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DOCUMENT RESUME CE 071 194 ED 392 995 Hughes, Maria AUTHOR Colleges Working with Industry. FEDA Paper. TITLE Further Education Development Agency, London INSTITUTION (England). REPORT NO ISSN-1361-9977 PUB DATE 96 NOTE 52p. Further Education Development Agency, Citadel Place, AVAILABLE FROM Tinworth Street, London SEM 5EH, United Kingdom (6.50 British pounds). Non-Classroom Use (055) PUB TYPE Guides FE Matters; vl n3 1996 JOURNAL CIT MFOl/PC03 Plus Postage. EDRS PRICE Case Studies; Check Lists; *Cooperative Planning; DESCRIPTORS Delivery Systems; Educational Cooperation; Educational Planning; Foreign Countries; Innovation; Partnerships in Education; Program Evaluation; Program Improvement; Records (Forms); *School Business Relationship; *Strategic Planning; Technical Institutes; Two Year Colleges; *Vocational Education National Vocational Qualifications (England); *United IDENTIFIERS Kingdom ABSTRACT This handbook, which is intended for individuals involved in program evaluation and improvement at British further education (FE) colleges, contains strategies and materials to help colleges work with industry to make their programs better able to build the skills and knowledge of their local communities. The first two sections offer rationales for making FE more responsive to the training needs of local business and industry and conducting a program audit. Presented in section 3 are 17 case studies that illustrate innovative programs and practices designed to establish/improve links between FE and business/industry and making FE programming more accessible and responsive to local employers. Section 4 lists key points for FE colleges regarding the following: managing the school-business interface; partnerships; flexibility and responsiveness; staffing; curriculum development; and National Vocational Qualifications development. The process of conducting an industry links audit and potential benefits of such audits are examined in section 5. The last section of the handbook is a 14-page audit tool to help FE colleges working with industry assess the following aspects of program development/improvement: strategic planning/policy development; management and coordination; marketing; image/ethos; curriculum planning, design, and delivery; monitoring and evaluation; resources; and costing/pricing and finance. (MN) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** ler ,..uucabo F Deveto ment_s_tox j e esa AI ga, 01 0% a *A LA enc.. tcft 4 .4.1 I 411102111 1 a 'a Hu ume L L I I I II U S DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Off ducatonal floSofifeo and iforgovorooni Of . I MATERIAL HAS BEEN GRANTED BY ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) C- This document has been rproduced as received from the person or Of ganaatiOn originating it ANAL-- 0 Minor changes have bean Made to improve reproduction quality BEST COPY AVAILABLE TO THE EDUCATIONAL RESOURCES Points ot view or opinions mated in this 2 document do not necssarly reprsent INFORMATION CENTER (ERIC)." offlolid OERI positron or policy Further Education Development Agency Colleges working with industry Maria Hughes FE VATTER Acknowledgements FEDA would like to thank the following colleges which were involved in the case studies- Basingstoke College of Technology Bishop Auckland College Bishop Burton College Broxtowe College Carlisle College Chelmsford College Deeside College Hackney Community College Henley College, Coventry Hull College Loughborough College Lowestoft College New College, Durham Preston College Reading College South Tyneside College Wirral Metropolitan College Copyright © Further Education Development Ag..:acy 1996 Registered charity number: 104415 ISSN No 1361 9977 Photograph credit: Telegraph Colour Library Designer: Mike Pope Editor: lennifer Rhvs Printed by Blackmore Press, Shaftesbury, Dorset FE MATTERS 2 ..tEPA paper Contents Executive summary 4 1. A rationale for responsiveness 5 2. Assessing the starting point 6 3. Responsiveness in action: case studies A competence-based programme tor the offshore industry(Lowestoft College) Tracklaying and maintenance the for railway industry (Hackney Community College) Practice manager development (New College, Durham) Delivery of BTEC HNC/D Engineering programmes by flexible learning (Reading College) An occupational capability project(Wirral Metropolitan College) Reputation boosts business (Bishop Auckland College) A collaborative approach to management development (Henley College, Coventry) A partnership approach to small firm development (Loughborough College) Improving customer focus (Broxtowe College) --aining for inward investment (South .eside College) lhe Summergroves initiative (Hull College) Foreign languages industry for and commerce (Chelmsford College) Developing NVQs (Bishop Burton College) Partners in Care (Deeside College) Relationship selling (Basingstoke College of Technology) Developing and delivering interdisciplinary packages college company through a (Carlisle College) The VEKA plc training initiative (Preston College) 4. Key points for colleges 18 5. The audit tool 20 FE MATTERS FED/1 pjpor 3 T9Vti:- "4.7 Seventeen case studies are presented Executive summary here to illustrate how many colleges are pro-active and responsive taking a Many colleges have recognised the of becoming even more stance towards working with their necessity three Just communities. business responsive to the needs of industry and enterprise. A growing number of examples of colleges showing flexibility colleges have taken on that challenge by and innovation are: the establishing new infrastructures and initiative Summergroves tailor their provision to systems to between Hull College and Hull industry training needs. City Council launch to improve local building skills This handbook: the Clwyd Consortium Care outlines the rationale for increased formed by Deeside College and responsiveness private sector partners to promote offers case studies from a range of training in child care innovative schemes the work of Hackney College and will help colleges to assess how Rehene Construction in forming a responsive they really are develop off-the-job charity to will help colleges to create action training plans for improvements provision and the customised the Both mainstream programmes can provide useful models for other colleges. For further information, please contact Maria Hughes, FEDA Northern Region, on 0191 201 3300. FE MATTERS OA r 4 New initiatives may give rise to new contacts A rationale for 1. and partnerships between employers and the responsiveness The Modern and Accelerated sector. FE Apprenticeships Schemes, for example, aim to Meeting the training needs of industry and produce expert workers at technician and business has traditionally been a central supervisory levels. While the schemes are has become objective colleges. of FE It employer- and TEC-led, it is expected that increasingly complicated as these needs grow colleges will work alongside the employers to more company specific. This leads to demands provide underpinning knowledge and higher for greater flexibility and responsiveness while level training. resulting in a loss of some economies of scale. These changes are already affecting the FE Upheavals in the labour mai ket have led to new r by: companies and industries with attitudes to training very diffe- -.2.nt from those of the era of increasing the number of adult students time-served apprenticeships and training levies. FE, some with into and links in The 1980s witnessed a dramatic growth in experience of industry small firms and self-employment. Ninety-six strengthening competition in attracting per cent of businesses now employ fewer than 16-19 year olds and encouraging all 20 people. However, while small and medium providcrs to seek alternative markets enterprises (SMEs) are of crucial importance to The White Papers Competitiveness: helping the national economy (constituting one-third of business to win (1994) and Forging Ahead (1995), the private sector workforce) surveys indicate highlighted and thus explicitly acknowledged their tendency to be preoccupied with the the major role of the FE sector in achieving present. They have little time or resources to economic regeneration. Colleges can take their consider their training needs. place with other interested bodies in planning The increased flexibility demanded by changing and implementing a strategic approach to markets requires a multi-skilled workforce. building up the skills and knowledge of the Despite high levels of unemployment in recent local community. years, the economy continues to suffer from skills mismatcht!s. technological Rapid advances products equally swift change in working practices and require a continual development of the workforce. Demographic trends, such as an ageing population and increasing numbers of women in the workforce, require companies to adapt their recruitment strategies and customise their products and services accordingly. Colleges are also in a period of transition. Incorporation has bestowed greater autonomy and more flexibility to respond to needs. It has increased competitiveness within the sector and strengthened industrial has the role of governors who bring experience and expertise in working with the business community. As funding the methodologies FEFCs' are implemented, shifts in resourcing are affecting the financial prospects of colleges, adding momentum to the need to develop income- generating activities. 7 FE MATTERS ItflAp.pr 5 3 S.' The audit process is also designed to. 2. Assessing the starting provide a focus for identifying strengths point and gaps in provision, and so identify Initially colleges need to focus on developing development needs processes, systems and procedures for working aid action planning in parallel with local business and industry, investigate staff perceptions across the professional bodies as well as with regional and college and highlight any differences in central government agencies to ensure that this respect needs are identified and met. The case studies provide feedback on the strategic plan demonstrate that there is much good practice in contribute to a quality review colleges. There is, however, a tendency for such activity to be viewed as marginal rather than inform human resource and curriculum integral to the whole college offer. Frequent and plans regular dialogue with business local provide data to maximise industry !-1,,s community may correct this. The industry links contacts audit in Section 5 is designed to help colleges indicate gaps in the consultative process assess their current interface with business and provoke thought and discussion industry and to indicate action to be taken. Colleges need to plan for responsiveness and take advantage of all opportunities to foster relationships and partnerships with their business community. Responsiveness to the needs of industry has implications for initial training, continuing professional development, the development of higher level skills and for newly returned entrants to the labour market. A regular audit of the interface between the college and its local (and, to a greater or lesser extent, regional, national and international) business community is therefore an important part of the strategic planning process. Colleges in the project found the audit tool provided a range of techniques for planning and developing provision and services. Several considered it useful to involve their business clients in the process as a way of stimulating and developments on d iscussion improvements. FE MATTERS F LOA ppor 6 limited number of staff available. 3. Responsiveness in action: The results cost/benefit analysis the case studies of indicated that the project was viable and college The 17 case studies which follow illustrate senior management and governors gave the go innovative practice in meeting the needs of ahead. An in-depth marketing campaign industry. They report both large scale and more resulted in orders from several large companies. modest developments, several of which have This impetus is being maintained. significantly influenced other aspects of college Considerable staff development benefits have provision. They also demonstrate that colleges also resulted, including: must adapt their procedures within the context of their own institution. the ability to write competence-based programmes and develop appropriate assessment packages The development, delivery and development and delivery O the of strategic planning of an ongoing programmes and provision of high competence-based programme for quality supporting materials increased delivery of assessor training the offshore industry programmes Lowestoft College aims to increase its already O closer links with several large companies turnover and significant the commercial owing to joint design and delivery of percentage of resource-based learning in its programmes programmes in order to provide a broader enhanced status relation the in to range of services to industry. This will include offshore industry as a result of the assessment packages, assessor training and college's greater awareness of their training trainers. needs One such development was a four-day training enhanced market intelligence an programme followed by a half-day assessment. network It was created for offshore installation manager. development sustained staff a and carried out in a fully equipped simulation programme with strong links to delivery of an offshore radio room on the Shell site. The programme initial reached The Shell programme combined role olays with formal completion as anticipated. The company still training sessions in, for example, delegation and uses the college facility but to a lesser extent. stress management. Shell UK Ltd provided a industry have Changing requirements of radio room plus a control room on a separate resulted in further programmes and markets. A site together with linked instructors' rooms particular comprehensive portfolio with equipped with video and audio interfacing. emphasis on customisation is being developed. Shell offered to equip a facility on the college Outcomes now planned include: site. The college carried out a cost/benefit a contract with a shipping company to analysis based on customising three large adapt bridge provision the rooms. As the programme often for college management teams required four college staff, the availability of appropriate trained staff was also a key factor. A adapting the programme to support the market survey assessed support from other requirements of internal teams within companies. The modification of the college companies as they identify particular rooms to required specialist facility needs and request ongoing supportive a a combination of college and external contract training technical staff which ultimately ensured in- a similar programme to support onshore house maintenance/rebuild expertise. The emergency management and aftermath project involved tight schedules with only a handling FE MATTERS FEDA Paper 7 major some organisations, including Track laying and maintenance for contractors Many visitors came to observe the the railway industry trainees at the London Underground Training Centre. The trainees' likely destination initially Hackney Community College and a large seemed to be Rehene Construction hut when national sub-contractor to the rail industry, other contractors observed the training, they Rehene Construction, formed a charity and their potential and offered them realised developed a specific 28-week course to train employment. new operatives in the skills related o railway- track laying and maintenance. The whole This external interest was a great morale boost package of training and funding was brought for the trainees and led to many enquiries about together by the charity members, launched the next course. After 20 weeks of formal through the City Challenge programme and training all the trainees took up employed- managed by the college. status training with either Rehene Construction or other contractors. gap, skills Rehene identified Having a Construction approached the college to assess Within days of the end of the first course, the potential for off-the-job training. This recruitment was under way for a second group approach resulted from a recommendation by a of 30. A further course for 15 trainees has since Laing John manager training from begun, funded by different organisations and Construction, with whom the college already the charity is planning another course for 15 had a large contract. The college and the people from another London borough. Major company developed a ten-week programme of contractors are also now in discussion with the off-the-job activities focused on essential skills charity which may become the sole provider of such as basic bricklaying, handling materials, upskilling for existing staff. concreting, health and safety, gas cutting and abrasive wheel use. They also worked with the Practice manager development Rail Industry Training Council to produce NVQ Simulated site experience was a major Units. New College, Durham took advantage of component of this work and was undertaken at external pump-priming funding to build on the London Underground training centre at existing expertise and develop a range of Acton. courses in response to the training needs resulting from the fundamental changes in the The project met the objectives of the college's and management of health organisation strategic plan. It: services. broadened the range of provision within family with discussion local Routine Civil Engineering practitioner committees (now the Family Health extended employer partnerships Service Authority, FHSA) revealed that changes maximised the potential of the City in the organisation of General Practice were Challenge programme imminent. It emerged that practice managel s improved employment opportunities for were becoming the norm, and staff needed to local people develop new skills as, in many cases, the senior enabled members of staff to extend their receptionist would be taking on responsibility experience for financial general practice, managing people, customer care, and marketing. The pilot course recruited 30 trainees. For most it was an area of work that they had never New College decided to become a registered considered before, while in some cases it was centre for the Practice Manager Development their second or third training course. programme. The course ^ontent was in most cases easily adapted from the health service The course came under considerable scrutiny management programmes and the financial interested other and the fund ers from 1 0 FE MATTERS FFDA paper 8