cdn institute of directors conference presentation working with colleges

Joe Wilson, Chief Executive

Working with Colleges

The college landscape

• How many of the new Colleges can you name ?

• And can you name their separate campuses ?

Make-up of colleges in Scotland• 10 single regional colleges• Two regional boards (assigned colleges –

Glasgow and Lanarkshire)• Colleges in the Highlands and Islands, FE

Regional Board (FERB) funded via UHI• SRUC• Newbattle Abbey College.

• Impact of Colleges – What do you think percentage of College starts with no qualifications are ?

• By % how much can an HND learner boost their earnings

• Who supports the delivery of most apprenticeships in Scotland

Quick Quiz

• 63% of college students have no qualification on entry.

• Studying an HND course at college can boost an individual’s pay by up to 80%.

• The vast majority of Modern Apprenticeship starts are delivered by, or in partnership with, colleges.

Facts

Colleges have delivered 2014/15• Over 76 million hours of learning to around

238,000 students• 30% of students studied full-time• 19% of activity was higher education • 47% were 16-24 year olds• Almost 1/3 students were from the 20% most

deprived backgrounds.

• £0.7 BILLION Added income created by staff and college expenditure

• £14.2 BILLION Added income created by added skills

• £14.9 BILLION Total income created in the Scottish economy

• 8.8% % of total output of the Scottish economy • 593,246 Total output as number of average wage

jobs

• http://www.collegesscotland.ac.uk/our-work/demonstrating-the-economic-value/461-demonstrating-the-economic-value-of-scotlands-colleges-report-executive-summary/file

ECONOMIC IMPACT ANALYSIS

How Colleges Plan• Operating within a regional structure• Strategic partnerships – LAs, CPPs• Funding based on Regional Outcome

Agreements (ROAs)• Sharper focus on jobs and growth• Reclassification as full public bodies – delivery

aligned to Government policy and priority sectors

Colleges will contribute £1.2bn to the Scottish economy by 2020, equivalent to 1% of GDP. Source: David Hume Institute 2012

Our background

Our purpose is to support and enable the learning community in the college sector to contribute to the social and economic wellbeing of Scotland.

Supported by ourstakeholders:

CDN

Scottish Funding Council

Education Scotland

SQA

Skills Development

Scotland

JISC

Scottish Training

Federation

Scottish Government

Colleges Scotland

We work in partnership with:

How we learn about theneedsof thesector

CDN

Single Points of Contact

CDN BoardDevelopment Committee Innovation Committee

College Ambassadors

Development Networks

Our strategic approach:

LEADINGSpot latest

thinking and practice

CREATING Create new

materials and courses

SHARING Showcase best practice

Our 31 Development Networks

In 2014-15 we:

Engaged with nearly 5,000 college staff

Through 180 courses and events

Strategic themes 2015-18• Governance, leadership and management• Curriculum, learning, assessment and

attainment• Development Networks• Employer engagement and enterprise• Quality and digital development

Influence National

Qualificatio

n desig

nEngage with Board and

PrincipalCurriculum Advisory

Grouips

Engage in input to Regional Outcomes and shape delivery

Shape/buy specialist short courses

Offer placements/work experience

Employ students/train staff/modern apprenticeships

21

The SCQF - Central to the Education System

Levels Across Europe EQF

Translation Device

87

6

5

4321

SCQF

SCQF Level 3

SCQF Level 4 SCQF Level 5 SCQF Level 6 SCQF Level 7 SCQF Level 8 SCQF Level 9SCQF Level 10 SCQF Level 11 SCQF Level 12

Other Frameworks

Comparison of levels from SCQF to EQF to

other frameworks and

VICE VERSA

24

How does learning get on the SCQF?

Process of Credit Rating:• A consistent process• One set of guidance used by all

Credit Rating Bodies

Credit Rating Bodies:• Universities• SQA• Colleges• Other bodies approved by the

SCQF PartnershipWhat do they credit rate?

Their own provision offered in schools, colleges and universities

“Third party” provision owned, developed and awarded by others e.g employers; certificating bodies; professional bodies; voluntary and community organisations

Stakeholders – who we work with• Institutions of all types• Learner organisations• Guidance givers• Employers• Credit Rating bodies• Professional bodies

Document title Transforming lives through learning

Parity of pathways

• Modern Apprenticeships focused on higher level skills and industry needs

• Align provision better to Skills Investment Plans, Regional Skills Assessments and improve identification of employer demand

• Increase annual volume to 30,000 starts p.a. by 2020 and aim to increase starts at SVQ3, underpinned by research

• Development of advanced apprenticeships working with HE and professional bodies

• Development of MA branding and marketing collateral• Strategic marketing to support STEM and key sectors

What will be different in 2015-16

• Establishment of regional DYW Groups• Career Education Standard (3-18) released• Work Placements Standard draft with toolkits

released• Guidance on School/Employer Partnerships

released• New certification for work placements in schools

- workplace learning plans• Testing of new approaches across the country

CDN LearnOnline: Moodle

Consultancy Activities Antigua, Bahrain, Bosnia-Herzegovina, Botswana, Croatia, Cyprus, Egypt, Eritrea, Kosovo, Lithuania, Mozambique, Romania, Rwanda, Trinidad and Tobago, Turkey, United Arab Emirates

Awarding ActivitiesBahrain, Cayman Islands, China, Egypt, India, Greece, Latvia Malaysia, Myanmar, Oman, Turkey, Qatar, Singapore, Indonesia, Sri Lanka, United Arab Emirates, USA

Consultancy Activities Antigua, Bahrain, Bosnia-Herzegovina, Botswana, Croatia, Cyprus, Egypt, Eritrea, Kosovo, Lithuania, Mozambique, Romania, Rwanda, Trinidad and Tobago, Turkey, United Arab Emirates

Consultancy Activities Antigua, Bahrain, Bosnia-Herzegovina, Botswana, Croatia, Cyprus, Egypt, Eritrea, Kosovo, Lithuania, Mozambique, Romania, Rwanda, Trinidad and Tobago, Turkey, United Arab Emirates

Other ActivitiesAfghanistan, Bahrain, Belgium, China, Egypt, Greece, Malaysia, Romania, Sweden, Vietnam

Influence

National Qualification design

Engage with Board and Principal

Curriculum Advisory Committees

Engage in input to Regional Outcomes and shape delivery

Shape/buy specialist short courses

Offer placements/work experience

Employ students/train staff/modern apprenticeships

Thank You

Joe.Wilson@cdn.ac.uk @joecar

@coldevnet www.cdn.ac.uk