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Statistics: A Driving Force in Funding Further and Higher Education

Learn about the crucial role of funding councils in administering funds, assessing education quality, and advising on matters related to further and higher education. Explore the importance of statistics in securing funding, collecting data, developing grant allocation models, and publishing indicators of sector and institutional performance. Discover funding models to support teaching and research, as well as challenges faced in measuring innovative and flexible activities, knowledge transfer, lifelong learning, and value-added in the education sectors.

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Statistics: A Driving Force in Funding Further and Higher Education

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  1. “Statistics: A Driving Force in the Funding of Further and Higher Education”byDavid WannDeputy Chief Executive and Director of Funding for SFEFC and SHEFC

  2. The roles of Funding Councils • Administer funds provided by Scottish Ministers through grant to colleges and universities • Ensure that quality of education is assessed • Advise Ministers on matters relating to further and higher education

  3. Recognition of the importance of statistics • A first action of each Council when set up was to secure statistical information • At present there is an FE Statistics Branch and an HE Statistics Branch

  4. Main Statistical Functions • Collect data • Create robust grant allocation models • Disseminate relevant information about FE and HE • Research and develop innovative cost-effective statistical methods • Publish quantitative indicators of sector and institutional performance

  5. Main Funding Models to Support Teaching • Main factors = Volume of activity (x subject) = Unit price from public purse • Elements to cover exceptional costs ( give incentives) • Penalties for major failure on volume or quality

  6. Funding to Support Research • Main formula = Q x C x V • Also: Foundation Grant Strategic Research Development Grant Capital grant (mainly via OST)

  7. Support for Knowledge Transfer • Working with Scottish Enterprise…...

  8. Future Challenges? • As tertiary education becomes more innovative and flexible, how do we measure activity in a consistent and relevant way? • How can we satisfy the thirst for more information with our limited resources? • How should we measure “new” activities such as knowledge transfer? • Can we measure Lifelong Learning? • Can we ever measure value added through the FE and HE sectors?

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