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Learning After Leitch HEA/UUK/DfES practitioners conference April 17 th 2007. Professor Freda Tallantyre Senior Associate Higher Education Academy. Skills focus. Poor at basic skills : 17 th of 30 in OECD Deficiency in intermediate skills : 20 th of 30 Better at HE but still 11 th of 30

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Learning after leitch hea uuk dfes practitioners conference april 17 th 2007

Learning After LeitchHEA/UUK/DfES practitioners conferenceApril 17th 2007

Professor Freda Tallantyre

Senior Associate

Higher Education Academy


Skills focus
Skills focus

  • Poor at basic skills : 17th of 30 in OECD

  • Deficiency in intermediate skills : 20th of 30

  • Better at HE but still 11th of 30

  • Variations between sectors (e.g. utilities v hotels and catering)

  • Adult skills

  • Economically valuable skills

  • (What about graduate skills?)


Stretching targets
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%!)


Funding responsibilities
Funding responsibilities

  • Public funding per student has halved over 20 yrs in UK

  • Greater investment called for by Government, employers and individuals

  • Government concentrate on basic skills, market failure and social justice

  • Employers support level 2 for all

  • Employers and individuals invest c50% funding for level 3

  • Employers and individuals pay bulk of additional funding for level 4

  • “Portion of HE funding for vocational courses, currently administered through HEFCE, to be delivered through similar demand-led mechanism to Train to Gain”


Swot strengths
SWOT - Strengths

  • National and sectoral coverage

  • University status with employers

  • Accreditation as a USP

  • Innovation and enterprise as a sector

  • HEIF infrastructure

  • Flexible pedagogies

  • WBL experience

  • Partnerships

  • Flexible funding (relatively)


Swot weaknesses
SWOT - Weaknesses

  • Lack of strategy

  • Administrative systems

  • Funding systems

  • Quality systems

  • PIs and data systems

  • Workforce planning systems

  • Communication and marketing

  • Staff competence and capacity

  • Academic buy-in


Swot opportunities
SWOT - Opportunities

  • ASNs for growth of adult vocational qualifications

  • Platform of 135,000 more level 3 for progression to HE

  • 400,000 more level 4 attainments p.a. targetted (additional to 600,000 existing - 66% growth)

  • 145,000 immigrant workers p.a. (eligibility for support?)

  • Huge workforce market (only c3% current CPD market)

  • Expansion of FDs


Swot opportunities1
SWOT - Opportunities

  • P/t, bespoke and flexible provision

  • Level 5 and PG provision growth

  • Service economy demand for customer handling, team working, communication skills

  • Leadership and management skills (41% managers hold less than level 2;UK spends less than any other country in Europe on training managers;NOS to be developed for management training)

  • Real LLL culture

  • Better informed and guided adults


Swot threats
SWOT - Threats

  • Demographic decline

  • Innovative pedagogies under-developed

  • Bridging gap from level 2 to 4

  • Shift in power base to employers, intermediaries, individuals

  • Demand-led provision harder to control/manage

  • Lower unit of resource in T2G type mechanisms

  • Co-funding reduces guaranteed core

  • FECs and employers may be empowered to compete

  • Greater diversification and fundamental change in HE culture

  • Paucity of concept of economically valuable skills


Joint dfes hefce hea ssda fdf strategy
Joint DfES, HEFCE, HEA, SSDA, FDF strategy

  • Prioritise employer engagement for all HE agencies in grant letters

  • Address Leitch growth targets realistically (5k, 10k, 20k in first three yrs), but moving increasingly in this direction

  • Support all HEIs in positioning to contribute to agenda

  • Build on HLS Pathfinders, LLNs, EE pilots, FL Pathfinders

  • Seek c30 HEIs or partnerships to support initial growth targets.

  • National credit transfer framework, to facilitate delivery of bite size and accredited modules, APEL, accreditation of in-company training

  • Amend funding (including T2G type mechanism), quality, PIs, data collection and other national systems to incentivise and reward this work

  • 100,000 participants in FDs by 2010, including more HE in FE

  • Empower SSCs to approve vocational qualifications (condition of funding)

  • Sector based qualification and credit framework based developments


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