Memorandum 3
Submission from the University of Sheffield
How responses to the agenda set out in the Leitch
Report will affect the broader structures of further education
(FE), higher education (HE) and lifelong learning
SUMMARY
The University of Sheffield welcomes the opportunity
to present evidence to the House of Commons Innovation, Universities
and Skills Committee. Our submission is based on the experience
of senior staff who are involved in the planning, delivery or
support of skills and training education, or who are familiar
with the work of RDAs.
1.0 INTRODUCTION
1.1 The University of Sheffield is a research
intensive university which is also committed to excellence in
learning and teaching, as confirmed in its recent Institutional
Audit by the QAA. It has a thriving Institute of Lifelong Learning
and a proven track record in outreach and in engaging with the
14-19 agenda. However, Leitch's wider agenda of engagement is,
to some extent, a new journey for the University. The University's
Learning, Teaching and Assessment Strategy includes a clear focus
on the development of students' transferable skills, which are
seen as a key attribute of the Sheffield. Graduate.
2.0 RESPONSE
TO THE
INQUIRY
2.1 The responses of RDAs to Leitch and how
coherent and structured these are
2.1.1 The South Yorkshire sub-region has
seen the introduction of a number of skills-related initiatives
by RDAs in recent years. However, our perception is that at HE
level these have not been sufficiently focussed on the stimulation
of demand by regional employers, in particular the SME base of
the sub- regional employer demands, and so have not always resulted
in the necessary level of engagement for success.
2.1.2. The Yorkshire Forward Regional Economic
Strategy published in December 2007 incorporates objectives which
respond to the agenda set out in the Leitch report. While the
strategy itself is clearly articulated, it is too soon to comment
on achievement against these objectives. Traditionally, the focus
in the region, given its unique socio-economic circumstances,
has been on delivery at FE level and below, rather than on HE
delivery, and some time is needed to see how the strategy will
relate to HE providers. Since RDAs rarely fund programmes leading
to awards at Level 4 or above, the University may find it difficult
to engage with the strategic objectives of the YFRES, although
it has been involved with employer engagement activities. Such
activities, as set out in the strategy, are coherent with the
Leitch agenda, but it is not yet clear how demand will be stimulated.
Similarly, the Regional Skills Partnership for Yorkshire and Humber
aspires to meet the challenges of the Leitch agenda, but there
is a lack of clarity as to how this will be achieved. The RSP
is concerned to match employer demand and education provider supply
but, again, it is not clear how this demand will relate to HE
provision.
2.2 What the existing regional structures
of delivery are and what sub-regional strategies may be required
We do not feel able to comment on the existing
regional structures of delivery or possible sub-regional strategies,
and would refer these questions back to the RDAs themselves.
2.3 The role of the Learning and Skills Council
and Sector Skills councils in this context
The Sector Skills Councils have had very little
engagement with the HE providers, their main activity having related
to pre-Level 4 awards. With the notable exception of the Engineering
Employers Federation, regional bodies have not approached HE providers
to discuss issues relating to appropriate skills needed at graduate
level in their sector. Again, this emphasizes the need to focus
on skills demand as well as on delivery
2.4 The respective roles of the further education
and higher education sectors in delivering a region-based agenda
for Leitch and their co-ordination with one another
2.4.1 The University is an active partner
of Higher Futures, the South Yorkshire Lifelong Learning Network.
The network primarily acts as a magnet for 14-19 year olds to
experience HE and does not support the work-based learning agenda
at this stage.
2.4.2 From an HE perspective, a solely regional-based
approach to skills delivery would not be sustainable, as an HE
provider's engagement with regional objectives must be balanced
with the overarching strategy, which in the case of the University
of Sheffield is to remain a world class research university. For
example, our new Executive MBA programme for local employees contributes
to the fulfilment of the Leitch agenda while also meeting our
own strategic needs. The University is also supporting the development
of leadership and management skills through collaboration with
Sheffield Hallam University, co-ordinated by the universities'
new VCs, as exemplified by a joint bid relating to executive education.
The HEFCE employer engagement agenda is in many ways a more significant
one for us, enabling us to focus on work-based learning at executive
level in a targeted and phased way. It is worth noting that employer
and employee needs in the region are more for non-accredited training
and development, which makes it difficult to achieve the targets
set by Leitch.
2.5 The impact of student of these initiatives,
particularly the context of lifelong learning
From our perspective, the impact has been on
assisting students to progress into HE but not on the development
of higher level skills. We note that the recent decision relating
to ELQs appears to run contrary to the Leitch agenda.
3.0 CONCLUSIONS
AND RECOMMENDATIONS
3.1 RDA initiatives need to focus on stimulating
employer demand for high level skills provision if they are to
engage successfully with HE providers.
3.2 A clearer view of how RDA initiative
objectives will be achieved, particularly in relation to the involvement
of HE, would be beneficial.
3.3 HE providers will find it difficult
to engage fully with RDAs in the provision of skills training
and development while higher level skills are not on the agenda.
April 2008
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