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
1. Spring Conference
Further and Higher Education Partnerships,
Public/Private Sector Collaboration
Black Country Partnership for
Learning
25th May 2012
3. The Changing HE Policy
Framework
Gordon McKenzie
Deputy Director, HE Policy at the Department
for Business, Innovation and Skills
4. The Changing Policy Framework: the
HE White Paper and beyond
Gordon McKenzie
BIS
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. 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 2011
Since 1994-5, government has used student number controls intermittently - to safeguard budgets during
periods of high demand.
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. 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. 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. 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. 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. 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. 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. Competitive pressures: alternative
provider designations
Year No. of courses No. of students
designated (per accessing
year) student finance
2009/10 76 4300
2010/11 286 5860
2011/12 276* 9360*
*first six months
only
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. Next steps
• Response to White Paper and regulatory
framework consultations
• HE Bill
17. A Perspective from the
Association of Colleges
Nick Davy, Higher Education Policy
Manager
AoC
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. 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. 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. 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. Diversity?
• Participation rates of disadvantaged young people (Q1 and Q2) in entry
tariff institution groups (Offa)
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. Diversity?
? “are taking courses below advanced level and studying part-time. If too
many of these colleges were removed from their intimate connection with
local industry and commerce there might well be a serious risk that the
nation's needs for technicians and skilled manpower generally would be
increasingly neglected. The close local relationships that these colleges
have done so much to foster must be preserved. Moreover, if the colleges
as a whole ceased to be administered by local government there is some
risk that the links with school education - which are essential if technical
education is to provide an alternative ladder of higher education for boys
and girls who are unable to follow, or are unsuited to, a sixth form and
university course - will also be weakened”
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 education
Fundamentally – what is a mass HE system for, and if we
know, what are the mechanisms to achieve those aims?
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. 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
61. Foundation Degree Awarding
Powers for FE Colleges
John Ellison
Head of Higher Education
New College Durham
62. Foundation-Degree Awarding
Powers (FDAP)
A perspective from an awarding
college – John Ellison New College
Durham
63. 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
64. • 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)
65. 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
66. 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?)
67. …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
68. 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
69. • 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
70. • 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
71. 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
72. 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
73. 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
74. The private HE provider
Peter Crisp and Adam Temple
BPP University College
25 May 2012
75. 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
76. “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*
77. 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
78. 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
79. 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)
80. 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
81. 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
82. 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
83. 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
84. 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
85. Degree Awarding Powers – the positives
New 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
requirements
Innovation
– Programme design
– Investing in new learning platforms to support learning
Masters of our own destiny
– Privately funded but same fees as the publicly-maintained sector
85
86. 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
87. 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
88. 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
89. 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
90. The Big Issue for HE
Supply of
affordable,
high quality HE
Demand
91. 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
92. 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%
93. 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
94. “Students prefer a choice in how they learn.
Computer technology is one possibility along-side
part-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”
95. “33% of graduating students
wish they had chosen a
different course such as a more
scientific/technical course or a
business-based course or a
professional vocation.”
source: CIPD “Value of a Degree” 2006
96. 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
97. 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)
98. 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)
99. 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
100. 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
101. 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!
106. Local Enterprise Partnerships
and employment/demand-side
perspectives
Professor Ian Oakes
Pro-Vice Chancellor Research and
Enterprise
University of Wolverhampton & BCPL
107. Black Country LEP
Skills Challenge – 25th May 2012
Professor Ian Oakes
University of Wolverhampton
110. 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
111. 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
112.
113. 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
114. % of working age population with no qualifications, 2004-
25 2010
20
%
15
10
2004 2005 2006 2007 2008 2009 2010
Black Country England
115. % 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
116. % 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
117. % of Working Age Population with NVQ Level
18 3 only
17
16
15
%
14
13
12
11
10
2004 2005 2006 2007 2008 2009 2010
Black Country
118. % 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
119.
120. Black Country Key Sectors
Transformational Sectors:
• Advanced Manufacturing
• Building Technologies
• Transport Technologies including Aerospace
• Business Services
• Environmental Technologies
121. Black Country Major Developments
• Enterprise Zone (inc. M54 development)
• JLR Engine Plant
• Growth in Aerospace sector
122. 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
126. 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
127. 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
128. LEP Contribution to Job Creation
Jobs Challenge +£1.7bn GVA
+49,000 jobs to reach average
BC LEP Contributions +8,954 Jobs (18%)
Enterprise Zone +4,000 Net New Jobs
Regional Growth Fund +510 Jobs Created
R2 177 Jobs Safeguarded
Growing Places +4,444 Jobs
HCA +1,920 Jobs
129. 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
130. Key Themes
• Work Experience
• Soft Skills
• Skills needs
• Complex information landscape
• Information, advice & guidance (IAG)
• High unemployment & complexity of employing
132. 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
133. Recommendations (2)
• Soft Skills
– Commission range of age and context relevant on-line
materials based on 6 key principles
134. 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
135. Recommendations (3)
• Skills Shortages
– Revision of education curricula in collaboration with SSC
to closer match employers’ needs
136. 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.
137. 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
138. 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.
140. 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
141. Recommendations (6)
Skills for Unemployed
– Improve mapping of clients’ journey against current
provision to identify duplication and market failure.
142. 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.
147. Partnership working across Students’
Unions and College based support
functions - Birmingham and the Black
Country
Luke Millard & Paul Chapman
Birmingham City University
BCU Students’ Union
Kim Hughes Students’ Union Dudley
College
148. Flexible, Open and Distance
Learning Approaches to HE
Partnerships
Dr Philip Hallam
CEO, Resource Development
International Ltd (RDI)
149. Partnership working across Students’
Unions and College based student
support functions across Birmingham
and the Black Country
Luke Millard, Birmingham City University
Kim Hughes, Dudley College Students’ Union
Paul Chapman, Birmingham City Students’ Union
150. 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
151. 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
152. 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
153. 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
155. “Being invited to collaborate with BCU on such an innovative project
has 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 wait
to 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 Officer
Kim Hughes, President of Students’ Union, Dudley College
(Nominated for NUS FE Students’ Union of the year and NUS Student
Unionist of the year)
156. 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
157.
158. NUS response
“This is pioneering and really exciting. The virtual
students' union is incredibly impressive, and the
potential here is huge.”
Shane Chowen
Vice President (Further Education) NUS
159.
160. College Perspective
"The Virtual Students’ Union is providing us with an outstanding
resource to train some of the 390 course representatives we have at
Solihull College. It's is immediately more engaging than the resources
we have used before and speaks directly to young people. The case
studies are immensely useful and having used real students allows
them to speak directly to our course reps. The other benefit is that with
so many reps at the College, it allow students who may be elected later
in the year, replacement reps who are already trained or mature
students who are unable to attend training sessions to access the
benefits of training remotely. This could prove to be a key benefit in
the expansion of course representation to part time students who
have traditionally been an underrepresented group who struggle to
attend training due to their commitments outside of College."
Jim Busher, Director of Student Services, Solihull College
161. 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
162.
163. Feedback
“Feedback from the Solihull College students who
attended the event has been overwhelmingly positive -
full of enthusiasm and energy about how they could
replicate the ideas in their colleges. Further development
is currently underway within the Student Representatives
agenda 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 of
how we can make a difference to learning at college and
sharing these ideas with other colleges.”
164. 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 you're in college, I felt after hearing Usman
that 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 learning
experiences they shared was key, it made me realise that I want to go
to University to further my education.”
165. NUS Perspective: Usman Ali VP-HE
"The focus on Further Education, FE students,
the choices they make and the opportunities
afforded to them has never been greater nor
more urgent, so it is great to see a University
working not only in such a collaborative way
but also by putting student leadership at the
heart of what they do and how they do it.
The BCU Student Leadership Academy has
great potential to motivate a diverse mix of
students and impact on their future lives and
it was a pleasure to be involved…this was my
favourite event of the year and
[demonstrates] how much more of this needs
to be done”
166. 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
167. Next steps
• Evaluation
– On-going student Intern visits
• Seeking sustainable funding
• HEA Collaborative projects proposal
• Next leadership event in 2012
169. Flexible, Open and Distance
Learning
Approaches to HE Partnerships
Dr Philip Hallam
170
170. 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
171. Course Breadth
• Business & Management
• Law & Finance
• Marketing
• IT & Computing
• Telecommunications
• Psychology
• Hospitality & Tourism
• Health & Social Care
• Graphic Design & Media
172
173. What makes for a good Partnership
• People
• Realism
• Agreed set of goals
• Mutual respect
• Communication
• Trust
• Commitment
• Accurately defined set of responsibilities
• Contract
174
174. 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
175. 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
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