05 June 2006

HE within FE granted an important section in the recent FE White Paper, “we will develop centres of HE excellence in FE colleges, focused on the twin themes of employability and widening participation," QAA developing a new quality review method for HE in FE, HEFCE working on a Board Paper on HE in FE, clearly the role, funding and quality of HE provision in FE colleges is high on the policy agenda at present. Anyone would think there was a target about. In fact much of this latest burst of energy, the QAA review apart, emanates from this year’s DfES Grant Letter to HEFCE for 2006/7 which in calling for ‘radical change in the provision of HE by incentivising and funding provision which is wholly designed, funded or provided by employers’ signalled a potentially closer alignment between the two forms of provision.

This Strategy from the LSC is therefore not just timely but as the Chief Executive says in his Foreword “necessary” as well. Intended to be neither prescriptive nor final, “it will continue to evolve both in the context of agenda for change and the FE White Paper,” the Strategy focuses on two areas in particular; the role of FE in promoting widening participation in HE and the building of what it calls “a coherent landscape” for the delivery of higher level vocational learning and skills.

Few would disagree with such a focus. The former has at least got a structure for development in the shape of the locally based lifelong learning networks (LLNs,) networks that bring together colleges and HEIs to help with local progression and the meeting of skill needs. At present 15 such networks are in place spanning 160 colleges and 78 HEIs and the system has recently been boosted by the creation of a national practitioners’ group. The latter, the coherent landscape, has been more complex, and traditionally run the danger of being squeezed between two stools so it’s good to hear of further talks between HEFCE and the LSC about the funding of this ‘non prescribed’ form of HE.

The Strategy as a whole is based on four themes; partnership, provision, participation and progression.

Partnership is simply what it says on the tin but has two dimensions, national and local. At a local level objectives include the strengthening of progression opportunities through mechanisms such as Aimhigher and local steering groups. The match with skill priority areas is important here and the piloting of Level 4 provision through train to Gain an obvious vehicle. At a national level, a range of partnerships and initiatives stand out, all focused on widening participation and enhancing higher level vocational provision; key partners and players beyond HEFCE and the LSC include the Skills for Business Network, UVAC, Foundation Degree Forward and the Mixed Economy Group of Colleges. As in schools, partnership is seen as the driving force for change.

Partnership is important in determining the second ‘p,’ provision. The context here is the development work towards a unit based, credit rated Framework of qualifications now moving into pilot phase for a couple of years. The Strategy supports the Foster model of local learning networks, described in the White Paper as “specialist sector based networks bringing together CoVEs, specialist departments in HE, training providers and vocational specialist schools” and driven by Skill Academy hubs. It’s a challenging mix but it is the forum where partnership and provision come together. Clarity, consolidation, coherence, compatibility are the key words here. “Seeking a better alignment of the structure and delivery of provision from Level 3 and above through a recognised credit and accumulation and transfer system” the aspiration.

The third ‘p’ is participation, a continuing concern at a policy level. The Strategy calls for “more robust methods for capturing data,” “regional benchmarks for vocational and work based learners into HE” as well as for “advice and guidance for key cohorts.” Behind this lies a sense that better monitoring and targeting is needed both at national and regional level. HEFCE, HEPI, LSC and others provide some comprehensive data on trends at local levels but it’s knowing what to do with it that is the issue.

The fourth ‘p’ is progression and it flows naturally from the other three. How to make it better is the challenge. The Strategy talks of reviewing ‘planning, funding and fees policies,’ ‘raising the profile of vocational provision’ and strengthening local arrangements. It may feel a bit of a slog but sometimes there are remarkable success stories and the recent announcements on funding entitlements and adult learning accounts may just help build the momentum.

This Strategy came out in the week in which much of the press reported on the latest developments in the move towards applying to university after exam results are known, PQA or post qualifications applications as it’s called. “Students chose their university after A level” headlined The Times but not a mention of vocational provision in sight.

© Edexcel Policy Watch 2005. Steve Besley is General Manger of Education Policy at Edexcel. Policy watch is a service intended to help busy people understand developments in the world of education. Visit Edexcel at www.edexcel.org.uk