1. Employer engagement co-funding and the MODNet project
Dr Darryll Bravenboer Head of Employer Led Curriculum Development Institute for Work Based Learning

2. The HEFCE invitation to bid for employer engagement funding
Proposals to widen to submit proposals to widen the scope of employer engagement activity in the sector to include areas such as:
involvement of HE with the sector skills agenda and regional skills infrastructure and brokerage
co-funding of HE provision between HEFCE and employers
measures to support greater flexibility in provision
quality assurance issues concerning customised and workplace learning
supporting increasing employer and workforce needs for continuing professional development at higher levels
the costs associated with workplace learning; and the contribution of elearning and technology more widely.
HEFCE (06/2006) Employer engagement in learning at HE level 2

3. Sustainable employer led provision through co-funding by employers
HEFCE’s approach to providing growth opportunities for HEIs through co-funding “In increasing Level 4 skills within the workforce, it is important that employers contribute to the costs of provision, as they benefit directly from the increased skills of their employees…Long-term culture change is required to encourage employers to invest in HE provision initially and to maintain their investment.” HEFCE (03/2007) Allocation of additional student numbers in for employer engagement 3

4. HEFCE priorities for employer engagement projects
work-based learning (learning derived from undertaking work)
accreditation of prior experiential learning (APEL)
enhancement and accreditation of employers' in-house training programmes
short courses tailored to employers' needs
flexible provision (at a time and place to suit employers and employees; and credit accumulation and transfer systems)
e-learning, blended learning
new types of programme which embed skills that are relevant to employers (for example, HE programmes with NVQ Level 4 embedded)
programmes designed or delivered in conjunction with employers.
HEFCE (03/2007) Allocation of additional student numbers in
for employer engagement 4

5. Middlesex Organisational Development Network (MODNet)
The MODNet project aims to promote the cultural change in the provision of work based learning that is needed to serve those in employment
Middlesex University leads the network bringing together a broad base of higher education, further education and private training providers.
Flexibility is central to its purpose. The network provide a single point of contact for employers looking for work-based learning at all levels.
Employers and the MODNet partners work together to design and deliver learning relevant to organisational development objectives.
It supports and promotes the development of innovation in employer led curriculum development. 5

6. MODNet project objectives
The establishment of a provider network focused on organisational development
The establishment of Business Development and Marketing resource to promote work based learning
The development of appropriate quality, infrastructure and financial frameworks to support flexible work based provision
Further development of the University’s work based curriculum
Expansion of student numbers through co-funded arrangements
The use of accreditation of in-house training to develop sustainable business relationships with employers 6

7. The establishment of a comprehensive provider network
MODNet strategic partners memoranda signed - June 2009
Strategic partners include Further Education Colleges:
Barnet College, City of Westminster College, CoNEL, CNWL, Enfield College, Hampstead Garden Suburb Institute, Harrow College, Southgate College, Stanmore College
Strategic partners also include Private Training Providers:
Consalia, Opps Development, QA
MODNet formally launched - September 2009
Stakeholder Advisory Panel - November 2009
Operations Group - December 2009
Affiliated partner scheme to be launched - February 2010 7

8. Business Development and Marketing
BDM team established - between February and September 2009
Initial focus on staff training in relation to work based learning products
Joint development events with business development teams in partner organisations
Central employer enquiry line operational
High profile events - Employer launch with Lord Coe; Informatology Conference; Business Breakfast with John Redwood, Vince Cable and Will Hutton; Stock Exchange with Consalia
Formal endorsement of Middlesex WBL approach by the London Chamber of Commerce - discussions with CBI and Union Learn 8

9. The development of systems and infrastructure
Staffing resources to support project development
Institute for Work Based Learning staff
Work based learning staff within University Schools
Student records system
Developing registration systems that meet the requirements of new approaches to work based learning - eg employer/organisation cohorts
Customer Relationship Management system
First and second phases of implementation complete
Implementation for University Schools underway
Added value for external partners - next phase
Support for work based learning students
Further development of distance learning technologies
Identification and dissemination of best practice with University Schools
and strategic partners 9

10. Further development of work based curriculum
Existing Work Based Learning Qualifications Framework
Work Based Learning/Professional Studies/Practice as a field of study
Recognition and accreditation of learning
Programme planning and methodology
Project modules - from 10 to 180 credits
A project driven approach to work based learning programmes
Generic work based learning progression from Fd or equivalent professional qualifications
New business ‘incubator’ approaches to work based learning
The combinations of WBL project modules with subject modules
New work based learning provision examples:
MBA Shipping and Logistics (Distance learning) - Lloyds Maritime
MA Workplace Assessment - CIEA
Fd Sports Development – THF 10

11. Co-funded ASNs must meet HEFCE teaching grant criteria
Not ‘wholly or mainly by research’
Delivered to UK/EU domiciled learners
Not be funded by another EU public source
National Health Service (NHS)
Training and Development Agency for Schools (TDA)
Learning and Skills Council (LSC)
A course ‘open’ to any suitably qualified candidate
At least 0.03 FTE - ie 3.6 credits or 36 notional learning hours
A recognised HE award or HE credit that can be counted towards a recognised HE award
Further Education Colleges and other awarding bodies 11

12. Specific requirements of co-funding
Employer engagement and employer led provision
Who or what counts as an employer?
Multi-national, large, SME, Micro, Self-employed practitioner
Public sector employer – yes but no funding contract
Private training provider, professional body, employer representative organisation?
Priority for FHEQ levels 4,5 and 6 - but also PG
Employer contributions of 50%+ (phasing in)
Payment of tuition fees does not constitute co-funding
In-kind contributions that lower the cost of delivery 12

13. In-kind contributions
“We are interested in developing a sector-wide approach to in-kind contributions and would welcome proposals from institutions which seek to test this type of co-funding from employers - specifically, how the value of in-kind contributions should be assessed.
During this pilot phase, we are willing to allocate co-funded ASNs where employers may be making in-kind contributions that enable providers to lower their costs of delivery.”
HEFCE (03/2007) Employer engagement and co-funding - Frequently asked questions 13

14. Delivering co-funded ASNs
Issues
February 2009 project start
Staff and other project infrastructure development lag
Economic recession 2009
Student registration systems development requirement
Raising awareness of the requirements of co-funding
Development of ‘in-kind’ approaches to co-funding
Solutions
Staff and infrastructure now in place to support development
Student registration systems development nearing completion
Models of ‘in-kind’ co-funding being developed
High demand for accreditation of in-house training including high profile, high volume business 14

15. Growth through accreditation of in-house training
Project targets for accreditation activity
8 organisations during 2008/9 - actual - 25
12 organisations during 2009/10 - projected 50+
Benefits of engagement through accreditation practice
By definition the provision is employer led
The added value of recognised academic credit
Appropriate quality assurance procedures
Significant progression opportunities to further HE awards
A model of ‘in-kind’ co-funding that lowers the cost of delivery and increases employer investment in higher level skills
The foundations of sustainable relationships with employers
Challenges
Meeting market demand - responsive resources, delivery models etc
Consistency of approach to quality assurance
Appropriate organisational partnership models 15

16. Further information www.hefce.ac.uk/econsoc/employer 16