 63 per cent felt that it should.• There must, therefore, be a radical change in attitudes to teaching.
    25. 25. Diversity?? “are taking courses below advanced level and studying part-time. If toomany of these colleges were removed from their intimate connection withlocal industry and commerce there might well be a serious risk that thenations needs for technicians and skilled manpower generally would beincreasingly neglected. The close local relationships that these collegeshave done so much to foster must be preserved. Moreover, if the collegesas a whole ceased to be administered by local government there is somerisk that the links with school education - which are essential if technicaleducation is to provide an alternative ladder of higher education for boysand girls who are unable to follow, or are unsuited to, a sixth form anduniversity course - will also be weakened”
    26. 26. Diversity?So –How do we create a more diverse HE system for the 21st century not overly reliant on the very expensive 3 Year residential Bachelor’s Degree?That meets the needs of:• The Individual – HE is good – income, health, parenting• Society – public good: medicine etc• The Economy: Higher vocational educationFundamentally – what is a mass HE system for, and if we know, what are the mechanisms to achieve those aims?
    27. 27. Diversity?Some Ideas – and this is the medium term? Create a system of HE not a sector- Permeability between secondary/further/higher – A tertiary system: collaboration and competition  Need for a cultural shift – long-term – Political leadership  Promotion of the importance of the applied/practical. Apprenticeships/Higher apprenticeships  One Planning and Funding Body/Greater integration  Sponsorship of Academies/UTC  Improved/equal relationships between Universities/Colleges/Other providers  Involvement of the professions
    28. 28. Diversity?Some practical ideas – roots already in place Continue to support the expansion of cost-effective HE at non- research providers. (this will allow growth in numbers) Continue to support the growth of P/T HE. Support modular HE Build on the apprenticeships pyramid for HA in appropriate vocational areas. Improve incentives/funding Develop a CATS for applied/vocational HE Credit quality in-house company/charity training schemes Create and promote robust APL schemes Integrate and promote NPHE Allow student numbers quota transfer Ensure prestigious Universities meet WP targets
    29. 29. Diversity? Thank You Any Questions?
    30. 30. The New Landscape
    31. 31. Validation and Accreditation Services for Higher Level Provision John Davies, Head of Programme Development Pearson
    32. 32. Pearson Degree Background and context3 © Pearson 2012 Confidential
    33. 33. Pearson Degree Background Pearson to develop honours degrees Building on its position as the worlds leading education company • Pre-school, school, higher education, professional • Textbooks, curriculum materials, multimedia tools, testing, certification, qualifications Building on existing qualifications business • Largest awarding body in the UK4 © Pearson 2012 Confidential
    34. 34. Pearson Degree Background Drawing on experience as FTSE 100 company Responding to changes in HE landscape • Fees increase • Employability focus • Govt encouraging private provision to address unmet demand5 © Pearson 2012 Confidential
    35. 35. Pearson Degree Background Responding to changes in employment landscape •Employer concern that universities not preparing young people with critical business skills* • Interpersonal skills • Teamwork • IT skills • Basic literacy and numeracy •Concern also re 25% annual churn rate amongst graduate recruits * Unlocking Britain’s Potential, Feb 20126 © Pearson 2012 Confidential
    36. 36. Pearson Degree Background Responding to changes in employment landscape • Employerslooking to alternatives to graduates, developing their youngest workforce in-house • Apprenticeships, with progression to degrees • Sponsored undergraduate honours degrees • 20% believe school leavers make better employees than graduates* • Competition for talent becoming more intense • Focus on school leavers, and even 14-16 year olds * Unlocking Britain’s Potential, Feb 20127 © Pearson 2012 Confidential
    37. 37. Pearson Degree Employer business needs Pearson degrees can help address an employer’s long term business needs in this context by providing: •Talent pipeline •“Tailored” employees •Engaged and diverse workforce •Relevant skills •Recruitment assistance •High quality, good value qualification8 © Pearson 2012 Confidential
    38. 38. Pearson Degree Our first degrees, key features and benefits9 © Pearson 2012 Confidential
    39. 39. Pearson Degree Our first degrees Launch September 2012 • Business and Enterprise BSc (Honours) Engineering, Computing in September 2013 Academically rigorous • Awarded by Royal Holloway New and innovative type of higher education qualification • Designed so work can support studies without being a disadvantage • Allows study alongside full and part time work Emphasis on employability and workplace experience10 © Pearson 2012 Confidential
    40. 40. Pearson Degree Key features and benefits Flexibility • Flexible learning and attendance • Online • Face to face • Weekly seminars, termly conferences, annual residentials • Distributed learning centres • Flexibility, not low workload Industry and workplace links • Designed to enhance career prospects • Employer input valued as highly as academic input • Work oriented design11 © Pearson 2012 Confidential
    41. 41. Pearson Degree Key features and benefits Graduation debt free • Priced below traditional university courses • Designed around students working at least 20 hours a week • Flexible payment system – “pay as you go” • Student loan • Sponsorship / scholarship Students can complete their degree after 4 years with: • No debt • Several years of practical experience • A degree from a university (Royal Holloway) ranked in the top 1% of the world12 © Pearson 2012 Confidential
    42. 42. Pearson Engineering degree13 © Pearson 2012 Confidential
    43. 43. Pearson Degree Engineering degree Aims:  To seek Degree Awarding Powers  To work with colleges and industry as delivery partners  To build on the legacy of Higher Nationals and develop applied degrees  To launch degrees from Pearson by developing Level 6 units, building on our Higher Nationals  To facilitate progression for Higher National students  To facilitate progression for Foundation Degree students14 © Pearson 2012 Confidential
    44. 44. Pearson Degree Higher Nationals - Engineering HNC/D Levels  HNC: 120 credit, level 4 qualification ≈ year 1 of degree  HND: 240 credit, level 5 qualification ≈ years 1 & 2 of degree  HNC is nested within the HND HND/C Structures  HNC: 8 units in total, with 3 core units  HND: 16 units in total, with 4 or 5 core units Engineering subjects: Mechanical, Manufacturing, Electrical, Electronic, Operations, General, Automotive, Aeronautical, Marine15 © Pearson 2012 Confidential
    45. 45. Pearson Degree Level 6 Broadening Studies A selection of units taken from the Pearson Business Degree:  Financial Principles and Techniques for Non-specialists  Strategic Management  Innovation and Creativity  Supply Chain Management  Leadership and Management  Entrepreneurship  Change Management  Applying Lean Principles to Business Operations  Contemporary Issues in Business18 © Pearson 2012 Confidential
    46. 46. Pearson Degree Engineering Degree Assessment Will be an extension of that used for HNDs, it will be: Employer based, as far as is possible: case studies and work- based projects A mix of assignments and time constrained examinations Facilitate achievement of UKSpec Learning Outcomes to meet educational requirements for professional registration Engender work skills, competences and performance development23 © Pearson 2012 Confidential
    47. 47. Pearson Degree Collaboration, benefits and commitment24 © Pearson 2012 Confidential
    48. 48. Pearson Degree Potential collaboration with employers 1. Contributing to the degrees’ design • Overall concept • Individual course units 2. Providing a case study that deals with current business issues • Working with Pearson‟s publishing team to create this 3. Providing an interview/lecture that can be recorded and distributed to students nationally • Pearson would assist technically and in finding a suitable topic 4. Hosting a conference programme, and/or seminars25 © Pearson 2012 Confidential
    49. 49. Pearson degree Employer partners Signed up: double negative In advanced discussions:26 © Pearson 2012 Confidential
    50. 50. Pearson Degree Benefits to employer partners 1. Embedding the degrees within employee Learning & Development programmes • Tailored to employer requirements • Enhances recruitment • Improves staff engagement • Provides progression opportunities • ROI benefits 2. CSR benefits by association with a new, innovative degree that: • Provides higher education more flexibly, less expensively, and to a wider range of people • Can link to a company‟s CSR programme • Shows commitment to diverse, well qualified workforce27 © Pearson 2012 Confidential
    51. 51. Pearson Degree Benefits to employer partners 3. Development opportunity for employer’s staff • Creating a case study • Recording an online interview/lecture • Inputting to course design 4. Increased brand exposure within the education vertical market sector28 © Pearson 2012 Confidential
    52. 52. Pearson Degree Collaboration timeline for Engineering degree2012 2013Apr Sept Dec Sept Course units, Degree case studies, Degree concept Validation interviews launch development development31 © Pearson 2012 Confidential
    53. 53. Pearson Degree Appendix33 © Pearson 2012 Confidential
    54. 54. Benefits of embedding and sponsoring the Pearson Degree within L&D programmes Creates attractive work-study proposition for higher calibre of recruit opportunity to be positioned as “employer of choice” • Work experience • Employment opportunity after course • Graduate debt free • Degree from one of top 1% of universities in world Enhances standard of applicant for entry level roles Develops a talent pipeline for the future Creates more knowledgeable, better equipped, “tailored” employees Presents career progression/development opportunities • Progression from Level 3 • Pearson suite of qualifications from Level 2 to Level 7 • Creates improved staff attitudes35 © Pearson 2012 Confidential
    55. 55. Benefits of embedding and sponsoring the Pearson Degree within L&D programmes School leaver recruitment opportunity • School leaver salary third to half lower than graduate salary • New recruits immersed in the organisational culture and the skills required to excel from day one • Fills a critical skills gap common in graduate recruits • Recruitment through Pearson school/college network • Pearson candidate selection filters – interview/assessment day • Savings on staff retention compared to graduate recruitment - 25% of grads leave after 1 year Flexibility for employee to work full time whilst studying,… Or, 0.8 FTE options, facilitating study and at a lower salary cost Savings on internal training costs (training absorbed within degree) Minimised/zero absence from work for studies/exams36 © Pearson 2012 Confidential
    56. 56. Benefits of embedding and sponsoring the Pearson Degree within L&D programmes Access to Govt funding • Higher Apprenticeships (credited within the degree) • GIF / Employer Ownership of Skills • EC funds Financial flexibility • Competitively priced fees • Pay as you go • Student loan • Part-sponsorship / “Scholarships” • Discounts for volume • Payment in kind (for degree/module design, case studies, lectures, workshops, classrooms) Re-payment conditions if employee leaves before stipulated time period37 © Pearson 2012 Confidential
    57. 57. Entry requirements Application approach • Interview • Review academic background • Take into account other indications of ability • Diagnostic/admissions test Ideally we will be looking for students: • Intellectually capable of benefiting from the degree • Having a certain attitude and commitment level • Who will actively contribute to the experience of the cohort as a whole Entry directly on to the level 6 “top up” • HND in a relevant subject • Foundation Degree in a relevant subject • First two years of a relevant honours degree • APL/APEL combined with diagnostic/portfolio  Such students may need to complete bridging modules38 © Pearson 2012 Confidential
    58. 58. Full-time and Part-time students The programme is neither full-time nor part-time • Technically students will be ¾ time • Students will complete 90 credits a year The programme is designed for students in substantial part-time or full-time work • Instead of taking 6 years it will only take 4 years to complete • After first year some students can accelerate studies where appropriate Programme can also be offered on a 2 year full-time basis “Top up” students able to complete honours degree stage in just over a year39 © Pearson 2012 Confidential
    59. 59. Assessment reflects work activity, e.g.:Course Unit Assessment Work ActivityEntrepreneur- Oral exam - fifteen Presentation of a business proposalship and minute „pitch‟InnovationInternational Individual report Detailed report of a country marketBusiness and opportunities International Business Ongoing analysis of a country Diary market, and presentation of this analysisContemporary Continuous assessment Ongoing analysis of a key emergingIssues in via blogging issue, shared with colleagues via aBusiness company intranet Business Report A report into a key emerging issueMajor Project Project proposal Proposal for a major business40 © Pearson 2012 Confidential research project
    60. 60. Foundation Degree Awarding Powers for FE Colleges John Ellison Head of Higher Education New College Durham
    61. 61. Foundation-Degree Awarding Powers (FDAP) A perspective from an awarding college – John Ellison New College Durham
    62. 62. Background to the awarding powers• powers promoted by Bill Rammell Minister for Higher Education• opposition from elements of the university sector, particularly the new universities• opportunity to apply became available from 2008• process mirrors TDAP applications; application process managed and scrutinised by the QAA, and Privy Council grants the power to an applicant based upon the report of the QAA
    63. 63. • take up has been low; two colleges granted awarding powers in July 2011, with four others currently undergoing scrutiny• current HE landscape very fluid (student fees, public information, withdrawal of franchise numbers, private sector entrants, student numbers, possible increases in validation charges)
    64. 64. Why seek awarding powers?• increased capacity to respond flexibly and rapidly to market demand• greater freedom over curriculum content and design• confirmation of maturity and fitness as an HE provider• platform for potential future TDAP application• academic status• independence
    65. 65. Financial costs and benefits -costs• upfront QAA charge of £52000• annual QAA subscription charge• staff costs associated with the scrutiny process• costs associated with awarding (external examiner fees and costs, additional Registry functions, new posts?)
    66. 66. …benefits• no more annual charges payable to the validating HEI• opportunity to maintain/increase student numbers through programme development greatly enhanced• strengthening of HE processes and procedures• marketing opportunities from raised profile and standing• profile of the FEC sector enhanced
    67. 67. The process – main features• specific details contained in the Companion Guide for Foundation Degree Awarding Powers published by BIS• applicants must have delivered HE at L5 or above for four consecutive years preceding application• process initiated by informal discussions with QAA• detailed application completed by college and submitted to QAA
    68. 68. • submission based upon a critical self analysis (CSA), progression statement (post L5 opportunities), student consultation process, statement from chair of governing body and from validating institutions• QAA scrutiny team appointed, made up from senior members of the academic community• scrutiny team identifies whether applicant has the capacity, self criticality and maturity to be granted the powers, through examination of written evidence, attendance at meetings, and meetings with staff and stakeholders
    69. 69. • team reports to ACDAP, ACDAP reports to the QAA Board, the Board advises BIS which liaises with the Privy Council• power initially granted for 6 years
    70. 70. The New College experience• process extremely thorough and extremely long (for us)• main issues were around management structure, where deliberative activity takes place, and scholarly activity• activity dominated our HE work• process forced clarification and simplification of processes and structures• development of our own regulations and awarding processes challenging
    71. 71. Was it worth it?• we have learnt a great deal• we are stronger than we were• we used the powers immediately• we will be delivering all our own fd’s from September• it has forced me into early retirement
    72. 72. FE/HE and Private Sector Relationships in Higher Education Peter Crisp Chief Executive of BBP Law School &Adam Temple, Managing Director of BPP Centre Birmingham
    73. 73. The private HE providerPeter Crisp and Adam Temple BPP University College 25 May 2012
    74. 74. Introduction Peter Crisp Dean BPP Law School Adam Temple Managing Director, BPP Birmingham Agenda To give a non-traditional HE perspective How private sector universities differ from the publicly maintained university sector 75
    75. 75. “World-wide private institutions out number public ones – 30,555 private HEI’s representing 55.7% of total HEI provision” PROPHE 2010 data*“In Europe, private HEI’s enrol “World-wide 35 million students 16% of all students and study with private HEI’s – represent 25% of all HEI’s” 31.3% of total enrolments” PROPHE 2010 data PROPHE 2010 data* “Through out the world, the number of students in private institutions is growing faster than in publicly owned and funded ones” “In Asia, private HEI’s enrol HEPI, 2011 “In Latin America, private 36% of all students and HEI’s enrol 49% of all represent 58% of all HEI’s” students and represent 71% PROPHE 2010 data* of all HEI’s” PROPHE 2010 data* “In the US, private HEI’s enrol 26% of all students and represent 61% of all HEI’s” PROPHE 2010 data*
    76. 76. UK private HE sector• Private providers who exercise degree awarding powers of the publicly maintained sector (e.g. Kaplan International Colleges) – Joint Ventures, e.g. • Kaplan (Liverpool John Moores, University of Essex etc) • Laureate (University of Liverpool) • London School of Business & Finance (London Metropolitan University)• Simple accreditation/validation services, e.g. • University of Wales • Open University Validation Scheme 77
    77. 77. UK private HE sector• Private providers who support the operations of the publicly maintained sector but do not have their own degree awarding powers – INTO, pathway programmes – Study Group, pathway programmes – Cambridge Education Group, pathway programmes – University Partnerships Programmes – management of real estate, development of halls of residence etc
    78. 78. UK private HE sector• Existing private provider established by Royal Charter – University of Buckingham• New private providers with TDAP post 2004 group – charitable bodies: • IFS School of Finance • Ashridge Business School• Private for profit providers – BPP University College – College of Law (converting educational provision from a charity to a private for profit venture owned by Montagu)
    79. 79. UK private HE private sector• Others – Pearson – Edexcel plans to offer degrees – US companies planning an entry strategy (Bridgepoint/ De Vry/ Capella (who have taken a stake in the UK in RDI, which is seeking UK TDAP) – Private Equity groups seeking an entrance, such as Warburg Pincus, Englefield Capital
    80. 80. BPP Education Group BPP formed in 1976 by three accountancy faculty Floated in 1986 as BPP Holdings plc In 2007 BPP became the first proprietary company to gain UK Degree Awarding Powers 1n 2010 BPP became first private University College for 30 yrs 140,000 students study with BPP annually BPP University College BPP Law School BPP Business School BPP School of Health 81
    81. 81. BPP Education Group • BPP Learning Media – publisher • BPP Professional Education – accountancy, tax, financial services, actuarial science, and continuing professional development • Markus Verbeek – Technical University for Accountants • UK – 16 cities and the Channel Islands • Worldwide – Bulgaria, China, Czech Republic, Hungary, Ireland, Malta, Netherlands, Poland, Romania, Slovakia, Slovenia
    82. 82. DAP: why bother?• Beginnings – Build on BPP’s success in the accountancy and legal education• QAA encouraged BPP to have our programmes validated by existing universities – Lack of urgency, faculty politics, costs, interference in the commercial case – Reputational risks linking to a third party university – Expertise (BPP is a niche professional education provider)• Decision to seek Taught Degree Awarding Powers (TDAP) – Ability to tailor programmes and work closely with clients to bespoke the programme to their needs – Innovative with learning technologies – Speed to market 83
    83. 83. BPP’s journey to DAP• Application to the Privy Council – Long internal debate within ACDAP as to whether a private provider could apply• QAA – A panel observed meetings over a period of 18 months, interviewed students, employers, staff and sat in on classroom learning – Reviewed BPP’s General Academic Regulations, policies and procedures around the administration of qualifications – QAA submitted report to ACDAP which made a recommendation to the Privy Council• Result – Taught Degree Awarding Powers granted in September 2007 for a renewable period of 6 years 84
    84. 84. Degree Awarding Powers – the positivesNew programmes – Certificates, diplomas, Masters and Undergraduate degrees in law, finance, accounting, human resources, management, marketing – “Credit rate” our existing programmes – Accreditation of prior learning and prior experiential learning – Work with employers to offer tailored solutions to their training requirementsInnovation – Programme design – Investing in new learning platforms to support learningMasters of our own destiny – Privately funded but same fees as the publicly-maintained sector 85
    85. 85. Degree Awarding Powers – the challenges• You must look like and talk like a publicly-maintained university – Senate and Council; governance; adopt the language of HE• Teaching-led v research-led – Universities seem to assume that the only research that takes place is that within a university• Competing with a university sector that: – Will never lose its powers to award degrees (not time renewable) – Mismanages its finances – Under invests in teaching (typical final year undergraduate receives only 4 hours tuition per week) without any consequences – Enjoys priority over funding and tax breaks 86
    86. 86. BPP University College governance• Academic Council – Educational authority of BPP – Voting majority weighted in favour of independent members – Chaired by Professor Martyn Jones, PVC of Kingston University – 6 independent members, 2 from “industry” (1 QC, 1 from business), 4 from the higher education sector• Board of Directors – Faculty led commercial board including Deans of Schools – Non-executive director and chairman• Ceremonial President: Baroness Cohen of Pimlico• Executive – Principal and Deans of Schools (Business, Law) – Chief Officers for operating roles – finance, technology, operations, marketing, enrolment, people 87
    87. 87. BPP faculty• Employed permanent employees• 37.5 hours per week contract• 30 days holiday per year plus bank holidays and discretionary closure days (employee can flex holidays by buying/selling up to 10 days)• Career levels of Lecturer, Senior Lecturer, Principal Lecturer, Professor linked to HE Academy descriptors with appointments panel• Typically 16 hours max teaching per week for two semesters• Salaries usually higher than the publicly maintained sector• Not part of the University Pension fund 88
    88. 88. BPP model• Learning Centres in 16 UK cities and 13 in other European countries• Law Schools in eight cities• Face-to-face learning• Blended learning• Campus and on-line equivalence• Class sizes typically 12-18• 12-16 hours contact per week (students)• 95% faculty permanent employees (16 hours max for 2 semesters)• 3 standard start dates for degree programmes 89
    89. 89. The Big Issue for HE Supply of affordable, high quality HE Demand
    90. 90. Demand is growing• 1950 less than 33% • Today, UNESCO • 2025 estimated to be of jobs required estimates there are 262.8M students in higher skills 150.6 million tertiary education• Today the Milken students in Tertiary • First 25 years of this Institute estimates education century will • Increase since 2000 produce* 70% 53% 270% *Centre for HE Development, Guttersloh, Germany
    91. 91. Race to the top?• The Millennium study of • The OECD reports in its • Race to the top v Race to mothers of children born latest 2010 world the bottom? in the year 2000, asked education data, that the • India with 144M 18-24 how many aspired for UK is below the OECD year olds has announced their children to go to average for the number the intention to achieve university of school leavers University enrolments of graduating 98% 35% 30%
    92. 92. Traditional UK model dominates the world • Research intensive universities • Judged by the quality of research output • Judged by the number of PhDs produced • Academic freedom – control over what is researched, relevance to the needs of business etc • Engaging undergraduates through “teaching” is low priority • Government of India describes this as education for the 5% “The main thing students said would improve quality is more contact time, though group or individual teaching sessions, or time with a personal tutor.”NUS/HSBC Survey 2010
    93. 93. “Students prefer a choice in how they learn. Computer technology is one possibility along-sidepart-time and traditional full-time learning and face to face teaching.“Students respond to a range of possible learning methods rather than one or two prescribed options.” “Survey: Student Perspectives on Technology HEFCE Study, Oct 2010”
    94. 94. “33% of graduating studentswish they had chosen adifferent course such as a morescientific/technical course or abusiness-based course or aprofessional vocation.” source: CIPD “Value of a Degree” 2006
    95. 95. Employability skills CBI/UUK*• Self –management – readiness to accept responsibility, flexibility, resilience, self- starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback, reflective learning• Team working - respecting others, co-operating, negotiating/persuading, contributing to discussions, awareness of interdependence with others• Business and customer awareness – understanding the drivers for business success – including the importance of innovation, taking calculated risks, the need to provide customer satisfaction and to build customer loyalty*Future Fit (2009) 96
    96. 96. Employability skills CBI/UUK* defined as:• Problem solving – analysing facts and situations, applying creative thinking to develop appropriate solutions• Communication and literacy – ability to produce clear, structured written work, oral literacy, including listening and questioning• Numeracy – general mathematics awareness and its application in practical contexts, confidence tackle maths problems in the workplace• Application of information technology – IT skills including word processing, spreadsheets, file management, and use of internet search engines*Future Fit (2009)
    97. 97. Career focus?• 91% of students applying to university have some idea of the career they wish to pursue (Source: CBI Survey 2009: Stronger Together)• 34% of students are learning “employability skills” as part of their degree (Source: CBI Survey 2009: Stronger Together)• 25% of students believe their business awareness could be improved (Source: CBI/You Gov Survey 2009)• 51% of students would like more opportunities to develop business awareness (CBI/You Gov Survey 2009)• 31% of students would like more opportunities to develop their numeracy skills (CBI/You Gov Survey 2009)• 35% of employers were not satisfied with the business/ customer awareness of graduates ( Source: CBI/Nord Anglia Research 2009)
    98. 98. Abandoning the 50% participation target ?• This year record numbers of UK applicants were turned away from university• UK university graduation rates for young people graduating with a first degree is below the OECD average*• 30% of total UK work force has a graduate level qualification• % 15-19 year olds NOT in education or employment in the UK is the 2nd highest of all 29 OECD developed countries, only Turkey is worse*• The UK is below the OECD average for developed nations for % population completing upper secondary education* *Source: OECD 2009 At a Glance Data: Education Directorate 100
    99. 99. The future• BPP offers undergraduate degrees at the top-up level fee i.e. same fee as public sector – BPP receives nor asks for any funding from HEFCE – BPP’s model involves 12-16 hours contact teaching per week in maximum class sizes of up to 18 – Degree can be completed in 2-7 years (BPP teaches through the summer term) – Professional employed faculty teaching professionally relevant degree programmes “Stronger Together: Business and Universities in turbulent times” 2009, CBI 101
    100. 100. The future Government needs to welcome greater private sector involvement in the sector provided it delivers high- quality provision and value for money (CBI proposal) Stronger Together: Business and Universities in turbulent times 2009, CBI• Here to stay!
    101. 101. Panel Session/Q & A
    102. 102. Lunch
    103. 103. Practical Responses and Local Partnerships
    104. 104. Participation, Progression andPartnerships: Real Inclusion in Practice Professor David Green Vice Chancellor & Chief Executive University of Worcester
    105. 105. Local Enterprise Partnershipsand employment/demand-side perspectives Professor Ian Oakes Pro-Vice Chancellor Research and Enterprise University of Wolverhampton & BCPL
    106. 106. Black Country LEP Skills Challenge – 25th May 2012Professor Ian OakesUniversity of Wolverhampton
    107. 107. Productivity Challenge
    108. 108. Skills Component - £1.4bn Insufficient Skills Levels
    109. 109. Proportion of Pupils attaining 5+ A*-C GCSEs, 2004- 85 2011 75% 65 55 45 2004 2005 2006 2007 2008 2009 2010 2011 Black Country England
    110. 110. Proportion of Pupils attaining 5+ A*-C GCSEs inc. English and Maths, 2006-2011 60 55 50% 45 40 35 2006 2007 2008 2009 2010 2011 Black Country England
    111. 111. Qualifications of the Working Age Population, 201081,660 extra people% with NVQ4+ % with NVQ3 % with NVQ2 % with NVQ1 % with Trade Apps % with other quals % with no quals 51,038 less people 0 10 20 30 40 Black Country England
    112. 112. % of working age population with no qualifications, 2004- 25 2010 20% 15 10 2004 2005 2006 2007 2008 2009 2010 Black Country England
    113. 113. % of the Working Age Population with NVQ Level 18 1 only 17 16 15% 14 13 12 2004 2005 2006 2007 2008 2009 2010 Black Country England
    114. 114. % of the Working Age Population with NVQ 20 Level 2 only 19 18% 17 16 15 14 2004 2005 2006 2007 2008 2009 2010 Black Country England
    115. 115. % of Working Age Population with NVQ Level18 3 only171615%1413121110 2004 2005 2006 2007 2008 2009 2010 Black Country
    116. 116. % of working age population with NVQ Level 35 4+, 2004-2010 30% 25 20 15 2004 2005 2006 2007 2008 2009 2010 Black Country England
    117. 117. Black Country Key Sectors Transformational Sectors:• Advanced Manufacturing• Building Technologies• Transport Technologies including Aerospace• Business Services• Environmental Technologies
    118. 118. Black Country Major Developments• Enterprise Zone (inc. M54 development)• JLR Engine Plant• Growth in Aerospace sector
    119. 119. Black Country Enterprise Zone• The DCLG have approved the location of the Black Country Enterprise Zone• Comprises a portfolio of 2 sites situated in Darlaston and i54 - spread over 120 hectares• Will create almost 4,000 net new jobs by 2015• The zone will benefit from discounts on business rates, new superfast broadband and increased planning certainty
    120. 120. Enterprise Zone - Darlaston
    121. 121. Enterprise Zone – i54
    122. 122. Enterprise Zone – i54
    123. 123. Jaguar Land Rover Engine Plant• £355m investment• 750 new jobs (approx 700 skilled/semi skilled)• Low-emission car engines• Completion mid-2013• Further 2,500 supply chain jobs
    124. 124. Growth in Aerospace Sector• Wolverhampton is at the centre of the Aerospace Industry in the Midlands and accounts for 20% of the total UK output for the sector.• 4 major 1st-tier suppliers - HS Marston, Timken Aerospace, Goodrich Aerospace and Moog• Moog has just completed a new bespoke factory of the future on the EZ retaining 400 jobs in the region• Goodrich Aerospace is currently seeking to recruit
    125. 125. LEP Contribution to Job CreationJobs Challenge +£1.7bn GVA +49,000 jobs to reach averageBC LEP Contributions +8,954 Jobs (18%)Enterprise Zone +4,000 Net New JobsRegional Growth Fund +510 Jobs CreatedR2 177 Jobs SafeguardedGrowing Places +4,444 JobsHCA +1,920 Jobs
    126. 126. LEP Skills Task & Finish Group• Cross section of input: FE, HE, Schools, Employers, Local Authorities, Education and Business Partnerships, Job Centre Plus• Identified 3 key work strands and a cross-cutting theme
    127. 127. Key Themes• Work Experience• Soft Skills• Skills needs• Complex information landscape• Information, advice & guidance (IAG)• High unemployment & complexity of employing
    128. 128. Recommendations (1)• Work Experience – Deliver education alongside work place experience
    129. 129. Activity:• Provide academic education alongside a work place experience focussed specifically on the needs of the companies in the Black Country (e.g. high-value manufacturing sector).• Employers will be expected to provide work experience for young people across a range of levels which will:• Be stimulating and demanding• Be representative of future career opportunities• Provide an opportunity to develop ‘soft’ skills
    130. 130. Recommendations (2)• Soft Skills – Commission range of age and context relevant on-line materials based on 6 key principles
    131. 131. Activity:• Commission range of age and context relevant online learning materials to support the development of soft skills for individuals as they seek employment or once in employment, which will be: - Accompanied by work experience to further develop and practice soft skills in a work place environment - Mapped into providers’ offers from schools, FE and HE - Developed with significant employer input - Linked to accreditation opportunities - Accessible online, available to individuals, employers and providers
    132. 132. Recommendations (3)• Skills Shortages – Revision of education curricula in collaboration with SSC to closer match employers’ needs
    133. 133. Activity:• In collaboration with the Sector Skills Councils, employers will be expected to contribute to the revision of current education curricula and educational programmes including; Apprenticeship Schemes, Advanced Apprenticeship Schemes, National Certificates in Engineering and Graduate Training Programmes to ensure that they align with their needs. This will be achieved through the development of sustained and sustainable learning and progression relationships between schools, colleges, universities and employers, as a means of addressing the skills needs in strategic areas.
    134. 134. Recommendations (4)• Work based learning – Bite size CPD opportunities for those in employment, via various media, to avoid barrier of absence from workplace – Embed culture of employer-led life-long learning
    135. 135. Activity:• Provide CPD opportunities for those in employment to enhance knowledge and skills at a variety of educational levels. These ‘bite-size chunks’ of learning will address common needs amongst employers and be delivered through various media, including on-line, in-company, evening and weekend delivery, avoiding lengthy absences from the workplace.• These programmes will create a platform for a culture of employer-led lifelong learning and will also assist in retention of staff that is currently being lost through the retirement of an aging workforce.
    136. 136. Recommendations (5)• Information, Advice & Guidance – Provide clearer and more readily accessible signposting for employers
    137. 137. Activity:• Develop a ‘signposting service’ for employers wishing to engage in the provision of work experience opportunities or employ school leavers, students or graduates• Create single point of reference and information for employers, employees, young people and advisors• Align to ‘Find It’ framework
    138. 138. Recommendations (6)Skills for Unemployed – Improve mapping of clients’ journey against current provision to identify duplication and market failure.
    139. 139. Activity:• Improve the mapping of all elements of a client’s journey against the current provision available through Job Centre Plus District Provision. This exercise will identify duplication and complementarily in the provision as well as market failure. Where gaps in provision are identified, funding will be identified and additional provision commissioned, including provision for NEETs• Support will be provided for employers (particularly SMEs) to overcome bureaucracy involved in employing people.
    140. 140. The next steps…………….• Implementation, monitoring, reporting, impac t• Skills Promise
    141. 141. Thank you for listening
    142. 142. Panel Session
    143. 143. Practical and Local Development
    144. 144. Partnership working across Students’ Unions and College based supportfunctions - Birmingham and the Black Country Luke Millard & Paul Chapman Birmingham City University BCU Students’ Union Kim Hughes Students’ Union Dudley College
    145. 145. Flexible, Open and DistanceLearning Approaches to HE Partnerships Dr Philip Hallam CEO, Resource Development International Ltd (RDI)
    146. 146. Partnership working across Students’ Unions and College based student support functions across Birmingham and the Black CountryLuke Millard, Birmingham City UniversityKim Hughes, Dudley College Students’ UnionPaul Chapman, Birmingham City Students’ Union
    147. 147. Today• Ethos for student partnership and college engagement• Wider perspectives from the Colleges and NUS• The Virtual Students’ Union• ‘From the virtual to the real’ through student leadership• The way forward
    148. 148. Ethos for student partnerships at BCU• Generating the Learning Community• Co-creation of a learning experience• Partnership between the University and the Students’ Union• Student Academic Partners• Student Representation / Student Voice• The emergent role(s) of students within education• Transition to HE – From pupil to student – Greater awareness of the SU and student expectations and opportunities
    149. 149. Partnership with Colleges• University debate on engagement with Colleges• Desire to find out what Colleges wanted from working with a University at an institutional level• Student engagement and student led activity was key• Series of meetings with College SU and Student services to identify collaborative projects
    150. 150. College aspirations• Student academic representation / the learner voice support and development• Student led activity; clubs, societies and volunteering organised by students• Collaborative discussions around international students• An accessible platform • Virtual Students’ Union and Shareville
    151. 151. Dudley’s view• Widening participation• Raise aspirations• Strengthen learner representation• Community• Broaden horizons
    152. 152. “Being invited to collaborate with BCU on such an innovative projecthas been not only been exciting but also inspiring. BCU have welcomed and encouraged our input at every step and it has been refreshing to be in partnership with such forward thinking colleagues who truly value the learner voice. The possibility of communication with our membership via this medium is one which previously we have only imagined but with the vision of BCU it has become a reality. The interactivity is also something that we had aspired to. We cannot waitto launch the Virtual Students’ Union in the next academic year in hope that it will open up many new opportunities for us to communicate with our membership especially those who are apprenticeship, work based, and part time.”Sophia Daley, Student Development OfficerKim Hughes, President of Students’ Union, Dudley College(Nominated for NUS FE Students’ Union of the year and NUS StudentUnionist of the year)
    153. 153. Shareville• Shareville brings ‘real world’ scenarios to students in order to prepare them for the workplace• “It would be the partners intention to employ this technology to replicate the real life interactions of students as a mechanism for improving course representation training and ultimately to improve the quality of student learning.” LLN bid• Shareville is an open source resource available to all
    154. 154. NUS response “This is pioneering and really exciting. The virtual students union is incredibly impressive, and the potential here is huge.”Shane ChowenVice President (Further Education) NUS
    155. 155. College Perspective"The Virtual Students’ Union is providing us with an outstandingresource to train some of the 390 course representatives we have atSolihull College. Its is immediately more engaging than the resourceswe have used before and speaks directly to young people. The casestudies are immensely useful and having used real students allowsthem to speak directly to our course reps. The other benefit is that withso many reps at the College, it allow students who may be elected laterin the year, replacement reps who are already trained or maturestudents who are unable to attend training sessions to access thebenefits of training remotely. This could prove to be a key benefit inthe expansion of course representation to part time students whohave traditionally been an underrepresented group who struggle toattend training due to their commitments outside of College."Jim Busher, Director of Student Services, Solihull College
    156. 156. Moving to the real• Creating the Leadership Academy• November 24th 2011 (6 Colleges, 70+ students)• Inspirational student leaders advocating student engagement• Creating the template for collaborative action• Identifying opportunities for collaborative working
    157. 157. Feedback “Feedback from the Solihull College students who attended the event has been overwhelmingly positive - full of enthusiasm and energy about how they couldreplicate the ideas in their colleges. Further development is currently underway within the Student Representativesagenda at the College and there has been a lot of interest in the topic as word seems to be spreading amongst students about the success of the event. “It was great to be involved, I really enjoyed thinking ofhow we can make a difference to learning at college and sharing these ideas with other colleges.”
    158. 158. Feedback“ Brilliant day, loved meeting all the students from other colleges, and the American speaker was inspiring I wish all colleges could employ students it’s a great way of building confidence - a totally enjoyable day” “Usman Ali really affected me with his life experience, it’s hard to see where life is going when youre in college, I felt after hearing Usmanthat the sky is the limit, and positive thinking gets you where you want to go” “ Loved the day it was exciting being at BCU and the positive experiences of the speakers about University and the learningexperiences they shared was key, it made me realise that I want to go to University to further my education.”
    159. 159. NUS Perspective: Usman Ali VP-HE"The focus on Further Education, FE students,the choices they make and the opportunitiesafforded to them has never been greater normore urgent, so it is great to see a Universityworking not only in such a collaborative waybut also by putting student leadership at theheart of what they do and how they do it.The BCU Student Leadership Academy hasgreat potential to motivate a diverse mix ofstudents and impact on their future lives andit was a pleasure to be involved…this was myfavourite event of the year and[demonstrates] how much more of this needsto be done”
    160. 160. Impact• College based Question Time debate attendance by HE SU President on access, finance and FE transition• NUS VP-HE Attending Stourbridge College Student Conference• Inter-College conversations on joint activity• Series of FE visits by HE Student Intern investigating impact and future opportunities
    161. 161. Next steps• Evaluation – On-going student Intern visits• Seeking sustainable funding• HEA Collaborative projects proposal• Next leadership event in 2012
    162. 162. Thoughts, Questions and considerations…
    163. 163. Flexible, Open and Distance LearningApproaches to HE Partnerships Dr Philip Hallam 170
    164. 164. Background• Founded 22 years ago• Provide online and blended learning• 8,000 registered students in 156 countries• Offices in UK and Hong Kong• 10 years of HE course development, recruitment, delivery, assessment & QA• 40+ Undergraduate/Postgraduate courses• 27,000+ HE learning hours online content• 8 University partners + Edexcel
    165. 165. Course Breadth • Business & Management • Law & Finance • Marketing • IT & Computing • Telecommunications • Psychology • Hospitality & Tourism • Health & Social Care • Graphic Design & Media 172
    166. 166. Education Partners 173
    167. 167. What makes for a good Partnership • People • Realism • Agreed set of goals • Mutual respect • Communication • Trust • Commitment • Accurately defined set of responsibilities • Contract 174
    168. 168. RDI Responsibilities• Syllabus design & validation submission• Marketing & admissions• Online learning material development• Appointment, management & development of academic tutors• VLE and student management software• Delivery and support of student learning• Assessment & marking• Course Committee & Examination Board• QA&E 175
    169. 169. Lessons learned • People leave institutions • Bureaucracy interferes in decision making • Investment risk is often undervalued • Success is easily achieved and therefore it can be easily replicated • Partnerships have a finite life span • Ensure the student always comes first when a partnership unwinds 176
    170. 170. Panel Session
    171. 171. Plenary SessionKey issues for participants, reactions to inputs, impact and implementation timelines 2012-13 and beyond
    172. 172. Thank youConference presentations will be available online www.bcpl.org.uk