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Higher Education for People in Work What’s the problem?
Debi Hayes
Deputy Provost GSM London
Hugh Joslin
Researcher University of Greenwich UVAC Conference 27 November 2014 York
THE ARGUMENT
1. SHARP DECLINE IN PART-TIME HE
•
What the literature tells us about macroeconomic and policy factors 2.
WHAT DO WE KNOW FROM EVIDENCE OF
• •
WORK-BASED LEARNERS Understand learner typologies Case in point - progression to HE of apprentices 3. WHAT IS TO BE DONE -
• • •
Re-align part-time HE Higher apprenticeships as part time progression Refocus on supply of part time flexible HE Develop work-based learning shell provision to incorporate credit, promote workplace learning cultures and new pedagogies
THE ARGUMENT
1. SHARP DECLINE IN PART-TIME HE
•
What the literature tells us about macroeconomic and policy factors 2.
WHAT DO WE KNOW FROM EVIDENCE OF
• •
WORK-BASED LEARNERS Understand learner typologies Case in point - progression to HE of apprentices 3. WHAT IS TO BE DONE -
• • •
Re-align part-time HE Higher apprenticeships as part time progression Refocus on supply of part time flexible HE Develop work-based learning shell provision to incorporate credit, promote workplace learning cultures and new pedagogies
THE LITERATURE ON PART-TIME HE
Educating Rita - A Model to Address Inadequate State Support for Part-time Students (2009) Policy Exchange – Fazackerley, A., Callender, C,. Chant, J., Wilkinson, D Understanding Higher Education in Further Education Colleges. (2012) BIS - Parry, G., Callender, C., Scott, P., Temple, P The Power of Part-time - review of part-time and mature higher education. (2013) Universities UK.
Higher Education in England – Impact of the 2012 Reforms (2013) HEFCE Flexible Learning: Wrapping HE around the Needs of Part-Time Students (2013) HEPI – Maguire, D.
Expanding and Improving Part-Time HE (2012) BIS - Pollard, E., Newton, B., Hillage Higher Education in England 2014 - Analysis of latest shifts and trends (2014) HEFCE.
Pressure from All Sides - economic and policy influences on part-time higher education (2014) HEFCE.
Undergraduate Courses other than First Degrees - An analysis of recent trends (2014a) HEFCE.
Macroeconomic Influences on the Demand for Part-time Higher Education in the UK. (2014) Oxford Economics .
355 000 359 000 All part-time HE 351 000 301 000 222 000 139 000 59 300 300
2008-09
49 000 1 700
2009-10
35 000 3 500
2010-11 HEFCE/SLC LSC/SFA
35 400 5 700
2011-12 HIGHER APPRENTICE
39 700 12 900
2012-13
17 800
2013-14
250 000 200 000 150 000 100 000 50 000 0
Change in part-time UG entrants to English HEIs and FECs
2008-09 2012-13 First degree Number of entrants Other undergraduate
Part-time numbers 2005-06 to 2012-13
UK and other EU full-time other undergraduate entrants (not including nursing) registered at HEIs by course aim, 2005-06 to 2012-13 Other qualifications Foundation degree HNC/HND
Macroeconomic Influences on the Demand for Part-time
Higher Education in the UK. (2014) Oxford Economics (p.V)
THE ARGUMENT
1. SHARP DECLINE IN PART-TIME HE
•
What the literature tells us about macroeconomic and policy factors 2.
WHAT DO WE KNOW FROM EVIDENCE OF
• •
WORK-BASED LEARNERS Understand learner typologies Case in point - progression to HE of apprentices 3. WHAT IS TO BE DONE -
• • •
Re-align part-time HE Higher apprenticeships as part time progression Refocus on supply of part time flexible HE Develop work-based learning shell provision to incorporate credit, promote workplace learning cultures and new pedagogies
Conceptual Framework:
Typology & the Learner Journey the Individual:
characteristics & needs
- Learner Attributes - Flexible Learning Offer - Style of Learning - Brand Proposition the Institution:
learner journey
- WP Intensity/Outreach - Engagement - Transition Needs - On-course Support - Destination
Defining Flexible Part-time Learning
The
HEA
(2011), defines the dimensions of flexible learning as: Pace: Volume of credit APEL & APCL Creative use of credit frameworks Mode: Learning technology as a driver Distance & blended & attendance Synchronous/ Asynchronous Place: Work-based versus Home versus Institution
The Market for Part-Time Flexible Learners
Identifying learners: who are they?
One third of all
undergraduates
study part time . This equals over half a million learners 61% are over 29 when they commence UG studies with 10% under 21 Vocational programmes account for 63% of students Approximately 300,000 part-time learners are on taught and research
postgraduate qualifications
Much more
heterogeneous & diverse with respect to entry qualifications
than full-time learners More
unequally distributed
– remain concentrated in a number of HEI’s in certain regions
9. Employer work-force development 1. Returners to HE
Typology:
Characteristics & Needs 8. Decelerators 7. Trailists
Typology of Flexible Learners
2. Career Builders 3. Second Chancers Nine typologies have been identified according to a number of learner attributes 6. Personal Developers 4. Re-Trainers 5. Earners & Learners
THE ARGUMENT
1. SHARP DECLINE IN PART-TIME HE
•
What the literature tells us about macroeconomic and policy factors 2.
WHAT DO WE KNOW FROM EVIDENCE OF
• •
WORK-BASED LEARNERS Understand learner typologies Case in point - progression to HE of apprentices 3. WHAT IS TO BE DONE -
• • •
Re-align part-time HE Higher apprenticeships as part time progression Refocus on supply of part time flexible HE Develop work-based learning shell provision to incorporate credit, promote workplace learning cultures and new pedagogies
APPRENTICE PROGRESSION RESEARCH
Matching ILR datasets and HESA Fuzzy matching developed with HESA and HEFCE • Longitudinal – progression patterns over time • Demographic – age, gender, ethnicity, domicile • Programme – previous provider & programme • Destination – university or FE college, programme • Achievement – by quals for earlier cohorts
HE entry 3 years tracking All tracked to date 2005/06
33285 505 1510 1885 830 650 520 360 3900 11.7
6255 18.8 7
2006/07
35525 475 1525 1995 965 685 445 3995 11.2
6090 17.1 6
2007/08
41370
2008/09
49360 465 1625 2450 1000 555 2180 2165 620 990 4540 4900 11.0
9.9
6160 5890 14.9 5 11.9 4
2009/10
53815 755 2350 1990 5095 9.5
5095 9.5
3
WHAT’S THE PROBLEM?
“The majority of current apprentices also aspired to further learning; more than half (54%) thought it very likely that they would undertake further training or learning leading to a qualification within 2 to 3 years of finishing their course, and almost a third (31%) felt it was quite likely”.
Evaluation of Apprenticeships: London Region Report (2012) BIS - IFF Research
Advanced Apprentice population is changing… 2005-06 1% - aged 25 years+ 185 2009-10 24% - aged 25 years+ 11975 38% females 12755 4% BME 1290 7% Business Administration 2375 51% females 27455 8% BME 4000 12% Business Administration 6685
Cohort Age band 2005 2006 2007 2008 2009 16-19 20-24 Over 25 66% 34% 0% 16-19 20-24 Over 25 71% 29% 0% 16-19 20-24 Over 25 65% 31% 4% 16-19 20-24 Over 25 50% 27% 23% 36% 63% 2% 36% 63% 1% 31% 52% 17% 23% 39% 37% 60% 40% 0% 63% 37% 0% 49% 30% 21% 36% 24% 39% 67% 33% 0% 68% 32% 0% 58% 29% 13% 54% 26% 20% 77% 23% 0% 77% 23% 0% 75% 24% 2% 69% 28% 3% 38% 61% 1% 37% 62% 1% 26% 42% 32% 18% 31% 51% 78% 21% 0% 77% 23% 0% 78% 19% 3% 71% 19% 11% 86% 13% 0% 88% 12% 0% 83% 15% 2% 79% 16% 4% 77% 23% 0% 75% 25% 0% 69% 28% 3% 61% 26% 13% 41% 55% 4% 32% 67% 1% 13% 34% 53% 9% 24% 67% 16-19 20-24 Over 25 49% 33% 18% 34% 42% 23% 40% 26% 34% 56% 31% 13% 67% 29% 4% 15% 41% 44% 70% 22% 9% 71% 24% 5% 69% 24% 7% 13% 34% 54%
Cohort Age band 2005 2006 2007 2008 2009 16-19 20-24 Over 25 66% 34% 0% 16-19 20-24 Over 25 71% 29% 0% 16-19 20-24 Over 25 65% 31% 4% 16-19 20-24 Over 25 50% 27% 23% 31% 52% 17% 23% 39% 37% 36% 63% 2% 36% 63% 1% 49% 30% 21% 36% 24% 39% 60% 40% 0% 63% 37% 0% 58% 29% 13% 54% 26% 20% 67% 33% 0% 68% 32% 0% 75% 24% 2% 69% 28% 3% 77% 23% 0% 77% 23% 0% 26% 42% 32% 18% 31% 51% 38% 61% 1% 37% 62% 1% 78% 19% 3% 71% 19% 11% 78% 21% 0% 77% 23% 0% 83% 15% 2% 79% 16% 4% 86% 13% 0% 88% 12% 0% 69% 28% 3% 61% 26% 13% 77% 23% 0% 75% 25% 0% 13% 34% 53% 9% 24% 67% 41% 55% 4% 32% 67% 1% 16-19 20-24 Over 25 49% 33% 18% 34% 42% 23% 40% 26% 34% 56% 31% 13% 67% 29% 4% 15% 41% 44% 70% 22% 9% 71% 24% 5% 69% 24% 7% 13% 34% 54%
Progression Drivers and Barriers– learner characteristics AGE
Progression Drivers and Barriers– learner characteristics GENDER
Progression Drivers and Barriers
Framework pathways
Progression Drivers and Barriers
Place and Provision
2005-06 cohort tracked for seven years
Progression Drivers and Barriers
Provision (Mode)
Framework Engineering Accountancy Business Administration Children’s Care Learning and Development 19% Customer Service 6% 3% 34% 44% 13% 0% 12% 1% 95% 14% 78% 3% 39% 52% 15% 9% 6% 20% 33% 2% 0% 1% 0% 2%
Apprentices, HE Progression and Social Mobility HE progression rates POLAR 3 % of HE entrant population Immediate HE rate 7 years HE progression rate Q1 - Very low HE participation/ Educational disadvantage 22% 10% 16% Q2 Q3 Q4 Q5 - High HE participation/ Educational disadvantage 24% 21% 19% 15% 12% 12% 12% 13% 19% 19% 19% 20%
40% 52% Apprentices, Educational Deprivation and HE progression rates Q1 % higher education rate Q5 % higher education rate 72% 62% Engineering 33% 40% 22% 25% 9% 13% 6% 12% Accountancy Business Administration Health and Social Care Customer Service Children's Care Learning and Development
WHAT’S THE PROBLEM?
To summarise:
1. Higher volumes of advanced apprentices are progressing but rate reducing 2. Cohort is changing
WHAT’S THE PROBLEM?
• • •
CHANGES
24% are 25+
o
older apprentices progress at lower rate 51% female
o
female apprentices progress 4 – 7 years after and to full-time
o
and different pathways male apprentices more likely to study part-time 46% from educationally disadvantaged areas
o
But least advantaged more likely to progress EXCEPT in accountancy (AAT locally and flexibly delivered by FECs but also private providers not counted here)
WHAT’S THE PROBLEM?
• •
CHANGES (continued)
Traditional career oriented frameworks
o
Engineering has declined due to decline in HNC provision
o
Health and social Care declined when nursing became degree
o
entry in 2008 Evidence from IPSOS MORI evaluation re perceptions of apprentices and employers re career orientation Newer less career oriented frameworks
o
Business Admin and Customer Service
o
Significant increases in numbers, mainly 25+ Evidence suggests that if we want to influence apprenticeship progression then we need to design new (or bring back old) pathways that attract the demographic
THE ARGUMENT
1. SHARP DECLINE IN PART-TIME HE
•
What the literature tells us about macroeconomic and policy factors 2.
WHAT DO WE KNOW FROM EVIDENCE OF
• •
WORK-BASED LEARNERS Understand learner typologies Case in point - progression to HE of apprentices 3. WHAT IS TO BE DONE -
• • •
Re-align part-time HE Higher apprenticeships as part time progression Refocus on supply of part time flexible HE Develop work-based learning shell provision to incorporate credit, promote workplace learning cultures and new pedagogies
WHAT IS TO BE DONE?
1. Design appropriate, flexible part-time HE provision locally based on an analysis of the progression needs of advanced level apprentices 2. Provision should be informed by learner typologies • taking account of timing of apprentice progression • taking account of age, gender and prior qualifications (Unwin and Fuller) • taking account of aspirations of apprentices and their employers
WHAT IS TO BE DONE?
3. Provision to include o o o higher apprenticeships for career oriented frameworks OUG (part-time HNC/HND) and non-prescribed provision work-based learning FDs and degrees which allow for general credit recognition and advanced standing for cross sectoral progression
WHAT IS TO BE DONE?
4. A new asset based model should be developed for flexible learners and employers o stress the need for permanent updating and development of heutagogic/self-directed o o o learning skills be fully cognisant of credit accumulation and transfer systems locally and all HE pathways identify and communicate to providers gaps in provision and appropriate pedagogies targeted communication, outreach, transition and support arrangements
WHAT IS TO BE DONE?
o Negotiated, personalised approach o Build on competencies o Consider strengths profiling (Gallup Strengths Quest) o Refocussing of networking, IAG, careers development o Institutional culture - adaptations?
DISCUSSION
• • • •
What other issues are there?
What are the barriers to implementation?
How can they be overcome?
Should colleges or universities lead?
• Debi Hayes – [email protected]
Hugh Joslin – [email protected]