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FOUNDATION DEGREES

FOUNDATION DEGREES. Version 2 (June 2008) Presented by: Date:. AGENDA. Welcome & Introductions Icebreaker What is a Foundation degree? How is a Foundation degree developed and delivered? Regional profile Responding to employers questions Brokering appropriate provision Closing session.

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FOUNDATION DEGREES

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  1. FOUNDATION DEGREES Version 2 (June 2008) Presented by: Date:

  2. AGENDA • Welcome & Introductions • Icebreaker • What is a Foundation degree? • How is a Foundation degree developed and delivered? • Regional profile • Responding to employers questions • Brokering appropriate provision • Closing session

  3. WORKSHOP OBJECTIVES • To provide you with in-depth follow up training from the induction workshop • To provide knowledge about Foundation degrees that: - will help you broker appropriate solutions to employers - will if applied, support you to achieve units of the Skills Broker Standard, including:

  4. WORKSHOP OBJECTIVESACHIEVING THE SKILLS BROKER STANDARD WHAT YOU NEED TO SHOW That you can… • Make linkages between improved business performance and the contribution of skills (a1) • Identify specific skill solutions in relation to business goals/challenges (a2) • Proactively network and search new solutions (a3) • Broker deals with training providers (a5) • Be the catalyst for action (a6)

  5. WORKSHOP OBJECTIVESACHIEVING THE SKILLS BROKER STANDARD WHAT YOU NEED TO KNOW • Advice, learning and development solutions for clients (b1), specifically: • Development solutions, including Foundation degrees • Higher education (HE) provision • The training provider infrastructure (b2) • The framework of training and development delivery (b3)

  6. WORKSHOP OUTCOMES By the end of the session Brokers will be able to: • Describe features of a Foundation degree including delivery methods and progression routes • Promote the business benefits of Foundation degrees to employers • Broker appropriate provision to employers and/or make referrals to FE/HE training providers for delivery • Access resources and obtain support • Understand the regional profile of Foundation degrees in the (add region here)

  7. FOUNDATION DEGREE QUIZ

  8. WHAT IS A FOUNDATION DEGREE? Presenter:

  9. THE CONTEXT • Announced in 2000 and introduced very quickly in 2001 • The aim - to meet the technical skills shortage • Reinforced in Government strategy • An innovative qualification to meet the needs of a rapidly changing society • Foundation Degree Forward (fdf) was established to support the development of Foundation degrees to have a strong focus on employer engagement

  10. THE PICTURE SO FAR • Number of students taking Foundation degrees has risen • 4,000 in 2001/02 • 49,000 in 2005/06 • 71,915 in 2007/08 • On track for 100,000 target • Education has the highest number of Fds with business and computing fairly close behind

  11. Foundation Degree Forward Advertising Oct – Dec 2007

  12. Sector profile for Foundation degree courses 2007-08

  13. WHAT ARE FOUNDATION DEGREES? • Flexible Level 4 and 5 vocational qualifications • Designed specifically to meet the needs of employers • Can be full-time or part-time • Takes two or three years for most students • Emphasis on employer involvement and upgrading the skills of the workforce • Must be validated by a higher education institution

  14. THE DEFINING CHARACTERISTICS ARE LAID DOWN • Integration of the academic and the vocational • Employer involvement • Accessibility and participation • Guaranteed progression • Flexibility of delivery • Partnership

  15. BENEFITS TO EMPLOYERS

  16. WHO CAN DO A FOUNDATION DEGREE? • Any adult (18+) with the ability and motivation to succeed • Entry requirements agreed by institution • Work and life experience may be taken into account (APEL) • Formal qualifications are not always necessary

  17. PROGRESSION ROUTES ROUTES TO ROUTES FROM Work Honours degree Level 3 vocational qualifications Higher level NVQs (e.g. Level 5) Apprenticeship Higher vocational qualifications (e.g. CPD) FOUNDATION DEGREE A-levels Access to HE Work Professional qualifications Professional qualifications Non-vocational HE Voluntary/community activity Voluntary/community activity

  18. WHO PAYS? • Course cost is subsidised by Higher Education Funding Council of England (HEFCE) • Additional fees payable by student and/or employer • Part-time courses commonly cost £600 to £1200 a year • Additional support for part-time students may be available via http://www.direct.gov.uk/studentfinance • Short-term indirect costs to employers should be balanced with long-term business benefits

  19. REGIONAL ACTIVITY • Please enter regional information onto this slide

  20. HOW IS A FOUNDATION DEGREE DEVELOPED AND DELIVERED? Presenter: Date:

  21. BREAK

  22. FOUNDATION DEGREES IN ….. Presenter

  23. RESPONDING TO EMPLOYERS’ QUESTIONS

  24. GROUP ACTIVITY • What questions might an employer have about Foundation degrees? • What misconceptions might an employer have about Foundation degrees? • What barriers to employer take-up/involvement in Foundation degrees might exist? • What objections might employers have to Foundation degrees?

  25. BROKERING APPROPRIATE FEEDBACK

  26. GROUP ACTIVITY • You have received a referral from a colleague who has made the notes from their initial conversation with the employer. • In your groups, analyse one or two of the scenarios allocated to you and consider how you would prepare for an employer visit. • Discuss (where relevant): • Could a Foundation degree be a solution? • The business case (employer benefits) of a Foundation degree • Costs, fees and funding issues • Course development issues • Delivery issues • The questions you would raise or the solutions you may propose to the employer • Where you would go for further information/support

  27. CLOSING SESSION

  28. CLOSING SESSION • Role of Brokers in relation to Foundation degree • Review of the workshop • Any questions • Evaluation form

  29. THE ROLE OF TRAIN TO GAIN BROKERS To increase employer take-up of Foundation degrees by: • Raising their awareness to benefits • Providing details of provision and progression routes • Emphasising the flexibility of Foundation degrees • Creatively addressing sector specific issues Working with partners and intermediaries to: • Encourage collaboration, for example, with work-based learning providers, TUC, Jobcentre Plus • Promote and enable partnership with a higher education institution

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