1. Learner Voice
SUs Local

2. In this session we will…
Have a review of the learner voice journey to date
Have a discussion whether this journey set out to achieve what was expected
Investigate the challenges leaner voice has faced
Investigate whether there is a way to measure the impact of learner voice
Learner Voice
Nine years ago, Sir Andrew Foster’s “Realising the potential” review first highlighted the need for the FE and Skills sector to increase learner responsiveness and promote learner voice. Since then, good progress has been made in implementing learner voice strategies locally, particularly within colleges. This session will look at the learner voice journey so far, its actors, players and where we think it’s heading next
At this point also take time to ask those in attendance about some of the challenges they have faced with learner voice. After feedback inform them that there will be a slide where we look into this further.

3. What does FE look like? FE educates and trains 3 million people
846, year olds study in colleges
72, year olds undertake apprenticeships
51, year olds are enrolled at a college – majority are part-time

4. What does FE look like?
1,879, year olds study in FE and 121,000 Over 60’s
42,000 students from outside the UK study in colleges
154,000 students study Higher Education in a college
Ethnic minority students make up 21% of students in colleges

5. What does FE look like?
15% of year olds in colleges are eligible for free school meals
73% of ESOL students study at a college
230,000 unemployed people undertake education and training in colleges.
97% of colleges recruit via Jobcentre Plus

6. And why it’s important….
44% of people who achieve a level 3 qualification by age 19 do so at a college
In England in 2011/12, approximately 38,000 people aged 18+ entered education while in the criminal justice system
FE students aged 19+ generate an additional £75billion for the economy over their lifetimes
For every £1 of Government funding spent on apprentices, the economy makes £18
Colleges run 1,300 businesses open to the public

7. And why it’s important….
For every £1 of Government funding spent on apprentices, the economy makes £18
Colleges run 1,300 businesses open to the public
1,300 businesses including hair and beauty salons, restaurants, sports venues, nurseries, theatres, travel agents and florists

8. Learner Voice History
The Foster Report introduced the legal requirement for colleges to have a Learner Involvement Strategy
This increased the profile and commitment to learner voice within colleges
As a result, the development and impact of student leaders in the sector increased
Remind the audience at that time, Learner Involvement Strategies were to be reviewed annually in collaboration with students and their representatives, through students’ unions.
This increase in student representation was both local and national, most notably through the increase in engagement from further education students’ unions in their involvement with NUS.

9. Challenges New Challenges New Chances
New Freedoms For Further Education Colleges
Changes in FE Budget
Affects on students’ unions and enrichment
New Challenges, New Chances” (2011) was key piece of Government policy outlining plans to radically reform the Further Education system.
Part of this reformation included the removal of restrictions and controls on College Corporations to enable colleges to work in partnership with other providers, Local Enterprise Partnerships and local authorities to deliver education fit for local communities.
Colleges are now able to amend and/or replace their Instruments & Articles and change the membership of their board. Corporations do still have a responsibility to publish their arrangements for consulting with learners.
The government also removed the requirement for professionally-qualified teaching staff in further education. This means that colleges can employ unqualified teachers to teach on courses in further education.
In line with the current government’s Spending Review, Further Education in facing a real term reduction in funding of 25%, equating to a loss of over £1bn from 2012 to 2015.
Colleges have already seen a reduction in the enrichment budget for students, which in turn has led to reductions in the support available for students’ unions from colleges

10. So what has been NUS’s response?
Learner Involvement Framework
Sabbs as Apprentices
Evidence gathered
Training and development offer
Student Governor Support Programme
Let the audience know that these are some - but not all - the things we have done. Then go through and explain each point.
NUS has supported students’ unions in lobbying colleges to develop a strategy for a student-led, whole college approach to learner voice through the Learner Involvement Framework
We’ve piloted a sabbatical apprentice programme to build student representation and advocacy support through increased funding available to colleges for apprenticeships. This has been adopted by one college, with agreement at another in place for 2013/14 ( You can mention this in passing but not in any great detail.
Though not widely researched, there is anecdotal evidence to suggest that some colleges have ‘moved’ the staff support resource for FE students’ unions and learner voice over to Quality and Curriculum departments.
We’ve redeveloped the NUS FE officer training from December 2013 with and increased focus on advocacy, understanding the value and purpose of Further Education, and making change happen
The NUS Student Governor Support Programme (SGSP) seeks to champion the role of student governors and learner voice in the sector and supports colleges to improve their local support structures for student governors.

11. So what has been NUS’s response?
Negotiations with Education & Training Foundation / Association of Colleges’
Learning Charter for FE
Teaching and Learning Audit tool
NUS successfully lobbied for student place on board of new Education and Training Foundation, ensuring student voice is heard
In 2012, NUS developed Teaching & Learning Charter for FE, outlining ten principles of excellent teaching and learning that colleges should strive for.
From this, NUS developed and launched a Teaching & Learning Audit tool to support students’ unions and reps in evaluating the quality of teaching and learning within their colleges
NUS, along with the Institute for Learning and other sector partners led on the campaign to Keep FE Teachers Qualified. This has led to Labour Party commitment to reintroduce this requirement.

12. What does leaner voice mean for you in your institution?
So what do you think?
What does leaner voice mean for you in your institution?
At this point spilt people up into groups to consider these questions and allow for feedback please keep flip chart papers

13. How does leaner voice work in your college?
So what do you think?
How does leaner voice work in your college?

14. How do you think leaner voice impact should be measured?
So what do you think?
How do you think leaner voice impact should be measured?

15. In this session we have…
Reviewed the learner voice journey to date
Discussed whether this journey set out to achieve what was expected
Investigated the challenges leaner voice has faced
Investigated whether there is a way to measure the impact of learner voice

16. Learner Voice
SUs Local