1. Quality and Effectiveness Framework Learner Voice
May 2010

2. NUS Project
NUS provide targeted support for Learners and Staff within FE to develop mechanisms for Learner Involvement / Engagement.
Develop and share examples of good practice
Link with existing networks

3. NUS project outcomes
Provide student governor training in conjunction with ColegauCymru to new and returning nominated student governors to all twenty four colleges in Wales per year;
Provide training in conjunction with ColegauCymru to college staff and other relevant support staff to all twenty four colleges in Wales per year;
Work with ColegauCymru, colleges and student representatives to provide tailored training, advice and support to six colleges per year that will empower these institutions to independently support and develop learner engagement structures;
Conduct a mapping exercise of good practice examples of learner engagement across all sector bodies within Wales and analysis of UK and international good practice.

4. Produce recommended solutions for FE representation structures which includes issues relating to legislation, value for money and is suitable for Welsh colleges as well as a signposting to materials already available;
Link with existing networks in Wales to share good practice in supporting learner engagement and implementation of the Learner Involvement Strategy Guidance;
Develop and support across FE class representation structures in colleges;
Work with ColegauCymru and individual college Principals to develop and deliver a sustainable method of continued FE learner representation support beyond the term of this project

5. The Quality and Effectiveness Framework for post -16 learning
Learner Involvement
The Quality and Effectiveness Framework for post -16 learning
Learner Outcomes
Leadership & Management
Responsiveness
Learner Involvement in decision making
Effective collaboration
Widening participation

6. Learner Involvement Strategies Guidance
The guidance is intended to be a living document
The guidance is not a prescriptive approach
One size will NOT fit all

7. Listening and Responding
Ways of gathering feedback
Learner Questionnaires
Online surveys
Telephone interviews
Focus groups
Focused surveys

8. Piloted a “top down” approach
Learner Voice 2010 Pilot
Piloted a “top down” approach
1st phase 2008 – 2009 with 7 FE institutions
2nd phase 2009 – 2010 with 24 FE institutions, plus WBL providers
Total of 33,406 learners’ views were collected in the 2nd pilot phase

9. FE: Overall experience
Full time learners
A mean-score of 4.16 out of 5
Ratings are significantly higher for:
Under 19s and 19-24s (4.14 and 4.18)
White compared to ethnic minority groups (4.18 and 4.04)
No qual/Level 1 and below (4.25 compared to 4.17 Level 2 and 4.14 Level 3)
(< 450 guided contact hours a year)
Base: FE Full time (unwtd/wtd 20,402/13,027)

10. FE: Overall experience
Part time learners
A mean-score of 4.35 out of 5
Ratings are more positive for:
Older learners (4.12 for the under 25s compared to 4.60 for the 65 plus)
Females (4.39 and 4.30 male)
Ethnic minority learners (4.41 compared to 4.34 white)
No qual/Level 1 and below (4.45 compared to 4.33 Level 2 and 4.16 Level 3)
(< 450 guided contact hours a year)
Base: FE Part time (unwtd/wtd 6,153/15,678)

11. FE: Information/advice
Full time
Part time
Mean-score
Mean-score
4.15
4.27
(< 450 guided contact hours a year)
3.96 *
4.08
* NB At least 15% ‘does not apply to me’
Base: FE Full time (unwtd/wtd 20,402/13,027) FE Part time (unwtd/wtd 6,153/15,678)

12. FE: Initial and ongoing support
Full time
Part time
Mean-score
Mean-score
4.32
4.47
(< 450 guided contact hours a year)
4.22
4.45
Base: FE Full time (unwtd/wtd 20,402/13,027) FE Part time (unwtd/wtd 6,153/15,678)

13. FE: Experience of teachers/trainers/assessors
Full time
Part time
Mean-score
Mean-score
4.16
4.53
4.12
4.51
4.08
4.39
(< 450 guided contact hours a year)
4.18
4.44
3.93
4.42
Base: FE Full time (unwtd/wtd 20,402/13,027) FE Part time (unwtd/wtd 6,153/15,678)

14. * NB At least 15% ‘does not apply to me’
FE: Responsiveness
Full time
Part time
4.15
4.54
3.85 *
4.16
(< 450 guided contact hours a year)
3.75 *
4.11
* NB At least 15% ‘does not apply to me’
Base: FE Full time (unwtd/wtd 20,402/13,027) FE Part time (unwtd/wtd 6,153/15,678)

15. * NB At least 15% ‘does not apply to me’
FE: Environment
Full time
Part time
4.23 *
4.47 *
3.55 *
4.03
4.14 *
4.31
(< 450 guided contact hours a year)
4.12 *
4.33 *
3.92 *
4.22
* NB At least 15% ‘does not apply to me’
Base: FE Full time (unwtd/wtd 20,402/13,027) FE Part time (unwtd/wtd 6,153/15,678)

16. Key issues
Links learner voice with quality rather than being seen as a separate issue.
Headline figures not necessarily meaningful but drilling down can show sector-wide, institutional and course-level information to target further work
‘Eye opener’ for staff who think that performance is high based solely on attainment
Integration into existing surveys
Benchmarking

17. Does it really tell us anything Compatibility with existing systems
Potential Issues
Duplication of effort
Does it really tell us anything
Compatibility with existing systems
One size may not fit all
Survey fatigue

18. Discussion Points Options for rolling this forward: Don’t do anything
Administer an all Wales survey
Integrate the all Wales survey into existing surveys
Hybrid :- pull together information from existing surveys
Pro’s and Con’s ?