Employer engagement co-funding and the MODNet project

1. Dr Darryll BravenboerHead of Employer Led Curriculum DevelopmentInstitute for Work Based Learning Employer engagement co-funding and the MODNet project

2. The HEFCE invitation to bid for employer engagement funding Proposals to widen to submit proposals to widen the scope of employer engagement activity in the sector to include areas such as: involvement of HE with the sector skills agenda and regional skills infrastructure and brokerage co-funding of HE provision between HEFCE and employers measures to support greater flexibility in provision quality assurance issues concerning customised and workplace learning supporting increasing employer and workforce needs for continuing professional development at higher levels the costs associated with workplace learning; and the contribution of elearning and technology more widely. HEFCE (06/2006) Employer engagement in learning at HE level

3. Sustainable employer led provision through co-funding by employers HEFCE’s approach to providing growth opportunities for HEIs through co-funding “In increasing Level 4 skills within the workforce, it is important that employers contribute to the costs of provision, as they benefit directly from the increased skills of their employees…Long-term culture changeis required to encourage employers to invest in HE provision initially and to maintain their investment.” HEFCE (03/2007)Allocation of additional student numbers in 2008-09 for employer engagement

4. HEFCE priorities for employer engagement projects work-based learning (learning derived from undertaking work) accreditation of prior experiential learning (APEL) enhancement and accreditationof employers' in-house training programmes short courses tailored to employers' needs flexible provision (at a time and place to suit employers and employees; and credit accumulation and transfer systems) e-learning, blended learning new types of programme which embed skills that are relevant to employers (for example, HE programmes with NVQ Level 4 embedded) programmes designed or delivered in conjunction with employers. HEFCE (03/2007)Allocation of additional student numbers in 2008-09 for employer engagement

5. Middlesex Organisational Development Network (MODNet) The MODNet project aims to promote the cultural change in the provision of work based learning that is needed to serve those in employment Middlesex University leads the network bringing together a broad base ofhigher education, further education and private trainingproviders. Flexibility is central to its purpose. The network provide a single point of contact for employers looking for work-based learning at all levels. Employers and the MODNet partners work together to design and deliver learning relevant to organisational development objectives. It supports and promotes the development of innovation in employer led curriculum development.

6. MODNet project objectives The establishment of a provider network focused on organisational development The establishment of Business Development and Marketing resource to promote work based learning The development of appropriatequality, infrastructure and financial frameworks to support flexible work based provision Further development of the University’s work based curriculum Expansion of student numbers through co-funded arrangements The use of accreditation of in-house training to develop sustainable business relationships with employers

7. The establishment of a comprehensive provider network MODNet strategic partners memoranda signed - June 2009 Strategic partners include Further Education Colleges: Barnet College, City of Westminster College, CoNEL, CNWL, Enfield College, Hampstead Garden Suburb Institute, Harrow College, Southgate College, Stanmore College Strategic partners also include Private Training Providers: Consalia, Opps Development, QA MODNet formally launched - September 2009 Stakeholder Advisory Panel - November 2009 Operations Group - December 2009 Affiliated partner scheme to be launched - February 2010

8. Business Development and Marketing BDM team established - between February and September 2009 Initial focus on staff training in relation to work based learning products Joint development events with business development teams in partner organisations Central employer enquiry line operational High profile events - Employer launch with Lord Coe; Informatology Conference; Business Breakfast with John Redwood, Vince Cable and Will Hutton; Stock Exchange with Consalia Formal endorsement of Middlesex WBL approach by the London Chamber of Commerce - discussions with CBI and Union Learn

9. The development of systems and infrastructure Staffing resources to support project development Institute for Work Based Learning staff Work based learning staff within University Schools Student records system Developing registration systems that meet the requirements of new approaches to work based learning - eg employer/organisation cohorts Customer Relationship Management system First and second phases of implementation complete Implementation for University Schools underway Added value for external partners - next phase Support for work based learning students Further development of distance learning technologies Identification and dissemination of best practice with University Schools and strategic partners

10. Further development of work based curriculum Existing Work Based LearningQualifications Framework Work Based Learning/Professional Studies/Practice as a field of study Recognition and accreditation of learning Programme planning and methodology Project modules - from 10 to 180 credits A project driven approach to work based learning programmes Generic work based learning progression from Fd or equivalent professional qualifications New business ‘incubator’ approaches to work based learning The combinations of WBL project modules with subject modules New work based learning provision examples: MBA Shipping and Logistics (Distance learning) - Lloyds Maritime MA Workplace Assessment - CIEA Fd Sports Development – THF

11. Co-funded ASNs must meet HEFCE teaching grant criteria Not ‘wholly or mainly by research’ Delivered to UK/EU domiciled learners Not be funded by another EU public source National Health Service (NHS) Training and Development Agency for Schools (TDA) Learning and Skills Council (LSC) A course ‘open’ to any suitably qualified candidate At least 0.03 FTE - ie 3.6 credits or 36 notional learning hours A recognised HE award or HE credit that can be counted towards a recognised HE award Further Education Colleges and other awarding bodies

12. Specific requirements of co-funding Employer engagement and employer led provision Who or what counts as an employer? Multi-national, large, SME, Micro, Self-employed practitioner Public sector employer – yes but no funding contract Private training provider, professional body, employer representative organisation? Priority for FHEQ levels 4,5 and 6 - but also PG Employer contributions of 50%+ (phasing in) Payment of tuition fees does not constitute co-funding In-kind contributions that lower the cost of delivery

13. In-kind contributions “We are interested in developing a sector-wide approach to in-kind contributions and would welcome proposals from institutions which seek to test this type of co-funding from employers - specifically, how the value of in-kind contributions should be assessed. During this pilot phase, we are willing to allocate co-funded ASNs where employers may be making in-kind contributions that enable providers to lower their costs of delivery.” HEFCE (03/2007) Employer engagement and co-funding - Frequently asked questions

14. Delivering co-funded ASNs Issues February 2009 project start Staff and other project infrastructure development lag Economic recession 2009 Student registration systems development requirement Raising awareness of the requirements of co-funding Development of ‘in-kind’ approaches to co-funding Solutions Staff and infrastructure now in place to support development Student registration systems development nearing completion Models of ‘in-kind’ co-funding being developed High demand for accreditation of in-house training including high profile, high volume business

15. Growth through accreditation of in-house training Project targets for accreditation activity 8 organisations during 2008/9 - actual - 25 12 organisations during 2009/10 - projected 50+ Benefits of engagement through accreditation practice By definition the provision is employer led The added value of recognised academic credit Appropriate quality assurance procedures Significant progression opportunities to further HE awards A model of ‘in-kind’ co-funding that lowers the cost of delivery and increases employer investment in higher level skills The foundations of sustainable relationships with employers Challenges Meeting market demand - responsive resources, delivery models etc Consistency of approach to quality assurance Appropriate organisational partnership models

16. Further information www.hefce.ac.uk/econsoc/employer http://www.mdx.ac.uk/aboutus/Schools/iwbl d.bravenboer@mdx.ac.uk