HIGHER LEVEL SKILLS MODULE

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HIGHER LEVEL SKILLS MODULE
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WELCOME AND INTRODUCTION

• Presenter

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AGENDA

• Welcome, introductions and objectives
• Introduction to the HE system and their offer to
  employers
• Key drivers for change in HE
• Business benefits of higher level skills
  (discussion activity)
• Higher level skills initiatives employer
  engagement
• Break
• Accessing provision resources
• Responding to employers questions (discussion
  activity)
• Brokering provision (discussion activity)
• Closing session

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OUR FACILITATORS TODAY
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WORKSHOP OBJECTIVES

• To help Brokers
• broker appropriate higher level skills solutions
  or signpost employers
• achieve elements of the Skills Broker Standard
  and support them in their ongoing Continuous
  Professional Development

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WORKSHOP OBJECTIVES - OUTCOMES

• By the end of the session Brokers will be able
  to
• promote the business benefits of higher level
  skills to employers
• have a better understanding of higher level
  provision and the potential progression and
  development routes
• more confidently broker appropriate provision to
  employers and/or make referrals to training
  providers for delivery
• access relevant resources and obtain support

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WORKSHOP OBJECTIVESMAPPING TO THE SKILLS BROKER
STANDARD

• WHAT YOU NEED TO SHOW
• That you can
• make linkages between improved business
  performance and the contribution of skills (a1)
• identify specific skill solutions in relation to
  business goals/challenges (a2)
• proactively network and search new solutions (a3)
• help the client to critically assess a training
  providers offer (a4)
• broker deals with training providers (a5)
• be the catalyst for action (a6)
• help the client to build confidenceto broker own
  solutions (a7)

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WORKSHOP OBJECTIVESMAPPING TO THE SKILLS BROKER
STANDARD

• WHAT YOU NEED TO KNOW
• Advice, learning and development solutions for
  clients (b1) including HE provision
• The training provider infrastructure including
  Higher Education Institutions (b2)
• The framework of training and development
  delivery including funding, eligibility and
  progression routes (b3)
• EXPERIENCE
• Organisational development and change (c1)

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ICEBREAKER QUICK QUIZ

• Lets see what you know about higher level
  skills.
• Working with those in your group take a look at
  the Quick Quiz questions and select your answers.
  
• You have 3 minutes!

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INTRODUCTION TO THE HE SYSTEM AND THEIR OFFER TO
EMPLOYERS

• Presenter

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THE HIGHER EDUCATION SYSTEM IN ENGLAND

• There are 91 universities and 41 HE colleges in
  England
• Universities are self-governing and independent
  and range in size from 4,500 to 32,000 students
• Open University has 158,000 students (distance
  learning)
• The Privy Council has the power to grant
  university status to institutions
• HEIs are diverse organisations in terms of
  mission, subject range/focus, services and
  structures
• General purpose
• Enable people to develop (personally and at work)
• Advance knowledge and understanding through
  research
• Contribute to the economic success of the country
• Including working with employers to increase
  engagement levels

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THE HE SYSTEM IN THE (REGION)
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STUDENTS IN THE UK
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HEIs MAIN STREAMS OF ACTIVITIES

TEACHING
KNOWLEDGE TRANSFER
RESEARCH
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WHAT CAN HEIs OFFER EMPLOYERS?

TEACHING
Taught Masters
Student Placement
Knowledge Transfer Partnerships
Training workforce development
Access to specialist facilities
KNOWLEDGE TRANSFER
RESEARCH
Collaborative Research Development
Consultancy
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WHAT DO WE MEAN WHEN WE SAY HIGHER LEVEL SKILLS?

• Not simply knowledge and expertise but the
  intellectual capacity of the individual to apply
  them
• Higher level Level 4 and above in line with the
  National Qualifications Framework descriptors

Level 4 Certificate of Higher Education, Level 4 Certificate/NVQ/Diploma
Level 5 Foundation degree, Level 5 Certificate/NVQ/Diploma
Level 6 Bachelors degree (BA, BSc, BEd), Level 6 Certificate/NVQ/Diploma
Level 7 Masters degree (MA, MSc, MBA), Level 7 Diploma/Advanced Professional Certificate
Level 8 Doctoral degree (PhDs), Specialist Diploma


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WHAT TYPE OF PROVISION IS AVAILABLE?

• The following types of solutions can be provided
  to address higher level skills needs
• Bespoke or off-the shelf
• Accredited or non-accredited (ie provide credit
  towards a qualification)
• Training development for technical skills or
  soft skills
• Sector or industry specific programmes
• Examples of programmes include
• Part-time undergraduate courses
• Part-time research or taught postgraduate courses
• Foundation degrees
• NVQS, HNDs, HNCs
• Professional qualifications
• Short courses

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WORKFORCE DEVELOPMENT MODES OF DELIVERY

• Units within HE institutions can provide
  centralised support on workforce training and
  development
• Programmes are designed and delivered using a
  collaborative approach among university staff,
  line-managers and business mentors or work-based
  mentors
• A range and mix of delivery modes may be used,
  including
• On campus
• In-company
• Distance learning online, CD ROM
• Bite-sized chunks of training delivered at
  intervals to suit business individuals,
  including within CPD frameworks and
  qualifications
• Supporting/accrediting in-house delivery

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FORMS OF ASSESSMENT AND ACCREDITATION

• Learner assessment may include
• Personal analysis or self-assessment
• Research investigation report
• Position paper
• Work-based assignments applying theory context
  in practice
• Portfolio - reviewed by assessor
• Examinations with internal and/or external
  assessors
• Accreditation of prior experience learning
  (APEL)
• HEIs can develop and award nationally recognised
  qualifications
• FECs can provide higher levels skills provision
  and they work with HEIs who accredit programmes
  of study eg Foundation degrees

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WHO FUNDS HEIs?

• HEFCE (Higher Education Funding Council for
  England) receives monies from DfES for
  distribution to HEIs
• HEFCE allocates core funding for the following
  activities
• Learning and teaching
• Research
• Widening participation
• Business and community/knowledge transfer HE
  Innovation Fund
• HEFCE also provides funding through special
  initiatives, eg
• Employer Engagement, including Pathfinders
  course development and capacity building (not the
  delivery of training)
• Lifelong Learning Networks (LLNs)
• Centres for Excellence in Teaching and Learning
  (CETLs)

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OTHER FUNDING MAY BE AVAILABLE TO HEIs

• A wide range of potential sources, including
• European Social Fund / Regional Development Fund
• European Union programmes / initiatives
• Charities (eg for research)
• RDAs
• LSC funded Leadership Management Programme and
  other NVQs or professional qualifications
• Income- eg via learner and employer contributions
  

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FUNDING FOR WORKFORCE DEVELOPMENT

• What funds are available for employers and their
  employees who want to access higher level skills
  training and development?
• The funding that may be available for the
  development and/or delivery of higher level
  skills provision include
• HEFCE core funding (ASNs Additional Student
  Numbers)
• HEFCE initiative funding (eg Pathfinder, LLN)
• RDA funding (eg via HEIs, Train to Gain)
• ESF

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CAREER PATHWAYS AND PROGRESSION ROUTES

• HEIs offer employers a diverse range of
  opportunities for progression which build on both
  an academic or vocational platform of skills
• For those at graduate level these may include
• professional qualifications
• masters degrees
• specific industry tailored technical skills
• soft skills (eg time management)
• Lifelong Learning Networks established (usually
  led by a Centre of Lifelong Learning)
• LLNs work collaboratively with SSCs (and
  supported by regional HEIs)
• stimulate demand for new learners
• improve progression opportunities eg by creating
  progression agreements

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REGIONAL ACTIVITY
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REGIONAL ACTIVITY
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QUESTIONS THAT EMPLOYERS MAY RAISE

• Think of 3 questions or issues that employers may
  raise about higher level skills and HEIs
• Consider these potential areas or any others you
  wish (one question on each)
• Misconceptions about how HEIs work
• The relevance of higher level programmes
  available
• The delivery of higher level programmes
• Write your questions on a flipchart.

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KEY DRIVERS FOR CHANGE IN HE

• Presenter

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SETTING THE CONTEXT ACHIEVING WORLD CLASS SKILLS

• For the UK to compete at an international level
  we need
• Better skillsat higher levels to drive
  leadership, management and innovation - these are
  the key drivers of productivity and growth
• (Leitch Review)
• Overall objective
• Increase number of adults qualified to a Level 4
  from 29 (2005) to 40 by 2020
• Equates to a jump of those qualifying from
  250,000 to 530,000 (per annum)

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THE CURRENT PICTURE WHERE ARE WE NOW WITH
HIGHER LEVEL SKILLS?

• UK ranks 11th / 30 for higher level skills in
  OECD (Organisation for Economic Co-operation and
  Development)
• In general there is poor deployment of higher
  level skills by under-skilled managers
• Need to ensure we have a platform of skills
  (levels 2-3) upon which to develop our higher
  level skills
• High wage levels demanded by graduates reinforces
  fact that we have a shortage in higher level
  skills

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CURRENT SPEND ON HE IN THE UK
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THE CURRENT PICTUREUNDERSTANDING THE MARKET
PLACE

• 64 of companies with more than 5,000 employees
  have used HEIs for training
• 1 of companies with less than 50 have used HEIs
  for training
• Only 14 of small businesses offer training for
  formal qualifications
• Most spend on TD at HE level is with a cluster
  of HEIs - ie 12 account for 50 of CPD revenue
  (HE-BCI Survey)
• More importance is attached to the quality and
  relevance of training to business needs and
  appropriacy of delivery method
• Small businesses prefer bite-sized chunks of
  learning which fit with working hours
• Favour training which improves economic
  performance or meets legislative requirements
• Increase in part-time students 40 of HE
  enrolments

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WHAT DO WE NEED TO CONSIDER TO MOVE FORWARD?

• Increase awareness of, and stimulate involvement
  of employers in, higher level skills
• Develop stronger partnerships between HE and
  employers
• Offer demand-led training and respond better to
  the needs of employers
• Develop better working collaborations between
  HEIs, partner organisations, funding bodies and
  business support services
• Increase emphasis on Level 3 skills to support
  progression into HE

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WHO HAS A ROLE TO PLAY?THE ROLE OF EMPLOYERS

• The quest to increase higher level skills in the
  workforce depends on
• employer investment
• World class ambition to increase skill levels
  in the UK requires increased engagement and
  investment from employers with higher education,
  to drive management, innovation and workforce
  development
• HEFCE anticipates co-funding approach whereby
  employers/learners pay for 50 of Level 4 (and
  above) training and development

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WHO HAS A ROLE TO PLAY?THE ROLE OF BROKERAGE

• The quest to increase higher level skills in the
  workforce depends on
• Train to Gain led engagement
• skills brokers to drive up investment
  in.skills
• As a demand-led service this lies at the heart of
  getting employers involved
• Feedback surveys report that 86 of employers are
  currently satisfied with the brokerage service
• Stimulating/supporting employer access to and
  take-up of higher level skills
• Working collaboratively with partners and
  intermediaries, HEIs, FECs and private providers

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WHO HAS A ROLE TO PLAY?THE ROLE OF HIGHER LEVEL
SKILLS PROVIDERS

• The quest to increase higher level skills in the
  workforce depends on
• the responsiveness of higher level skills
  providers (including FECs and universities)
• universities will be more responsive to the
  needs of employers who want to deliver degrees
  in the workplace or bespoke training for
  highly-skilled workers
• Developing an HE culture to meet the demands of
  employers, including a shared language between
  employers and HE
• Exploring how current higher level provision fits
  the needs and look at where it doesnt to ensure
  industry and sector relevant provision
• Focusing on engaging SMEs as well as increasing
  commitment of large employers

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BUSINESS BENEFITS OF HIGHER LEVEL SKILLS

• Presenter

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BUSINESS BENEFITS OF HIGHER LEVEL SKILLS

• Why do employers need higher level skills?

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BENEFITS WHAT THE EMPLOYERS SAID

• this course will be a major part of our
  management programme helping them do their
  current jobs better, and be useful for their
  own career development.
• Training and Development Manager, Bells Stores
• The Strategic Development Programme provided
  the opportunity to take a step back from
  day-to-day operations to consider our ideas for
  developing the business, expanding into new
  markets and look at ways to enhance existing
  operations.
• Managing Director, Tom Walker and Sons Ltd
• The courses have radically transformed the
  staff understanding of business, increasing
  their contribution to many commercial and
  strategic aspects of our company dealings.
• Executive Chairman, ELECO Plc

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DISCUSSION ACTIVITY

• PART 1
• In your group discuss and share your knowledge of
  the major benefits of receiving higher level
  skills training and development for both
• The individual
• The employer
• FEEDBACK
• Combine your group ideas and choose one person to
  feedback

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HIGHER LEVEL SKILLS INITIATIVES EMPLOYER
ENGAGEMENT

• Presenter

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HEFCE EMPLOYER ENGAGEMENT

• Employer engagement strategy www.hefce.ac.uk/learn
  ing/employer
• HEI pilot projects
• Development of shared strategy with key partners
  inc LSC
• 3 Regional Higher Level Skills Pathfinders in the
  North East, North West and South West
• Aims
• develop capacity in HE to improve employer
  responsiveness
• enable HE to engage with the regional skills
  agenda in a coordinated way, including through
  Train to Gain
• facilitate a greater role for HE in workforce
  development

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ACTIVITY IN THE (REGION)
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KEY INITIATIVES IN THE (REGION)
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EMPLOYER GATEWAYS TO HEIs IN THE (REGION)
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LEVERAGE FOR HIGHER LEVEL SKILLS IN THE (REGION)
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ACCESSING PROVISION AND RESOURCES

• Presenter

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ACCESSING HIGHER LEVEL SKILLS RESOURCES

• Search for specific HEIs using
• Higher Education and Research Opportunities in
  the UK (www.hero.ac.uk) a gateway to
  universities and colleges in the UK and provides
  a full list of institutions by region
• Search for training and development using
• Employers guide to training providers
  (www.lsc.gov.uk/whatwedo/employer/egtp)
• Learndirect-advice (www.learndirect-advice.co.uk
  andwww.learndirect-ltw.co.uk)
• Hotcourses (www.hotcourses.com)

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HOW TO ACCESS HE PROVISION IN THE (REGION)
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REGIONAL HE REFERRAL PROCESS
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RESPONDING TO EMPLOYERS QUESTIONS

• Presenter

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HOW TO DEAL WITH EMPLOYERS QUESTIONS

• Key to brokering higher level skills is being
  able to deal with the questions that employers
  may raise and pre-empt some of the potential
  issues
• One common barrier may be
• Why would our staff need to go on a higher level
  skills programme when we already have our own
  company approach to CPD?

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GROUP DISCUSSION ACTIVITY

• Return to the 3 questions that you wrote up
  earlier.
• 2) Groups discuss each question and try to offer
  answers, solutions or approaches.
• 3) Write a summary of your notes on flipchart
  paper.
• 4) Choose one person to feedback.

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BROKERING PROVISION

• Presenter

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DISCUSSION ACTIVITY BUSINESS SCENARIOS

• In your group read the business scenario
  allocated to you and consider the
• Possible higher level skills training needs and
  the type of provision that the employer may
  require (ie delivery, assessment, level)
• Solutions you may propose to the employer or
  where you would access information
• Issues that the employer may raise
• Questions you may ask the employer
• Draw on your own experiences, those of your group
  and any of the materials from the sessions today.
• 2) Present your ideas on a flipchart.
• 3) Choose one person to feedback to the whole
  group.

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CLOSING SESSION

• Presenter

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WORKSHOP OUTCOMES

• By the end of the session Brokers should now be
  able to
• promote the business benefits of higher level
  skills to employers
• have a better understanding of higher level
  provision and the potential progression and
  development routes
• more confidently broker appropriate provision to
  employers and/or make referrals to training
  providers for delivery
• access relevant resources and obtain support

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CLOSING SESSION

• Any questions??
• Thank you for coming!
• Please complete the evaluation form!