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Transforming Workforce Development: Key findings from the HEFCE Workforce Development Programme

Discover the journey of workforce development in higher education, from historical interventions to recent initiatives like the HEFCE Workforce Development Programme, which has leveraged significant employer investment to boost access to higher education. Learn about the program's objectives, methods, and key findings on access to HE and lessons for HEIs, emphasizing the importance of leadership, adaptation, innovation, and sustained development. Explore the challenges and opportunities faced by HEIs in aligning workforce development with evolving policy and economic landscapes, with a focus on capacity building and employer engagement.

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Transforming Workforce Development: Key findings from the HEFCE Workforce Development Programme

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  1. Transforming Workforce Development: Key findings from the HEFCE Workforce Development Programme James Kewin, Managing Director Dr Abigail Diamond, Director of Research & Evaluation

  2. Origins of the Programme

  3. Where to begin? Government has a long history of intervening in the name of workforce development: • 1563 Statute of Artificers • 1889 Technical Instruction Act • 1980s and 90s saw a range of measures aimed at increasing the number of lower level qualifications • But then we went on journey...

  4. The journey from Sandy to Mandy

  5. A journey characterised by... • Increased attention focused on ‘employer-led’ workforce development and ‘economically valuable skills’ • Employer in the driving seat • Success measured through progress in international qualification league tables • Qualification targets used as measures of success: 40%, 50%, 75%

  6. The golden years? “The policy context, exemplified by Leitch, for the development of work-based learning has never been more favourable” Garnett and Young 2008 • Finally an acknowledgement that work-based learning does not end at Level 3 • CFE research proved influential e.g. Known Unknowns, Using Demand to Shape Supply • Considerable investment made in HE infrastructure, largely through the Workforce Development Programme

  7. The Programme • £103 million investment in capacity and infrastructure • £45 million to support delivery of employer co-funded entrants to HE • Objectives: • Test the level of demand from employers and employees • Stimulate institutional change • Promote access to and through HE for a wider range of learners • Build a platform within the sector for growth in HE based workforce development

  8. Evaluation of the Programme

  9. Methods summary • Secondary analysis of programme data and monitoring reports plus HESA, HESES and HE-BCIS data • Online survey of project leads and staff at each HEI (83 HEIs involved in the programme). • 30 site visits to HEIs with co-funding/workforce development projects (85 consultations), 24 stakeholder consultations. • 10 consultations with HEIs not in the programme. • 20 employer and 20 employee consultations.

  10. Key findings: access to HE • Targets for additional entrants to higher education and for Foundation Degrees were met. • The programme leveraged significant investment (in excess of £17million) from over 2,706 employers to deliver 35,000 additional HE students. • Increased levels of access to HE by individuals with no prior experience of HE has been partly achieved. • Demand for higher level skills from employers and employees has increased but it is uncertain what impact the new funding arrangements will have.

  11. Key findings: lessons for HEIs • Active leadership at the most senior level is critical. • Diverse approaches adopted to bridge the gap between ‘traditional’ academic processes geared to the (majority) undergraduate market, and the very different requirements of engaging employers. • Notable adaptations made to accreditation and quality assurance processes to accelerate validation, APEL and shell frameworks. • Most intend to sustain and develop their workforce development activity. • Considerable innovation is required to develop the right operating model.

  12. In summary • It is still a mixed picture with some HEIs able and willing to respond much more than others. • More action is needed to grow the market, and building capacity and capability is a priority for many HEIs. • Concern about the shifting policy and economic agenda but also opportunities – access to loans. • Many HEIs assessing how they can re-orientate their employer-facing operations in a student-fee driven environment. • HEIs are beginning to capitalise on the links made with employers to improve their employability offer to students, and some are exploring the potential to offer Higher Apprenticeships.

  13. For more information James Kewin James.Kewin@cfe.org.uk Abigail Diamond Abigail.Diamond@cfe.org.uk 0116 229 3300 www.cfe.org.uk

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