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The Further Education Sector and the Economy – A UK Perspective

The Further Education Sector and the Economy – A UK Perspective. Dr David Collins Principal/Chief Executive, South Cheshire College. The Context. A growing interest in the role of FE and its contribution to economic growth Leading to increased resources And increased expectations

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The Further Education Sector and the Economy – A UK Perspective

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  1. The Further Education Sector and the Economy – A UK Perspective Dr David Collins Principal/Chief Executive, South Cheshire College

  2. The Context • A growing interest in the role of FE and its contribution to economic growth • Leading to increased resources • And increased expectations • Brought about by a fear of being unable to compete in the new world of the emerging economies

  3. 10 China 9 Canada 8 Euro area UK 7 US 6 Japan 5 4 3 2 1 0 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 China drives the global economy - real GDP growth rates – Percentage % Source:MF (97-04, China 05-06), BIAC Member Survey (05-06)

  4. The Threats • Revolutions in transport and communications are leading to a truly world market • Developed nations cannot compete with low wage economies unless they have a major skill or resource advantage • Labour is becoming more mobile and national boundaries are becoming less important • Only those countries with the best developed human capital will prosper in the knowledge and creative based industries of the future

  5. What the Government wants from FE • A responsive college sector • With colleges refocusing their mission on the needs of the economy • Producing high quality education and training • And “contesting” for part of their budgets each year to encourage new entrants to the market

  6. What they see as the problem • There hasn’t been enough central planning • Colleges have not been providing the skills that employers want, with too much competition and not enough specialisation • In some cases the quality of what has been offered has not been of the best • The leadership and management of some colleges is not what it might be

  7. What’s proposed • More active planning by the Learning and Skills Council (National, regional and local priorities) and more specialisation with the establishment of regional and national COVES • The development of sector skills councils to lead on curriculum design • A new inspection regime and the establishment of a Quality Improvement Agency • An increased role for the Centre for Excellence in Leadership and formal, compulsory qualifications introduced for Principals.

  8. What’s missing • There’s an unrealistic assumption that you can predict the future and plan both demand and supply • Curriculum design needs to concentrate more on relevance and process and the production of independent and self motivated learners • Resources are still heavily weighted towards a front end model that does not recognise the importance and necessity of lifelong learning • Employers and individuals still need to be convinced of the benefits of investing in their education and training

  9. What colleges can’t do • Predict the future • Redesign the whole education curriculum to improve its relevance • Create a lifelong education system on their own • Force individuals or companies to invest in their skills (There is a need for government encouragement and action) • Take the blame for a lack of competitiveness!

  10. What colleges can do • Help support and promote vocational education within primary and secondary schools • Teach skills in a way that encourages enjoyment, fun and the desire to learn more and help market the necessity and benefits of lifelong education to the individual and society • Create an environment that is seen as a place to “live” as well as “work” • Become the focal point for their educational community • Be more involved with industry

  11. How we are starting to change • The development of a Primary College and supporting vocational development in secondary schools • Dedicated staff for community, school and employer liaison activity and the employment of employer consultants linked to each curriculum area • Compulsory work experience for staff and students • A focus on real life working environments and project work. • More emphasis on independent and e-learning

  12. The FE College of the Future • A key strand in the learning web • More integrated with other education institutions, other parts of the public sector, companies and community groups • Staffed by well qualified individuals who can guide students to the resources that will enable them to learn what they want and inspire them to learn in the future • Providing high quality learning and support in an environment where students want to be • Supporting the economy of the future as well as the present.

  13. Further Information Dr David Collins South Cheshire College Dane Bank Avenue Crewe Cheshire UK d-collins@s-cheshire.ac.uk www.s-cheshire.ac.uk/southafrica

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