1. A Research project undertaken by 157 Group and MEG

2. Objectives present critical quantifiable evidence to the sector, politicians, civil servants, employers and funders about HE delivered in FE highlight key concerns, issues and opportunities in this time of great change identify a number of areas for peer exchange and development among member colleges assess opportunities for further projects to develop high quality HE provision in colleges.

3. In summary, Colleges are actively seeking new markets and developing innovative course offers which they regard as adding value or meeting specific local needs plan to recruit more local students including more mature learners: some are also expanding their international marketing campaigns expect a growing need for more flexible provision, bringing into question established definitions of “full” and “part ‑ time” study

4. In summary, Colleges will expect future students to be more demanding as a result of higher fees, despite the fact that most colleges will charge less than £7,500 recognise the need to respond increasingly rapidly to the impact of Key Information Sets (KIS) and the National Student Survey (NSS). be increasingly seen as competitor providers of HE with the universities in their localities. With that status comes a need for strategic thinking, reliable data and even better marketing.

5. Type of contract or arrangement Both direct and indirect funding 17 Direct funding only 11 Indirect funding only 6

6. Student numbers Qualification2008-20092009-20102010-2011 Higher Apprenticeships 300 1,700 3,500 NVQs27,00021,300 7,900 Other Level 430,60026,80026,700 Total Level 457,90049,80038,100

7. Coverage Partnerships with universities The cost of HE in FE College involvement in HE course design and management Fees and funding issues Do partner HEIs give value for money? College autonomy Employer engagement Current challenges to the delivery of HE

8. Changes and Opportunities College ‑ based change Partnership changes Changes to student recruitment Future opportunities for HE in FE TDAP and FDAP

9. Conclusions The drive for growth — colleges are anxious to find new markets to maintain their current levels of provision and to respond to new growth targets Focus on the student experience — FE colleges believe they put the needs of individual students at the heart of what they do. Enhancing employability skills — HE in FE students often regard HE as a means to an end. They study with a specific career or job in mind Seeking more autonomy — the majority of HE in FE is provided by a small number of colleges

10. For Colleges

11. 1. Ensure a well ‑ defined long ‑ term strategy for HE provision is in place and that this provision has a clearly understood place in the college curriculum. 2. Consider and promote opportunities for progression from college vocational provision into college HE programmes. 3. Ensure that academic staff are appropriately qualified and experienced to deliver HE. 4. Ensure that validation and funding arrangements with partners are clear and robust. 5. For smaller volume or new providers of HE, ensure that growth aspirations are realistic and that opportunities for collaborative working are explored.

12. For government

13. For Government 1. Recognise the place of college ‑ based HE in the HE system and encourage its growth as a cost ‑ effective and accessible route to HE and enhanced social mobility. 2. Allow sufficient time and resource for new providers to develop and for existing providers to grow. 3. Support the continued development of an HE in FE offer that gives value for money and quality that is affordable. 4. Use funding levers where they are available to encourage participation by underrepresented groups, for example, the financial arrangements made for those following Access courses.

14. For funding bodies

15. Funding bodies 1. Recognise the distinctive nature of the HE in FE offer, especially in workplace and part ‑ time HE. 2. Review the existing funding system, such that anomalies are resolved and new entrants to HE provision, whether public or private providers, are able to make informed decisions over potential course offers and deployment of resources.

16. Final word We look forward to more dialogue with the government about the challenges HE in FE providers face, as set out in this report. Together we must now identify a clear way forward for HE policy that recognises and supports the valuable and distinctive provision offered by FE colleges.

17. Read the Report at: www.mixedeconomygroup.co.uk http://www.157group.co.uk/files/shaping_the_future.p df http://www.157group.co.uk/files/shaping_the_future.p df