Foundation Degree Forward

Transcription

1 Foundation Degree Forward STRATEGIC PLAN

2 Foreword 3 Introduction 5 PART 1 Changing Context 6 Corporate Context 10 Strategic Aims : Overview 16 Employer Partnership Strategy 17 Quality Enhancement Strategy 19 Widening Participation Strategy 20 Communication Strategy 21 PART 2 Strategic Aims 22 Strategic Aim 1 24 Strategic Aim 2 28 Strategic Aim 3 32 Strategic Aim 4 36 Strategic Aim 5 40 APPENDICES Appendix 1: Risk management analysis 45 Appendix 2: Glossary 53 Appendix 3: References 54 Appendix 4: Analysis of existing provision 55

3 FOREWORD This Strategic Plan for represents fdf s response to the rapidly-evolving policy context surrounding the higher education sector and employer demand for higher levels skills. Established in , fdf s initial remit was focused upon the promotion of good practice in the development of the Foundation degree as a new degree qualification. It quickly became clear that a high priority was the creation of new employer and employee markets for Foundation degrees and support for significantly enhanced partnerships between employers and institutions in order to secure sustained development. This priority was reflected in our Strategic Plan for the second funding period of In its funding letter [July 2006] to the fdf Management Board, the Higher Education Funding Council for England [HEFCE] encouraged the organisation to move beyond the focus upon the Foundation degree qualification and utilise its expertise in developing employer engagement with the higher education sector generally. While the organisation remains strongly committed to supporting employers who see the qualification as providing an appropriate solution for their workforce development, the broader remit from HEFCE is welcome and has been integrated into this Strategic Plan In guaranteeing continued funding for this period, HEFCE notes the need for innovation and cultural change in the higher education sector, including greater appreciation by providers of the requirements of employers and the need to develop and adapt courses swiftly and effectively to generate employability skills relevant to the workplace. The funding council welcomes the commitment that fdf has already given in support of this agenda, focussing on developing strategies and partnerships to enhance both private and public sector employer engagement in foundation degrees and more broadly. We look to fdf to continue to work closely with us, providing its expertise, advice and guidance over the coming year and beyond. As Chair of the fdf Management Board, I am very appreciative of the support rendered to the organisation by its members who give up their valuable time to advise on and guide our strategic development. They have played an increasing role in shaping the directions we have taken, as registered in this Strategic Plan, and in providing perspectives that ensure that fdf develops responsively and flexibly in relation to the wider policy environment. Their contribution to the next phase of our development will assume even greater importance as we establish new partnerships to strengthen the delivery of the outcomes that we have defined for the organisation. I hope that other agencies, organisations, institutions and individuals will consult this Strategic Plan in order to understand the nature of fdf, its distinctiveness and core commitments. They will find in it a pervasive commitment to partnership and collaboration and recognition that it is imperative to work together co-operatively and strategically in the interest of developing higher education opportunities that are driven by aspiration, demand and social inclusion. Dick Coldwell CBE Chair of the fdf Management Board 3

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5 INTRODUCTION This Strategic Plan constitutes a development and refinement of that which was published for There are several important changes represented in the new plan for the next funding period. 1. This Strategic Plan represents more fully the wider remit from HEFCE, as the Funding Council, for fdf to establish, support and sustain employer partnerships with higher education generally and not just to operate within the domain of the Foundation degree qualification. 2. It undertakes a review of how the landscape has changed significantly since In particular, the issue of employer engagement is a high priority for many institutions, agencies and organisations in response to government policy. This Strategic Plan focuses upon how fdf can play a significant role, nationally, regionally and cross-regionally in developing strategic partnerships that will lead to real outcomes that are responsive to these policy initiatives. The task here is to engage both strategically and practically, without duplication of activity, in ways that focus upon delivery of added value. 3. This Strategic Plan for confirms the organisation s previous direction of travel represented in our Mission Statement. fdf has become employer-facing in all of its activities and our services to support higher education providers are designed to represent such perspectives. Part One of the Strategic Plan focuses upon setting the contexts within which we operate and provides an overview of our core Strategic Aims. Part Two of the Strategic Plan focuses upon our core Strategic Aims, Objectives and Key Performance Indicators. A key factor for fdf is the establishment and development of sustainable strategic partnerships across all of our activities. We see collaboration as fundamental to everything that we do. I hope that individuals, institutions, organisations and agencies will consult this Strategic Plan and find it helpful in understanding the distinctive identity of the organisation. Derek Longhurst MISSION STATEMENT: INNOVATING WORKFORCE DEVELOPMENT To meet the demands of workforce development, business improvement and the knowledge economy, fdf will seek to stimulate, support and sustain employer partnerships with higher education 5

6 The fdf Strategic Plan was developed primarily to take account of the guidance and recommendations provided by the independent Higher Education Funding Council for England (HEFCE) Evaluation of fdf completed in 2005 (HEFCE 2005). There were a number of ways in which the HEFCE Evaluation provided a useful barometer of the changing context in further and higher education to which fdf has responded. There was one very clear message on which there seemed to be unanimity across all stakeholders consulted during the Evaluation process: PART 1 CHANGING CONTEXT

7 1. The fdf Strategic Plan was developed primarily to take account of the guidance and recommendations provided by the independent Higher Education Funding Council for England (HEFCE) Evaluation of fdf completed in 2005 (HEFCE 2005). There were a number of ways in which the HEFCE Evaluation provided a useful barometer of the changing context in further and higher education to which fdf has responded. There was one very clear message on which there seemed to be unanimity across all stakeholders consulted during the Evaluation process: Projected expansion of Fd numbers would not be achieved without significant progress being made in increasing employer engagement with Fds.what is now needed is a step change if this crucial issue for the future of Fds is to be tackled successfully. In turn, this has implications for almost all aspects of fdf, from its strategic plan, through its staffing structure and staff profiles to its research focus. 2. In many ways, this conclusion reflected our own analysis that Foundation degrees should not be conceived primarily as supply-side vehicles for growth in higher education (HE). Important though the availability of Additional Student Numbers (ASNs) may be in order to support development of Foundation degrees, it is also important to take account of the view that foundation degrees will fail if they are heavily promoted as a system-wide supply-side recipe for growth what could have been a really imaginative, high quality new venture will collapse under the weight of expectation and likely lowest common denominator development. The turtle and the fruit fly; New Labour and UK higher education Watson and Bowden (2005) Promoting and supporting the development of Foundation degrees as imaginative, distinctive and high quality HE programmes has been a driving force within the implementation of the fdf Strategic Plan The research evidence we now have available to fdf indicates that, while progress has been made, the qualitative development of Foundation degrees should remain central to our remit. This is less a matter of validation and quality assurance issues systems and procedures that are within the control of institutions guided by the Quality Assurance Agency for Higher Education (QAA) Academic Infrastructure and more a matter of enhancing employer partnerships with HE to drive forward high quality practice in the development of work-based learning provision that is flexible in meeting the needs of employers, employees and trainee-students. 7

8 3. The HEFCE Funding Letter of July 2006 indicated that the Funding Council wished fdf to extend its remit to encompass the stimulation of employer engagement across HE provision and not just with Foundation degrees. This has informed our subsequent operational plans to implement employer partnerships, workforce development and quality enhancement services. It has also led to the rebranding of fdf as an organisation committed to innovating workforce development. This revision of our Strategic Plan for seeks to address this broader remit while maintaining a strong focus upon the development of Foundation degrees as vehicles for establishing HE provision that is responsive to employer and employee demand. 4. In reviewing the Strategic Plan for it is necessary to take account also of the very different context in which fdf now operates. In particular we have needed to adjust our strategic and operational planning to take account of the following developments: Publication of the Leitch Review of Skills in December 2006 (HM Treasury 2006) Publication of the Government s responses to the Leitch Review (DIUS 2007) and Higher Education at Work: High Skills: High Value (DIUS 2008a) Targets for Foundation degrees and for co-funded HE set by the Secretary of State in Funding Letters to HEFCE The evolution of regional or sub-regional Lifelong Learning Networks (LLNs) and Pathfinder Higher Level Skills Strategies The HEFCE Transforming Workforce Development programme and the development of Strategic Development Fund (SDF), subsequently Employer Engagement Funding (EEF), initiatives in institutions funded by HEFCE Development of proposals in support of A new University Challenge (DIUS 2008b) The evolution of the Sector Skills Alliance The development of the new Commission for Employment and Skills The establishment of Regional Employment and Skills Boards Partnership with key sector agencies such as QAA and the Higher Education Academy Partnership with Regional Development Agencies (RDAs) and Regional Skills Partnerships (RSPs) The Sub-National Review The development of Train to Gain and its potential for encompassing HE provision 8

9 The replacement of the Learning and Skills Council (LSC) by the Skills Funding Agency Establishment of an Adult Advancement and Careers service The increased powers of Local Authorities, including responsibility for education The potential impact of the equal and lower qualifications (ELQ) policy restricting public funding to first time HE students, with the exception of Foundation degrees and co-funded provision These are just some of the developments that render the landscape within which fdf operates even more complex than it was in 2003 or 2006 when the previous Strategic Plans were developed. The Government s consultation document Higher Education at Work; High Skills: High Value (DIUS 2008a) provides a significant context for the development of this Strategic Plan as fdf defines its further development for the next funding period of

10 CORPORATE CONTEXT

11 5. It also remains useful to refer to the HEFCE Evaluation of fdf as background to the organisation s development and review of its current strategic aims and objectives. Commenting favourably on the range and diversity of fdf s activities and its fulfilment of the remit set by the white paper The future of higher education (DfES 2003), the HEFCE Evaluation offered the following recommendation: in its next phase fdf will need to give careful thought to retaining the impressive responsiveness which it has developed in the first two years while at the same time looking ahead proactively, selectively and above all strategically, with any new strategic plan being supported by a clear operational plan and agreed targets for delivery. 6. In many ways this recommendation has taken on added significance for the revision of our Strategic Plan for In 2008, even more than in 2006, there are numerous stakeholder organisations, agencies and institutions that, not infrequently, have different priorities and agendas. The high profile now given to employer engagement with HE represents a significant shift since 2006 and must be a consideration for fdf in planning its future direction. The key objective, therefore, for this revised Strategic Plan must be to establish the added value that fdf can contribute and an even clearer and tighter focus upon our distinctive identity as an organisation. For this reason we have refined and focused our strategic aims, established new objectives and introduced Key Performance Indicators (KPIs) by which our progress as an organisation can be evaluated. The plan seeks to give definition, therefore, to what fdf will do and how it will seek to deliver its commitments through key partnerships. This will also provide clarity about what fdf does not do and how we will avoid duplication of activity. 7. In defining fdf s core Aims it is important to see these as interdependent. Enhancing employer partnership and work-based learning in HE generally, and in part-time modes of Foundation degrees specifically, contributes to diversity in HE. This will make a significant contribution to strategies for delivery of the Leitch report s aspirations for HE participation by the adult workforce. Support for the enhancement and streamlining of institutional quality processes also makes a contribution to employer engagement (e.g. the accreditation of existing employer training programmes into progression routes or as integral to Foundation degrees or other qualifications). Promotion and marketing of Foundation degrees as a distinctive and challenging form of HE permeates all of our activities without constraining the range of our activities to stimulate innovative workforce development more generally. The Foundation degree remains only one potential solution to meeting employer demand for higher level skills and our strategy is not one that is dependent upon the qualification currency of HE. 11

12 8. fdf will define itself as employer-facing in all of its activities. In so doing, it will complement organisations and agencies that focus, appropriately, on institutional practice and on students. 9. Introducing its Strategic Plan (HEFCE 2006), HEFCE cites Lord Dearing s vision of HE as having four main purposes: To inspire and enable individuals to develop their capabilities to the highest potential levels throughout life, so that they grow intellectually, are well-equipped for work, can contribute effectively to society and achieve personal fulfilment To increase knowledge and understanding for their own sake and to foster their application to the benefit of the economy and society To serve the needs of an adaptable, sustainable, knowledge-based economy at local, regional and national levels To play a major role in shaping a democratic, civilised, inclusive society These purposes also inform the fdf Strategic Plan Within the broad range of available HE, fdf will seek to promote innovative developments that will contribute both to business improvement and to educational aspiration, especially for those from socially disadvantaged backgrounds. The development of our Employer-Based Training Accreditation service (EBTA) to support sustainable partnerships between employers, employees and accrediting institutions is just one example of this broad higher education strategy. We will ask HEFCE to develop proposals to support expansion of accrediting employers own training to higher levels. We are learning from the early experience of Foundation Degree Forward s (fdf s) Employer-Based Training Accreditation Scheme [Paragraph 7.6] Higher Education at Work; High Skills: High Value (DIUS 2008a) Although the Foundation degree qualification was not created until three years after the Dearing Enquiry into HE, each of the purposes outlined above is also integral to the original conception and subsequent development of the Foundation degree as a distinctive form of HE. While fdf has developed extensive partnerships with employers nationally, regionally and sectorally that have evolved in different ways, the Foundation degree will remain a significant focus for our work during the next funding period. The Department for Innovation, Universities and Skills (DIUS) and HEFCE have indicated that fdf should play a national role in its leadership of strategies that secure the achievement of the government s target of 100,000 students on Foundation degrees by This quantitative target is just one measure of success and fdf s strategy in this period will also be defined around support for initiatives that develop Foundation degrees that deliver business improvement through genuine partnerships between employers and providing institutions, enhancing work-based learning opportunities that will increase adult workforce participation in HE. 12

13 10. There is one aspect of our work that has developed since 2006 that will remain directly focused upon the Foundation degree qualification. This is the responsibility, transferred from DIUS, for a national communications strategy to support and promote Foundation degrees, especially to employers. It is important, therefore, for fdf to continue to represent an authoritative source that generates qualitative enhancement of practice in developing and delivering Foundation degrees as well as making a significant contribution to the achievement of the Government s target for Institutional promotion strategies are more likely to be focused upon student demand and markets; fdf communication strategy will focus upon generating employer demand and employee aspiration. 11. Establishing and maintaining a strong identity for the Foundation degree qualification will be central to this strategy. There has been frequent misunderstanding and misrepresentation of the Foundation degree since its inception. Announcing the creation of the new Foundation degree qualification in 2000, the Secretary of State for Education focused upon the need to create new routes into higher education and new forms of provision. There was a strong commitment to addressing the kinds of issues that have led to the creation of LLNs. In particular, too many students following more vocational routes leave education without accessing higher education levels. Thus, the Foundation degree was created to develop new higher education opportunities orientated strongly to the employability skills, specialist knowledge and broad understanding needed in the new economy. There was little emphasis upon the government s target of 50% participation of year old students in HE. The success of Foundation degrees in attracting people from socially disadvantaged backgrounds and in meeting the needs of mature students, especially in the parttime modes, is notable (see Foundation degrees: Key Statistics to (HEFCE 2008)). 12. This distinctive identity of the Foundation degree remains significant, both in relation to the Leitch Review of Skills focussed upon the needs of the adult workforce and the new Diplomas: The Foundation Degree will offer a new vocationally-focussed route into higher education. It will be academically rigorous and will provide an accessible and flexible building block for lifelong learning and future career success, drawing together further and higher education and the world of work. It will be designed to be highly valued in the labour market and appeal to a wide range of students, including the most able. Modernising Higher Education: meeting the global challenge (speech by David Blunkett, then Education and Employment Secretary, on 15 February 2000 at the University of Greenwich) A key theme here is that of integrating academic rigour, lifelong learning capacities and vocational knowledge, understanding and competences. This remains one of the most distinctive characteristics and challenges - of the Foundation degree qualification. It is not more of the same either in relation to traditional honours programmes or in relation to existing vocational qualifications. 13

14 13. This distinctiveness received definition through the Foundation Degree Qualification Benchmark (QAA 2004): The distinctiveness of the Foundation Degree depends upon the integration of the following characteristics: employer involvement; accessibility; articulation and progression; flexibility; and partnership. While none of these attributes is unique to Foundation Degrees, their clear and planned integration within a single award, underpinned by work-based learning, makes the award very distinctive. [Paragraph 24] In practice, this sets a very challenging agenda for further education colleges (FECs) and higher education institutions (HEIs) in terms of traditional structures, delivery modes, systems and procedures. It also provides a strand of activity within the development of the fdf Strategic Plan In sharpening its focus, fdf strategy will be grounded in developing, project-managing and sustaining employer partnerships with providing institutions and organisations. This will include support for high quality work-based learning and generating greater levels of flexibility in the delivery of learning opportunities, especially for the adult workforce. In general, LLNs have been addressing progression and articulation agreements, accessibility and partnership between FECs and HEIs whilst latterly being encouraged also to develop employer engagement. We will seek to ensure, therefore, that fdf strategies are complementary to initiatives led by LLNs. fdf is also in a better position to develop more cross-regional and national initiatives and we will seek to enhance such activities. Our strategy will also be guided by the independent research into the impact of Foundation degrees for employers and students, undertaken for fdf by CHERI/LSN and Foundation Direct (University of Portsmouth CETL). While the outcomes of this research analysis provide evidence of positive responses from employers and students, it also indicates that there remains significant variability in the quality and sustainability of employer-provider partnerships and even some fulltime provision that offers little opportunity for work-based learning. 14

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16 STRATEGIC AIMS OVERVIEW

17 EMPLOYER PARTNERSHIP STRATEGY 14. This is the key factor in the development of creative and innovative Foundation degrees and is critical to ensuring both high quality and distinctiveness. The original and continuing imperative for Foundation degrees has been the importance of involving employers in the design, development and delivery of the programmes. The Leitch review (HM Treasury 2006) the Government s Implementation Plan (DIUS 2007), and the Higher Education at Work; High Skills: High Value (DIUS 2008) consultation document stress the importance of prompting the demand of employers more widely for higher education learning to raise the higher level skills of the workforce and to more effectively prepare the potential workforce for the employment opportunities that will be available within a knowledge economy. In this context the Foundation degree can influence HE provision, especially with regard to articulating honours programmes. 15. During fdf has made a significant impact on fostering the involvement of employers in Foundation degree activity across the public and private sectors. In some cases, fdf is the first portof-call for employers interested in finding out more about the qualification without any obligatory commitment (that may come from contacting an HEI directly). This has enabled fdf to work with employers to explore their specific education and training requirements and to inform their understanding of how higher education can strengthen the performance of their workforce. While many employers are very clear about their development objectives, fdf has been able to support employer perspectives on their business improvement needs and productivity gains from education and training. This has resulted in employers forming a clearer specification of their workforce development and education and training requirements to support the development of programmes that meet future, as well as present, requirements. 16. fdf has, therefore, worked with employers and HE providers in a role that has been well-received by both. This is not just a brokerage role and a number of employers have insisted, for instance, that fdf remain an integral partner within developing projects. The support received from employers for the launch of EBTA in the House of Commons and for the launch of the Retail Foundation degree provides independent evidence of this success. The ability to adopt a wider perspective, to work creatively with employer requirements and to offer informed advice based on knowledge of good practice and of articulated skills strategies is aiding the development of higher level skills education and Foundation degrees that are more future-proofed, offering more viable and sustainable learning experiences for all concerned. For employers, fdf s independence and its understanding of their perspectives are key factors in establishing and maintaining sustainable collaborative partnerships. In the context of current economic uncertainty, the role of higher education in workforce development is likely to become increasingly crucial. 17. The fdf Strategic Plan sought to define how we would support alternative approaches to Foundation degree development that seriously engage with employer demand and with creative, sustainable partnerships between employers, colleges and universities. Without the full participation of employers in a Foundation degree it is difficult to see how the provision can be underpinned by work-based learning: 17

18 Authentic and innovative work-based learning is an integral part of Foundation Degrees and their design. It enables learners to take on appropriate role(s) within the workplace, giving them the opportunity to learn and apply the skills and knowledge they have as an integrated element of the programme. It involves the development of higher level learning within both the institution and the workplace. It should be a two-way process Work-based learning requires the identification and achievement of defined and related learning outcomes. Foundation Degree Qualification Benchmark Statement (QAA 2004) fdf will seek to support innovative, but not prescriptive, approaches to the construction of work-based learning opportunities for employees and trainee-students. We will seek to influence practice in workbased learning as pedagogy and one that is integral to the Foundation degree in particular. fdf EMPLOYER PARTNERSHIP STRATEGY Raising awareness of employers about Foundation degree potential for workforce development and developing partnerships with employer organisations to promote Foundation degrees Working to support HEFCE s broader employer engagement strategy Establishing and sustaining partnerships between employers, universities and colleges Researching into the business benefits of Foundation degrees for employers and disseminating case studies of good practice in employer involvement Supporting institutions in responding to regional economic strategies and priorities in their development of Foundation degrees and provision of work-based learning Generating opportunities for accreditation of existing employer training and education programmes Supporting institutions in their development of stronger, coherent employer engagement strategies Funding the development of sector-led Foundation degree frameworks and generic programmes of study Supporting the Sector Skills Council Alliance, regionally and nationally, to develop and implement HE strategies Supporting the Train to Gain programme both regionally and nationally Enabling and supporting partnerships between employers, Sector Skills Councils (SSCs) and LLNs Working with the British Chambers of Commerce and regional Chambers to enhance higher education opportunities for networks of SMEs and their employees 18

19 QUALITY ENHANCEMENT STRATEGY 18. The development of any new HE programme offers a range of challenges and the Foundation degree is no exception. Indeed, it has been argued above that it presents some very distinctive challenges in comparison to more supply-side off-the-shelf or subject-driven curricula. Building on the successful consultancy service established in the first phase of its development, fdf will seek to focus its activities more specifically within the revised Strategic Plan on the provision of specialist consultancy and staff development programmes in the following key areas of activity: the development of the EBTA service; the development of resource packs and a staff development programme to enhance institutional practice in the management of employer partnerships. 19. This narrower focus of activity recognises the broader remit for quality enhancement held by the Higher Education Academy as well as the work undertaken across the sector by QAA. This Strategic Plan will be underpinned by a three-way Action Plan developed by fdf, QAA and the Higher Education Academy. In partnership with the Higher Education Academy, fdf will focus upon work-based learning and assessment practices. We will disseminate models of good practice and knowledge about what works in particular contexts. fdf has also developed a Research Strategy Steering Group that includes Academy representation so that our research initiatives are designed to complement each other. With JISC and the Higher Education Academy we will promote and sponsor flexible, well-managed learning strategies. 20. There has been much debate surrounding validation and quality assurance systems. Too often such debates have centred upon institutional issues and interests within HE provision. fdf will focus upon facilitating employer partnership with HE and place employer perspectives at the forefront of issues about quality. An Endorsement service will be offered to institutions who wish to utilise fdf-trained specialist consultants to implement their validation and quality assurance of Foundation degrees in ways that manifest the QAA Foundation Degree Qualification Benchmark. This endorsement service has been piloted during 2008 and is being evaluated by QAA. It is entirely voluntary and non-regulatory, designed to be integrated into an institution s own systems and procedures. fdf QUALITY ENHANCEMENT STRATEGY Providing responsive, high quality consultancy services to employers, SSCs and providing institutions Developing the EBTA service in partnership with employers and HEIs Disseminating existing good practice case studies and how they have worked in particular contexts Supporting professional staff development programmes to enhance capacity to develop APEL and admissions strategies, work-based learning, employer engagement strategies and partnership management Collaborating with the Higher Education Academy to disseminate examples of good practice and guidance concerning flexible delivery modes including e-learning and off-campus delivery, support for part-time and workplace students, assessment strategies and practice Supporting credit progression practice Maintaining a working partnership with QAA to support institutions in the delivery of high quality Foundation degrees 19

20 WIDENING PARTICIPATION STRATEGY 21. In fdf s widening participation strategy will build on the initiatives undertaken in the implementation of the strategy but have a stronger focus on delivering greater diversity in HE through workforce development. The fdf Strategic Plan outlined how we would seek to influence and support existing Information, Advice and Guidance (IAG) services to ensure that students of all ages and social backgrounds can have access to higher quality support and guidance. High quality IAG training materials about Foundation degrees were developed and made available through our website, fdf train the trainer events and by other means. We will continue to develop and promote these services in with a stronger focus on careers advice for adults in work. 22. A very significant part of our work will be further development of joint activities with unionlearn as formally recognised in our Memorandum of Understanding signed by both organisations in This partnership will enhance our engagement with employees and the adult workforce participation in HE. 23. fdf has established a clear policy framework with the LSC nationally, in consultation also with HEFCE, to drive forward areas for mutual support. Current discussions include collaboration around national Communications strategies, mapping Foundation degrees and professional qualifications and a collaborative framework involving fdf, Train to Gain and the National Employer Service. 24. We will reinforce and support our commitment to the Train to Gain service and build upon our existing contribution to training packages and development programmes about HE for brokers. 25. In a number of regions there has been much good collaborative work between Aimhigher and fdf in the first phases of our development to increase progression to HE. We have also taken steps to enhance more consistent links with LLNs to ensure that we are not duplicating activities. A significant strand in the development of our revised Strategic Plan is the greater emphasis upon national and cross-regional strategies that will complement the regional and sub-regional priorities of LLNs. fdf WIDENING PARTICIPATION STRATEGY Developing collaborative partnerships with IAG services and staff training Establishing a working partnership with unionlearn and support for regional Union Learning Representatives Establishing a clear policy framework with the LSC nationally, in consultation with HEFCE, to drive forward areas for collaboration and mutual support Developing strategic and coordinated collaboration between fdf and LLNs Developing initiatives that support the integration and mainstreaming of disability and other forms of social disadvantage into HE provision, especially through the design, development and delivery of appropriate Foundation degrees to meet employee needs 20

21 COMMUNICATION STRATEGY 26. fdf was not established or resourced to be a marketing organisation initially. During the last period of funding the (former) DfES commissioned and funded fdf to develop a national communications strategy to enhance employer awareness of Foundation degrees. A Communications Strategy was developed and approved by the Management Board in 2007 and fdf has received annual funding from DIUS to support this strategy. It is widely recognised that there is a need to establish clear understanding of the distinctiveness and benefits of Foundation degrees for employers, students, colleges, universities, SSCs and other stakeholders. 27. The primary focus of our communications strategy is directed towards raising employer awareness and understanding of the qualification on the assumption that institutions will focus upon student recruitment and marketing. It is intended that the current Communications Strategy will run until July 2009 and that there will be discussion concerning the potential for a relationship between the Foundation degree communications strategy and the In our hands campaign currently managed by the LSC. It will be important to maintain the consistency and distinctiveness of messages around the Foundation degree in any future planning coordination. fdf COMMUNICATION STRATEGY Implementing a national communications strategy to stimulate employer awareness of the benefits of Foundation degrees Developing a library of promotional materials for use and customisation by institutions and other stakeholders Developing fdf promotional materials to support good practice through their use in institutional marketing of Foundation degrees Commissioning and funding other organisations to promote Foundation degrees to their sectors, memberships and other constituencies Supporting regional campaigns to raise the profile of Foundation degrees to all stakeholders 21

22 PART 2 MISSION STATEMENT: INNOVATING WORKFORCE DEVELOPMENT To meet the demands of workforce development, business improvement and the knowledge economy, fdf will seek to stimulate, support and sustain employer partnerships with higher education STRATEGIC AIMS

23 STRATEGIC AIMS To lead national and regional strategies, through collaborative partnerships, that advance employerled HE provision. 2. To provide quality enhancement consultancy services to support good practice in establishing and sustaining employer-provider partnerships, including the development and accreditation of workbased learning, at HE level. 3. To develop strategies to deliver greater diversity in HE participation through workforce development supported by both employers and employee organisations. 4. To lead a national communications strategy to enhance informed awareness of the distinctive identity of the Foundation degree, stimulating other opportunities for higher level workforce development, especially amongst employers and employees. 5. To develop strategic partnerships with other stakeholders, organisations, agencies and institutions to enhance collaborative delivery of our strategic aims. 6. To deliver our Strategic Plan aims and objectives efficiently and effectively, ensuring good governance, transparency and accountability, especially to funding bodies. * * Governance arrangements are currently subject to review in consultation with HEFCE, and will be published on our website separately early in

24 To lead national and regional strategies, through collaborative partnerships, that advance employer-led HE provision. STRATEGIC AIM ONE

25 AIM ONE 1.0 To lead national and regional strategies, through collaborative partnerships, that advance employer-led HE provision. OBJECTIVES To develop informed and systematic strategies that maximise the benefits of employer-led higher education provision, including Foundation degrees, to enhance productivity, business improvement and workforce development To support employers in the identification of their higher level skills needs and enable them to secure responsive higher education services To develop partnerships and projects with employers, employer and employee representative bodies and others to identify co-ordinated strategies and maximise resource allocation To support the development of employer consortia and networks of higher level skills providers that are responsive to employer demand OPERATIONAL PLAN 1.1 fdf will work within existing national and regional networks to support the development of opportunities to attract employers into the provision of higher level skills. It will also seek to create new partnerships where these do not currently exist and where there is evidence that such partnerships will support and sustain innovative demand-driven HE development. There will be a consistent focus on establishing and supporting strategic partnerships with RDAs/RSPs, including co-funding of regional strategies, to meet demand priorities. 1.2 fdf will commission and fund/sponsor the development of sector-led generic Foundation degrees and frameworks that can be customised to local and regional employer requirements and enhance opportunities for transferability and recognition of the qualification by sector employers. Such commissions may involve consortia of employers, SSCs, organisations with a responsibility for workforce development for a sector and institutions with specialist expertise relevant to the sector. The intention will be to strengthen our collaborative work and to explore opportunities to shape demand-led national and regional provision linked to frameworks where they exist or can be developed through partnerships between fdf, SSCs and providing institutions. A particular area of focus will include multi-disciplinary/cross sector workforce development requirements that are not presently effectively represented through existing systems and structures. Such provision could then be disseminated as models for Foundation degree development, for instance, that can be customised to the sector requirements of other contexts. HEFCE will test regional and sectoral approaches to employer co-funding. We will review the lessons emerging from the employer-provider consortia supported by fdf in major sectors like ICT/ telecommunications, utilities, railways and biopharma and health technology... [Paragraph 7.15] Higher Education at Work; High Skills: High Value (DIUS 2008) 1.3 fdf s employer partnership strategy will be directly co-ordinated with SSC and other relevant employer bodies regionally and nationally where appropriate. We will work in partnership with SSCs at national and regional levels to target resources efficiently and to avoid unnecessary bureaucracy. 25

26 1.4 fdf recognises that not all those in employment work for large employers. In some sectors an increasing number of employees are self-employed or work within very small organisations for whom professional development is considered to be an individual, not an organisational, responsibility. fdf will work with interested groups and parties from such businesses to assist in building a collective and consistent approach to higher level development and its access through a consortium type model, where appropriate. 1.5 fdf will provide support for the Train to Gain programme both nationally and regionally. It will offer expertise in addressing the higher level skills agenda and ensuring that this becomes embedded within the programme and work-based learning progression routes. In doing so, we will seek to work more consistently in all regions with RDAs and RSPs in providing both strategic regional and bottom up support for workforce development and skills priorities. Through this collaborative work, it is intended that fdf will work with regional communities and agencies to address the objectives outlined in the government s University Challenge proposals (DIUS 2008b). 1.5 fdf will continue to work closely with the British Chambers of Commerce nationally and with regional Chambers on specific initiatives to engage SME employers, especially in relation to provision of leadership and management higher level development programmes. 1.6 fdf will develop a strong focus within its research policy on the provision of research, data and case studies that demonstrate the business benefits to employers to be derived from Foundation degrees specifically and higher level skills generally. We will seek to make effective use of existing research and draw upon partnerships with other relevant organisations and institutions. We will explore the implications of this research to inform good practice and partnership-building. 1.7 We will seek to support SSCs and providing institutions to work collaboratively with Professional, Statutory and Regulatory Bodies (PSRBs) to establish the integration of Foundation degrees, in particular, into existing qualification and accreditation frameworks. We will also encourage and support initiatives to map professional qualifications onto Foundation degree programmes where appropriate. 1.8 Some SSCs are looking to ensure the quality of Foundation degrees as they sit within their sector skills strategies in terms of their fitness for purpose. fdf will provide a specialist consultancy service to support SSCs in the development of higher level strategies. CRITICAL RISK FACTORS Securing employer commitment: Employers may be slow to respond to opportunities for workforce development owing to uncertainties about costs and benefits and the current economic down-turn Competition and duplication: Employer Engagement in Higher Education has now become a pervasive feature of HE policy in the last two years and there is potential for noise and duplication as institutions and agencies compete for the attention of employers in their regions Institutional flexibility: Providing institutions may be unable to respond with either expedition or flexibility to meet employer requirements or to develop flexible costing and pricing models that are fit-for-purpose in meeting employer requirements Partnership and collaboration: SSCs may not share in a positive approach to mutually beneficial partnership with fdf Differential sector strategies: Some SSCs may not see higher levels skills strategies or Foundation degree provision as a priority for their sectors Regulation: Some SSCs may see their roles in relation to higher education provision as regulatory and/or providing opportunities for income-generation through endorsement schemes 26

27 Power and influence: fdf is not a provider nor does it validate and quality assure Foundation degrees; there is a high level of dependency, therefore, upon its capacity to influence the responsiveness of both employers and providing institutions in order to deliver quantitative targets and, even more significantly, qualitatively innovative provision Sector Regulation: PSRBs may not be supportive towards the Foundation degree as a qualification Competing strategies: There may be disparities between regional and national approaches which fdf will need to work with and manage the relationships with the various stakeholders Delivery and capacity: fdf is a relatively small organisation and working with such a range of employers and education providers demands time and considerable expertise in project management. There is a danger of expectations exceeding the organisation s capacity KEY PERFORMANCE INDICATORS Objective 1. To develop informed and systematic strategies that maximise the benefits of employerled higher education provision, including Foundation degrees, to enhance productivity, business improvement and workforce development. 2. To support employers in the identification of their higher level skills needs and enable them to secure responsive HE services. Performance Indicator Successful completion of at least 20 new Foundation degree (or other higher education) projects per annum, supported by fdf, that are responsive to regional, sectoral and/or national economic need. Evidence: Economic analysis and sign-off by partners or independent bodies Publication of higher level skills strategies in partnership with at least 5 major employers per annum. Evidence: publications disseminated and evidence of appropriate provision in place 3. To develop partnerships and projects with employers, employer and employee representative bodies and others to identify co-ordinated strategies and maximise resource allocation. The development and delivery of at least four sector strategies, per annum, bringing a coordinated and systematic approach to workforce development for the sector, inclusive of SME needs, through higher level skills strategies. Evidence: sign-off by partners/co-funders 4. To support the development of employer consortia and networks of higher level skills providers that are responsive to employer demand. At least four new consortia established, per annum, that initiate and drive the development of employer-led Foundation degrees and integrate national and regional agendas, including those developed by RDAs/RSPs and regional skills plans. Evidence: consortia in place with viable fiveyear business plans to support higher level skills strategies 27

28 To provide quality enhancement consultancy services to support good practice in establishing and sustaining employer-provider partnerships, including the development and accreditation of work-based learning, at HE level. STRATEGIC AIM TWO

29 AIM TWO 2.0 To provide quality enhancement consultancy services to support good practice in establishing and sustaining employer-provider partnerships, including the development and accreditation of work-based learning, at HE level. OBJECTIVES To raise and establish the profile of EBTA as a national initiative through its national Advisory Board and take appropriate opportunities to publicise the development of EBTA To consolidate EBTA as a national service by coordinating regional EBTA initiatives and developing models to achieve consistent approaches and high quality To influence workforce development and the accreditation of employer training by ensuring that EBTA is a service useful to large employers and SMEs To monitor the development of EBTA by maintaining an evidence base To provide an endorsement service with partner organisations that builds upon the structures and systems already in place but offers an additional, value-added function to inform employers, education providers and SSCs on the fitness for purpose of the provision offered To provide relevant and informative information on higher level skills and Foundation degree activity, in particular, that enhances educational practice To offer resource packs and a staff development programme to support good practice in the management of employer-provider partnerships OPERATIONAL PLAN 2.1 fdf will seek to build upon its successful provision of a responsive, high quality consultancy service. In the next phase of our development, however, the key objective will be to complement the employer partnership strategy outlined above and to enhance the capacity of the HE sector to deliver transformative and distinctive HE that meet the needs of the economy, society, employers, employees and student-trainees. This will require a clear focus upon a strategy for delivery. 2.2 f df will provide more focussed quality enhancement services targeted on employer-led provision to support culture-change, where necessary and appropriate in FECs and HEIs. 2.3 Through its employer partnership strategy fdf will be seeking to stimulate employer demand for Foundation degrees. fdf will draw upon the network of partnerships it has created in the first stages of its development in order to enhance responsiveness regionally and nationally to employer-led foundation degrees. fdf will, therefore, seek to provide a high quality option to any employer seeking the validation of a Foundation provision. One aspect of employer involvement In Foundation degrees will be the accreditation of existing employer training and education programmes either as progression routes or as integral to Foundation degrees. fdf will build upon the progress made in the development of the EBTA service in to provide a network of consultants with expertise in accreditation in order to deliver this service to employers and providers. In 2008 there are 29 projects at various stages of development and the service is engaged in working with 19 universities. 29

30 2.4 Many current validation and quality assurance procedures and practices have been developed to meet the requirements of full-time Honours or postgraduate degree programmes. Such systems are not necessarily orientated towards the needs of demand-led HE programmes or to the centrality of part-time students who need flexible delivery patterns of study shaped around their work and life commitments. The QAA Code of Practice offers precepts and principles to guide both collaborative provision and distance learning. There is a danger, however, that validating institutions have tended to become risk averse to variations of their standard practices and the Foundation degree qualification, by its very nature, offers significant challenges to existing institutional systems and processes. fdf will seek to engage with both QAA and institutions to explore effective quality procedures that deliver to employers, employees and trainee-students, the quality of experience that establishes the credibility of the Foundation degree. The key objectives will be to enhance consistency in good practice in imaginative ways that are aligned to the distinctive features of the Foundation degree qualification, that are responsively attuned to the needs of employers and students/employees and that are not costly, bureaucratic or unnecessarily procedurally-bound over extended time periods. 2.5 Deriving from the QAA Foundation degree review in 2005 (QAA 2005) fdf support will be targeted on projects that develop practice in employer partnership, the integration of work-based learning into Foundation degree programmes, the creative and effective development of AP(E)L, the enhancement of assessment strategy and practice. We will continue to provide high quality and responsive consultancy services to institutions concerning the sustainability of Foundation degree provision and guidance on what works to maintain quality of experience. 2.6 In partnership with the Higher Education Academy and other appropriate organisations, HEIs and FECs, fdf will co-ordinate a programme of events, publications and research to disseminate case studies of good practice in all aspects of HE that is responsive to employer and employee demand, including Foundation degree provision. In the next period of our development fdf will seek to develop further our collaborative relationship with the Higher Education Academy. fdf will be employer-facing in its strategy where the Academy will focus upon institutional practice. 2.7 If the needs of employers, adult and part-time learners are to be met, it will be necessary to provide support for the development of innovative, high quality flexible delivery of work-based HE, including Foundation degree programmes. fdf will seek to provide a positive supporting role with JISC, HEFCE and the Higher Education Academy in stimulating creative institutional practice for such developments. CRITICAL RISK FACTORS Risk-averse bureaucracy: Institutions may tend to adopt conservative, risk averse bureaucratic systems instead of creative and innovative responses to external review and audit procedures Competition and collaboration: HEIs may see the EBTA service as competitive and fail to engage collaboratively Supply-side interest: FE and HE sector interests may predominate over the development of Foundation degrees that are employer/employee-driven Supply-side interest: Uncertainty about the identity of the Foundation degree may be encouraged by institutions and organisations that are driven by supply-side considerations Institutional strategy and capacity-building: The credibility of the qualification may be undermined by inadequate institutional investment, planning and staff development support Bureaucracy and regulation: Employers may find HE Validation and Quality Assurance systems, to be bureaucratic, costly and time-consuming Institutional flexibility: FECs and HEIs do not respond flexibly and imaginatively to the challenges of Foundation degrees in relation to all of their conventional assumptions, systems, procedures, management and timescales 30

31 KEY PERFORMANCE INDICATORS Objective 1. To raise and establish the profile of EBTA as a national initiative through its national Advisory Board and take appropriate opportunities to publicise the development of EBTA. 2. To consolidate EBTA as a national service by coordinating regional EBTA initiatives and developing models to achieve consistent approaches and high quality. Performance Indicator Publish at least10 case studies per year representing successful EBTA initiatives. Evidence: formal and public endorsement of the case studies by the employers involved Establish widespread support for the service across the higher education sector, through collaborative consultation with QAA, and evaluated through partnerships with a significant range of HEIs. Evidence: independent evaluation 3. To influence workforce development and the accreditation of employer training by ensuring that EBTA is a service useful to large employers and SMEs. Carry out a minimum of 10 EBTA initiatives with large companies and 5 with SMEs in followed by 10 initiatives in each year of the next funding period. Evidence: formal and public endorsement by the companies involved 4. To monitor the development of EBTA by ensuring an evidence base. Publication of an evidence base of practice on the fdf website. Evidence: independent evaluation 5. To provide an endorsement service with partner organisations that builds upon the structures and systems already in place but offers an additional, value added function to inform employers, education providers and SSCs on the fitness for purpose of the provision offered 6. To provide relevant and informative information on higher level skills and Foundation degree activity, in particular, that enhances educational practice Establish an endorsement service that delivers evidence of employer-led Foundation degrees with a target of at least 15 engagements per annum. Evidence: endorsement by the employers involved Publication of at least 10 new case studies per annum to exemplify employer-led Foundation degrees and innovative approaches to workbased learning. Evidence: formal and public endorsement of the case studies by the employers involved 7. To offer resource packs and a staff development programme to support good practice in the management of employer-provider partnerships. Engagement with the staff development service by a minimum of 20 institutions per annum (HEIs, FECs and LLNs). Evidence: certification by the institutions involved 31

32 To develop strategies to deliver greater diversity in HE participation through workforce development supported both by employers and employee organisations. STRATEGIC AIM THREE

33 AIM THREE 3.0 To develop strategies to deliver greater diversity in HE through workforce development supported both by employers and employee organisations. OBJECTIVES In partnership with employee organisations and IAG agencies, to raise awareness of working/working age adults about work-based opportunities for career development To support work-based progression to HE participation including through apprenticeship and professional qualifications routes and from Diplomas Through partnership with employees, to identify, and develop with provider partners, effective models of workplace delivery and workplace support that meet the diverse needs of learners in the workplace To research through and with appropriate partners the benefits of developing a diverse workforce and communicate these to employers To influence Foundation degree development and promotion to ensure inclusion of features that encourage take up by diverse learners, including people with disability OPERATIONAL PLAN 3.1 fdf will deliver its widening participation strategy through a number of inter-relating strands of work. 3.2 Working with unionlearn, with whom we signed a Memorandum of Understanding in 2007, and other employee-focused organisations, we will contribute to initiatives that raise the aspirations of employees for HE and their awareness of work-based opportunities for career development. 3.3 We will also reinforce and support our commitment to the Train to Gain brokerage service and build upon our existing contribution to training packages and development programmes about HE for brokers. 3.4 Within a clear policy framework agreed with the LSC nationally, fdf will support and enhance workbased progression routes to HE and Foundation degrees including through apprenticeship and professional qualification routes and from Diplomas. 3.5 fdf s employer partnership strategy will contribute to the extension of work-based routes to HE. In parallel with these sector and employer-driven developments we will engage with employees to determine and implement models of workplace delivery that can effectively meet a diverse range of needs. We will encourage the kinds of workplace support that can promote retention and achievement. 3.6 We will build on the work we are doing on identifying how work-based learning can better meet the needs of disabled adults to influence Foundation degree development and promotion. We will aim to integrate into sector developments, led by fdf, features that support take-up by diverse learners, including those with disabilities, and secure their career progression. We will also seek to provide, in partnership with LLNs, Aimhigher and others a particular focus on opportunities for developing HE programmes that make a significant contribution to enhancing access, diversity and widening participation in HE. 33

34 3.7 fdf will seek to demonstrate through research with and by appropriate partners the benefits to business improvement of diversifying the workforce. We will develop strategies that ensure messages relating to the benefits of developing and supporting a diverse workforce are included in communications to, and partnership with, employers. 3.8 The Operational Plans underpinning our core aims and objectives should be seen as mutually interactive. Consequently the agenda we have set for our employer partnership strategy is focussed upon generating new demand and opportunities for transformative HE development, including, Foundation degrees. Our strategy for supporting widening participation is also demand-focussed and orientated towards potential first generation entrants into HE and diverse constituencies. Our strategy for quality enhancement is to provide support for innovation, creativity and flexibility in the provision of HE, especially Foundation degrees, that will meet demand from both employees, trainee-students and employers. CRITICAL RISK FACTORS Partnership and collaboration: Variation in commitment of key organisations to collaboration. Sector variability: Variable opportunities across employment sectors and work forces for work-based learning and progression. Costs and benefits: Uncertainty about the costs of higher education remains a barrier for students from disadvantaged backgrounds. Culture change: Employers and providers unresponsive and unwilling to change practice. KEY PERFORMANCE INDICATORS Objective 1. In partnership with employee organisations and IAG agencies, to raise awareness of working / working age adults about workbased opportunities for career development. Performance Indicator Establishment of a joint strategy with unionlearn that leads to identifiable and independent evidence of increased employee engagement with higher education. Evidence: independent evaluation 2. To support work-based progression to HE including through apprenticeship and, professional qualifications routes and from Diplomas. To establish at least 3 partnerships per annum to generate vocational progression routes into higher education e.g. apprenticeships and Foundation degrees. Evidence: published and promulgated routes, followed by validated data on actual student progressions 34

35 3. To research through and with appropriate partners the benefits of developing a diverse workforce and communicate these to employers. To establish at least three Foundation degree programmes directed towards adults from diverse backgrounds and adults with disabilities in support of the Welfare to Work policy. Evidence: formal and public endorsement by the DWP, followed by validated enrolment/ progression data 4. To influence Foundation degree development and promotion to ensure inclusion of features that encourage take up by diverse learners, including those with disabilities, and secure career progression. Diversity strategy incorporated into a minimum of 3 employer consortia developing Foundation degrees (Aim One). Evidence: sign-off by partners or independent bodies 35

36 To lead a national communications strategy to enhance informed awareness of the distinctive identity of the Foundation degree, stimulating other opportunities for higher level workforce development, especially amongst employers and employees. STRATEGIC AIM FOUR

37 AIM FOUR 4.0 To lead a national communications strategy to enhance informed awareness of the distinctive identity of the Foundation degree, stimulating other opportunities for higher level workforce development, especially amongst employers and employees. OBJECTIVES Develop and facilitate partnerships with stakeholders (including IAG organisations) and providers to support the raising of profile and understanding of work-based HE and Foundation degrees Work in partnership with DIUS in a supportive and collaborative way to address the higher level skills agenda Develop consistent messages and ensure the presentation of these in a varied and high quality manner, providing examples of best practice for others, to include customising for different audiences Work with the media to raise the profile of work-based higher education and Foundation degrees, covering both editorial and advertising opportunities Organise, attend and support a range of events enabling communication to a range of audiences including employers, providers and stakeholder groups. Messages to be tailored to meet the specific needs of differing groups OPERATIONAL PLAN 4.1 During the Strategic Plan period fdf will establish a coherent and sustained marketing and promotional campaign to enhance widespread understanding of the Foundation degree as a distinctive and innovative form of HE. The objective of the national campaign will be to develop a clear and positive conception of the Foundation degree that can be drawn upon by all stakeholders and providers so that employers and students, in particular, receive consistent messages concerning the qualification and the opportunities it provides. The focus of this campaign will not be on selling a qualification but on embedding the Foundation degree within an understanding of the broader higher skills needs of individuals, communities, employers, society and the economy. 4.2 fdf will deliver its contribution to the national campaign through its policy of establishing partnerships with other relevant organisations such as the British Chambers of Commerce. In some cases such partnerships will be sector-specific (e.g. collaboration with the Engineering and Technology Board, The New Engineering Foundation, The Engineering Council, SSCs, Microsoft etc); in other cases they will be more generic through partnership with organisations committed to enhancing collaboration between business, industry and education (e.g. HTI; Institute of Directors; TUC etc). fdf will seek to promote the Foundation degree qualification to the Sector Skills Alliance and to draw SSCs into joint-marketing strategies. The focus of this aspect of our work will be on generating employer understanding and demand for Foundation degrees complemented by clear and accessible IAG for potential learners and workforces. Specific and targeted promotional campaigns will be established in partnership with DIUS and other organisations for high-profile events such as the HR and Finance Directors conferences, the CIPD conference, the British Chambers of Commerce annual conference etc. 37

38 4.3 There is evidence that institutional marketing strategies in support of Foundation degrees are often limited, lacking resources, uncertain in focus, and peripheral to the marketing of providers core business. fdf will develop marketing collateral to address such issues and to provide support to institutions in promoting Foundation degrees not only to students but also to employers more consistently. We will publish a Good Practice in Foundation degree Marketing Handbook and develop a library of off-the-shelf promotional literature, brochures, flyers, DVDs that can be customised for use by institutions and others to meet their own needs. Key themes will be case studies of successful partnerships between employers and providers; evidence of benefits for individuals in acquiring higher level skills; Foundation degrees that are meeting local or regional economic and social needs. We will draw upon the network of institutions that we have established to support these activities and will develop the network in order to provide a responsive service to meet employer and student interest deriving out of any marketing campaigns. 4.4 To complement fdf support for national marketing strategy there will be some emphasis on marketing and promotional objectives and activities through our regional infrastructure. fdf will support local and regional campaigns to raise the profile of Foundation degrees in relation to workbased learning progression routes, seeking to make a significant contribution to the Train to Gain programme. Regionally-based staff will also establish workshops on Foundation degree marketing issues for institutional representatives and other stakeholders in their region. 4.5 The marketing and promotion campaign will be supported by tracking successful Foundation degree students and the establishment of a database providing national and regional data concerning the employability of Foundation degree graduates. CRITICAL RISK FACTORS Funding and continuity: Continuity and adequacy of DIUS resource provision to support a sustained campaign throughout the funding period. Supply-side interest: Confusion and uncertainty around the distinctive identity of the Foundation degree in relation to higher level skills as a consequence of commercial and other interests in competition within supply-side driven markets of students. Partnership and collaboration: Failure to provide a strong framework to ensure joined-up campaign plans involving partnership. KEY PERFORMANCE INDICATORS Objective 1. Develop and facilitate partnerships with stakeholders (including IAG organisations) and providers to support the raising of profile and understanding of work-based HE and Foundation degrees. Performance Indicator Establish partnership activities with 6 key providers and at least 30 additional providers take up fdf tool-kits. Evidence: formal and public sign-off by the providers involved 38

39 Objective 2. Work in partnership with DIUS in a supportive and collaborative way to address the higher level skills agenda. 3. Develop consistent messages and ensure the presentation of these in a varied and high quality manner, providing examples of best practice for others, to include customising for different audiences. 4. Work with the media to raise the profile of work-based higher education and Foundation degrees, covering both editorial and advertising opportunities. 5. Organise, attend and support a range of events enabling communication to a range of audiences including employers, providers and stakeholder groups. Messages to be tailored to meet the specific needs of differing groups. Performance Indicator Completion of the key activities agreed with DIUS on an annual basis. Evidence: formal endorsement by DIUS At least one piece of research per annum with target audiences to provide feedback on effectiveness of the fdf communication strategy. Evidence: independent evaluation Achievement of at least 3 substantial national coverage feature articles per annum around Foundation degree development. Evidence: publication of the articles Sponsor a minimum of 5 high profile national employer events and establish at least 4 new leads as a result of each event. Evidence: participation lists and feedback analysis 39

40 To develop strategic partnerships with other organisations, agencies and institutions in support of delivering our Strategic Aims STRATEGIC AIM FIVE

41 AIM FIVE 5.0 To develop strategic partnerships with other organisations, agencies and institutions in support of delivering our Strategic Aims OBJECTIVES To enhance fdf s capacity to deliver on its core strategic aims To establish selected partnerships that are strategic and relevant to fdf s Strategic Plan OPERATIONAL PLAN 5.1 fdf will need to work closely with DIUS, and HEFCE on all policy issues to ensure that its strategies and activities are co-ordinated in a way that is clear to all stakeholders. fdf may also be able to support initiatives that draw in other key government departments such as BERR, DoH, DCMS and the DWP. 5.2 fdf will seek to support HEFCE s workplace learning and employer engagement strategies on a broad front. Other key partners to deliver employer engagement will be the Sector Skills Alliance and RSPs/RDAs. There will be a specific focus within our regional infrastructure upon working closely, as a strategic priority, with the RDAs and RSPs. 5.3 fdf will seek to maintain close working partnerships with QAA and QCA in support of clear and enabling quality frameworks for work-based learning progression routes and Foundation degree provision. Our enhancement service will be developed in partnership with the Higher Education Academy and institutions. fdf will consult with JISC to develop support for institutions to enhance flexible delivery of learning on Foundation degrees. Through these means fdf will maintain strong working relationships with colleges and universities involved in Foundation degree development and provision. 5.4 fdf will seek to establish consistent working partnerships with Aimhigher in all regions and with those LLNs that are responsive to collaboration. There will be a focus in this activity upon workbased learning routes supported by partnerships with unionlearn. 5.5 fdf will support IAG organisations to develop strategies that enhance the knowledge base of their staff and disseminate accurate, reliable and positive information and guidance to potential Foundation degree students. 41

42 CRITICAL RISK FACTORS Competition and collaboration: Some organisations may see fdf as an organisation that is competing with their interests Partnership and collaboration: Regional, organisational and institutional variation in approaches to partnership and collaboration Differential priorities: Some organisations do not see Foundation degrees as representing their core activity Student-demand markets: Confusion and uncertainty around the distinctive identity of the Foundation degree in relation to higher level skills as a consequence of commercial and provider interests in competition e.g. supply-side driven provision KEY PERFORMANCE INDICATORS Objective 1. To enhance fdf s capacity to deliver on its core strategic aims. Performance Indicator Evidence of partnership working with other organisations, agencies and institutions including co-funding initiatives with definitions of clear resultant outcomes Evidence: Management Board Evaluation of progress reports 2. To establish selected partnerships that are strategic and relevant to fdf s Strategic Plan External evaluation of fdf as a collaborative partner. Evidence: Management Board Evaluation of progress reports PROGRESS REVIEW 1. Given the nature of the aims and objectives of fdf as an organisation, it is appropriate that these provide the basis for any evaluation of its performance and achievements. The fdf Management Board, inclusive of Funding Council membership, will receive quarterly Progress Reports monitoring the development of operational plans and activities assessed against the approved aims and objectives. 2. The fdf Management Board will also receive Annual Evaluation Reports that will audit progress against the approved aims and objectives of the Strategic Plan. 42

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44 APPENDICES