Part 3 SECTION 0 - UCL Institute of Education

1 Part 3 SECTION 0 Crown Copyright 2005 ISBN 1-84478-615-3 Further copies of this document can be obtained from:DfES Publications OrderlineTel: 0845 60 22 260 Fax: 0845 60 33 360 Email: Publications, PO Box 5050,Sherwood Park, AnnesleyNottinghamshire, NG15 0 DJPlease quote reference code:1983-2005 DOC-ENFor more information on A review of the future role of FE colleges by Sir Andrew Foster please visit and typeset by Ministry of Design, Bath ( )Print production by Outstanding Media, Sheffield Tel: 08700 053 123 Some of the photographs in this report were supplied courtesy of the Learning and Skills CouncilContentsFOREWORD BY SIR ANDREW FOSTER vSUMMARY viiPart 1: THE VISION 1 SECTION 1: The vision realising the potential 1 Part 2: THE PLATFORM FOR CHANGE 5 SECTION : Where are we now?

2 5 SECTION : The broader context 9 Part 3: THE ACHIEVEMENT IMPERATIVES 13 SECTION : The purpose imperative 13 SECTION : The quality imperative 22 SECTION : The learner imperative 29 SECTION : The employer imperative 34 SECTION : The reputation imperative 38 Part 4: IMPROVING MANAGEMENT AND FUNDING 41 SECTION : Local provision 41 SECTION : A separation of functions 45 SECTION : The DfES and Government the Strategic Architect 47 SECTION : The Learning and Skills Council 48 SECTION : The Department for Education and Skills and the Learning and Skills Council 51 SECTION : Funding 53 Part 5: IMPROVING INSPECTION AND INFORMATION, REDUCING THE QUALIFICATIONS BUREAUCRACY 57 SECTION : Rationalising the inspection regime 57 SECTION : Improving information 59 SECTION : Streamlining the qualifications process 61 Part 6.

3 IMPROVING INFRASTUCTURE 63 SECTION : Developing the workforce 63 SECTION : Improving the estate and IT 66 Part 7: IMPLEMENTATION 69 SECTION : Managing the change 69 Part 8: SUMMARY OF RECOMMENDATIONS 71 SECTION : Recommendations 71 Appendix 1: The FE landscape 81 Appendix 2: A view from abroad 85 Appendix 3: Overview of how we worked 93 Appendix 4: Foster Review: Terms of reference 97 Appendix 5: Advisory Group 99 Glossary and Qualification Level Indicator 101 Page iiiCONTENTSPage ivA review of the future role of further Education collegesREALISING THE POTENTIALPage ivForeword by Sir Andrew FosterLast year, I prepared a commentary on the burden of bureaucracy carried by colleges and other further Education providers (Bureaucracy Review Group for Further Education and Training, Annual Report).

4 The review was a powerful learning experience which left me both hopeful and concerned about the future of colleges: hopeful because of their contribution to improving significantly the lives of many and the prosperity of all; concerned about the extent to which Further Education (FE) colleges are underachieving against their bureaucracy review addressed a number of important management themes: accountability, the inspection regime, funding flows and management information amongst them. But it was not about reviewing the big picture, and I felt that there was work left undone.

5 So when Charles Clarke, as Secretary of State for Education and Skills, and Chris Banks, Chair of the Learning and Skills Council (LSC), asked me to undertake a more broadly based and far-reaching review of further Education I jumped at the chance. I was invited to provide advice on the key strategic issues, challenges and opportunities facing FE colleges over the next five to ten years. The aim was to identify the distinctive contribution FE colleges make to their local economies and to social inclusion, their particular mission, and what needs to happen to transform them.

6 Do they have the capacity and capability to deliver the demands of the 14-19, skills and higher Education strategies, and are appropriate governance arrangements in place to support this? The terms of reference for the Review are at Appendix the course of the Review, I have consulted extensively and gathered a wide range of evidence. I have commissioned research and think pieces around the key issues affecting further Education , including a study of the views of over 100 learners. I have visited FE colleges and spoken to dozens of learners, staff and principals.

7 Workshops have been held with representatives of all the major stakeholder groups including learners and employers. And I have held meetings with the all the key national players. I am very grateful for the time people have spent with me: it has felt a privilege to hear about their work. I am also grateful for the written evidence that many people and organisations have conducting this Review many people and organisations have been keen that we should report what they are planning to do especially if this action would counter well recognised deficiencies.

8 We have been prepared to report these organisations important intentions but the remit of this work is to tell it as it is . It is well known that plans may not always succeed, and this should be born in mind in taking an evidence based approach. I have been helped by an exceptional core group of people from The Department for Eduction and Skills (DfES) and the LSC and have greatly appreciated their support. Dr Bob Chilton, Dr Robert Smith and Dr David Martin have also made outstanding contributions throughout the programme of work. My report sets out what I believe is a much needed vision for FE colleges and a clear set of values.

9 One of the sector s most striking features is its diversity and reach. This heterogeneity makes it difficult to bring the essence and reform imperatives of this vital public service into focus. My report could all too easily have reflected this variety and perhaps failed to focus. I do not feel this would have helped and so have tried to limit the report s scope to the key issues that must be addressed. They are still numerous enough. I hope you will support my analysis of the position and what is needed and, even if you do not, that you will feel I have given a balanced and objective view.

10 I believe it offers a major opportunity for the FE colleges to take hold of their future and fully realise their potential to the benefit of all. I know many people share this vision and are eager to create a network of colleges which are proud, valued, and forward FosterPage vFOREWORD BY SIR ANDREW FOSTERA review of the future role of further Education collegesREALISING THE POTENTIALPage viForeword by Sir Andrew FosterPage viiThe remit for my review was to advise on the key challenges and opportunities facing Further Education (FE) colleges. Through research and extensive consultation, this report emphasises the values of greater clarity, improved leadership, organisation and management and a relentless focus on the needs of learners and business as the criteria for colleges can be rightly proud of their many achievements:over 3 million learnersa breadth of activity including diversity, employment skills, basic skills, second chance and higher Education (HE) andit is particularly well-positioned to facilitate social inclusionBut there are many symptoms indicating that all is not well.