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Foundation degrees:

Foundation degrees: the tripartite relationship between higher education, further education and employers: What were the objectives and have they been achieved? Dr Jenny Gilbert. Objectives: explicit.

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Foundation degrees:

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  1. Foundation degrees: the tripartite relationship between higher education, further education and employers: What were the objectives and have they been achieved? Dr Jenny Gilbert

  2. Objectives: explicit • ‘Greater employability through new HE qualifications is the key to widening participation’ Wagner 2001 • As a result of low skills, the UK risks increasing inequality, deprivation and child poverty, and risks a generation cut off permanently from labour market opportunity (Leitch, 2006, p3) • QAA(2004) ‘graduates …to address shortages in particular skills. FDs also ….contribute to widening participation…..’

  3. Objectives: implicit • Cheaper to deliver 2 yr qualification in FE • Term ‘degree’ provides transfer of consumer trust • Defining characteristics (QAA, 2004) • Employers involved in design & review • Delivered in FE • Progression to honours degree

  4. Statistics • Zero to 72000 by 2007/8 (HEFCE, 2008), predicted 97K by 2010 • 46% were converted HNDs (HEFCE, 2007) • Higher proportion of students from low participation neighbourhoods • Wider range of subjects than HNDs • FDs 57% female 43% male; HNDs 33% female 67% male • Two modes: young male FT; mature female PT • Greater use of APL • Progression to honours degrees 54% from FD, 59% from HND • Drop out higher in FECs than HEIs • Median salary FD £15k, hons degree £17K (HEFCE, 2007)

  5. HEI/FEC relationship • Initial teething problems • Staffing: small teams, teaching loads, expertise • Monitoring quality across sites • Access to library, software, university systems • Innovation versus standards • Rise in number of FDs delivered in HEIs

  6. HEI/Employer relationship • More successful during design than delivery • Public sector easier to engage • Students see the need for lifelong learning but employers do not necessarily • Rationale for employer involvement • upskilling own employees • authentic work for others • access to technical resources • Other parties’ involvement • Good practice • Quality assurance and enhancement

  7. Quality assurance and enhancement Courses designed for specific employers or sectors What are the risks? Where are the barriers? How do you assure standards? How do you hear the student voice?

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