Higher Education Strategy. September 2015

Transcription

1 Higher Education Strategy September 2015 Date: September 2015 Date of Implementation: September 2015 Originator: Quality Department Approved by: Date of review: July 2016

2 Contents 1. Introduction 3 2. Sector and Institutional Context 3 3. Stoke-on-Trent College Strategic Plan Mission Error! Bookmark not defined. Vision 5 Values 5 Strategic Objectives Stoke-on-Trent College Vision for Higher Education 6 5. Stoke-on-Trent College HE Strategy 7 Aims 7 Objectives 7 6. Commitment to Growth 8 7. Teaching, Learning & Assessment 9 8. The Student Voice Management of Higher Education 10 HE Strategy

3 01 Introduction The previous version of the College s Higher Education Strategy was developed in 2009 in response to developments within the HE sector; it has been reviewed regularly since then to ensure that it reflects any changes to policy, opportunities and threats that may have an impact on our HE provision. The strategy has enabled the College to respond to the demands faced by the HE sector to ensure that, in a customer-led market, the needs of the local workforce are met in order to contribute to social and economic improvement in the city of Stoke-on-Trent. The HE Strategy is one of a number of College strategies that is reviewed as part of the annual strategic planning process. The HE Strategy is designed to link the college key priorities to other strategic documents, policies and procedures. 02 Sector and Institutional Context In recent years Higher Education has been transformed into a more competitive and market-driven sector, with the introduction of variable fees in 2012 and the introduction, and subsequent removal, of number controls between September 2012 and September Rapidly changing technologies, increased competition, changes to student demographics and student expectations have also had a significant impact upon student choice. These changes provide the College with an opportunity to confirm its commitment to Higher Education, review opportunities for growth, and continue to deliver high quality teaching and learning in relevant vocational areas. The Stoke-on-Trent College has an urban location, serving the city centre and much of North Staffordshire through a largely vocational portfolio of courses. Stoke on Trent is the 16th most deprived authority in England and the 3rd in the West Midlands, placing the College in the lowest quartile of Colleges with regard to socio-economic factors. The College student population has a diverse ethnic mix with 28.7% of students from a minority ethnic background compared to 13.6% in the local community. The largest cohorts of minority ethnic heritage are Pakistani (4.6%) and African (3.6%). The average achievement rate in Stoke on Trent schools in 2014 for 5 GCSE A*-C grades including and mathematics was 50.0%. This is a slight increase from 49.9% in 2013 and is 6.8% below the national average. In a number of schools in the City the fall in achievement rates in GCSE Mathematics and English is significant and school children are not making the expected rate of progress in English and mathematics. Overall and persistent absence rates in local schools are significantly in excess of national averages.

4 Sector and Institutional Context cont... Of the year old students joining full time Level 3 programmes 29.9% (137 students) had both subjects at C and above. 7.9% of them did not have a grade C or above in either subject. 42.7% had English at C or above and 19.5% had Mathematics at C or above. The level of English and mathematics on entry often requires remedial study in order to support success on the vocational programmes that the students are enrolled.. The level of aspiration to progress to HE provision from level 3 programmes therefore needs encouragement. Stoke on Trent has a statistically high percentage of adults with no qualifications when compared to the rest of England 24.5% of adults in Stoke on Trent have no qualifications (2011 census data). This places the percentage of adults in Stoke on Trent with no qualifications in the top 5 out of 348 local authorities across England. Additionally, Stoke on Trent has a statistically lower percentage of adults with level 4 or above qualifications only 17.4% of adults in Stoke on Trent have Level 4 or above qualifications, placing Stoke on Trent in the bottom 10 out of 348 Local Authorities for higher level qualifications. Stoke on Trent, the UK s 13th largest city, has a varied employment base, having seen major manufacturing contraction during the 1990s (in pottery, steel and coal mining). Large employers in the area now include UHNS (the largest outside local government), Michelin, Steelite International and other specialised ceramics businesses, a number of growing engineering companies, as well as numerous logistics businesses taking advantage of the excellent transport links serving the city (M6, A500, A50). Social Care is the largest form of employment across North Staffordshire Throughout the region there are concentrations of low levels of numeracy and literacy skills, a legacy of the low aspirations of previous generations who worked in the manufacturing industries, and of a school system that until recently did not focus sufficiently on developing these skills amongst school pupils. Whilst there are substantial educational and employment challenges facing Stoke-on-Trent and North Staffordshire, this presents Stoke-on-Trent College with significant opportunities to contribute to the upskilling of the local workforce and increasing the level of qualifications held by the local population. In recent years the College has restructured its business and portfolio of activities to address these challenges and has invested in new infrastructure and resources to support its activities, for example, the Lifestyle building was completed in 2008, the Sports Academy in 2013 and the new Technology Hub opened in Furthermore, the College has linkages to a number of local Academies and Studio Schools to enhanced progression and opportunity in the city. Delivery of the current HE portfolio is achieved in partnership with Staffordshire University, from whom a number of level 4 and 5 qualifications are franchised, and with Pearson who provide HND and HNC provision.

5 Sector and Institutional Context cont... The College is a member of the University Quarter, a partnership between Stoke City Council, Staffordshire University, Stoke on Trent College and City of Stoke on Trent 6th Form College. The UNIQ partnership aims to create a vibrant, safe and attractive environment that provides opportunity, investment and a better quality of life for all those living, studying and working there. UNIQ is about more than just creating a suitable infrastructure for learning, however, and also aims to ensure that residents of Stoke on Trent have access to high quality IAG and progression opportunities right through FE and HE right here within the city. Regular joint meetings between the two Institution s strategic teams take place to share long term planning and to ensure a cohesive approach to future developments. The College is a member of the University s UK Partnerships Quality Forum. The College has recently signed a Progression Agreement with Keele University which has been developed to promote higher education as a progression route to level 3 learners. Actions arising as a result of the agreement include coordinated taster days, UCAS support sessions, campus tours and visiting speakers. In addition there are regular meetings between the college Marketing / Careers staff and Keele University admissions teams. The progression agreement also includes the introduction of e-mentoring, Academic Taster Sessions and KLASS (Keele Ambassador Students in Schools) sessions.

6 03 Stoke-on-Trent College Strategic Plan Purpose Transforming lives through learning We will do this by: 1. Educating young people in life and work skills 2. Retraining adults for new or improved careers 3. Delivering outstanding teaching, learning and assessment Vision Meeting the skills needs of our local and sub-regional community and employers. The college will be first choice for: Further and higher education for our local communities Workforce development for regional employers / businesses Values 1. Maintain, teaching, learning and assessment at the heart of everything we do; our most important pursuit. 2. Commitment to excellence and continuous improvement: high standards and expectations of students, ourselves and colleagues; challenging, honest and rigorous self-evaluation; seeking and sharing best practice. 3. Respect and valuing all individuals: treat everyone with respect, dignity and courtesy; recognise everyone is unique; celebrate diversity; strive to meet individual needs; prioritise learners and a united staff culture. 4. Opportunity for all: widen participation and access for all. 5. Solution-orientated attitudes: be proactive in responding to change and to meet and respond to challenges positively and productively. 6. Behave honestly and with integrity: Adopt an ethical and transparent approach to working with all users and stakeholders with which we work and serve.

7 Strategic Objectives Work with employers and provide them with skilled new employees and support their existing workforce to improve their skills which results in tangible business benefits. 2. Deliver outstanding teaching, learning and assessment which improves the quality of provision and learner outcomes and enables all learners to achieve their full potential. 3. Plan, manage and deliver a range of learning opportunities based on the local and national economic and social context. 4. Develop a College community that is a highly fulfilling place to study and work and is embedded in British Values. 5. Develop substantial commercial income to reduce Agency dependency and strengthen the College s financial health. 6. Protect and manage the long term financial health of the college. Our core values underpin our strategies, policies and procedures by providing a reference point for everything we do. The have informed the review of the HE strategy, in particular through our commitment to excellence and continuous improvement and teaching, learning and assessment strategies. 04 Stoke-on-Trent College Vision for Higher Education Our vision is to provide relevant and accessible higher level provision that will provide our students with an opportunity to reach their full potential and progress to their chosen career. In order to achieve this the College will work in partnership with Higher Education providers to offer a portfolio of high quality courses that offer outstanding teaching, learning and assessment. We will engage with employers to identify and make available appropriate and relevant courses with a clear focus on vocational employability skills and career progression. Our commitment to invest in teaching and learning, combined with a culture of continuous improvement, will ensure that our learners are provided with a high quality learning experience. This will be enhanced further by providing our academic staff with opportunities to share good practice both internally and with our strategic partners. We will continue to invest in our commitment to widen participation and increase access to lifelong learning opportunities in education and training. The key principles of the HE strategy are: To reinforce our commitment to developing and strengthening our HE provision which reflect the higher level skills priorities of the region. To provide a high quality HE experience that meets the needs and aspirations of the local, regional and national community. To widen participation in HE by raising aspiration, particularly with those underrepresented in higher education, to achieve their full potential. To develop a cohesive academic community with a focus on continuous improvement To provide flexible, accessible and work-related provision that meets the needs of employers and the higher level skills needed to support an industrial workforce. To work in partnership with Staffordshire University to develop the portfolio of HE activity and our HE culture.

8 05 Stoke-on-Trent College HE Strategy The College s Higher Education Strategy recognises the overall authority of university quality procedures for university validated higher education programmes. The College seeks to support and enhance these procedures but not to duplicate them. The College is committed to aligning its strategies, policies and procedures to meet the Expectations of the current UK Quality Code for Higher Education for the assurance of academic quality and standards and the development of teaching and learning. Aims The college aims to: 1. Expand Higher Education provision to respond to the vocational, technical and professional qualifications prioritisation. 2. To deliver high quality, flexible HE programmes that provide value for money and respond to national and regional priorities. 3. To provide a high quality teaching and learning experience 4. To raise aspirations by improving attainment levels to provide seamless progression to Higher Education and employment. Objectives The HE strategy key objectives are: 1.Expand Higher Education provision to respond to the vocational, technical and professional qualifications prioritisation: Engage with local and regional businesses, in line with Local Enterprise Partnership priorities to ensure that the college meets the training needs of the local community. Develop opportunities to create new links with potential HE partners for the purpose of growing HE provision To develop Higher Apprenticeship pathways 2.To deliver high quality, flexible HE programmes that provide value for money and respond to national and regional priorities. Through the curriculum planning process, secure robust staffing and recruitment plans, in order to ensure that Higher Education provision is financially viable. Strengthen and develop the curriculum through effective engagement with employers. Further develop opportunities to create links with HEI partners for the purpose of developing HE provision and higher apprenticeships.

9 3.To provide a high quality teaching and learning experience by: Take deliberate steps to strategically manage the enhancement of learning opportunities to improve the quality of provision Developing a teaching learning and assessment procedure to drive continuous improvement. Further develop opportunities for learners to be engaged in all aspects of the learning experience including process to support quality improvement. Ensure that academic quality and standards are continuously improved and monitored through an annual monitoring and review cycle. To strive continuously to improve student satisfaction, retention, pass and overall completion rates To provide academic staff with opportunities for research and scholarly activity that directly relates to improvements in teaching and learning and the vocational relevance and currency of the curriculum offer Further develop the VLE to support blended learning strategies 4. To raise aspirations by improving attainment levels to provide seamless progression to Higher Education and employment. Further develop the curriculum to prepare students for higher level study to include the development of independent study and research skills. Implement high grade strategies coupled with independent learning opportunities to provide learners with the range of skills required to study at a higher level. To increase the range of opportunities provided to learners to experience higher study taster events. To provide a flexible curriculum, using digital technology, to increase participation of adult returners and those working within industry.

10 06 Commitment to Growth The aim is to achieve a sustained growth of the HE portfolio and student numbers, linked to regeneration of the local area, and to promote an inclusive approach to learner participation in Higher Education. Stoke-on-Trent College delivers a curriculum offer that is matched to the changing needs of the local community, employers and individuals. Working closely with partner universities, employers and the broader community the college seeks to expand the range of courses aimed at industry professionals through the development of higher level apprenticeships. In order to achieve growth the college will seek to: Through the curriculum planning process, secure robust staffing and recruitment plans, in order to ensure that Higher Education provision is financially viable. Develop a business plan that seeks to grow provision in terms of new awards, staffing, resources and accommodation. Promote a flexible curriculum, using digital technology, to increase participation of adult returners and those working within industry. Implement high grade strategies and tutorial support to raise aspirations in order to prepare students for higher level study. FLEXIBLE CURRICULUM

11 07 Teaching, Learning & Assessment Excellence in teaching, learning and assessment is a key strategic priority for the organisation, and the aim is to ensure the highest possible standard of learning experience to ensure our learners progress to higher education and /or sustainable employment. In order to achieve this ambitious target the College sets out the standards of teaching, learning and assessment and provides an extensive CPD programme to support implementation of best practice. The College has one week in July that is dedicated to staff development and activities including conferences, bespoke training, external events, and events with partner HEIs. To support academic staff to engage in scholarly activity there is a range of journals that are available both electronically and in the LRC. All staff who teach on HE awards at Stoke-on-Trent College have Staffordshire University Associate Lecturer status, which allows them to access the University s library and electronic resources. Teachers of HE are members of the HE Teachers Group and attend tailored staff development activities that also includes identifying and sharing best practice and peer development/support. Teachers access the extensive CPD activities offered by the College and by the partner HEIs. Teachers identify tasks to be undertaken as part of relevant scholarly activity for their role this may include completing higher level qualifications, research, enhancing subject specialism or professional updating. This activity is monitored by the Professional Development Coordinator The Teaching, Learning & Assessment Strategy sets out the College s approach to promote teaching, learning and assessment that gives each learner the best possible chance of employment, an apprenticeship or progressing to higher or further education. The Stoke Approach to Teaching, Learning and Assessment in HE develops independence and autonomy in students to provide them with the skills required to learn at higher education level. The strategy also sets out the standards of teaching and learning in higher education that the College seeks to support and promote. This approach is informed by the UK Quality Code Chapter B3 and compliant with academic regulations of Staffordshire University and Pearson. All assessment in HE programmes is either designed by the awarding body or approved by them.

12 08 The Student Voice The Learner Involvement Strategy sets out the students entitlement to participate in the co-production of their college experience and in the evaluation of teaching and learning in the context of the HE Deal. The strategy provides for a framework of learner involvement including student representatives, questionnaires and participation in College groups. The college collects the student voice through HE student surveys and Student Council. All HE programmes have a student representative who attends curriculum team meetings as well as College focus groups. THE VOICE NEWS INFORMATION COMPETITIONS TRIPS ENRICHMENT STUDENT LIFE STOKE ON TRENT COLLEGE S STUDENT MAGAZINE Glitzy Gala Celebrations Challenge South Africa Fundraising ISSUE 10 Autumn 2015 Ghoulish Showdown On the ball with FIFA The College reviews the Learner Involvement Strategy and action plan on an annual basis and is keen to capture learner feedback in NEWS NEWS NEWS NEWS NEWS NEWS NEWS NEWS NEWS NEWS Lots and lots for you to get involved in here at Stoke-on Trent College, so Get Involved! order to improve the quality of provision. We recognise that it is extremely difficult to encourage part time learners, who are likely to be in employment, to attend training for student representative positions, as a result flexible training opportunities have been implemented through the Students Union. The college requires all HE programmes to have a student representative who has opportunities to attend the HE Student Council, HE Academic Board and the HE Quality Boards. In addition to this students participate in a HE survey and the National Student Survey which are available through the VLE. Management walkthroughs provide an opportunity for all HE learners to provide feedback throughout the academic year, and you said, we did feedback is carried out by curriculum managers. Findings from student feedback is reported to SMT and the Corporation board throughout the academic year. 09 Management of Higher Education College management of Higher Education programmes is vested in the Principal, the Assistant Principal and a Manager who is the HE Co-ordinator. Curriculum development and standards are overseen by an HE Academic Board and each programme has a designated HE Programme Leader who is responsible for the delivery and standards of individual programmes; College Quality Boards monitor the quality of each programme. For University validated programmes each University supplies a Programme Advisor to support each programme team and each Awarding Body also provides External Examiners. The College Board of Governors, through Corporation Board meetings monitors the performance of the College s HE work. HE is also reported on through the Colleges SMT groups. As a result of the restructure in January 2015 the College has undertaken a review of strategies, policies and procedures which have influenced the various reporting systems within which the College operates. This review has been conducted for all aspects of the College provision including the quality assurance of the Higher education offer. This has included a development of new College groups which include SMT Strategy, SMT Quality and SMT Operations which oversee the delivery and maintenance of academic standards that are informed by the relevant higher education groups. These groups support the implementation of the Higher Education Strategy by monitoring key performance indicators at operational level.