2020 Vision

1
2020 Vision

• Professor Freda Tallantyre
• Senior Associate
• Higher Education Academy
• UVAC Conference Nov 2007

2
Leitchs Stretching Targets

• World leader in skills by 2020 equiv to 8th out
  of 30 OECD countries
• Doubling attainment at most levels
• 95 achievement basic skills (v 85 literacy
  79 numeracy
• 90 qualified at level 2 (v 69 in 2005)
• Shift balance from Level 2 to Level 3, with 1.9
  million additional attainments by 2020
• 40 adults qualified to Level 4 (v 29 in 2005)
  5.5 million more attainments by 2020 (DfES say
  need 45!)

3
Leitch Implementation Plan July 2007
Implications for HLS

• 1.9 million more people with level 3 qual by 2020
• Free Advanced Apprenticeship programmes for 19-25
• Statutory participation age up to 18?
• 12 National Skills Academies by 2008, 1 for
  each major sector
• 40 adults to have level 4 qual by 2020 (up
  from 29), and 36 by 2014
• Public funding for T2G adult demand led learning
  doubles by 2010/11, and employers contribute 50
  of that in addition
• HEFCE co-funds 5000 ASNs p.a. for next few years
• New universal adult careers service in England
• QCF will reflect only quals which meet standards
  set by SSCs, and also accredited in-house
  training programmes

4
HEFCE Implementation Plan Sept 2007

• HEFCE central team and national action group
• Joining up KT, research, innovation, FDs,
  employability, WFD into coherent EE agenda
• People in work with levels 2 or 3 and no 4 (ELQ)
  brings 12 million potential new learners to HE
• Equal status for business-facing with T and R
• Co-funded ASNs at 50 normal rate
• Focus on 6-8 key sectors, with SSCs, where HLS
  critical
• 100,000 FDs by 2010
• 10-15 HEIs deliver ¾ co-funding, with another
  10-15 prepared
• Modest changes to funding rules, pending new
  methodology

5
Race to the Top Sainsbury Oct 2007

• 2020 50 exports from devel world (cf 10 1980)
• UK focus on high-value goods, services and
  industry
• Major campaign for STEM subjects
• Research HEIs focus on blue skies, teaching and
  KT
• Business-facing HEIs focus on professional
  teaching, user-driven research and regional
  consultancy
• Fully formulaic HEIF, with emphasis upon SMEs
• KTPs doubled and shorter flexible KTP for SMEs
  from HE and FE

6
Segregation of HE sector

• Economic accelerated by demographic trends
• a) Research, v.high entry UG, PGR, KT
• b) UG, PGT, international, parallel business
• c) Business-facing, flexible pedagogies and
  services
• d) ignore agenda and mistake position (a few
  serious business failures by 2020 for HEFCE to
  address)
• e) FECs compete on sub-degrees, suffer via
  demographic trends and need to focus on adult
  agenda

7
A different cut partnerships

• CoE across regions, via HE-HE and HE-FE
  partnerships and physical and virtual provision
  (case)
• Regional partnerships, consortia and alliances,
  e.g. White Rose, Coalfields, Cornwall, LLNs,
  HLSPs (case)
• HEI-industry partnerships university
  corporates community business services e.g.
  Coalfields, Herts (case)
• New workforce models joint appointments,
  industry associates, parallel workforces (cases)

8
Case Study Foundation degree frameworks

• RAF, Chester, Derby, OU and Staffordshire, ILM
• WBL integral and flexible learning styles
• Staff can continue studies if posted overseas
• Framework covers different career paths
• Achieve ILM Diploma as well as academic award
• Helps staff transfer into civilian life

9
Case Study Partnership

• HLSPs aim to incorporate HE into workforce
  development and the latter into HE strategy, and
  develop co-funding
• Intermediaries placed in HEIs identify and source
  WFD
• Support development of flexible pedagogies
• Seam provision from variety of providers for
  employers
• Test funding methodologies
• Identify barriers, good practice, skills
  requirements
• Driving culture change

10
Case Study Business facing universities

• Focus on professional teaching, user-driven
  research and problem-solving with local and
  regional companies Sainsbury report
• Hertfordshire operates county business link with
  50k businesses
• Increase in applied research, pdp progs, student
  placements amd employability skills
• Innovation Centre supports student and staff
  enterprise
• Biopark supporting SMEs in bioscience and health
  technology, including 2 spin-outs from
  University. Staff and students engage in the
  businesses.

11
Case Study Confetti

• Private learning institute for the Creative
  Industries
• Partnership with Castle College and DMU for
  theory
• Practical learning in state of the art commercial
  recording and film and TV production studios
• Work with schools and colleges and offer HND,
  FDSc and BSc awards
• Staff are practising professionals
• Micro model within a single film enterprise, and
  macro model across a range of creative industries

12
Case Study Employer Engagement

• Surrey and Sussex SHA supported practice
  development facilitator roles
• Innovative ways of delivering CPD in practice
  setting
• Honorary contracts with University of Surrey
• Combine strategic, clinical, interpersonal and
  educational functions
• Critically evaluate practice to stimulate
  development and sustainability of best practice
• Develop learning initiatives to meet service
  requirements
• Integrate policy aims with specific ward culture
• Design learning capable of university
  accreditation
• High learner satisfaction and positive impact on
  patient care

13
National adjustments

• New HE funding methodology c2010 credit,
  flexibility, risk-based, incentivises diversity,
  co-funding variant
• QA revised Code of Practice moves to more
  industry compatible model based on customer
  satisfaction
• Heightened planning measures, e.g. STEM, sectors,
  regions, age groups (limited success and some
  unforseen consequences)
• Undercut by increased liberation of many HEIs
  from FC influence because of predominance of
  other income
• SSDA ESC SSCs TECs (or
  something)
• Co-funding replaced by training levies/
  incentives