Foundation degrees – an
update on policy and good
practice
Susan Hayday
Charles Pickford
fdf
Foundation degree
success
• A pioneering and flexible qualification with
a high level of support from employers (QAA
2010)
• Achievement of the Government’s target of
100,000 Fd students to be enrolled at any
one time
• 250,000 students have taken up Fds to date
Policy
• Skills for Growth
– Apprenticeships
• Local Growth
– LEPs
• Technology and Innovation Centres
• New award for excellence in the crafts
• Implications for Fds / work-based HE
Good practice:
Advice and support
• Up-skilling and up-dating advisers – fdf
resources and training
• Building capacity for HE progression
• Supporting work-based learners – on-line
module and learner support
unionlearn presentation
5
Good practice:
modular frameworks
• Responds to time, cost and cohort size
constraints of tailored programmes
• Can be accessed incrementally – welcomed
by employers and learners
• Employers’ specific training needs can be
met more quickly
• Provides an opportunity for accreditation of
in-house training
Good practice:
modular frameworks
L4
L5
L6
PDP
Mgt &
Ldrshp
20
20
PDP
Mgt &
Ldrshp
20
20
PDP
Mgt &
Ldrshp
20
20
Employer/sector specific
content/accreditation of employer training
20
20
Employer/sector specific
content/accreditation of
employer training
20
Work
based
project
20
Work based
project
20
20
40
Work based
research
Work based project
20
60
Employer Involvement
High
Characterised by:
• Learners as students
• Broad based provision
• Academic/PB led
• Campus/classroom based
• Limited development of
work related skills
• Minimal initial employer
investment
• Significant post
qualification knowledge and
skills development
Recognition of
co-dependence
(Subject led)
Characterised by:
• Influence on curriculum
• Case studies
• Guest lectures
• Work experience
• Live projects
Shared understanding
and objectives
(Work-related)
• Enhanced relevance
• Applied knowledge
• Better understanding of the
workplace
• Recruitment opportunities
• Modest investment
High
Collaborative
Partnership
(Work-based)
Characterised by:
• Learners in employment
• Tailored provision
• Workplace and
classroom based learning
• Develops both
knowledge and
competences
• Recognises existing
training and skills
• Significant up front
investment
Low
Low
Tailored to employer needs
Continuum of employer engagement
Good practice:
harnessing e-learning
Part of a blended learning offer that includes
• On line resources available 24x7
• Face to face workshops and seminars
• Tailored work based activity
• e portfolio
• Academic team who can facilitate an informed
pedagogic process
• Work based mentors
• Social networks
Good practice:
harnessing e-learning
fdf interventions - issues addressed
• Sectoral and spatial employer expectations
• Competing institutional tensions
• Managing IPR
• Shared resources
• Sustainability
• Maintaining integrity of partnership(s)
Employers expectations of
Universities and Colleges
•
•
•
•
•
•
•
•
•
•
•
Strategic long term developments
Collaborative relationships between institutions
Collaborative relationships with other stakeholders
Consistent, but not prescriptive, national provision
Alignment to national standards
Delivery by staff with current industry knowledge
Embraces employer expertise
Values & maximises opportunities for work based learning
Accredits employer based training
Flexible models of delivery that meet employers & learners needs
Professional Client Management
11
Cost culture clashes
HEIs
• Credit related charges
• High overheads
• Macro costing
• Costs not understood
• Limited transparency
• Don’t negotiate
Employers
• Seek value added
• Overhead reduction
• Activity based costing
• Detailed cost models
• Negotiate on value
• Seek budget stability
Employer Based Training
Accreditation - ebta
Achieved in last two years
• Developed in excess of 50 sustainable
partnerships between employers and HEIs
• Provided over 6000 accreditation opportunities
for employees
• Developed and enhanced practice across 35
HEIs and one LLN
Employer Based Training
Accreditation - ebta
Lessons so far
• Employer motivation
• More than accreditation
• HEI response
• Operational challenges
• Areas for further development
www.fdf.ac.uk
susan.hayday@fdf.ac.uk
c.pickford@fdf.ac.uk