Government reform of Higher EducationWritten evidence submitted by Lifelong Learning Networks
This submission is presented by the National Forum of Lifelong Learning Networks across England, and echoes many of the points made to the Independent Review of Funding and Student Finance.
Lifelong Learning Networks (LLNs) are strategic partnerships of Further and Higher Education (HE) providers, working together in local, sub-regional and sector-based groupings to improve the participation of HE learners coming through vocational routes. Networks are committed to increasing participation from disadvantaged groups of learners, with a particular emphasis on those wishing to study more vocational programmes at Level 4 and above.
Networks are committed to widening access for learners and increasing participation of talented individuals from lower socio-economic groups. Central to this is the LLNs’ commitment to social mobility which has a much wider definition than the current debate. Networks have worked to improve access to HE for all learners and those from non-traditional backgrounds have benefitted. However, this model is not based around admission to just the UK’s top two universities but seeks to broaden opportunities within a specific geographic al or curriculum area, often including a range of HE providers (teaching universities, research intensive, colleges). Care should be taken not to identify potential learners in terms of their economic status alone; this is very significant of course but ambitions to widen participation should be not be limited to those learners entitled to free school meals.
The funding which is available to Further Education Colleges (FECs) to deliver Higher Education should operate on a more equitable basis. Currently the FECs are restricted in what they are able to provide at Level 4 (including CPD, HE Certificates and above) and rely heavily upon HEIs for accreditation and funding. This approach is detrimental to the part-time or work-based learner who wishes to study locally.
Networks have carried out a significant amount of work to encourage the progression of Apprentices entering HE, and stimulated the development of new Higher Apprenticeships based around Foundation Degree models. A new funding model should take account of where the Apprentices are currently located, the relationship they and their employer have formed with the FE provider, and the experience that these colleges and training providers have in delivering Apprenticeship programmes. Many FECs offer suitable HE provision for Apprentices but find the funding model difficult and unrewarding to operate. Any changes to this funding model for Higher Apprenticeships must examine the relationship between the FE provider and its HE partner and recognise the need for onward progression from Foundation Degrees or Higher Nationals allowing learners to top-up to Honours Degrees.
Networks are increasingly involved in the development of Higher Level Skills Programmes which meet the needs of employers. Both FE and HE institutions must have the flexibility to offer options which are fit-for-purpose in content, as well as flexibility in terms of the mode of delivery and length of these options. Whilst striving to develop new pathways into HE which enable work-based learning as a central mode of delivery, it is imperative that the funding mechanisms which are available do not disadvantage these learners. This should be the case for both young people beginning their careers and adults returning to learning.
We believe that the flexible models we have developed and continue to develop across the country are far more sustainable than traditional full-time degrees for vocational learners. Working class young people and adults will be deterred from Higher Education because of fees; there appears to be a stronger aversion to debt in some groups of non-traditional learners and this needs to be addressed. Individual concern and choice in relation to learning will be heightened in light of other financial support changes at sub-HE levels (specifically the EMA).
Information, advice and guidance (IAG) systems are currently inadequate. Through the work of our Networks we see adult learners struggling to acquire information about how to enter higher education and how they can support themselves whilst there; we see the inadequacy of information in schools and sometimes colleges about vocational progression pathways and most of all we see a landscape of confusion. The hiatus in IAG delivery over the next 18 months will impact upon all potential HE learners. The introduction of the AACS in stages will no doubt create gaps in IAG which need to be addressed as a matter of urgency.
If there is to be fair access then there must be a structured approach to IAG which is specific to HEIs and provides impartial information, advice and guidance to enable learners to make an informed choice which is not based on the desire of specific HEIs to recruit, or even not to. In effect this is what the networks have so far provided and there is an imperative need for its continuation. Furthermore, there needs to be a focus on teacher training and staff development in schools to raise awareness and to provide accurate information about vocational pathways.
As Networks progress away from their initial HEFCE-funded phases, they are being increasingly valued by their partner institutions and seen as an extremely useful way to widen participation, but also as a vehicle to drive change across the sector, seeking new ways to improve the learners’ experience but balancing this with a desire to identify efficiencies across partnerships. Importantly, networks bring together the best of practice between FECs and HEIs, which includes those which are research-intensive universities and post-92 universities. This is unique and has enabled a knowledge and practice base to develop which has the potential for not only efficiency but excellence. We believe that these arrangements should be given support to continue so that the work now underway can continue to flourish and meet the needs not only of learners and employers but also of the knowledge economy to improve skills so desperately needed if we are to compete in a global economy.
The most recent guidance of The Office for Fair Access (OFFA) favours an approach of long-term targeted outreach. Networks would support this and urge institutions to work together, building on the experiences and expertise of LLNs and Aimhigher partnerships. There are significant elements which Networks can offer more specific detail, namely those around incentivising participation and promoting fair access. We are also able to provide examples of barriers and possible solutions for both learners and institutions, particularly in terms of increasing access to HE. The very nature of Networks means that we have access to a range of institutions, organisations and individuals who are central to this debate. As you may expect, Networks have a unique understanding of some of the challenges and blockages experienced by the sector, but also by the end users – learners and employers. The LLN model is one which offers institutions an opportunity to widen access and target participation, creating a balance between competition and collaboration.
APPENDIX A
Background
Lifelong Learning Networks (LLNs) are partnerships of Further Education colleges (FECs) and Higher Education Institutions (HEIs). Many LLNs were set up in response to HEFCE funding to address the low progression rates for vocational learners. Since their inception in 2005, LLN partnerships have focused upon:
Developing Progression “Agreements” or “Accords” which allow learners to move into and through higher education.
Nurturing the FE-HE interface so that learners can benefit from seamless transition into higher learning.
Ensuring HE engagement with the 14-19 reform and identifying clear progression routes for learners choosing non-traditional qualifications.
Developing and enhancing systems of Information, Advice and Guidance for learners and intermediaries.
Addressing the Higher Level Skills needs within specific sectors.
Working with a range of local and national stakeholders to ensure that curriculum is demand-led and fit for purpose.
LLNs are involved in many aspects of development, and as an established platform can provide an opportunity for engagement with other organisations and additional initiatives. LLNs are already helping partners to work with external agencies and organisations such as Sector Skills Councils, individual employers and employer representatives, local authorities, Regional Development Agencies, the Skills Funding Agency, Connexions, Nextstep providers and Aimhigher partnerships.
Table 1
LLN ACHIEVEMENTS
|
Development |
Number Developed - in excess of |
Number in Development - in excess of |
Comments |
|
Progression Agreement |
8,500 |
2,000 |
19,500 learners are expected to progress, with an additional 55,000 having the potential to benefit from them each year |
|
Curriculum Development |
1,150 |
700 |
700 had employer involvement 450 also involved Sector Skills Councils |
|
Information, Advice and Guidance |
68,000 IAG interventions |
n/a |
200,000 paper-based resources produced Nearly 900,000 web hits on LLN IAG sites |
|
Staff Development |
2,400 events |
n/a |
32,000 staff benefited across the HE/ FE/employer sectors |
10 March 2011