OPEN SPACE EVENT ON THE FUTURE OF HIGHER AND FURTHER EDUCATION IN SCOTLAND
LIFELONG LEARNING DEPARTMENT, SCOTTISH EXECUTIVE
GLASGOW ROYAL CONCERT HALL, MAY 5th 2006
(You can download a PDf version of this document here)
THEME; What needs to be done in the short and medium term to ensure long term Further and Higher Education provision which delivers for the people of Scotland?
PARTICIPANTS; 80, who convened break-out groups on 16 issues with ? proposed actions.
1.0 TOP EIGHT PRIORITIES VOTED BY PARTICIPANTS (NO. OF VOTES)
1. EMPLOYER INVOLVEMENT: Greater flexibility in delivery and development, and employer involvement in this process (35 votes)
2. PARITY; parity of esteem between FE and HE (31 votes)
3. LIFELONG LEARNING is not just about money (29 votes)
4. CHOICES. Help individuals make informed choices - give labour market information (28 votes)
5. DIALOGUE between employer bodies, education and students (27 votes)
6. CHOICES. Helping students make informed choices about their future educational experience (23 votes)
7. CULTURAL CHANGE : A cultural change is required with regard to giving opportunities to older students, in access, challenges and expectations. There should be no gate-keeping as at present (20 votes)
8. ACCESS. Establish a coherent system of funding for lifelong learning that is not hierarchial (20 votes)
2.0 ISSUE AND ACTION SESSION NO. 1, 11.15 A.M. TO 12.30 P.M. (CONVENOR'S FIRST NAME) (NO. OF VOTES)
1. BALANCE OF BUSINESS NEEDS AND INDIVIDUAL CHOICE (SUSAN)
(1) A flow-chart is required of information flows and decision processes in FE/HE, in order for understanding of how the system works with a view to improving it (4 votes)
(2) Help individuals to make informed choices by integrating labour market information into information, advice and guidance offered to them, to help manage expectations (28 votes)
(3) Greater flexibility in delivery and development, and employer involvement in this process, for example, more use of placements (35 votes)
2. MAKING MORE EFFECTIVE USE OF STUDENT PARTICIPATION (ELAINE)
(1) Helping students make more informed choices about their educational student experience ( 23 votes)
(2) Make better use of student experiences, to support, educate, and empower students of the future e.g. role models/mentoring (18 votes)
(3) To understand students' needs, and the need to be more flexible to enable students to participate fully (15 votes)
3. FE/HE CONTRIBUTION TO SUSTAIN RURAL COMMUNITIES (GEORGE)
(1) Direct FE/HE to evolve and support increased economic activity in rural communities (4 votes)
(2) HE/FE to lead collaborative delivery (HE/FE commercial/public sector) delivery for skills base in education and training (2 votes)
(3) Create flexibility in education and training of key public sector workers (health and education etc.) to increase retention in rural communities (e.g. local provision of distance learning and practical placements in rural communities) (19 votes)
4. WHAT DO FE/HE DO TO INTEGRATE SUSTAINABLE DEVELOPMENT WITHIN PROCESSES AND CURRICULUM? (BILL)
Best case scenario - every member (student and staff) of FE/HE community is given knowledge, skills and values of sustainable development to assist in creating a sustainable Scotland
(1) Influence the research agenda and increase funding to facilitate research on SD issues (15 votes)
(2) Assist the provision of the resource base to enliven subject areas. Monitor and review uptake within the sector ( 2 votes)
(3) All Principals include SD in their welcome addresses to new students
5. IMPROVING THE EFFECTIVENESS AND EFFICIENCY OF EMPLOYEE/EDUCATION/STUDENT/INSTITUTION ENGAGEMENT (MARGARET)
(1) Appropriate dialogue (at various levels) between suitably capable/powerful employer bodies, education and students (strategic body for this?) (27 votes)
(2) Employability integrated appropriately and articulated impressively to and by students and employers, (embedding attitude change) (1 vote)
(3) Entrepreneurship - risk-taking - this all has to be developed as part of life skills/employability/responsibility - embedding attitude change (15 votes)
6. INTEGRATING SUSTAINABLE DEVELOPMENT INTO FE/HE POLICY/STRATEGY AND PRACTICES
(1) Scottish Funding Council insist on higher standards for estates development (100 year whole life costing) to promote reduced running costs, improved resource efficiency, wellbeing……through condition of funding for capital programmes (7 votes)
(2) Maximising the learning opportunities inherent in the management of a sustainable campus, making a working laboratory of your institution (7 votes)
(3) Scottish Executive to place a greater emphasis on research to deliver Green Jobs Strategy, Renewable Energy targets, environmental justice etc. (15 votes)
7. TO IMPROVE THE RECREATIONAL AND SOCIAL COMMON AREAS AND FACILITIES FOR STUDENTS IN HE AND FE (CRAIG)
(1) To act upon the SPARQS FE Mapping exercise which concluded that social and recreational facilities impact on positive student learning (3 votes)
(2) To baseline/benchmark a minimum of appropriate provision for student facilities. Link with other organisations and help bridge the FE/HE gap (12 votes)
(3) To investigate and publicise the benefits of ventures such as Freshers Fairs to both the students and the institution. To bridge the gap between students and businesses to ensure a successful Freshers Fair (5 votes)
8. IMPLICATIONS OF AN AGING POPLUATION - ARE FUNDING STRUCTURES FIT FOR PURPOSE? (DAVID)
(1) Funding to follow the learner /employer e.g. tax incentives, but also role for employers (19 votes)
(2) Wider groups of stakeholders to influence policy e.g. University discussion (4 votes)
(3) A cultural change is required e.g. access/challenge/expectations, knowledge transfer and no gatekeeping (20 votes)
9. WIDENING ACCESS (COLIN)
(1) Establish a coherent system of funding for lifelong learning (not hierarchial) - structured around communities, ensure FE/HE built in - funding incentives (20 votes)
(2) Improve guidance and support for learners. Learner-centred and close to the learners (12 votes)
(3) Improve accountability (7 votes)
3.0 ISSUE AND ACTION SESSION NO. 2 ; 1.15 P.M. TO 2.30 P.M., (CONVENOR FIRST NAME) (NO. OF VOTES)
1. METRO GLASGOW - IS THE SKILLS PROFILE SUITABLE FOR THE FUTURE? (SIMON)
(1) Improve the quality of labour by market forecasting - key role for Sector Skills Councils (12 votes)
(2) Better, more detailed information on jobs and courses, how they match (13 votes)
(3) Be proactive about offering access and opportunities in a coherent way (3 votes)
2. HOW SHOULD THE BALANCE OF EDUCATION/RESEARCH LOOK IN TERTIARY EDUCATION? (GORDON)
(1) Establish a vision of need for the future R and D (diverse approaches), to include partnership and end user relevance (11 votes)
(2) Lead entrepreneurial cultural change (including attitudes to risk) from cradle to grave (14 votes)
(3) Recognise and promote success (6 votes)
3. INDUSTRY ACCREDITATION OF HE/FE PROGRAMMES (ALASTAIR)
(1) Explore Industry Accreditation where appropriate to identify if it can support the growth of the economy (15 votes)
(2) Further develop careers guidance advice and support at a sectoral level - importance of transferable skills and job changes in 25+ age group (13 votes)
(3) Explore funding models? (6 votes)
4. STUDENT DEBT AND FEES (CLAIRE)
(1) Better IAG on financial assistance available and on resulting impact e.g. how much they will have to repay (9 votes)
(2) Consolidate the large amount of evidence brought by different group members
(3) Prioritise funding/means testing - how are independent students assessed? (5 votes)
(4) Integration of extra-curricular experience into student articulation
5. HOW CAN WE PROMOTE EXCELLENCE AS A NATIONAL PRIORITY IN EDUCATION? (KIRSTEN)
(1) Teachers - Part-time, voluntary involvement of non-traditional/non-academic individuals on flexible contracts, and more/better staff development (3 votes)
(2) Incentives and support - reward excellence in teaching, to both teachers and learners (18 votes)
(3) Ethos - begins at school level - excellence must be embedded form the earliest point and supported throughout (12 votes)
6. CONTINUAL LEARNING AND EXAMINATIONS (MARIE)
(1) Set up a group (teachers, pupils, S.E., Education Depts etc) who will look into the assessment process currently used, and see how it can be changed to fulfil adequately the continued assessment process (2 votes)
(2) Look into different ways of accrediting what people learn, especially through new technology (4 votes)
(3) Set up support for people who have difficulties in assessment, low achievers, e.g. Modern Apprenticeships, Open Learning (2 votes)
7. BREAK DOWN DIVISIONS BETWEEN FE AND HE (ANNE)
(1) Work towards parity of esteem - image, transitions, vocational education, student experience (31 votes)
(2) Joint training of staff - integration, qualifications etc. (11 votes)
(3) The process of lifelong learning is not just about money - needs more flexibility, dipping in and out, credit-based funding, identify barriers, feedback from students which is acted upon (29 votes)