Shaping the Future

A Research project undertaken by 157 Group and MEG

Objectives

present critical quantifiable evidence to the sector, politicians, civil servants, employers and funders about HE delivered in FE

highlight key concerns, issues and opportunities in this time of great change

identify a number of areas for peer exchange and development among member colleges

assess opportunities for further projects to develop high quality HE provision in colleges.

In summary, Colleges

are actively seeking new markets and developing innovative course offers which they regard as adding value or meeting specific local needs

plan to recruit more local students including more mature learners: some are also expanding their international marketing campaigns

expect a growing need for more flexible provision, bringing into question established definitions of “full” and “part‑time” study

In summary, Colleges will

expect future students to be more demanding as a result of higher fees, despite the fact that most colleges will charge less than £7,500

recognise the need to respond increasingly rapidly to the impact of Key Information Sets (KIS) and the National Student Survey (NSS).

be increasingly seen as competitor providers of HE with the universities in their localities. With that status comes a need for strategic thinking, reliable data and even better marketing.

Type of contract or arrangement

Both direct and indirect funding 17 Direct funding only 11 Indirect funding only 6

Student numbersQualification 2008-2009 2009-2010 2010-2011

Higher Apprenticeships 300 1,700 3,500

NVQs 27,000 21,300 7,900

Other Level 4 30,600 26,800 26,700

Total Level 4 57,900 49,800 38,100

CoveragePartnerships with universitiesThe cost of HE in FECollege involvement in HE course design and

managementFees and funding issuesDo partner HEIs give value for money?College autonomyEmployer engagementCurrent challenges to the delivery of HE

Changes and OpportunitiesCollege‑based changePartnership changesChanges to student recruitmentFuture opportunities for HE in FETDAP and FDAP

ConclusionsThe drive for growth — colleges are anxious

to find new markets to maintain their current levels of provision and to respond to new growth targets

Focus on the student experience — FE colleges believe they put the needs of individual students at the heart of what they do.

Enhancing employability skills — HE in FE students often regard HE as a means to an end. They study with a specific career or job in mind

Seeking more autonomy — the majority of HE in FE is provided by a small number of colleges

RecommendationsFor Colleges

For Colleges1. Ensure a well‑defined long‑term strategy

for HE provision is in place and that this provision has a clearly understood place in the college curriculum.

2. Consider and promote opportunities for progression from college vocational provision into college HE programmes.

3. Ensure that academic staff are appropriately qualified and experienced to deliver HE.

4. Ensure that validation and funding arrangements with partners are clear and robust.

5. For smaller volume or new providers of HE, ensure that growth aspirations are realistic and that opportunities for collaborative working are explored.

RecommendationsFor government

For Government1. Recognise the place of college‑based HE in

the HE system and encourage its growth as a cost‑effective and accessible route to HE and enhanced social mobility.

2. Allow sufficient time and resource for new providers to develop and for existing providers to grow.

3. Support the continued development of an HE in FE offer that gives value for money and quality that is affordable.

4. Use funding levers where they are available to encourage participation by underrepresented groups, for example, the financial arrangements made for those following Access courses.

Recommendations

For funding bodies

Funding bodies1. Recognise the distinctive nature of the HE

in FE offer, especially in workplace and part‑time HE.

2. Review the existing funding system, such that anomalies are resolved and new entrants to HE provision, whether public or private providers, are able to make informed decisions over potential course offers and deployment of resources.

Final wordWe look forward to more dialogue with the

government about the challenges HE in FE providers face, as set out in this report. Together we must now identify a clear way forward for HE policy that recognises and supports the valuable and distinctive provision offered by FE colleges.

Read the Report at: www.mixedeconomygroup.co.uk

http://www.157group.co.uk/files/shaping_the_future.pdf