1. Feeder Routes into Foundation Degrees Frances Cambrook South West Regional Director Foundation Degree Forward

2. Key statistics Feeder routes Development potential Diplomas and Fds fdf development activity

3. 60,925 Fd students in 2006-07 (up from 46,780 in 2005-06) 27,000 part-time Fd students in 2006-07 (up from just under 20,000 in 2005-06) 46% of Fd students are taught at HEIs and 54% of are taught at FECs 56% of part-time students are taught in HEIs Data source: Foundation degrees: key statistics 2001-02 to 2006-07 (HEFCE, 2007) Key statistics

4. Total of 2896 Fd courses 2193 (76%) of these are currently running 703 new courses in development Foundation degrees January 2007

5. 77% of part-time students supported by employer (financially or otherwise) employer support is rare amongst full-time students 64% of students aged 21 or over when they start their Fd 57% of students are female proportion of entrants from low participation neighbourhoods is higher than generally found in the undergraduate population Data source: Foundation degrees: key statistics 2001-02 to 2006-07 (HEFCE, 2007) Key statistics

6. Foundation degree courses by subject area (2006-07)

7. Foundation degree courses by region (2006-07)

8. Foundation degree student numbers by region

9. Foundation degrees by subject

10. South West Region Foundation Degree Numbers 2001-06

11. Foundation degree Work Level 3 vocational qualifications Advanced apprenticeship A-levels Access to HE Voluntary/community activity Professional qualifications Honours degree Higher level NVQs (e.g. level 5) Work Professional qualifications Voluntary/community activity Articulation and Progression Higher vocational Qualifications (e.g. CPD) Non-vocational HE Routes fromRoutes to

12. Data source: Foundation degrees: key statistics 2001-02 to 2006-07 (HEFCE, 2007) Foundation degree entrants (2004/05) – prior qualifications Qualification at entry Full-time Number % Part-time Number % Total Number % HE1,465 11%1,855 24%3,315 16% A-levels1,955 15%155 2%2,110 10% A-level or equivalent2,980 23%1,680 22%4,660 23% VCE only290 2%10 0%305 1% BTEC Level 31,320 10%525 7%1,850 9% Access to HE course265 2%105 1%365 2% GCSE605 5%590 8%1,195 6% Other qualifications1,020 8%535 7%1,555 8% APEL620 5%865 11%1,485 7% No formal qualification105 1%115 1% 220 1% Unknown2,120 17%1,380 18% 3,500 17% Total12,750 100%7,815 100%20,570 100%

13. Drivers for development Leitch “The UK must become a world leader in Skills.” “Skills is the most important lever within our control to create wealth and to reduce social deprivation.” Proportion of jobs requiring high skills will continue to increase substantially Developing our present and future workforce “new higher education should not be ‘more of the same’… rather provision should be based on new types of programmes offering specific, job-related skills such as Foundation Degrees”. 100,000 ‘target’ by 2010

14. Potential for development Increase take-up of existing provision Increase direct progression from Level 3 Increase/develop entry via work-based learning Progression route for Diplomas?

15. Progression from Level 3 Issues: Is there need/demand for Level 4+ ? From employers? From learners? Regionally?

16. SWRDA and LSC priorities RDA priorityLSC priority area Advanced engineering (aerospace and defence) Engineering Creative Industries (digital media)Health & Social Care MarineRetail Food & DrinkConstruction Environmental technologies (renewable energy & waste) Biomedical ICT (semi conductors and defence related) Tourism

17. Development of work based provision Re-define higher level work-based learning “On the job training in the workplace is a vital source of skills development and career progression” (Leitch) Focus on the learner in work accrediting existing in-house training developing Fd ‘wrap-around’ offering ‘bite-size’ learning flexible and responsive delivery

18. Progression from Diplomas? SW Gateways 21 approved for 2008 (10 with conditions) 5168 learners across three levels 1423 at Level 3

19. From Diplomas to Foundation degrees Why? Address low progression from “non-A- level” level 3 Local, flexible, lower cost HE Skills agenda / route into work

20. Diplomas Innovative Employer involvement in development Knowledge and skills in a “real world” environment Preparation for progression Foundation degrees Innovative Employer engagement in design and delivery Work based and work place delivery Progress to Hons degree / career

21. From Diplomas to Foundation degrees How? 14-19 Partnerships / Lifelong Learning Networks Curriculum solutions Local employers Knowledge and awareness of staff – IAG Local prospectuses LLN Progression agreements

22. fdf support for progression fdf Strategic Aims 2006-2008 To support and develop local, regional and national strategies and partnerships to enhance both private and public sector employer engagement in Foundation degree provision. To enhance information, advice and guidance support for Foundation degree provision as offering opportunities for widening access to higher education. To undertake a leading advisory role in generating and supporting a national marketing strategy for Foundation degrees.

23. Employer engagement Sector Skills Councils National Fd development e.g. Tesco, RAF Sector based employer consortia Professional bodies British Chambers of Commerce

24. Launched 15 May 2007 Free Web-based, can be customised http://www.fdf.ac.uk/home/information_for_u niversities_and_colleges/iag_training_mat erials/ IAG training materials

25. Working with DfES National campaigns Regional employer profiles Marketing and Communications

26. Foundation Degree Forward Working for a degree of difference Frances Cambrook f.cambrook@fdf.ac.uk www.fdf.ac.uk

27. Working for a degree of difference

28. Questions and discussion In the SW, (how) can the impact of the difference between RDA and LSC priority sectors be overcome in terms of Level 4+ in HE in FE? Will HEIs embrace Diplomas? How can employer links be built that span diplomas and Fds? Does liaison between 14-19 partnerships and Lifelong Learning Networks need to be encouraged? How? How can the right IAG be put in place?