Building skills, building partnershipsfiles.ctctcdn.com/1dd6568c001/c0b8263a-681f-41a3-9909-e6e06d5d… · 1.3 Prime Minister’s Initiative (PMI2) The Prime Minister's Initiative

Building skills, building partnershipsA review and evaluation of the wider impact of British Council facilitated international partnerships

Elmvine Ltd, owned by Judith McGrath, offers consultancy, training and interim management. We primarily devote ourselves to the areas of people development, skills and employability. Our team, each with different skills and backgrounds, bring a wealth of experience to our business and our clients. They are business professionals who have worked globally as well as in the UK, and range from consultants, facilitators and trainers to change agents and quality assurance managers. They have operated at all levels across private, public, non government and education sectors and share a passion for supporting organisations and people to meet the needs of today and tomorrow.

Building skills, building partnerships – A review and evaluation of the wider impact of British Council facilitated international partnerships 3

At a time when the demand for skills is ever growing, both in the UK and abroad, working internationally can foster innovation, build new partnerships and identify and develop new markets and commercial opportunities. The UK has much expertise to share with countries that have also made a commitment to ensuring young people can develop the skills and training they need to positively contribute to their economies and communities. The British Council’s role, as the UK’s cultural relations organisation, is to create opportunities for people around the world through the exchange of knowledge and ideas.

For many years, we have been developing and managing a range of collaborative international skills projects and, to ensure that they are benefitting all participants, we undertake regular reviews of our activities. Compiled by an independent research organisation, Elmvine, this document provides an honest reflection of what participants in a number of our most recent initiatives are saying about the benefits of international collaboration and skills projects. These are described in terms of benefits for participants, their organisations, their learners, their employers, the wider community and the UK.

I am delighted to say that this report shows that the advantages of working internationally far outweigh the challenges, and bring long term benefits to the UK and international partners. It contains many success stories and examples of how productive partnerships can be achieved. Many of the case studies contained in this report share the experience of partnerships between FE colleges in the UK and in the Middle East where, despite the recent upheavals of the Arab Spring, partners have found ways of continuing to collaborate.

I believe that it is important that the messages contained within this report, together with the case studies that accompany it, are shared with the further education (FE) sector and its stakeholders in order to encourage more international collaboration. I hope it will help skills organisations to draw on the examples shown and inspire them to develop international partnerships of their own.

Thank you to everyone who willingly gave their time to contribute to this report. It is very much appreciated.

Dr Jo BeallDirector of Education and Society for the British Council

ForeworD

Building skills, building partnerships – A review and evaluation of the wider impact of British Council facilitated international partnerships4

Contents

Foreword

Contents

1. British Council and Skills for Employability 1

1.1 Skills for Employability 1

1.2 UK India Education and Research Initiative 1

1.3 Prime Minister’s Initiative 1

1.4 Context 1

2. Background 2

3. Summary of main outcomes and learning from the research 4

4. Aims and method 7

4.1 Aims 7

4.2 Method 7

5. Findings 8

5.1 Partnerships: aims, activities and outputs 8

5.2 Establishing partnerships 12

5.3 Securing employer and key stakeholder engagement 16

5.4 Benefits from the partnerships 22

5.5 Risks and challenges 26

5.6 Impact 30

5.7 Sustainability 33

6. Reflections and messages 35

6.1 Lessons learnt 35

6.2 Conclusion and recommendations 36

Appendix 1: Case studies 40

Appendix 2: Acknowledgments 70


The British Council builds trust between the UK and other countries in order to create international opportunities for organisations and individuals across the world. Each year, our work directly engages with more than 30 million people worldwide, and reaches nearly 600 million people through digital media, radio and television. In the UK, we provide opportunities for more than three million people to improve their skills and gain international experience.

We have worked in partnership with businesses, national associations and institutions, professional networks, local communities and government ministries for more than 75 years, partnering with more than 300 international organisations each year in order to help them meet their strategic and business aims through cultural relations.

1.1 skills for employability (sfe)

The British Council’s Skills for Employability (SfE) programme works through the themes of skills and enterprise to support the development of education strategies that ensure that young people are better prepared for the world of work. It also aims to help employers to become fully engaged in skills development so that young people have the skills needed, not just to support economic prosperity, but to tackle future international challenges. We bring together international agencies, governments, employers, educators and young people from the UK and across the world through seminars, conferences, competitions and collaboration projects. The aim of this activity is to foster education and training systems that are better able to respond to market demands.

We share the UK’s knowledge and understanding of effective approaches to skills development, whilst raising the profile of vocational and technical education and enterprise skills. We encourage sustainable international collaboration to pilot innovative approaches to skills development by supporting and facilitating partnership projects. Many of these projects involve a UK further education college and their counterparts overseas supported by their ministries. Other partnerships are broader; involving employers, sector bodies and other education providers.

1.2 UK India education and research Initiative (UKIerI)

Launched in April 2006, the UK India Education and Research Initiative (UKIERI) has played a pivotal role in establishing a step change in educational relations between the two countries by facilitating collaborative partnerships. In recognition of the substantial achievements, and in order to build on the success of this initiative, the programme has been extended for five years from 2011 to 2016. The extension was announced by the UK Prime Minister Mr. David Cameron and Indian Prime Minister Dr. Manmohan Singh in July 2010.

1.3 Prime Minister’s Initiative (PMI2) The Prime Minister's Initiative for International Education, commonly referred to as PMI2, was a five year strategy to help secure the UK’s position as a leader in international education. It achieved this by facilitating partnerships between UK education providers and their international counterparts. The PMI2 programme came to an official close in March 2011.

1.4 Context

The UK has a reputation for excellence in education and training, and promoting innovation. Its further education (FE) system achieves recognition on an international scale, due to rigorous quality assurance and the advances made in employer engagement and employer responsiveness1.

The UK FE system is perceived as a leader in enabling collaboration between education and business. This ensures there is a match between the skills that industry needs for economic growth and the education and training provided. However, with increasing numbers of organisations working internationally, young people entering the world of work also need to have the linguistic ability, overseas experience and cultural awareness necessary to enable their employers to do business abroad, to attract inward investment, and to export goods and services. FE colleges and providers need to extend their provision to help their learners improve their knowledge and understanding of the wider world, and the impact of global forces on their lives.

The British Council’s work in developing sustainable, strategic international partnerships for mutual benefit is intended to extend this awareness and share the UK’s expertise in skills.

1 BrItIsh CoUnCIl

1 The UK Trade and Investment (2010)

The UK’S Education and SKills Sector: Developing International Business


The British Council commissioned independent researchers, Elmvine Ltd, to evaluate the wider impact of the international collaboration partnerships that they have facilitated. Examples were taken from a number of initiatives including Skills for Employability (SfE), the UK India Education and Research Initiative (UKIERI) and the Prime Minister’s Initiative (PMI2). All of these share the aim of enhancing educational links and collaboration between the UK and the rest of the world.

The information contained in this review highlights the benefi ts and challenges of such partnerships, with a view to stimulating discussion and increasing the numbers of collaborative and sustainable partnerships and the many benefi ts they bring. It should also assist organisations thinking of participating in international partnerships with future planning and innovation.

Please note that the quotations provided in the main body of the report are based on interviews with interested parties held as part of the review. They are not attributed to individuals; however the category of interviewee is shown.

Appendix 2 details those who participated.

2 BACKgroUnD to rePort


Projects represented in this report cover a range of countries and focus on collaborative work in vocational areas of strategic importance to the UK and its partners. Levels of impact vary according to each partner’s objectives for engaging in the partnership and the support available. However, they all agree that participating in an international collaboration project has been worthwhile and would all undertake similar activity in the future.

outcomes and learning at a strategic level:

The UK colleges involved developed international strategies •and a commitment to international work as a result of participating in collaborative partnerships.UK partners recognised the value that international •collaboration partnerships could add to their commercial strategies, but also understood that these were long term rather than short term gains. Some partnerships, however, benefitted from significant commercial benefits at an early stage as a direct result of their involvement. International collaboration projects enabled UK partners •to gain an understanding of, and develop relationships in, potential overseas markets that could lead to sustainable commercial activity in the future.Partners identified the importance of engaging with key •stakeholders, such as ministries and local government, to ensure the long lasting impact and sustainability of their collaboration work. In some instances this led to systemic change in-country. The British Council played a key role in convening government representatives and facilitating their collaboration. Employer involvement was also a factor in boosting •the credibility of the partnerships with ministries, local government, local communities, students and parents, and increased the chance of a lasting impact.International collaboration projects enhance the reputation •of the organisations involved among their peers and on international platforms.UK colleges involved in projects have developed an •expertise in managing single and multiple partnerships that has had a positive effect on their approach to partnership working. All those interviewed emphasised the need to adapt UK •models to match the cultures and circumstances of overseas partners. In many of the partnerships reviewed, sharing the •experience of the UK partner in employer engagement led to a change of practice for the overseas partner.In many cases the British Council was influential in securing •the attendance of employers at events. Its reputation, links with employers and other bodies, and awareness of cultural issues proved to be very helpful to many of the partnerships.The projects often have a business impact on organisational •strategy and staff involved became more aware of the opportunities for growth through international work.Students benefited from improvements to the curriculum •and its delivery and many also gained enormously from exchange visits. Working on international projects provided those involved •with a proven experience of bidding for funding when looking to attract support from alternative sources such as European Union (EU) funding.

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Working in a collaborative international partnership increased the cultural awareness and understanding of staff and students involved in the project, which was central to its success. UK partners recognise that international experience is an area of growing importance for the employability of young people who are now competing in a global marketplace.”

A sUMMAry oF MAIn oUtCoMes AnD leArnIng FroM the reseArCh


outcomes and learning at an operational level:

Partners valued the support and facilitation provided by •the British Council, many of them stating that without it the projects would not have succeeded. The support and commitment of all staff involved, including •the principal, administration, support staff and lecturers, are vital to the project’s success. Gaining the involvement of employers was sometimes •challenging, particularly where there was no precedent of education/industry collaboration locally, but partnerships all shared a central aim of working closely with industry to ensure that their programmes addressed the needs of the workplace. This resulted in some notable successes. Working in a collaborative international partnership •increased the cultural awareness and understanding of staff and students involved in the project, which was central to its success. UK partners recognise that international experience is an area of growing importance for the employability of young people who are now competing in a global marketplace. UK partners recognised the important contribution •international collaboration projects made to their own curriculum content and approach to employer

engagement. Collaboration projects also enabled UK partners to develop closer links to the communities they served and increase the attractiveness of their offer to UK students and employers.Teachers and learners were enthused by the international •experience, which contributed to their professional confidence. Students have had more opportunities available to them, such as working at international and national events, or progressing into better employment or HE. Participants must remain flexible when collaborating on •international projects as original aims often change as the projects progress and mature, creating new opportunities.It is essential to involve delivery staff from the early stages •of the projects to ensure that decisions can be made and necessary changes can be implemented.Projects provided the opportunity for UK partners to review •and revise their own curriculum. Disseminating the experience and the benefits of •international collaboration is an important element in encouraging others to participate.

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4.1 Aims

This report aims to provide an in-depth review of the impact of international partnership activity facilitated by the British Council. The review sought to provide deeper insights into partners’ perceptions of the benefi ts and impact resulting from collaborating in international partnerships.

4.2 Method

The review took place during January and February 2012, using the following research methods:

Desk research of available information on activities, •outputs and impact of partnerships involved in Skills for Employability, UKIERI and PMI2 initiative projectsDiscussions and interviews with stakeholders not directly •involved in the partnership projects, but with an interest in increasing international activity for the skills sector, for example the Association of Colleges (AoC) Discussions and interviews with British Council staff who •had a role in facilitating and convening international collaboration projects Structured interviews with 12 UK colleges and their •overseas partners

In total 43 interviews were carried out as follows:20 with staff from UK colleges•8 with overseas partner organisations •8 with British Council staff in-country•7 with British Council staff and stakeholders in the UK.•

10 case studies were subsequently produced which can be found in Appendix 1.

The research was supported by a framework to ensure that the aims and expected outcomes of the review remained at the forefront of any interviews carried out as part of this study. The following discussion areas were considered during the study:

Partnership objectives and progress to date •Agreeing compatible aims and working in partnership •Overall benefi ts from participating in international •partnershipsChallenges and risks and how these could be overcome•Impact (short, medium and long term) of international •partnership workSustainability •Skills and best practice for partnership working•Communication and other issues•Employer engagement and multilateral partnerships•Lessons learnt.•

The review looked in depth at partnerships using a sample of 12 participating UK colleges and their partners. The fi nal sample was chosen after discussions with the British Council and criteria for selection included:

Geographical region - to ensure a spread across countries •and across the UK Occupational/subject area •Maturity of the partnerships to include recent and ongoing •projects as well as those of longer standing.

In some cases, the partner being interviewed had experience of other partnerships and the review also took those experiences into account.

4 AIMs AnD MethoD


5.1 Partnerships: aims, activities and outputs

Partnerships

A number of international collaboration models emerged from the sample of partnerships reviewed for this report:

Bilateral partnerships between one UK FE College and one •overseas partner organisationsMultilateral partnerships between consortia of UK •organisationsMultilateral partnerships involving employers or employer •representative bodies.

All of the partnerships reviewed had the support of, or worked directly with, ministries or local government agencies. This support was vital as these bodies determine the impact that international collaboration partnerships have on nationalstrategies. They also validate any good practice developed through the partnerships to its network of providers – thus ensuring wider dissemination and influence.

In addition, many international partners are centrally managed and funded and therefore need the active engagement of their government agencies to release resources such as staff time. It was found that partnerships where government agencies were involved from the beginning and continued to have an active role in the collaboration had significant impact at national level. An example of this was the partnership with Korea led by Westminster Kingsway College which is included in Appendix 1.

Where qualifications were being developed as part of the collaboration, input from awarding organisations provided added value and ensured the quality of outcomes.

overview of aims and ambitions of partnerships When opportunities for international collaboration become available, UK organisations are asked to submit an expression of interest to work with identified international partners to meet one or a number of the following objectives:

Improving knowledge and understanding of effective •approaches to skills developmentApplying the newly acquired knowledge and experience in •skills in institutions/organisationsBuilding new, and strengthening existing, relationships with •ministries, key skills agencies and employersPiloting new approaches to skills development•Raising the profile of enterprise and skills development with •governments, employers, practitioners and young peopleEnhancing the UK’s reputation as a source of expertise and •a partner for skills development.

In response to these criteria, the type of activity that the partnerships reviewed developed generally fell within the following categories:

Developing aspects of the vocational curriculum to ensure •it remains relevant and fit for purposeIntroducing new programmes and qualifications that reflect •modern practice in the workplaceHelping teachers to develop new ways of delivering and •assessing learning that are learner-centred and develop skills for employabilityDelivering English programmes•Introducing effective quality assessment systems•Introducing or enhancing links with employers•Internationally benchmarking the curriculum.•

Some UK partners also aspire to build or extend their links in a region, increase their intake of overseas students and/or develop their international commercial training and consultancy.

“The project provided the opportunity to work through the British Council and with an overseas organisation to develop a new qualification.”UK partner

5 FInDIngs

I undertook a strategic analysis of the benefits and issues regarding involvement in international partnership with a view to a longer-term objective to find out about possibilities in the region and establish contacts.”UK partner


The scale of the projects varies considerably; from the introduction of a short module into an existing programme to the wholesale reform of elements of international vocational education systems. But, in all the partnerships reviewed, it was deemed important to explore and agree the overall objectives, starting points and local educational contexts, where possible, during face-to-face meetings.

“The original objectives expanded and became related mini projects in their own right.”Overseas partner

Once detailed planning and implementation starts, aims may be scaled up or down. However, the over-riding consideration is what can be achieved within the time and budget available. The starting point of the partners and the context in which they are working are also important considerations.

Partnership activities

The partnerships each undertook a wide range of activities including:

Research and discussions with employers to identify •their needsCurriculum mapping to identify gaps and where content •needed to be updatedDeveloping a new curriculum and qualifications•Staff development and training to understand new ways •of delivering the enhanced curriculumDeveloping quality assurance systems•Developing new skills in subject specialisms.•

Depending on the activity, these were undertaken jointly or through parallel working. Some involved students in innovative activities such as competitions and the production of a short film animation. Some involved employers hosting master classes, which were used to highlight the work of the partnership to other employers. The majority of partnership activity took the following forms:

Visits Visits to partner organisations were an important aspect of the projects, and provided the opportunity to see vocational education systems in action, look at equipment and materials and undertake discussion and debate about curriculum relevance and design. The most successful visits were reciprocal and involved students as well as staff.

working with employersEmployer involvement and/or discussions with employer groups was a central feature of most projects. Some partners used employers’ premises to deliver courses and carry out work based assessments, some used employers as judges in competitions and others developed vocational taster programmes for local school students.

While the original focus had been on technical skills it was realised at the second visit that soft skills, such as problem solving skills, needed to be developed. Employers were interested in developing these because students were being taught theoretical knowledge but were unable to put this into practice in the workplace, especially in relationship to problem solving.” UK partner

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staff development There was a diverse range of staff development activities. For one project, online learning enhanced collaborative working while, for another, international partners were trained and mentored to achieve the Scottish Qualifi cations Authority (SQA) Professional Development Award (PDA) and the City & Guilds A1 Assessors Award. However, most of the partnerships concentrated on supporting staff to deliver a new curriculum or undertake competence based assessment. All partnerships agreed that teachers and curriculum specialists are key to the success of the project.

Curricula and coursesCurriculum content and materials were reviewed and enhanced, and in some cases new courses were written, to ensure that they were in line with current industry practice in order to increase students’ employability.

Quality assuranceA number of partnerships looked at developing quality assurance processes and systems to support the implementation of new curricula and enhance the delivery of programmes. All emphasised the need to adapt UK models to match the cultures and circumstances of overseas partners.

Unfortunately, not all projects could be completed, or met the planned objectives. In some cases, activities were curtailed because of unavoidable circumstances, such as political unrest, and in a few cases, changes in personnel impacted on the project’s success. However, where succession planning been included, there was no impact on the project’s outcome long term.

outputs

Partners reported that the projects had signifi cant impact in a number of areas from international strategy and employer engagement to curriculum development and teaching methods – the most notable being on the personal development of their staff and students. There was some disappointment over the inevitable restraints of time and other factors, but in a number of cases the outputs exceeded all expectations.

Building skills, building partnerships – A review and evaluation of the wider impact of British Council facilitated international partnerships


5.2 establishing partnerships

starting out

The British Council process for establishing international partnership projects is that:

British Council advertises the opportunity of a collaboration •project with identified international partners.UK organisations submit an expression of interest that is •assessed by a panel. Successful partnerships are provided with a travel grant to meet their partners.During the visit partners develop and agree a partnership •plan. The UK partner, in consultation with their overseas partner will then write the outline plan. UK partners usually lead on this activity because of language barriers.Partnership plans are again assessed by a panel and if •agreed the project will start. Not all proposals result in a funded project, but organisations use the experience to submit proposals when new opportunities become available and the experience of the process usually means the second proposal is successful.

There was varied feedback on establishing partnerships and developing project proposals. For example, one college suggested that it may be useful for at least one of the partners to have international experience. The British Council is reviewing all feedback with a view to streamlining the application process.

Preparation

Preparatory work before projects began was important, and was often the area British Council in-country staff were most involved in.

While it is essential to agree aims and to ensure joint ownership of the projects at the beginning of any partnerships, participants interviewed thought it was important to build flexibility into the project as it evolved and developed. Partners agreed that it is necessary to review aims over the lifetime of the partnership to ensure the needs of both parties continue to be met.

In some of the partnerships, it was essential to get recognition and support for the project from the overseas authorities involved in vocational training; sometimes this was a legal requirement but more often it was necessary for wider dissemination and impact.

Detailed planning

In most of the partnerships, the initial objectives were revised once the detailed planning process began and participants gained awareness of the context in which each partner was working and the greater possibilities for development.

“We did not really know how to go about doing the project. The UK college did most of the giving in the early stages but the UK also gained experience in international work and have since had opportunities for further work in this area.”Overseas partner

Partners felt it was important to have an agreed project plan, with clear responsibilities for action and systems in place to review progress against objectives. This ensures that the different perspectives and enthusiasms of managers and teachers involved in the collaboration are taken into account. Recognising the level of commitment to the project of all concerned in the partnership in the short and longer term is important. It is essential to involve delivery staff from the early stages of the projects to ensure that decisions can be made and necessary changes can be implemented.

“If I were to do the project again I would set it up in a more structured way securing commitment from people to take part in the project before submitting the proposal.UK partner


strategic commitment

The most successful partnerships had the involvement and commitment of senior management, which ensured that the international partnership was part of the organisation’s overall strategy. It also meant that reporting was made at senior management team level and projects maintained a high profile within the institution.

“Commitment of senior staff from both partners is really important and they must be interested in making the project succeed.”UK partner

Participants in the study also frequently mentioned the personal commitment of project managers and curriculum staff in both partner organisations as being key to the project’s success.

“The college was very quick, very supportive and had a dedicated project manager who was brilliant.”British Council overseas

“The curriculum teams were involved to some extent in identifying areas for partnership development and becoming involved in the work. However, it is vital to involve the curriculum teams in the detailed planning required for the final proposal.”UK partner

Communications systems and shared ways of working

Establishing good communications and shared ways of working can take time, and partnerships need to accommodate differences in languages and culture as well as different time zones. Communicating via Skype helped to overcome initial difficulties and was invaluable for exchanging views on progress and sharing ideas on next steps. Many projects also introduced e-learning platforms such as Moodle or virtual learning environments where documents, information and materials can be stored and developed electronically, sometimes following translation into another language.

Building understanding and trust

It was clear that the early stages of the partnership were important in building understanding and trust. This required regular communication, particularly while the aims and outcomes of the collaboration were agreed and roles and responsibilities clarified.

“We have developed a good relationship with our UK partner. We trust the college to work in our best interests and this is a very positive relationship. There is effective and regular communication via email and our meetings”Overseas partner

Partners are encouraged to sign a memorandum of understanding (MOU) at the start of the partnership.


Mutual respect for expertise

The concept of sharing expertise, rather than one organisation delivering expertise to another, was felt to be important in developing compatible aims and ways of working. Some of the best outcomes were achieved when there was mutual respect for each partner’s knowledge and expertise and an acknowledgement that new developments could not simply replicate UK practice but needed to be contextualized to the in-country partner’s unique circumstances. It was also recognised that the UK partner often took the lead in the initial stages, especially when reporting progress to the British Council because of language barriers.

There were a number of ways in which partners developed an understanding of each other’s cultures and the importance of doing this was widely recognised.

“It was important to understand that things are done differently.”UK partner

The need for joint ownership was also emphasised by those interviewed as part of the review:

“Joint ownership has developed. Technical education was the link they had in common. Getting the curriculum teams together was helpful in identifying the detailed work that needed to be done.”British Council overseas

Partners interviewed stressed the importance of visits in developing mutual understanding of cultural issues, ways of working and different standards and requirements.

“The project really came to life when the team came to visit the UK and saw for themselves what the UK team had been describing.”UK partner

“The visits broke down barriers and enabled both sides to see the issues from the other’s perspective.’” British Council overseas

Where visits to partners were not possible, participants looked for alternative means of establishing their relationship and agreeing their aims. This included meeting in third countries if there was unrest in one of the partners’ countries, or using e-platforms if good internet connections were available.

Programme support, monitoring and review

There was a range of views from those interviewed on the support provided by British Council once the project had begun. It was clear that support was essential in the early stages of the projects and where partners were new to international collaboration projects. Some partners interviewed felt British Council support played a significant part in the success of the partnership. There was also some acknowledgement that British Council support was often limited by local resources.

“Without British Council’s important and proactive brokering role this project would never have got to this level; they were unbelievably supportive in a local mentoring role.”UK partner

Almost all the participants interviewed as part of the report emphasised the importance of regular communication to ensure that partnerships are making progress and successfully working towards the achievement of agreed objectives. British Council advises that there should be a minimum of monthly contact between partners, but acknowledges that this is sometimes difficult to achieve for a number of reasons. Many interviewees spoke of the need for scheduled contact times.

“A communications and publicity plan was created right at the start, so that everyone knew who was doing what and when.”UK partner

The British Council requires a formal report every six months. This is usually the responsibility of the UK partner, as the report is submitted in English. Between formal reports, British Council staff support and monitor projects but this is not formally recorded. Partnerships are asked to complete an end of project report along with a case study so that lessons learnt and good practice can be disseminated more widely. British Council is currently reviewing its monitoring and evaluation process to better capture the impact and sustainability of international collaboration partnerships.

Our colleagues came back from the UK inspired.”Overseas partner


5.3 securing employer and key stakeholder engagement

rationale for employer and key stakeholder engagement

Partnerships focus on developing education and training programmes that specifically meet the needs of industry in identified employment sectors. As well as contributing to curriculum development and work experience opportunities, employers are also potential financial and in-kind contributors.

Some partners found it difficult to engage with employers, particularly where formal employer engagement strategies are not part of existing educational systems. British Council recognises this and works on facilitating the involvement of employers, employer representatives and other organisations with the partnership as they recognise that employers’ views on new curriculum development are essential in ensuring that they are fit for purpose. Partnerships should also have the support of relevant national government agencies to create impact at national level.

A developing concept

The concept of employer engagement is not universally understood, but in some countries and in some occupational areas it is well established:

“UK colleges take employer engagement for granted and have a huge range of links and relationships with employers.”UK partner

In other contexts there is limited awareness of the need for employer engagement because of cultural perceptions and systems. For some partners it is an entirely new concept:

“Currently there is very little engagement between vocational institutes and the private sector.”Overseas partner

In many of the partnerships reviewed, sharing the experience of the UK partner in employer engagement led to a change of practice for the overseas partner. One overseas college was working with employers, but this had been limited to signing-off teaching materials and being involved only when approached by the college to plan immediate activities. On their visit to the UK they experienced how their partner worked extensively with employers to develop the curriculum. As a result of this experience they began to engage with their employers in formal and structured ways and always invited them to join in project activities. Other overseas partners also looked at ways to replicate the UK style of engagement:

“There was very little engagement with employers before this project. The relationship was very poor. Now we are very much involved with our employers.”Overseas partner

“Prior to the project, employers had no input at all to the courses. The project changed this and raised employers‘ awareness of what the students were doing and how this could be useful to them. The presentation and subsequent jobs fair provided opportunities for dialogue between the employers, the students and the school. This is extremely worthwhile.UK partner


raising perceptions of quality in vocational education and training

Overseas partners interviewed provided many examples of employers’ negative perceptions of vocational education and training programmes and qualifications. In some cases the existing qualifications had been developed without any employer engagement and were thought by employers to be of little or no value.

One partnership identified that employer engagement was the key to securing esteem for vocational learning. They realised they could not wait for the introduction of a central formal process so they initiated the change by getting employers on their side. They recognised that if employers approved their technical qualifications and the training programmes they offered, and these led to well regarded careers, parents and young people would value them more. Once employers recruited people because they held the organisation’s technical qualification, their perceptions of the quality of the training did rise.

One partnership developed taster sessions to give school children the opportunity to experience technical education, based on similar programmes developed and delivered by their UK partners. They were an instant success and demonstrated to employers and parents the benefits of vocational education. Getting employer buy-in was difficult, and continues to be a challenge, but four major employers – in transport, water, police and oil and gas – are now involved in their work.

types of engagement

The review found that the organisations involved in international collaboration were engaged in many different ways. For example, in some cases employers were actively involved in the development of the curriculum:

“There has been a good balance of activity between employers and the college. Master classes were delivered on employers’ premises and other employers were invited to attend. The employer invited other teachers and learners too.”Overseas partner

Employer engagement strategies used by UK partners provided other examples to overseas partners of how to build relationships with their employers including:

Developing smaller versions of Sector Skills Councils• 2

(SSC) in specific industry areas to provide information on employers’ current and future needs (energy, care, leisure and tourism)Involving employers in curriculum development and •deliveryInvolving employers in providing work experience •placementsInvolving employers in judging competitions and taking •part in mock interviewsForming business-critical partnerships with employers •Joint activity with international companies•Setting up employers’ forums to gather information •on employer requirements and attitudes to vocational education.

2 SSCs are independent, employer-led, UK–wide organisations designed to build a skills system that is driven by employer demand in specific sectors http://www.sscalliance.org http://www.ukces.org.uk/ourwork/sector-skills-councils

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It is important that employer engagement is seen as a two-way process with mutual benefi ts. In many cases this involves employers providing sponsorship or paying commercial rates for courses and consultancy; in return their needs are met through more relevant programmes that develop the skilled workforce they need to grow their businesses.

One UK college noted that the type of employer engagement depends on the area in which the project is working. Where projects focussed on specialist areas with centres of excellence, links to industry were already strong.

when to involve employers

Some of those interviewed believed that involving employers from the outset, and seeking their views at the planning stage, would make them more likely to participate and contribute to the longer term benefi ts of the partners and students.

In other cases employers were brought in after milestones had been established. This was possibly because the partners involved were not fully aware of the importance of employer engagement or did not have relevant links or contacts. Some partners observed that building relationships with employers takes time and requires skills and understanding on the part of both educationalists and employers.

“In the second year of the project staff were charged with talking to industry, and so they visited companies and factories. This is something they hadn’t done before and they developed a database of industry contacts and skills required. It is essential that they understand industry needs in order to develop the work force of the future.”UK partner

“To date, employers have not been part of this project. However, we are holding a workshop where our UK partner will help us to understand how to transfer the benefi ts of our projects to our work with employers. Because of this project and our increased reputation we are strengthening relationships with employers. There is more trust in place and greater collaboration will follow.”Overseas partner

Our partner already has employers on board. Therefore they have been involved throughout.” UK partner


Sometimes it is the employer’s reluctance to get involved that delays employer engagement – this is particularly prevalent among small and micro businesses. It may also be due to the lack of established systems and protocols:

“There are lots of small and micro employers and it is difficult for education to get feedback on their needs. The workforce in the small and micro employers is underqualified and does not see the need for vocational training or qualifications. If a machine breaks down they simply hire someone on an hourly rate to fix it. There are many in the workforce with academic qualifications who are looking for any kind of employment – employers may question the need to hire someone with what is perceived to be an inferior (vocational) qualification.”British Council

Facilitating and inhibiting factors in securing engagement

It is not easy to secure the engagement of employers in vocational education and great efforts have been put into securing their support in the UK and elsewhere. However, the consequences of non-engagement are significant in terms of qualifications and training programmes provided by vocational education and training providers not being fit for purpose, thus leading to unemployment and skills gaps and shortages in the work force. There are some sectors, such as finance, where employer engagement is very strong. National Occupational Standards in this sector are fairly consistent across all countries, which reflect the work of the sector across borders. “It would still have been helpful to get more active engagement in this work from construction firms. There is more engagement in the IT area and this is very helpful in developing better judgement about the quality of the curriculum outputs.”UK partner

One UK college commented that despite, or perhaps because of their work with the UK Sector Skills Councils, employers were sometimes reluctant to get involved in programmes and the curriculum on a local and individual project basis.

“A vocational steering committee has been established that is both the marketing voice for the college and a source of advice and information on the needs of employers and the economy. It provides a forum for discussion and debate amongst employers, policy-makers and academics. Market intelligence is also obtained from the Chamber of Commerce.”Overseas partner

One international partner chose to work with employers that had employed former students. The quality of the students employed encouraged the employers to want more graduates of the same calibre and enabled the college to demonstrate to its students and their parents that employers wanted and needed the skills and knowledge the college was providing.

In many cases the British Council was influential in securing the attendance of employers at events. Their reputation, their links with employers and other bodies, and their awareness of cultural issues generally proved to be very helpful in many of the partnerships. Partners' attitudes to working with employers also changed as a result of the partnerships and many of those interviewed saw this as a significant achievement.

“Attitudes to working with employers have changed and more people are aware of the benefits of this.Overseas partner


Increasing employability

One interviewee commented that technical education needs to provide the skills employers want, taught to the right standard and leading to a job.

When employers are involved, and their views on skills required are part of the development process, they are more likely to value the work of the partnership and its outcomes. This was the case for one of the partner colleges where, as a result of enhanced relationships with employers, their graduates are being recruited as skilled employees rather than as unskilled labour.

Another interviewee felt it was too early to say whether students had improved their employability prospects as the students involved in the collaboration project were still in their final year. However the partner stated that, for the first time, they know their students are being taught the skills required by employers and industry.

“There has been a lot of employer engagement in the project. Meetings have been held with the chair of the Chamber of Commerce and with many local employers. Their requirements have been included in the curriculum. The employers should see an improvement in the students’ work because they are aware of what is needed in the workplace.”Overseas partner

engaging other influencers

International partnerships must be aware of their key stakeholders. In some cases changing the curriculum or qualifications, or implementing new educational programmes and teaching methods is not possible without approval from national or regional bodies and agencies.

“Links were formed early in the partnership with the Technical Education and Vocational Training Authority (TEVTA) – a regulatory body that is extremely influential in Pakistan. Without TEVTA’s approval the new curriculum could not be disseminated and put in place more widely across Pakistan. The developing curricula have been submitted to TEVTA for their approval. This will ensure wider dissemination and roll-out of the programmes after the pilot phase.“British Council

In order to be successful, partnerships need to get support from a complex mix of employers, regulators and policy makers.

“There are different bodies in place across the country. It is important to get involvement of employers and ensure they are in favour of the new programmes. If this is not secured it would hinder the mobility of the students.”British Council

Chambers of Commerce can be extremely influential. In some countries they control the vocational curriculum and qualifications offered by the partner organisations.

“When the partnership was being formed the overseas partners had only recently been taken over by the Chamber of Commerce (having previously been set up by the National Electric Company) and charged with becoming more financially self-sufficient. For the first time the partner had to market its courses to attract more students and they also had to ensure that their provision was approved by the Chamber of Commerce.”UK and overseas partners

This detailed information about the key influencers and their roles needs to be shared when partnership objectives and activities are being identified. Without their support and approval the progress made within the individual organisations will not become embedded or be shared more widely.

Local British Council staff have been helpful in bringing these bodies to the attention of partners and in facilitating access to them. However, there may need to be a more systematic approach to raising awareness of these stakeholders, their remit and how to work with them. Without this active involvement, the outcomes of projects may not gain acceptance.

In some cases, the British Council can troubleshoot and help overcome difficulties. One overseas partner was a large institute offering a variety of programmes, but had no IT facilities or internet access. The British Council, working with the National Vocational and Technical Training Commission (NAVTEC), helped in-country partners secure facilities and equipment for the project. Staff were also trained in the use of e-learning software platforms (Moodle), which was used throughout the project to communicate and develop materials. As a result of improved facilities the partner is now more visible to their local industry and they are able to communicate electronically helping develop a much closer cooperation with them.


The new curriculum had to be agreed in principle with the Ministry of Vocational Education beforehand as without their approval nothing can go ahead.”UK partner


5.4 Benefits from the partnerships

Both UK and overseas partners were clear that international collaboration partnerships provided tangible benefits for both partners, but the type of benefits varied from partner to partner depending on the objectives of their projects.

Benefits to the partner organisations

The review identified many examples of organisational benefits resulting from the partnerships. These included:

Establishing relationships with employers•Being seen as a potential choice for international students •wanting to study in the UKDeveloping and strengthening organisational strategies •Local publicity and enhanced public relations: UK colleges •had the opportunity to present a different PR story to their local community whilst overseas partners gained in reputation especially when working in partnership with their own country’s regulators or authoritiesEnhanced credibility•Development of good relationships with key stakeholders •such as with Ministries of EducationOpportunities to share good practice with other colleges, •ministries and employers.

“Our organisational strategy has changed as a result of this work: we are now co-operating with an international partner and so we have wider and more ambitious plans for change.”UK partner

Benefits to the curriculum, its delivery and quality assurance systems

There have been substantial benefits to international partners’ curricula in terms of relevance to the world of work and updated content.

Interviewees reported that they had learnt how to implement a quality assurance process developed as part of the partnership quickly and thoroughly, and they benefited from having support on hand to guide them when needed.

Improvements were not confined to overseas partners; projects also provided the opportunity for UK partners to review and revise their own curriculum.

“The whole package was developed and contributed to our online development.”UK partner

Allied to this was the business impact on organisational strategy and staff. Staff involved became more aware of the opportunities for growth through international work.

“The partnership supported the growth of our international work to meet our need for diversification.”UK partner


Benefits to students

Students benefited from improvements to the curriculum and its delivery, and many also gained enormously from exchange visits.

New opportunities for students to develop links with employers have emerged as a result of international partnership work. For instance, a growing number of private factories in Tashkent are employing designers and product developers and this is providing new work placement and employment opportunities for the students at the partner colleges.

Benefits to partnerships’ staff

Most interviewees were very clear about the positive impact of the partnerships on staff morale and skills. One overseas partner observed that the project gave its staff professional confidence through sharing their learning with peers and at conferences. Partners also reported that presenting at a British Council international conference raised personal credibility. Another partner commented on being pleased to be the person bringing back good UK practice to their country. Many staff have gained a valuable learning experience from managing international partnerships.

“Staff have realised how rewarding it can be to help others. It has also given them a new perspective on how the college can develop and grow. It has widened the opportunities available.”UK partner “The project manager has created a role for herself in the college as she has developed a new skill set and has gained additional knowledge and understanding for international work.”UK Partner The benefits of international collaboration have not been limited to management and teaching staff, but in many instances also included administrative staff.

equal benefits to all partners?

A range of views was expressed about the extent to which benefits apply equally to UK and overseas partners. Many held the view that it was inevitable that UK partners would provide more of the impetus and carry the administrative and budgetary burden in the first instance.

However, as partnerships matured the benefits were usually more evenly distributed:

“We visited them more than they visited us, but that was only because we needed to see their training facilities, their kitchens and use their VLE to fully understand how it works and what it can do for teachers and students.”Overseas partner

Some of the benefits of international collaboration are less tangible but just as important. For example, gaining experience in creating and working in partnerships and knowledge exchange between partners.

It is perhaps inevitable at first that the exchange will be more one sided on the part of the UK organisation but this becomes more evenly balanced as the partnership matures.”UK partner


Improving international work

UK colleges improved their professional capacity and understanding of international work and how best to manage international partnerships. Allied to this was the business impact on organisational strategy and staff. Staff involved in the project work became more aware of the opportunities for growth available through international work.

An increased cultural awareness was also beneficial in helping meet the needs of UK local communities, particularly where the local population had links to the overseas partner countries.

Some partnerships had the opportunity to sell products such as English classes or other UK-accredited qualifications to their partner colleges and employers.

Involvement in the project work also provided a track record for bidding for funding from alternative sources, for example other European Union (EU) funding.

Commercial benefits

Several partners commented that, although there is the potential for future profit from collaborating in partnerships, this should not be part of the initial aims. Nevertheless, partnerships can extend opportunities for commercial activity. In some cases work is being jointly tendered for by the UK and overseas partners.

One partnership reported that they are working together on identified commercial opportunities, which brings mutual benefits in terms of access to professional expertise, capacity and approaches. The partners said that although this was one of their objectives, it has happened far sooner than they expected.

“As a result of this project, we were put forward to one of the leading UK banks to deliver soft skills programmes, based on the ability we demonstrated within the project.”UK partner

“The partnership supported the growth of our international work to meet our need for diversification.UK partner


5.5 risks and challenges

Undertaking international partnerships can present challenges, but most of the interviewees were positive about these and found innovative ways of addressing them through building fl exibility into project plans.

security and political unrest

Some of the partners are working in countries and regions that are experiencing turbulence and change, or have particular security issues. This has had an impact on some of the intended outcomes of some projects - particularly in South Asia and the Middle East and North Africa (MENA) regions. This has had implications for the timescales of the project plans and in some instances led to project delays. Although in some cases Skype and e-mail have helped where reciprocal visits have not been possible, there are sometimes associated issues of connectivity that make progress very diffi cult.

“The Arab Spring coincided with the start of the project in January 2011, so not only was it not safe to travel to Cairo, the banks stopped sponsoring training for a while.”UK partner

“Projects in Pakistan are often diffi cult because of security issues. In some cases it is not possible to get UK staff to visit their partners.”UK partner

Moreover, perceptions of unrest and turbulence adversely affected the UK partners’ perceptions of the countries concerned:

“Because of the political problems in the Middle East in particular, staff had an incorrect perception of the country.”UK partner

Even when travel by UK staff is possible, there may be diffi culties getting insurance cover or senior staff may be unwilling to take risks: “It proved to be diffi cult to for the UK team to travel to Pakistan because they could not get insurance cover. The British Council suggested another insurance company but it was too late to get all the arrangements in place. Instead, the team from Pakistan travelled to see the UK college for staff development and teacher training activities.”British Council


Policy in partner countries

International partners are often centrally managed by government agencies that are responsible for releasing staff, resources and, in some cases, agreeing travel plans. UK partners need to be aware of the relevant government policy at the outset, and of changes to government policy that could have major implications for the proposed partnership developments:

“The fast-changing political direction in UAE could prove to be difficult to keep up with and had implications for the priorities for development.”UK partner

“Agreement with Ministry of Education is a key challenge, as you cannot do anything without their permission.”British Council overseas

“We are keen to ensure that the Ministry responds to the programme well, and that it is cascaded effectively on a strategic level.”British Council overseas

language and cultural differences

The lack of a common language often presented problems, more often in relation to students rather than staff:

“The teachers spoke excellent English but this was not the case for all the students. Therefore the materials needed to be translated into Arabic, which was a difficult task. And the qualification needed to be done in English if it was to be validated by SQA.”UK partner

Some partnerships found they needed to pay translators and, in some cases, these costs had not been included in the project budget. The time involved also needs to be taken into account.

“We had not appreciated the need to build in time, costs and resources for documents to be translated.”UK partner

Cultural differences also need to be understood and accommodated:

Problems with technology and connectivity

The lack of connectivity in some countries presents problems when working remotely, and restricts the use of technology such as webinars to resolve travel difficulties.

“It was thought that information etc could be accessed through a VLE but this did not go as well as intended. Some of the equipment of the overseas partners did not work well: there was interference on the internet system, a planned webinar with the British Council office in Jerusalem failed for technical reasons and Skype was not available.”UK partner

Changing organisational aims and relationships

A change in a partner’s structure, organisation or purpose, or reliance on particular individuals within the project team, can have both positive and negative effects on the success of the partnership

“The organisation had recently changed from being a solely ‘not for profit’ organisation to one which needed to generate income from its provision. Attitudes within the college had yet to adjust to this change and the project came at just the right time to assist the change process. It provided a rationale for looking critically at what the organisation did and what needed to improve.”UK partner

“The catalyst for the development of an effective partnership was the relationship between the three key people.”Overseas partner

“The project came at just the right time to assist the change process. It provided a rationale for looking critically at what the organisation did and what needed to improve.UK partner

28

staff buy-in and commitment from senior managers

It was important to get full buy-in from the appropriate staff. The projects needed resources and most partners allocated project managers or leads to this work. For some this was an additional commitment to existing duties for staff and much work was therefore done on a goodwill basis.

“There is no extra funding given for releasing staff from their existing duties. This has an effect on the type of staff who take part in the projects – either senior managers without any teaching who can squeeze this in with the rest of their role or those who are extremely committed to the work and are prepared to do extra for nothing. Securing commitment in these circumstances can prove to be problematic.”UK partner

Strong commitment from senior managers can make it easier to secure time for staff to be involved in the project. The projects are not immediately commercially viable and the lack of income may be a barrier:

“The main challenge is trying to deliver what our partners want within the budget. They have to release staff from teaching commitments to go overseas, and yet there is no funding for staffi ng costs within the budget to do this.”UK partner

Overseas student recruitment is becoming more competitive, with increasing activity from colleges in the USA, Australia, other European countries and Malaysia. There are also challenges for students wanting to come to UK to study due to new complex visa regulations. These international partnerships can be the catalyst for a new ways of working internationally.

time and timing

Partners routinely underestimate the time required to ensure the success of international collaborative partnerships:

“The partnership could have done with more time to develop. It has been diffi cult to achieve the aims in the timescale. However, the objectives have been met.”UK partner

“It has been diffi cult to devise a curriculum in the limited time available. The teachers have worked day and night to achieve their objectives but there is too little time for development.”Overseas partner

It is also important to take account of existing commitments such as national holiday periods which may not be the same for both partners:

Timing should take account of periods such as Ramadan, which can present diffi culties if not planned for”UK partner

Differences in time zones also need to be accommodated, as does the time it takes to travel to remote areas.

Partnerships have to take all these considerations into account and ensure that they set realistic goals and objectives and build fl exibility into their projects.


5.6 Impact

There is evidence of a lasting impact on organisations taking part in international collaboration projects in a number of areas:

Professional development

Many of those interviewed report that they are now able to approach teaching and learning in a different way. New methods of teaching, such as a learner centred approach, have been incorporated by international partners. Some staff involved in projects have been able to add to their professional profile by achieving internationally benchmarked professional development awards:

“The award drew together strands of the project through developing new approaches to teaching and learning. It demonstrated how to get technical skills in a different way from a predominantly ‘teacher talk’ method. This approach helped the teachers to understand and apply teaching theory.”UK partner

Staff development has been a feature of many partnerships, linked to the need to develop, teach and assess new qualifications and courses. It has also given teachers the confidence to bring the workplace into the classroom and use the workplace as a learning environment.

workplace relevance

There has also been increased account taken of employers’ needs when developing new curricula. One partnership reported that:

Learners have developed business acumen and an •awareness of skills for entrepreneurism.Employer engagement has improved in both partners’ •organisations.A major local company that had previously not had much •involvement with the college now sits on the college Entrepreneurship Panel and takes on apprentices.

Others observed that there is a legacy of skills developed by staff that enables them to continue working with employers to develop courses more in line with industry needs.

Developing the new module also changed the way teaching and learning were perceived in the school, especially in relation to the need for employer engagement.”UK partner


new qualifications and programmes

Many partners focussed on the modernisation of their curriculum to ensure it was fit for purpose - recognising the importance of the role of employers in ensuring that economies are competitive and students are employable. The partnerships reviewed provide some evidence that new courses and qualifications developed as part of the collaboration project will achieve this. However changes need to be embedded and their longer-term impact will take time to emerge.

“In the longer term, the aim is to modernise the IT and construction curricula to ensure that they are fit for purpose and develop the skills employers need in a global economy. Particularly for the learners in Pakistan, this will provide them with greater mobility and access to wider job opportunities.”Overseas partner

But the foundations for change have been laid:

“The full impact of the project will emerge once the new programmes are in place and the students graduate with enhanced skills.”British Council

In some partnerships both partners have developed the curriculum and enhanced their programmes.

“There has been significant impact on the curriculum of both partners. The module that was piloted in the finance and business area has been accredited in UK and its use is being extended to other curriculum areas, e.g. hair and beauty therapy and catering and hospitality. It has therefore had an impact on the range of experiences offered by the college.”UK partner

“There has already been some impact on the skills and awareness of the curriculum teams in terms of subject specialisms and employer engagement.”UK partner

Modernising the curriculum has also involved the introduction of new technologies, especially in green and sustainable practice. Some of the work is also concerned with establishing ethical practice:

“The college gained knowledge of heritage and culture, and they are using this to put together a future bid with the university, developing fashion design processes that are ethically sound, which will later lead to employability.”UK partner

specialisms and reputation

In some cases staff and students involved in the partnerships have shared a passion for their subject that has transcended language barriers:

“Students and staff have attended a presentation and workshops on traditional embroidery techniques, which they would otherwise not have had the opportunity to learn. Because of the trend for luxury hand made products in the UK, British students have been inspired by the textile production in The Silk Road and heritage.”UK partner

“Students are showcasing at international fashion events and this is allowing us to take on a more professional and international platform in terms of fashion and confirming the status of our partner college.”UK partner

“Both organisations have enhanced their reputations within their specialist fields – notably through their award winning animation film.UK partner


Internationalism

There are longer-term benefits for staff and students who have been able to gain international experience through collaboration. International experience is of increasing interest to employers who have international or global customers and businesses. However, one interviewee thought that UK students don’t fully appreciate the need to learn a foreign language and commented that international projects were a way of changing this perception.

Involving staff in international partnerships enables them to gauge the value of cultural awareness and broadens their horizons and teaching methods.

Institutional development

The need to develop systems to manage and quality assure the new programmes is also beginning to have an impact on organisational capacity as some of the UK partners are taking a quality inspection role in their partners’ institutions.

There has also been a great deal of informal exchange of knowledge and expertise between managers, particularly on international visits.

This partnership had added value. The college’s senior management team were very helpful about sharing everything to do with managing a college, even though this was not part of the project.” Overseas partner

Impact on individual participants

All the partnerships interviewed have had a lasting personal impact on the people who took part in them. They say they have benefited from the experience and gained insight into different cultural contexts and how life is lived in other countries.


5.7 sustainability

Partners were very enthusiastic about the opportunities for further work with their project partners. The majority of people interviewed have developed sustainable relationships with their partners through a memorandum of understanding (MoU), a number are continuing to work together on a commercial footing, bidding for tenders as a partnership, and at least one has formed a commercial training and consultancy company as a direct result of their international collaboration project. In some instances, despite opportunities not being immediately available for further activity, informal links between individuals have been maintained and the relationships formed could potentially result in further joint working at a later stage.

There are many ways in which partners can demonstrate the sustainability of their partnership or their international work:

Some organisations have plans to extend their international •activity to other curriculum areas and with other partners.One UK college is gaining other commercial work in the •country of their original partnership.Another UK college is developing a countrywide quality •assurance system on a consultancy basis.Other partnerships have agreed future student exchange •for Indian and UK students as a way of enhancing their curriculum.Several UK colleges are establishing or increasing their •international departments.

“Towards the end of the project, plans were developed to provide an exit strategy so that the work could continue outside the funded project. Interaction and joint development work has continued. There are lots of proposals and these are being considered.”UK partner

“The college has applied for another partnership project with their partner through SfE. If they get this, they will be able to continue to work together on this new project, and continue a mutual support relationship on an informal basis alongside the formal project activities.”UK partner

An important aspect of sustainability is that enduring changes have been made to the curriculum and its assessment, and there is greater involvement of employers. These will be maintained and practice will continue to improve. Where a Moodle or VLE has been put in place, exchange of practice continues.

Dissemination

Dissemination of experience and the benefits of international collaboration play a significant role in encouraging others to participate.

“By going to visit the UK college, staff have all experienced the way the curriculum is being delivered, how staff actually taught it and how teaching materials are resourced. Therefore on return home they came back with a measurable shift in the way that they are preparing their materials and the way that they are delivering the course to the students.”Overseas partner

Some UK colleges undertook informal dissemination through team meetings or formal presentations at staff conferences. Some partners included information about the partnerships in their internal newsletters. International manager meetings in the UK regions also provided valuable opportunities for sharing with other organisations.

Some of those interviewed had been involved in international workshops such as British Council ‘Bringing the Learning Home’ event in November 2011 in Cairo. They were enthusiastic about the opportunity to learn about other projects and suggested that more in-country events such as this should be planned. Such events are an important way of sharing the benefits, and raising and maintaining the profile of international collaboration projects. However, practitioners could also benefit from smaller events where they could share their peers’ experiences, which they can then implement in their own institutions.

Partners were more successful in achieving media coverage outside the UK. Some staff interviewed called for more active support with media coverage from the British Council where possible.

“The college is aiming to get accreditation from its UK partner in the longer term. There could be further longer term sustainable impact through exchanges without financial and professional support from the British Council.Overseas partner

35

6.1 lessons learnt

Many of those interviewed shared the following key lessons from their international partnership work.

Ensuring that all partners understand the cultural and •local contexts of their partners, and convening other key stakeholders who would contribute to the success and impact of the partnerships, is a key and essential role for the British Council. The involvement of employers increases the relevance •of the project work and enhances the chances of lasting impact. This way of working should be built on and encouraged. Support for projects needs to be fl exible so that diffi culties •can swiftly be overcome. The key factors for success identifi ed both in this report and in previous studies should inform the processes for establishing and delivering innovative partnerships.Good communication is vital for effective collaboration. •Partners used innovative methods such as Skype and e-portfolios.Good leadership and project management techniques •were important in contributing to the success of projects.The support of senior staff and teachers within •organisations is key to the success of the project.

Time spent in planning and getting to know the context •in which each partner is working at the start of the partnership is time well spent. It leads to a shared cultural understanding and results in realistic aims that met the needs of partners. Some partnerships overcame diffi culties associated with •unrest by meeting in an alternative country, or remote working through Skype and email. Dissemination and impact were greatly improved if the •partnership involved key infl uencers, authorities and employers from the start. Although individuals and their organisations benefi ted directly from the partnership work, the impact on the wider communities depended on the profi le and value accorded to the work by those who could ensure developments were shared with other organisations. The positive benefi ts of partnership working should be •promoted more widely to the UK skills sector to encourage greater involvement. More experienced players in the international fi eld could support those new to this work.

6 reFleCtIons AnD MessAges


6.2 Conclusion and recommendations

Feedback from those involved suggests that international partnership projects have had positive results for those taking part. There have been significant benefits to those within the partnerships, as well as other key stakeholders; from employers to parents. These benefits go beyond increased student recruitment and consultancy opportunities.

Many projects have enabled the partners to build strong relationships with industry and within their communities, and to increase the credibility of their offer and their institutions. These new relationships have allowed them to refine their courses and qualifications to meet the needs of local, and global, employers and ensure that students understand the modern workplace and are confident and ready for employment – often with the added value of international experience.

Those working within partnerships have enhanced their professional development through learning about other cultures and innovative ways of working, as well as having the unique opportunity to work on a high profile international project. The projects have raised their profile within the sector and the international arena.

Many of the international partnerships reported a profound effect on the ethos and strategy of the organisations involved. Colleges are now developing their international strategies on the basis of their experiences with British Council collaborative partnerships, many of which have resulted in viable commercial opportunities. As a result of their involvement, partners are optimistic and confident about shaping their future work. A significant number will continue to work together or are looking for similar, new opportunities.They have developed the insight and experience to bid for technical assistance programmes and other international funded projects.

The success of the collaborations has significantly boosted the visibility of UK excellence and innovation in a crowded international arena, opening doors for others.

However, the projects were not without their challenges, and understanding these will help organisations involved in international partnerships achieve their objectives:

Promoting partnership opportunities

It is vital that UK colleges, as well as those overseas, are made fully aware of the opportunities for international partnership work and the benefits of participating in these programmes.

Understanding cultural contexts

Being aware of custom and practice in both the partner countries could enable partnerships to develop more quickly and aid mutual understanding.

establishing effective communications

Communication issues have been consistently reported as a significant factor in determining the success or failure of partnerships. Effective interpersonal relationships between the partners have helped to solve some of the difficulties associated with lack of a shared language and unfamiliarity with culture and customs.

There also needs to be regular planned communication (face to face, Skype or by telephone) to ensure that the project maintains momentum, progresses to plan and that any issues are dealt with in a timely fashion. There are often circumstances beyond the control of the participants that can effect communication – from civil unrest to poor connectivity - and so it is important to build flexibility into communications planning. British Council staff may also be able to advise about issues such as connectivity and work with the partners to find alternative methods of communication.

Many projects have enabled the partners to build strong relationships with industry and within their communities, and to increase the credibility of their offer and their institutions.


remaining flexible

Most of the aims and ambitions of the partners interviewed changed and developed from the initial speculative proposals. In some cases, initial activity may legitimately lead to other project areas which were not originally considered. Aims should regularly be reviewed to take account of changing circumstances, and progress needs to be monitored against achievement.

wholehearted commitment from the right mix of players

Commitment needs to be sought from a range of different sources, including senior managers and specialist teachers, employers or employer representatives and regulatory or policy bodies.

International partnerships require the involvement of a complex mix of key players who may not be immediately apparent to partners. The British Council plays an important role in providing guidance on the ideas for projects that are likely to get wider support, in identifying the main players and facilitating introductions. It also has a role in sharing information about national policy changes that could affect the outcomes of the projects.

spreading the word

The achievements of these international partnerships should be disseminated to ensure that benefits and learnings are widespread, and can be replicated and developed where appropriate.

There are some examples of partnership outputs that will be extended beyond the partner organisations. These include the development of new curricula, qualifications and quality assurance systems that contribute to systemic change at national level.

For other partnerships, a major outcome is an attitudinal change, for example in willingness to work with employers and in developing a pre-disposition for partnership working that should be shared to the benefit of others.

In many countries the involvement of ministries, education authorities and others responsible for technical education is essential for projects to get off the ground. Their role is key to sharing the learning across a broader audience and raising awareness of the good practice developed by partnerships. Such key stakeholders are essential in increasing the impact of any collaborative partnerships and partners need to be aware of the role they can play.

the role of the British Council

Partners interviewed agreed that British Council staff support is key to the success of international partnerships, however this inevitably varied due to work pressures. The local knowledge of British Council overseas staff is invaluable as they know their institutions and key players in country who are essential to the project’s success. British Council can also successfully support dissemination and learning beyond the immediate partners.

Support in the early stages of a partnership is important. This is when partners are first introduced to different cultures and the differences in working practices, and this is best facilitated by the British Council.

38 Building skills, building partnerships – A review and evaluation of the wider impact of British Council facilitated international partnerships

APPenDIx 1British Council international partnerships: Case studies

MOROCCO

Bradford College and Whistling Woods International, Mumbai

City of Sunderland College and Government Polytechnic Institute Rawalakot, Azad Kashmir

Craven College and the Egyptian Banking Institute

Derby College and Ekononska Skola Bejelinja, Bosnia

Doncaster College and Ecole Supérieure des Industries du Textile et de l’Habillement, Morocco

Dudley College and Hoban Technical Industrial Institute, Yemen

London College of Fashion, Yakkasaroy Light Industry College and Uchtepa National Crafts College, Uzbekistan

Motherwell College and the Professional Lyceum #4, Kazakhstan

Pembrokeshire College and Coleg Gwent in Wales and the Sharjah Institute of Technology, United Arab Emirates

Westminster Kingsway College with three other UK colleges and four South Korean partners

39Building skills, building partnerships – A review and evaluation of the wider impact of British Council facilitated international partnerships

EGYPT

BOSNIAKAZAKHSTAN

INDIA

U.A.E

KASHMIR

UZBEKISTAN SOUTH KOREA

YEMEN


the PArtnershIP

Bradford College and Whistling Woods International (WWI) formed a partnership through the UK-India Education and Research initiative (UKIERI). The project ran from 2008–11.

WWI is a college in Mumbai, owned by Muktar Arts, one of the leading producers of Bollywood movies. It was opened eight years ago to provide training in all aspects of fi lm making and animation, and a wide range of associated skills. Because WWI is an employer-led organisation with close ties to Bollywood, staff are highly skilled and in touch with the needs of the industry and can provide a unique learning experience for students.

Bradford College is renowned for its provision in the arts sector, especially in photography. It has strong links with industry and with related bodies, such as the UK’s National Media Museum and international fi lm festivals. Bradford College has been involved in many international partnerships and is committed to this work.

ProJeCt oBJeCtIVes

Bradford College wanted to enhance their fi lm and animation curricula and to internationalise their offer. Whistling Woods International was developing its own range of skills-based courses to offer broader educational programmes, an approach taken by many UK colleges.

INDIAenhancing the curriculum for fi lm and animation Bradford College, West Yorkshire and Whistling Woods International, Mumbai


ACtIVItIes AnD APProACh

The partners decided upon a project that focussed on complementary skills that would benefit both colleges. Each organisation decided to develop two areas of complementary skills needed for film and animation, drawing on their best practice to support the development of their partner‘s capacity:

Bradford College developed a photography module for •WWI students, applying still image techniques to animation processesWWI developed an animation module for Bradford College •students.

The partners developed each aspect of the new curricula in close collaboration. There was considerable exchange of practice through visits, but the visual nature of the development meant that communicating through Skype proved to be particularly valuable. Project activities included:

30 UK and Indian students involved in producing a UKIERI •animation film for entry into international animation and film festivals for which they won an award20 UK and Indian students undertaking specialist •curriculum training overseas through UKIERI mobility programmes10 UK and Indian staff developing new skills in reciprocal •specialisms – Bradford College upskilled WWI in photography and WWI upskilled Bradford College in animation.

The initial exchange visit to India was a learning experience for both partners. The main concern for the partners was the difference in work ethic between the two sets of students. Students at Bradford College worked 16 hours a week, whereas students at WWI worked 16 hours a day. There were concerns that the Indian students’ work ethic would be adversely affected by the influence of the UK students. In fact the reverse was true - UK students quickly adopted the Indian work ethic and went on to get good degrees – including two Firsts. The partnership was also an invaluable cultural experience for staff and students.

Culturally, the experience was quite outstanding for the UK students and the hospitality shown by the WWI families was exceptional.” Trevor Griffiths, Head of Photography and Innovation, Bradford College

eMPloyer engAgeMent

Both organisations already had strong links with industry. Many of the students trained at WWI go on the work at its parent company, Mukta Arts. Bradford College has strong links with the National Media Museum and the UK arts industries, including the Aardman Animations, responsible for Wallace and Gromit, which were visited by the partnership. This link provided a unique insight into commercial practices and cutting edge production techniques.

“The staff share a passion for their specialism and this has overcome many of the communication problems that are inevitable when working remotely. Maintaining momentum in the project’s activities is difficult, but regular use of Skype helps to keep things in sync. Use of Skype is particularly relevant in the visual arts. It is possible to do amazing things in this way.

Trevor Griffiths, Head of Photography and Innovation, Bradford College


IMPACt AnD BeneFIts

‘The WWI - Bradford collaboration has been one of the most successful partnerships under UKIERI. The documentary - ‘Music of Life’ made by the students from UK and India has generated huge positive response in the sector and strengthened the belief that additional benefit comes from working together.’ Malyaj Varmani, Head of UKIERI (British Council) The project has resulted in significant mutual benefits for both the colleges and their students. Each partner has developed their understanding of internationalism and of alternative ways of doing things – seeing the world in different ways but with a common interest. Staff have extended their expertise, and the UK staff in particular have benefited from WWI’s solid links with the film industry. Students have benefited from a more relevant curriculum, which should make them more employable in their chosen career. Genuine friendships have been developed across the partnership - and students continue to ‘tweet’ and communicate on their projects and on a personal level. Both organisations have also enhanced their reputations within their specialist fields – notably through their award-winning animation film, Music of Life, which was produced jointly through the project. The film has been selected for and won many prizes at the following international festivals:

Bradford Animation Festival 2009•Commonwealth Games Fashion Show Delhi India 2010•World Congress of the WFCP 2010, hosted by Association •of Colleges, Birmingham International Convention CentreExpress Awards India 2011, voted best short film •International Short Film Festival 2011, Bhubaneswar •OFF Plus CAMERA International Festival Of Independent •Cinema 2010, Krakow Poland

“It was heartening to disembark from a long flight to India at 3am to find a group of around 40 former WWI students waiting at the airport to greet me with another award for our joint work. The students had been waiting since 1am just so I could be photographed with them.”Trevor Griffiths, Head of Photography and Innovation, Bradford College

whAt next?

Towards the end of the project the partners developed an exit strategy so that the work could continue outside the funded project, and a memorandum of understanding (MoU) was developed between the partners to provide sustainable activity. It is also now possible for WWI students to do a top-up programme at Bradford College to convert their qualifications to a UK degree. Joint development work has continued and the college and WWI have each agreed to sponsor exchanges for five students. They are also working on enabling WWI students to study some of the practical applications of their course (taking pictures, using dark rooms, etc.) at Bradford College whilst studying the theory underpinning these skills in India. There are also plans to extend the international activity to other curriculum areas in the arts sector (fashion, special effects and music) with other partners. As Bradford has secured UNESCO World City of Film status, it will continue to work with the National Media Museum and WWI on curriculum development in the creative and cultural industries sector.

Bradford College has strengthened its links with India and will be hosting India’s national boxing squads at Bradford College during the 2012 Pre Games Training Camps.

ContACt

Trevor Griffiths Head of Photography and InnovationBradford [email protected] 433087/07966364024

More UK colleges should be encouraged to become involved in British Council projects as they are an excellent way of developing capacity to engage internationally – they are exciting, challenging and enjoyable.”Adil Mahmood, International Manager with responsibility for the central and south Asia region, Bradford College


the PArtnershIP

The partnership between City of Sunderland College and the Government Polytechnic Institute Rawalakot (GPIR), Azad Kashmir began in November 2010 and will conclude in 2012. It has focussed on the development of IT qualifications provided by GPI Rawalakot.

ProJeCt oBJeCtIVes

Working in partnership with City of Sunderland College, GPIR wanted to increase the employment opportunity of students by providing more relevant, high quality qualifications that are more attractive to local employers. In order to do this, it is reviewing and updating its IT programmes, with input from local employers, and benchmarking them against international standards.

The partnership has the following objectives:Develop a new IT diploma •Deliver teacher training to enable teachers to understand •new teaching methods required for competence-based teaching, learning and assessmentSeek accreditation of GPIR students by City of Sunderland •College Begin the process of Cisco Certified Network Associate •(CCNA) accreditation with City of Sunderland College.


The partnership made remarkable progress towards their objectives in a short time. They started by mapping the curricula to identify any gaps and what needed to be changed, then developed new courses and materials. The project also provided staff training to enable teachers to deliver and assess the new programmes. As the Sunderland team were not able travel to Rawalkot for insurance reasons, much of the work had to be done electronically. However, the team from GPIR were able to visit their partners in Sunderland on three occasions, including a visit to undertake teacher training. During these visits the two teams undertook discussions on curriculum design and relevance. The Sunderland construction staff provided a detailed insight into curriculum delivery while the GPIR staff shared their knowledge of practical skills with Sunderland staff and students.

A shared objective of developing a certified industry-led curriculum, led to the development of a plan for joint curricula in partnership with industry. This would benefit GPIR students and local employers as well as a wider audience.

The partnership was closely involved with the Technical Education and Vocational Training Authority (TVETA), a regulatory body that is influential in Azad Kashmir and Pakistan. Approval was needed from TVETA and another national Pakistani regulatory body, the National Vocational and Technical Education Commission (NAVTEC), so that the new programmes could be disseminated and put in place more widely across the country. Links were formed with TVETA early in the programme, and this ensured that the curricula and qualifications being developed were in line with TVETA’s thinking.

KASHMIRModernising the It curriculum City of Sunderland College, Tyne and Wear and Government Polytechnic Institute Rawalakot, Azad Kashmir

“It is important to develop a modern curriculum and qualifications to enable the students to reach the level of international students.Syed Waji Husnain, Head of Department (IT), GPIR


eMPloyer engAgeMent

Employers have played a significant part in the work of the partnership to date and engagement continues to increase. In the UK, major brands such as Cisco and CompTIA have been involved in developing the new programmes and will provide support following the implementation of the new curriculum. GPIR undertook extensive research with local employers and were encouraged by their response to the new curricula. They also held meetings with the Chair of the Chamber of Commerce and Industry Advisory Groups, and their requirements have been included in the new curriculum. Employers are now looking forward to students having work ready skills.

IMPACt AnD BeneFIts

The full impact of the project will emerge once the new programmes are in place and the students graduate, but there has already been development of the skills in relation to subject specialisms and employer engagement.

GPIR has gained positive exposure and attention. This has enabled them to work with international partners and to explore their curriculum development and learning and teaching methods. It gives them more confidence in their own teaching, having had their ideas and approaches validated by interaction with peers from the partnership.

Teachers from both institutes appreciated each other‘s expertise, and both teachers and students came to realise that the language of vocational curricula such as IT is the same - regardless of country and cultural difference. This knowledge will boost the confidence and employability of students, some of whom may migrate to the UK and other countries for further study or employment. The new programmes will make progression easier as they are validated by internationally recognised awarding organisations. The new IT diploma is accredited by Edexcel. The new qualifications should provide the students with a competitive edge in a global workforce.

Staff and students at City of Sunderland College have had the opportunity to meet people from different cultures. The UK teachers see things done differently but effectively in ways they would never have considered. For example, when they were considering re-usable energy they realised that the practice in Pakistan was already embodying these theories even without the technology. Such exchange of ideas is invaluable and makes UK students more employable as they have an international perspective.

The Sunderland team have benefited from developing their ability to use their expertise at strategic level.

“The involvement of the team from the college helps them to share new practices and increases their perceptions of their professionalism ... When they realise how their knowledge and experience is valued it validates their expertise and their approach.”Shabir Aslam, Head of International Partnerships, City of Sunderland College

City of Sunderland College provided their partners with links to modern textbooks and materials and new ideas. Through information sharing the Pakistan team are more up to date in terms of theory and practice. They have had the opportunity to see new technologies in operation. While these may not be in use yet in their local area, they are likely to be in the future and young people need to be competent in and knowledgeable about these new practices.”Hamza Salim, British Council


whAt next?

Links formed early in the partnership with the TVETA have proved to be very helpful in discussions about the wider roll-out of the programmes. Once the curriculum has been approved by TVETA it can be replicated across Pakistan. TVETA will have a major role in the wider dissemination and roll-out of the programmes after the pilot phase, which starts at GPIR in May 2012.

Work on securing the accreditation and implementation of the Cisco Certified Network Associate programme will continue.

It will also be important to manage and quality assure the new practices, and this could be the focus of further partnership activity.

ContACts

Shabir AslamCity of Sunderland [email protected]

Engr. Syed Waji-ul-Husnain SheraziGovt. Polytechnic Institute Rawalakot [email protected]


the PArtnershIP

Craven College’s international strategy initially focussed on bringing overseas students to the college to study, but has now progressed to offering a wider range of services overseas. Tyro is the employer-facing subsidiary of Craven College and is the UK partner in this project.

Egyptian Banking Institute works closely with Egyptian banks. It offers a range of technical banking and fi nance courses including programmes to develop soft skills and a summer programme for graduates to prepare them for entry into the banking sector.

ProJeCt oBJeCtIVes

Egyptian banks require their staff to have good ‘soft skills’, such as leadership and management, but do not have the in-house capacity to deliver. Bank Audi, for example, has ambitious development plans and requires a programme suitable for new recruits and employees moving into new management or more senior posts.

The Egyptian Banking Institute has accreditation from an American agency to deliver internationally recognised qualifi cations, but was looking for a partner to help them to develop the techniques and programmes that would motivate people to learn valuable, practical workplace skills. Tyro had the right experience, products and services, and was looking for a long partner with the right credentials for a long-term commercial relationship.

Together they were looking to develop a high quality accredited training programme to market to the Egyptian banking sector.


Firstly, the Tyro project team undertook a review of the Egyptian Banking Institute’s soft skills programme, with a view to revising and developing courses to make them more relevant to a wider range of students. They also focused on developing the skills of Egyptian Banking Institute’s trainers, supported by appropriate training resources.

Initial activity focussed on the development of short, stand-alone, non-accredited workshops rather than on programmes leading to formal qualifi cations. This refl ected the needs of local banks and learners. Banks did not want to pay additional fees for assessment and certifi cation, and learners were interested in achieving an Egyptian Banking Institute certifi cate so that they could access work permits and get jobs. The project team added value to their offer by devising programmes that can be easily accredited and assessed in the future.

Activities completed during the fi rst year of the project have included:

The development of courses in Problem Solving and •Decision Making, Advanced Problem Solving, Change Management and Coaching Project Management. These have been approved by the Institute of Leadership and Management (ILM). There are also delivery materials supplied (including a participants’ guide, trainer notes, including guidance on activities together with hand-outs to support training) for each course. So far 42 delegates have been awarded ILM certifi cates.15 trainers and staff of Egyptian Banking Institute •completing Train the Trainer workshops and/or co-training with Tyro staff.

EGYPTAdding value to employer trainingCraven College, North Yorkshire and the Egyptian Banking Institute, Cairo

What we liked about our relationship was that most of the time they didn’t reinvent the wheel. They started from what we already had.”Zeinab Abdel Razek, Egyptian Banking Institute


The first meeting of the partnership coincided with the political unrest in Cairo in January 2011. This made travel to Egypt difficult and also affected the banks’ ability to train staff during the first quarter of the year. However, the partners were able to establish effective and regular communication, including meetings every six weeks supported by emails. A team from Cairo were also able to visit Tyro half way through the first year of the project to gain additional experience, and this helped the project to achieve its first year objectives.

The project team has been extremely flexible. Egyptian Banking Institute has been able to effectively communicate any changes to requirements and Tyro has been quick to respond appropriately. For example, some training programmes were revised in the light of emerging employer needs, and training programmes have been translated into Arabic to ensure wide access.

eMPloyer engAgeMent

Egyptian Banking Institute works with all the major banks across the country. All its programmes, other than their summer school, are delivered to employers. This was an advantage to the partnership as it already had access to a significant group of employers. Banks in Egypt already pay a levy for training, but this work has given employers a chance to buy additional relevant training at only a little extra cost.

Egyptian Banking Institute continually meets with their clients to assess demand for training. They develop their training programmes based on employer needs and communicate and market directly to the banking sector using a range of media. In Egypt, in August 2011 an article about the institute was published in the Stock Market News.


IMPACt AnD BeneFIts

This project has enhanced Egyptian Banking Institute’s products and services by making them more relevant to current and potential clients. Both partners are looking to further enhance the offer and are now developing entrepreneurship courses together. The Institute now has in-house skills needed to develop courses more in line with industry needs. Working with Tyro has also increased their organisational capacity, as they can engage Tyro trainers to deliver more training to the banking sector. This adds value to the partnership working and adds to Egyptian Banking Institute’s capacity.

Tyro has boosted its reputation and its credibility. It is now credited on Egyptian Banking Institute’s website under International Co-operation and Membership. It was also approached by one of the leading UK banks to deliver soft skills programmes, based on the ability demonstrated with Egyptian Banking Institute. They have also gained new ideas of how they could improve products and services – for example making their support materials more attractive.

Tyro has also gained a greater cultural awareness of working in Arab countries and the issues involved. They have built confidence in their overseas work, and are looking to diversify and grow their commercial activities in an international marketplace. For example, they are also working on another Skills for Employability project with the Armenian College of Tourism and Hospitality.

On a personal note, The Tyro project manager believes that the project gave him ‘confidence to work across a wider platform.’ He presented at the British Council’s regional Partnership of the Year Award ceremony, which gave him the opportunity to share his experience of an excellent partnership.

The partners have been successful in tendering together for commercial work with one of the main banks in Cairo. Egyptian Banking Institute’s offer was enhanced by the partnerships and Tyro would not have looked at doing it without Egyptian Banking Institute.

whAt next?

In the second year of the project, the partners plan to further review programmes. This will be carried out by local staff at Egyptian Banking Institute, and supported by Tyro. There will also be a greater focus on dissemination and publicity, including at least one major exhibition or conference. The team are also looking to build the capacity of Egyptian Banking Institute’s staff so that they can conduct training needs analyses. There are also plans to develop an internal quality assurance system.

In the longer term, the partnership feels well set up for tendering for more commercial work in the financial services sector internationally, as original partner expectations from the project have been significantly exceeded.

ContACt

David LlewellynCraven College (via Tyro, the commercial training division of the college)UK Programme Manager and Director of International Projects01756 692796 / 07812 [email protected]

“The legacy that we leave with EBI will be a strong partnership that we can develop in other areas and we are generating commercial income alongside and that will then support our involvement with them in the future.David Llewellyn, UK Programme Manager and Director of International Projects, Tyro


the PArtnershIP

Derby College is one of the largest FE colleges in England, offering a broad curriculum covering 15 vocational subject areas and academic qualifications. It has a strong reputation for supporting international students. It is among the first FE colleges in the UK to become a Peter Jones Enterprise Academy; a centre of excellence for developing enterprise skills which offers two unique courses in Enterprise and Entrepreneurship.

Ekonomska Skola Bejelinja is a large secondary school that specialises in economics, law and commerce. It is highly modernised and uses a range of innovative teaching techniques including interactive teaching.

The partnership was established in 2008 and the project concluded in 2010. It is one of several International Partnerships in which Derby College have been involved.

ProJeCt oBJeCtIVes

Both project partners had become aware that their business studies students were having difficulties in getting jobs with local employers at the appropriate level. The project therefore focussed on working together on programmes that would give students the confidence and skills needed to start their own business ventures.

They developed a new module for their business studies programme, which would provide students with greater capacity to understand the world of work and enable them able to apply theory to practical work situations.


The partnership wanted to develop entrepreneurial skills in their students, and so developed a module that required students to think of a business and develop a business plan for it. Students were then required to develop marketing and business plans for their own products and/or services and finally to take part in a competition judged by a panel of local companies from their respective countries. Students put across their business ideas in a short presentation and were then closely questioned by a panel of employers. The panel provided feedback on the ideas and decided on the winning team. The winning students were rewarded by an exchange visit to their partner college.

The main challenge to the partnership was communicating effectively to overcome language barriers and issues with remote location. Skype proved to be a practical (and free) way to communicate that could be used in schools in remote rural areas. The use of an e-learning software system (Moodle) also enabled project participants to share, store and access information and documents.

eMPloyer engAgeMent

The involvement of employers was a crucial component in the development of the new module, and a new concept for the partner in Bosnia. This project raised Bosnian employers’ awareness of what the students were doing in technical colleges in their communities and how this could be useful to their companies. Employers were involved at all stages of the process, culminating in the judging of the competition element of the module.

It is important to involve employers from the beginning and to seek their views at the planning stage. They are then more likely to participate.”Oliver Stonier, Derby College International Business and Projects Coordinator

BOSNIADeveloping enterprise in the curriculum Derby College, Derbyshire and Ekonomska Skola Bejelinja, Bosnia


An important local company was involved in judging the competition that took place at Derby College. This has led to a much stronger relationship with the employer including them taking on Derby College apprentices. A company representative also now sits on the college’s Entrepreneurship Panel.

IMPACt AnD BeneFIts

The partnership has created a business study module that can successfully be adapted across a range of other contexts and used in other partnerships.

The module has been accredited in the finance and business curriculum in the UK, and is being extended to other curriculum areas, such as hair, beauty therapy and catering and hospitality. It is also being adapted for use in a European Commission Leonardo da Vinci funded project. This is helping to boost the employability of UK students at Derby College.

Learners in both colleges have developed a practical awareness of business and the skills needed for entrepreneurism. Those who took part in the exchange visits have learned a great deal about each other‘s cultures and now have the international experience that increasing numbers of employers are looking for.

The partnership has also introduced a new element of employer engagement into the Bosnian school. The way students are taught and the curriculum have both changed as a result of the partnership to ensure they are meeting the needs of employers. Ekonomska Skola now holds a job fair attracting a range of potential employers, and has introduced work placements into the curriculum.

whAt next?

Some of the long term benefits may take some time to emerge, but there have already been significant and ongoing changes to the curriculum, teaching styles and how successfully partners link in with employers. The e-learning site that was established now contains information and resources that can be used and added to by both partners.

ContACt

Oliver StonierInternational Business & Projects CoordinatorDerby [email protected]

“The final trip to Bosnia was the most important. The partners used the British Council’s support for the project to invite local employers to a presentation on the benefits of work experience links. The meeting was well attended and most of those present signed up to provide placements. The Ekonomska Skola students now have a one-week placement within their final year of studies.”

Oliver Stonier, Derby College International Business and Projects Coordinator


the PArtnershIP

ESITH, the Ecole Supérieure des Industries du Textile et de l’Habillement, is a specialist college serving the Moroccan quality textile industry. It was established by the Moroccan Government and the Moroccan Association of Textile and Clothing Industry. As a college with industry support, they needed quality assurance to ensure they have the confi dence of employers.

Doncaster College faculty of Creative Arts includes a fashion and design department, which has extensive links with employers. These include fi rms in Savile Row, a street in London famous for its bespoke gentlemen’s tailoring. The college has a corporate strategy to internationalise its curriculum through the development of international strategic partnerships. Staff from Doncaster College and ESITH had previously met through an initial scoping visit to Morocco organised by British Council, and were determined to work together in the future.

The partnership started in 2010 and is still on-going.

ProJeCt oBJeCtIVes

Both partners wanted this project to provide their learners with relevant training that meets the needs of industry, to have national impact on the development and recognition of quality vocational training, and to equip learners with skills to become employed or self-employed.

ESITH was looking to improve students’ employability by delivering a tailor-made industry-led curriculum, validated by a UK awarding organisation and delivered in English. Doncaster College wanted to enhance the learner experience and curriculum through international exposure, as well as extending the provision of English for speakers of other languages (ESOL) overseas.

Doncaster also identifi ed ESITH as a partner that could offer training in traditional textile production that was no longer available in the UK, and was also keen to explore the potential of sharing the innovative 3D resources it had developed.

MOROCCOtraining to meet the needs of industryDoncaster College, South Yorkshire and Ecole Supérieure des Industries du Textile et de l’Habillement, Morocco

If we are going to prepare our students for an international market, they need to be able to operate in a business world in other cultures and we saw this partnership as a way of achieving that.”Barbara Brodigan, Head of International Operations, Doncaster College



Based on UK employer feedback that indicated students’ marketability is enhanced through the development of management skills, logistics skills and employability skills, the partnership developed a curriculum for ESITH that included:

A short course on enterprise skills •Modules on meeting the needs of warehousing and •merchandising sectors of the clothing and textile industry, using the occupational standards developed by Skills for Logistics A module in marketing for the fashion industry•Annual exchange visits to gain international experience and •learn different craft skills.

ESITH‘s senior management team came to UK on a scoping visit to meet Doncaster College’s Principal. This ensured that the key decision makers for the project were involved from the start. A memorandum of understanding, communication plan and publicity plan were drawn up so that everyone knew who was doing what and when.

On the UK visit, partners met at the end of each day for a debrief and during the first three months there were weekly Skype meetings. There was a clear division of roles and responsibilities, so that when the UK project co-ordinator left the college, it didn‘t take long for everyone to catch up. Doncaster College set up a social network site (Facebook) for project staff to share best practice and video conferencing takes place every two weeks.

Doncaster College were clear from the outset that this project was not about UK taking the lead: it was about sharing expertise and adapting it to suit Morocco. For example, they shared their Employer Engagement Toolkit, which ESITH used as a guide to creating one to meet their own needs. They shared responsibilities, and gained outcomes on an equal footing.

There was no language problem as ESITH involved their own English teacher and Doncaster College had French/Arabic speakers who played an important role. British Council gave support and was present during discussions to clarify understanding. “So far, both partners have been doing very well in terms of communication and delivery but they were also very committed to this partnership since the beginning of the project. I also believe that the success of this partnership is mainly based on the efficiency and professionalism of each of them. My role has mainly been as support.”Farah Fawzi, British Council, Morocco

To improve the English speaking skills of ESITH staff, Doncaster College undertook a skills analysis. Nine of the teaching staff were involved in a diagnostic test (written and oral), to determine staff development needs. A three-day staff development programme in vocational English as a Foreign Language (EFL) was delivered in Morocco, and there is on-going EFL support provided via the fortnightly video conferencing.

ESITH recognised the need for dedicating staff to the project. Bringing all the learning and resources together and implementing the new provision without resources can be difficult.

“British colleges have departments and personnel dedicated to international operations/relations who manage the Skills for Employability partnerships; while in the MENA region most, if not all staff, work voluntarily and managing the partnerships is an extra role for them.”Najib Hamouti of ESITH

The main challenge for Doncaster College was trying to deliver within the budget. They had to release staff from teaching commitments to go overseas. They negotiated with staff to do it at half term, during holidays or their non-teaching time, and because staff saw the all-round benefits they were happy to do this.


eMPloyer engAgeMent

Once ESITH had developed their own employer strategy and employer toolkit, they involved 10 new employers in an employer forum that would contribute content for their future programmes. Doncaster College and ESITH produced a joint podcast during a UK visit, to support ESITH staff in delivering this employer forum. The first event was held in France, with a second scheduled for May 2012.

Doncaster College worked closely with UK employers, DHL, to develop a basic 3D model for warehousing.

The partners jointly organised a conference in Morocco, which had nationwide impact and was covered by national TV. This helped to promote the project, and as a result many more employers are interested in collaboration. Linking with employers as part of the strategy continues, and ESITH is now extending its employer networks to other curriculum areas such as logistics.

IMPACt AnD BeneFIts

Both partners now have new learning resources utilising new technology in line with industry standards. Doncaster College is also using this in their UK work with the unemployed.

ESITH has now developed an MBA including modules from Doncaster’s international business management programme and other resources.

To improve their international learning for young people, the project includes reciprocal two-week exchange visits. The first involved Doncaster College students visiting Morocco. Students experienced living in Casablanca, and learnt about traditional textile production, something that is no longer practised in the UK. It is proposed that this become an annual event, and Doncaster College will look at embedding traditional textile production into their curriculum whilst ESITH will include fashion design.

The partnership has participated in many conferences and events on the subject of vocational education.

whAt next?

Both partners look forward to the project continuing after the funding ends. ESITH‘s main aim is to upgrade more of their curriculum to better meet industry needs, and deliver more in English. This work will need to be on a commercial footing and will depend on available funds in country. As a result, both partners are looking for further funding opportunities that will help embed the partnership

ESITH has set up a working group to embed quality assurance into its system. They plan to pilot this with a view to rolling it out on a regional basis. The college is also working on disseminating its quality assurance processes with the School of Fashion in Morocco and the Ministries of Education, Employment and Industry. Once they have established their own system and have confidence in its robustness, they will roll out the programme more widely.

Work has now started on the development of advanced English language skills for the ESITH staff through face-to-face delivery and distance learning using 3D learning resources. FusedWorks, Doncaster College’s 3D design studio will also create a 3D warehouse, which will include English terminology to help support the delivery of EFL within ESITH’s new logistics curriculum.

Doncaster College is looking to pursue another British Council project, in multimedia.

ContACt

Barbara BrodiganHead of International OperationsDoncaster College01302 [email protected]

“Moroccan colleagues came back from the UK inspired. Najib Hamouti, Lecturer and Coordinator of English, ESITH

Doncaster College were clear from the outset that this project was not about UK taking the lead: it was about sharing expertise and adapting it to suit Morocco.


the PArtnershIP

Hoban Technical Industrial Institute is a leading college for vocational education in Yemen, and was selected by the Ministry of Technical and Vocational Education in Yemen to partner with a UK institute.

Over the past two years, Dudley College has committed to an international strategy focused on partnership working primarily across the Middle East.

Dudley College and the Hoban Institute formed a partnership to work together as part of the Skills for Employability programme in 2010. However, there have been some delays in the project due to the political unrest in Yemen.

ProJeCt oBJeCtIVes

Hoban Institute, with Ministry approval, wanted to develop a rigorous quality assurance (QA) process. The aim was to enable them to improve the quality of their work and to develop highly qualifi ed refrigeration and cooling engineering graduates with excellent employability skills ready to enter the employment market.

The international team at Dudley College is especially interested in working in Yemen. Through their outreach work, and with a Yemeni population located near Dudley, they already had experience of Yemeni customs and culture, so it was a natural progression for them. The partnership was seen as a way to further develop understanding and cultural awareness to improve delivery to its Yemeni community. As Dudley College’s engineering and construction department has an excellent reputation for quality assurance and for working with employers, this project seemed the ideal way for both institutions to work together to achieve individual and joint project objectives.


Dudley College staff fi rst visited Yemen to look at facilities, communication opportunities and existing curriculum in order to determine what was possible within the partnership project and to develop an achievable partnership plan. During this visit, Dudley’s project manager met the Minister of Technical and Vocational Education, which provided the opportunity for a press conference. A brochure about the work of the partnership was subsequently distributed in-country.

The local Council of Technical and Vocational Education in Yemen sets regulations for colleges. The partnership then produced an activity plan which included:

Reviewing the examination system, the training and •qualifi cations on offer and administration systems to meet the new quality processesDeveloping the curriculum for both Refrigeration and •Cooling, linked to industry needs Developing and implementing a quality assurance system •based on the UK model used in FE collegesDeveloping self-assessment and inspection policies and •procedures.

These had to be translated into Arabic to ensure that all QA processes developed by the partnership complied with their requirements.

Political unrest in Yemen, resulted in the partners arranging to meet in Egypt. This also provided the opportunity for them to meet Egyptian colleges who also had an interest in quality assurance. Support from the British Council Yemen team was excellent. They organised translation and liaised with ministries. This was an essential element of the project as in Yemen as all vocational education is state administered, so without the support of the Ministry of Vocational Education this project could not have taken place. British Council also facilitated the meeting in Cairo.

YEMENDeveloping a quality assurance processDudley College, West Midlands and Hoban Technical Industrial Institute, Yemen


eMPloyer engAgeMent

Hoban Technical Institute has a history of working with employers. Students can access work experience, and employers help the Institute to celebrate graduates’ success. In a few cases employers are involved in exams by helping with questions, and some employers also send their employees to the Institute for industrial training. The Institute is interested in how the UK engages with employers, and so plans to visits UK air conditioning companies in 2012, including one of Dudley College’s employers who provide equipment free of charge to the college. The college trains their employees on this equipment and charges a fee for training. This model is of interest to Hoban and they are looking as to how a similar model might work with their employer partners.

Hoban plan to use the experience of visiting UK employers to develop a new working relationship with their own employer group. They plan to invite key Yemeni employers to a workshop, facilitated by Dudley College, to discuss how to increase employer partnerships and transfer the benefits of this project to employers, who will now have access to well-trained, work-ready young people.

IMPACt AnD BeneFIts

The project was late starting and is only just at the end of its first year, but it has already made an impact and there have been a number of benefits.

Initially, Dudley College took a lead role in the project with Hoban benefiting most from the partnership. However, since the project started Dudley College has been able to increase its commercial work in the region which has resulted in both partners benefiting from the project in different ways.

As a result of the project, Dudley College is boosting its reputation in the Middle East. The Principal and a team from the college have delivered leadership and management training in Saudi Arabia and they have been awarded a further contract to deliver enterprise/small business start-up training in Kuwait. Dudley College has also been successful at winning projects in Oman, Bahrain, Tunisia and India. Dudley College’s reputation as an experienced international operator is also growing in the UK and seven UK colleges have approached them to work as partners on future UKIERI and Skills for Employability projects.

An unexpected additional outcome came with a request from the Ministry of Technical and Vocational Education to Dudley College, to train Yemen’s school inspectors to use and implement the new quality assurance processes developed with Hoban. This will have significant impact at national level on the quality of provision in Yemen.

Dudley College staff have also benefited from international collaboration.

“Staff now know how rewarding it can be to help others. It has also given them a new perspective of how the college can develop and grow.”Matthew Hyde, Business Intelligence and Regeneration Manager, Dudley College.

This partnership is part of the long-term strategy of the college to develop its international work. This has been addressed throughout, from the top, as the Principal himself is heavily involved.”

Matthew Hyde, Business Intelligence and Regeneration Manager, Dudley College


Hoban Technical Institute has also reported some major achievements. These include the transfer of UK quality assurance (QA) practice to the Hoban team, the establishment of a QA department in the Institute and the implementation of the process of evaluation and continuous assessment. Four updated Refrigeration and Cooling courses have also been translated into Arabic, and the plan is to implement these new qualifications into the curriculum at the Hoban Technical Institute in 2012.

Due to the sheer determination of the staff in Yemen, and their motivation for change, a quality assurance process has been developed and they have already introduced self-assessment.

“On my first visit to Yemen, a team of three people took me into workshops to see what was being delivered. By the end of the tour, about 20 people were showing me around and 40 students were tagging along as they had real pride in their achievement”Sanjeev Ohri, Director – Worldwide Operations, Dudley College

whAt next?

Both partners signed a memorandum of understanding at the planning stage to develop a long term strategy for the partnership. Dudley College sees this project as the foundation for a long term relationship between the two organisations and a close working relationship with the Ministry of Technical and Vocational Education in Yemen.

The first visit to Dudley College will take place as soon as travel restrictions are relaxed. It will include the Institute’s staff involved in the project and the Minister of Technical and Vocational Education. It will focus on job-shadowing to review how the college Quality Assurance Unit operates and will also involve visiting the two curriculum areas the project is developing.

“We have developed a good relationship with Dudley College. We trust the college to work in our best interest and this is a very positive relationship.”Mansour Ahmed Ali Mana, Dean of Technical Institute, Yemen

The results of the QA project will be rolled out to three institutes and then shared with another nine Yemeni colleges.

The approach taken in the new curricula for Refrigeration and Cooling could be replicated across other curriculum areas once employers and the Ministry of Vocational Education see the impact of industry-influenced programmes.

ContACt

Sanjeev OhriDirector – Worldwide OperationsDudley College07960 [email protected]

“Hoban Technical Institute’s organisational strategy has changed as a result of this work. We are now co-operating with an international partnership and so we have wider and more ambitions for changeMansour Ahmed Ali Mana, Dean of Technical Institute, Yemen


the PArtners

London College of Fashion has ten years’ experience in international education and industry development collaborations, related particularly to the fashion and textiles industries. In 2008, London College of Fashion explored the idea of using British Council partnership work to internationalise their curriculum and staff experience.

Yakkasaroy Light Industry College specialises in textile production, including silk weaving. Uchtepa Crafts College has manufacturing facilities at its premises and trains embroiderers, jewellers, masters of wood carving and clothing designers. Most of the graduates become self-employed, so the institution pays special attention to the Fundamentals of Entrepreneurship classes. Graduates learn the procedures of opening and registering a business, obtaining a bank loan. Students can reinforce the theory in practice during their active participation in the business.

This partnership is now in its third year of collaboration, and would not have been possible without the support and approval of the Ministry of Vocational Education, which British Council facilitated on behalf of the partnership.

ProJeCt oBJeCtIVes

The Uzbekistan government is introducing a new vocational system and wanted to consider how to embed employers’ needs into the curriculum as part of the reforms. Within the current system, training is delivered in blocks – six months of theory followed by three months of practical activities. Students tend to forget the theory when it is time to move to the practical module and employers’ feedback was that students did not have the right skills for work.

The Uzbek partners wanted to explore curriculum models that recognised the value of work-based learning. They also wanted to develop strategies that fostered an integrated approach to curriculum development with industry which took into consideration consumer demands. Specifi cally, they wanted to develop industry-linked curricula and to design and produce support materials.

London College of Fashion wanted to work with partners that could teach their students how textiles are made, something that no longer happens in the UK and which would give them an edge in the employment market. It also wanted to ensure that their curriculum included an awareness of practice in other countries.

UZBEKISTANlinking education to industry, consumer demands and wider social and cultural issues London College of Fashion, London and Yakkasaroy Light Industry College and Uchtepa National Crafts College, Uzbekistan



London College of Fashion supported pedagogic practice in teacher training in Uzbekistan, by delivering master classes to teachers, and Uzbek teachers delivered embroidery skills training, no longer available in the UK. London College of Fashion staff also spent some time with Uzbek partners sharing their approach to industry and education engagement and work-based learning and assessment.

Having researched the employability skills that Uzbek employers required, the London College of Fashion found that students needed to develop soft skills, and were able to add value to the project by sharing their approach to embedding these into the courses.

“We have been able to integrate work-based learning into the student learning experience, as well as assessing and disseminating industry projects.” Narposhsha Mirsagatova, Director of Yakkasaroy Light Industry College.

Partners also took part in a two-day conference entitled ‘Quality Assurance in Education’, held in Tashkent which was attended by policy-makers, ministers and directors of both overseas colleges. The project’s achievements were presented at the annual Ministry of Education event organised for knowledge transfer and dissemination of new regulations. Uzbekistan colleges’ directors delivered a workshop to 30 college managers, and two further staff members then delivered to 120 teachers.

The project was managed by London College of Fashion, who dedicated two full-time staff to this work, creating an agreement of how to work together from the outset. In each of the partner colleges there were five staff from all levels with equal responsibility for the project: two theory teachers, one practice teacher, one employer representative and a college director as a main driving force for change.

Monthly steering meetings and minutes were sent to London College of Fashion through a local British Council representative. Teachers of the college partners in Tashkent held an operational weekly meeting to monitor the progress of the classroom activities related to the project.

To make communication easier, London College of Fashion set up an online platform so that all documents, reports and handouts could be uploaded and all teams could have easy access. To share project outcomes, London College of Fashion delivered a series of projects and workshops, shared teaching tools and its understanding of the fashion industry and employability.

Both partners were totally enthusiastic about the project, but recognise that they there were substantial challenges to overcome – including not speaking each other’s language. There was direct communication via interpreters during the staff visits to London and Tashkent. Action planning was decided during steering meetings with all partners in attendance and a translator from University of Arts London (with specialist arts language competences) was hired to translate the project-specific documentation.

The lack of internet access and the fact that the Uzbek colleges were not used to writing emails as a way of staying in touch created new challenges.

Without the British Council’s facilitation, the project would never have succeeded; they were very supportive especially in the early stages of the project where there was no internet or broadband access.

“This project far exceeded expectations of what could be achieved in a three-year period. The difference in teaching and learning culture was at opposite ends, but with determination and engagement of the partner colleges to embrace innovative methods, content and approaches has been remarkable.Lynne Hammond, London College of Fashion


eMPloyer engAgeMent

Because Uzbekistan has a centralised economy it took nine months to get employers engaged. To do this, industry round tables were held in Tashkent, presenting the work of the partnership and showing how it reflected what employers had said they wanted.

In the second year of the project, Uzbek staff visited companies and factories to talk to industry, something not done previously.

This project encouraged the Uzbek partners to take a more formalised approach to creating industrial links, and they are creating an employer database. Yakkasaroy College has been encouraging their industry partners to assist more with placements and get involved in dialogue.

Training in Uzbekistan is now much more employer led. Employers are giving feedback on student work which is leading to work experience opportunities that did not previously exist. Various companies are expressing an interest in working more closely with the partner colleges in Uzbekistan, and there is growing demand for designers and product development personnel who can provide inputs for the sampling stage of pre-production. There is now a three party contract between the Uzbek colleges, students and industry where companies commit for five years to pay students a minimum wage and support the colleges by donating materials.

The Uzbek colleges are both working with employers on how to train their own staff and develop them as employer in-house mentors. They have produced a guide identifying the skills required, and have also delivered mentor training in schools and colleges.

British Council also supported two new talented designers from Uzbekistan to showcase at London Fashion Week in February 2012.

IMPACt AnD BeneFIts

This first project has brought enormous benefit to all the partner colleges and the local British Council.

The success of the project far exceeded everybody‘s expectations. For example: when the senior minister from the Uzbekistan Ministry of Education came to London the Uzbek colleges funded an additional 10 people to accompany the delegation.

On their last visit to London the visiting delegation was joined by the leading specialist of the social sector department of the Uzbekistan Cabinet of Ministers and the Head of Centre for Specialist Secondary Education, Tashkent City Department. These government representatives wanted to see what had been achieved so that they could seek further sponsorship and use the partnership to advise on a strategy to bid for computer-aided design and manufacturing equipment.

Both Uzbek colleges have been able to integrate work-based learning into their student experience, which includes industry projects. They have learned how to build and maintain industry links in a structured way. A growing number of private factories in Tashkent are employing designers and product developers, and this is providing new work placement and employment opportunities for the students.

Students in the Uzbek colleges are also developing the creative and technical skills required to work progress to higher education and there has resulted in a 50% increase of student applications from FE colleges to university. The overseas colleges have now formed close and strong relationships with their HE colleges, sharing knowledge and resources.

The Uzbek partners worked closely with StyleUz, an annual event that celebrates the traditional and the contemporary, and showcases established designers such as Max Mara as well as new talent. London College of Fashion was invited to deliver a master class at StyleUz in October 2010

“New opportunities for developing links with fashion systems have emerged – for instance, StyleUz as a fashion platform for both UK and Tashkent emerging creative talent. There is also a growing number of private factories in Tashkent that are employing designers and product developers, which is providing new work placement and employment opportunities for the students at the partner colleges.”Norposhsha Mirsagatova, Director of Yakkasaroy Light Industry College. Shukhrat Inoyatov, Director of Uchtepa National Crafts College

We have changed to a new system following this project whereby we teach theory and practice at the same time. Every day students get theory followed by the practice lessons in workshops”Shukhrat Inoyatov, Director of Uchtepa National Crafts College


The Uzbek partners now have a strong commitment to engage with industry needs and demands. Yakkasaroi and Uchtepa Colleges have become centres of excellence for national educational developments and they have begun disseminating the good practice developed as part of the project across a wider community of colleges.

“A professional approach by both partners to undertake planned actions and activities has been achieved. Although the wider impact of relationships like these take time to emerge, partners have built trust for knowledge sharing, and there is stronger commitment to engage with industry needs and demands.”Shukhrat Inoyatov – Director of Uchtepa National Crafts College

There were staff exchanges and knowledge transfer at the beginning of the project, followed by student exchanges and students showing at international fashion events. This is allowing Uzbekistan to move to a more professional and international platform in terms of fashion, which raises the profile of London College of Fashion as their partners.

PR opportunities generated from participating in shows, has increased the overseas colleges’ reputation. They have also experienced a dramatic increase in student applications, with over 50% more students applying to study than three years ago. They are now taking on the role of nurturing new talent and this is giving them intelligence to use in developing their curriculum further.

Inspired by their partners, London College of Fashion has now introduced culture and history to the curriculum. Because of the trend for luxury handmade products, London College of Fashion students have been inspired by the textile production in Uzbekistan, which has its heritage in the old Silk Road routes. Students and staff have attended presentations and workshops on traditional Uzbekistan embroidery techniques, which they would otherwise not have had the opportunity to learn.

Through British Council, the UK is seen as an influential support for improving vocational education and employer engagement.

whAt next?

The Centre for Specialist Secondary Education (CSSE) in Uzbekistan has selected representatives from other educational institutions to shadow the colleges during their staff training programme in London, organised as part of the Skills for Employability project.

Because both Uzbek colleges have close relations with the university in Tashkent, future working has been expanded to include London College of Fashion, the two overseas colleges and the university.

“The partnership will be further developed beyond 2011 through a range of institutional opportunities.”Norposhsha Mirsagatova, Director of Yakkasaroy Light Industry College, Shukhrat Inoyatov, Director of Uchtepa National Crafts College

It has been recommended that London College of Fashion should invite two teachers from Tashkent every year for a five-day staff development programme to enhance and upgrade their pedagogic skills. It has also been recommended that the overseas partners use London College of Fashion on distance education programmes to provide flexible learning for staff who would like to improve their knowledge and understanding of new areas, such as fashion marketing.

London College of Fashion are using the knowledge they have gained of heritage and culture to put together a future bid with the University of Tashkent to develop fashion design processes that are ethically sound and lead to future employability. London College of Fashion are also tendering for another international project with the British Council for an EU Tempus bid worth £1.5m project focussing on fashion design for global economies and international markets. They have also have been approached by Jesus College Cambridge to be part of a research project in Central Asia.

ContACt

Lynne HammondManager of International Partnerships and DevelopmentLondon College of Fashion020 7514 [email protected]

“This first project has brought enormous benefit. Before this project British Council had not worked with the Ministry of Vocational Education, and we had to work at policy level demonstrating how good the UK was before it was given the go-ahead. Now through this partnership we have a close relationship.

Shukhrat Amanov, British Council Uzbekistan


the PArtnershIP

As part of their international strategy, Motherwell College was investigating areas where they had particular skills or products that would allow them to develop international activity – particularly in Professional Cookery and Hospitality Management. They work with key international employers such as MacDonald Hotels and the Hilton Group and use this relationship to develop their UK curriculum. This employer relationship with international hotel chains was a major attraction for the Professional Lyceum #4, a specialist secondary school offering vocational education and training.

Kazakhstan’s vocational education is under reform. The Ministry of Education and the Regional Education Authorities were both open to new ways of working and saw this project as a positive way forward. As all funding and support for vocational education in Kazakhstan comes through the Regional Education Authorities, it was important that both these organisations supported the project.

This partnership started in 2008 and was completed in 2011.

ProJeCt oBJeCtIVes

As part of the vocational education reform underway in Kazakhstan, Professional Lyceum #4 wanted to move away from traditional teaching methods and work with employers to provide the skills they required. It also wanted to redevelop its hospitality curriculum and introduce accredited cookery courses, using fl exible delivery models such as e-learning and master classes from professional cooks that would benefi t staff, students and employers.

Motherwell College wanted to develop their international capability by working with a partner to develop its curriculum, provide continuing professional development (CPD) for staff and offer cultural development and cultural diversity to both staff and students. Working with an international partner would also improve the college’s understanding of diversity in professional cookery and food and different approaches to service provision within hospitality and tourism through engaging with employers across the world.


An initial scoping visit to Kazakhstan enabled Motherwell College to fully understand the needs of Professional Lyceum# 4 and their curriculum, as well as the needs of hospitality employers. This determined what was required to deliver the outcomes of their original partnership plan. The visit included classroom observation in order to gain a better understanding of how students were trained before entry into the catering industry.

Teachers from Professional Lyceum #4 visited Motherwell College to learn about education in Scotland and different training methods. Their organisation had received funding for facilities so they wanted to see those at Motherwell College and understand how they were being used to enhance teaching and learning, in line with employers’ expectations and needs.

It was very important to see how Motherwell College integrated the theoretical and practical training.”Valeriy Nikolayevich Bodrov, Director, Professional Lyceum #4

Initially the Professional Lyceum #4 was focused on the practical aspect of training chefs. However, as the partnership developed, the project widened to include all aspects of hospitality training.

Motherwell College provided many examples of the systems they use for reporting on teaching and learning, and how these improve their work.

KAZAKHSTANApplying new models of teachingMotherwell College and the Professional Lyceum #4, Kazakhstan


They assessed Professional Lyceum #4’s technological capacity for e-learning and subsequently developed a programme to support Kazakh staff to use the technology. Professional Lyceum #4 staff received emails about what would be put up on the virtual learning environment (VLE) so they could download materials to use on their programmes. There was also a blog to keep everyone up to date with the project.

All materials, including online professional cookery courses and live master classes were translated into Russian.

Senior staff visited Professional Lyceum#4 staff in order to deliver training in quality assurance processes, and how to assess practical outputs and the development of e-learning content.

“There was a phased development to ensure success; each step had milestones that were closely monitored for progression and achievement.”Carol Scott, Vice Principal, Motherwell College

British Council in-country prepared Professional Lyceum #4 for the partnership, and supported them with communication to overcome language barriers. The input was intensive in the early stages, but this levelled out during the second and third years of the project, as understanding between the partners grew.

eMPloyer engAgeMent

The Professional Lyceum #4’s work with employers was previously limited to formal approval of teaching materials. Once the project got underway, a much closer working relationship developed, through inviting employers to get involved in a range of activities such as attending the master classes delivered by Motherwell College. This enabled them to observe the kind of skills the Professional Lyceum #4 students were being taught and think about how these skills could benefit their own business.

Both partners ensured that employers were invited to meetings and included in the partnership programme. Professional Lyceum #4 staff became more engaged and went out to talk to employers about skills gaps, something not done previously.

Working more closely in this way, employers became more interested in the curriculum and this new way of working led to press coverage with articles in a regional Kazakhstan newspaper. Employers also held master classes, and the Professional Lyceum #4 and their industrial partners entered an international cuisine competition, choosing a Scottish themed presentation and winning first prize for cuisine and second prize for table presentation.


IMPACt AnD BeneFIts

Both staff and learners at the Professional Lyceum#4 benefitted from the advanced technology and innovation that Motherwell College uses as part of the day-to-day delivery of the curriculum. As a result of their experience, the Ministry invested in similar new learning technology at the Professional Lyceum#4. This included an improved communications infrastructure, upgraded equipment in the kitchens and in the IT suite, which allowed for interactive learning to access Motherwell College VLE. The Professional Lyceum #4 has been invited to national conferences to discuss their work on curriculum development, flexible learning and partnerships.

A visit to employers led to work experience for Lyceum students, giving them in-house training which could potentially lead to employment at the end of their course.

Before sharing with Professional Lyceum #4, Motherwell College took the opportunity to review all their own teaching and learning materials and develop them for use on-line through the College’s Virtual learning Environment.

This project also fulfilled Motherwell College’s aims to provide staff with an international perspective on the hospitality industry. They experienced international cuisine, and through delivering Master Classes, gained in confidence which further developed their own skills.

The experience of working with colleagues from and visiting Kazakhstan was extremely worthwhile, not only culturally but professionally. I was encouraged by speed that the developments were put in place in Professional Lyceum #4 and the recognition that followed for their excellent work.”

Alf Forbes, one of the project’s chef lecturers from Motherwell College

This project showcased some of UK best practice in curriculum development and employer engagement strategies. It involved over 100 lecturers, over 200 students and over 36 employers.

“Due to this project the level of competence of our trainers has improved and the Professional Lyceum #4 is now competitive in the training market, so we are even doing training for employers.

Gulnar Akimbayeva, Deputy Director, Professional Lyceum #4

It is still too early to say if students have improved their employability, as the current Kazakh students are still in their final year. However, they are keen and feel ready to go out to industry to practice their international standards skills that they have acquired as part of the project.

whAt next?

As a result of the high profile of this project in Kazakhstan, the Ministry of Vocational Education has asked Professional Lyceum #4 to develop a full hospitality programme that includes work-based learning. They have also asked Motherwell College to review it, before it is rolled out nationally.

So far, Professional Lyceum #4 has only shared their learning regionally with other colleges delivering tourism and hospitality. However, their experience of writing a modular course – something that is new in Kazakhstan – means they will be well placed to support the development of work-based teaching as the vocational education system develops nationally.

Professional Lyceum #4 is now looking at their new employer engagement strategies in other curriculum areas. As Motherwell College has had world skills success in computer-aided design (CAD), and this is also one of Professional Lyceum #4’s other key specialisms, they are all hoping for some more partnership opportunities. This is being discussed with the Ministry of Vocational Education.

Motherwell College has disseminated the benefits of this particular project nationally. They have highlighted the educational and cultural benefits that have been gained for both staff and students as a direct result of this international partnership.

ContACt

Carol ScottVice PrincipalMotherwell College01698 [email protected]


the PArtnershIP

The international managers from Pembrokeshire College and Coleg Gwent decided to collaborate in developing a partnership with a technical institute in the Gulf area. Both UK colleges were relatively new to international projects, although Coleg Gwent had some experience in European projects.

Their partner college, the Sharjah Institute of Technology (SIT), had been open for several years and wanted to introduce some of the practices of UK further education colleges into its way of working. SIT was originally funded by the national electric company but had recently been taken over by the Chamber of Commerce and charged with becoming more fi nancially self-suffi cient. For the fi rst time SIT had to market its courses to attract more students and had to ensure that its provision was approved by the Chamber of Commerce.

ProJeCt oBJeCtIVes

SIT wanted to raise the profi le of technical education with employers who would then offer high quality employment to SIT students. This link to employment would be a major way to win over parents, who are a very strong infl uence on young people in UAE. Their approval and support of vocational study programmes would be very powerful marketing tool, and increase the number of applications for the college.

As a result of seeing what the UK colleges were doing with employers, SIT realised that they could not wait for a change in perception – they needed to make it happen by getting employers on their side.

“We started replicating the activities of our UK partners … things we could have done for so many years but we didn‘t really, probably because of lack of guidance.”Reham Mustafa, External Relations Manager, SIT

The UK colleges had a longer-term aim of developing training and consultancy services for companies in the Gulf region. As a specialist provider of vocational education and training in oil and gas-related subjects, Pembrokeshire College particularly wanted to develop its presence in the Middle East and this partnership provided an excellent opportunity.

UNITED ARAB EMIRATESImproving employer engagement in technical education in the UAe Pembrokeshire College and Coleg Gwent, Wales and the Sharjah Institute of Technology, United Arab Emirates

“The project came at just the right time to assist the change process. It provided a rationale for looking critically at what the organisation did and what needed to improve.Reham Mustafa, External Relations Manager, SIT


UNITED ARAB EMIRATES


The partners outlined the main issues as:Changing attitudes to the benefits of working with •employers, internally and within the communityImproving employer engagement in technical education to •ensure students’ employabilityDeveloping and reviewing vocational programmes at SIT•Adding English language training to SIT’s offer •Developing SIT’s quality assurance processes. •

These were addressed through a number activities.

Having visited both the UK colleges and been impressed by the vocational taster programmes provided for 14–16 year-old learners from local schools, SIT approached their Ministry to see if they could replicate this in UAE. Having gained approval, they then communicated the idea to 20 schools that provided them with school age students to test the courses. The students attended SIT for one day a week to develop practical training in the workshops.

SIT representatives also visited the Welsh Colleges to learn about their quality assurance systems and are now introducing similar systems under the guidance of their UK colleagues.

SIT established a vocational steering and advisory committee to provide advice on employer engagement strategies. They used market intelligence, gathered by the Chamber of Commerce, to adapt existing programmes to meet employers’ needs.

Students also took part in exchange visits.

“International partnerships can be fun! It was a pleasure to work with the partners – to host meetings with them and go to visit them. There was a sense of anticipation of what interesting activities would come next.”Reham Mustafa, External Relations Manager, SIT

eMPloyer engAgeMent

SIT has successfully promoted employer engagement to its board of trustees and local employers, and has been able to showcase examples of young people’s enhanced employability skills.

Employers are also sponsoring some programmes in mechanical and electrical engineering. It is important to see employer engagement as a two-way process with mutual benefits; employers provide sponsorship and in return have their needs met by the delivery of programmes that develop the skilled workforce they need to run their companies.

IMPACt AnD BeneFIts

The taster courses were a great success. The school students had something to show their parents and could talk with enthusiasm about their experience of vocational training. This could help them with their choice of career and improve their parents’ perceptions of the value of vocational education and training. These activities also help raise the profile of vocational training and showcase good practice.

The vocational taster programmes have been extended and the students now spend one day a week in SIT workshops followed by another day with an employer, putting into practice the skills they have developed at SIT.

The UK colleges have learnt about cultural awareness and also about the practical and technical issues involved in overseas partnerships. In the longer term, the relationships and contacts they have made are expected to lead to further commercial work.

Together the partners have established PSG International; a business initiative between the three colleges to deliver industry led training programmes. This reflects the long term commitment of the partnership.

The UK colleges have developed contacts in the Gulf region and are now much more aware of how they might be able to help other technical institutes and gain contracts from companies.

The success of the partnership was celebrated at the British Council’s Bringing the Learning Home event held in Egypt in November 2011, where it won the title of Partnership of the Year.

“It is important to network extensively when working in-country – there are many opportunities to meet with all sorts of bodies and stakeholders. This provides a very low budget way to investigate opportunities for more international work. The British Council gives credibility to the partners and facilitates access to many organisations and interest groups.

Anita Marks, Coleg Gwent’s International Manager


whAt next?

SIT now has employer engagement at the heart of its strategy and will continue to extend the number and range of employers it works with.

Pembrokeshire and Gwent Colleges have been employed as consultants to advise strategically on leadership and management. They have visited SIT to inspect their leadership, management and financial systems and are advising on how they can be improved.

“The challenge at the beginning was to enable SIT to engage with the concept of partnership working as this was a new idea for SIT. They needed help to identify areas where they would benefit from development and also understand the long-term outcome and commitment. SIT now recognise the importance of developing partnerships with other providers in the area. This is having a huge influence on other UAE providers’ perceptions of vocational education. The colleges can also now go to government and say ‘look at what we can do’.’Sherry Farzarmi and Mohammed Ibrahim, British Council project managers

ContACt

Patrick Groves International Marketing ManagerPembrokeshire [email protected]

The credit for the success of the partnership, I believe, is down to SIT using our information and our expert staff (eight of our staff were involved) and running with it, adapting it to context.”Patrick Groves, International Marketing Manager,Pembrokeshire College


the PArtnershIP

This partnership was supported by the Prime Minister’s Initiative (PMI) and involved UK colleges twinning with South Korean Junior colleges, with Westminster Kingsway College as the lead UK College:

Westminster Kingsway College with Jeonnam Provincial •College (lead for South Korea); City College Plymouth with Dong Eui Institute of •Technology; Lancaster and Morecambe College with Yeongnam •College of Science and Technology; Northumberland College with Kyongbuk Science •University College.

The partnership built on the successes of a prior PMI project between UK and South Korea in 2007 – 09, again led by Westminster Kingsway College. Two of the UK colleges and one South Korean college from the original partnership participated in the new project.

During the original project, the colleges from both countries developed strong relationships and an awareness and understanding of each other’s cultures and educational systems. It also provided the opportunity to undertake curriculum mapping and the development of some mini modules for trial delivery by South Korean partners.

ProJeCt oBJeCtIVes

The Korean Research Institute for Vocational Education and Training (KRIVET) was tasked with a direct mandate from the President of South Korea to reform the vocational education and training (VET) system to meet the needs of employers. This project focussed on introducing National Vocational Qualifi cations (NVQs) into South Korea in support of KRIVET’s aim to develop South Korea’s NVQ competency based qualifi cations designed to meet employers’ skills needs.

Key to the success of the project, Passport to NVQs, was the development of a robust quality assurance process, which would support the development of National Occupational Standards as the basis for NVQs. This would satisfy UK awarding organisations’ quality assurance measures, as well as UK partner college requirements.

This project also provided a unique opportunity for South Korean colleges to work collaboratively.

SOUTH KOREAPassport to nVQsWestminster Kingsway College, London leading a project with three other UK colleges and four South Korean partners

“We wanted the South Korean Government to appreciate the benefi ts of learner mobility and teacher CPD, to try to establish a government-funded scheme to take South Korean learners to the UK as we had demonstrated how good a partner the UK could be.Seungeun Chang, Assistant Director, Education, British Council in Korea



In 2010, the UK partners made an initial visit to South Korea to meet their partners and make a presentation on competency-based qualifications.

The next step was to train nine professors from South Korea as NVQ A1 Assessors. The professors undertook their A1 qualification in the UK, where they also had the opportunity to observe UK professionals acting as assessors. All nine successfully achieved their qualifications.

Some of the UK partners then travelled to South Korea to launch the NVQ training and assessment with 12 South Korean students, and to support the newly qualified South Korean assessors. When undertaking the qualifications, students and assessors used e-technology to share information and evidence which provided an element of innovation to the project.

All the students successfully completed a Level 2 or 3 NVQ within eight months and were awarded VTCT certificates for Beauty Therapy, City & Guilds certificates for IT and Customer Services, and NCFE certification for Bakery.

Throughout the lifetime of the project, UK internal verifiers undertook quality assurance activities and completed interim reports for all the NVQ students. This ensured that activities, skills, and assessments of South Korean students met UK NVQ and organisational requirements. Working with the students provided continuing professional development (CPD) opportunities for four of the South Korean A1 Assessors who worked with three students each. South Korean Assessors also attended standardisation meetings, assessed UK students undertaking NVQs and worked closely with the UK colleges’ internal verifiers during their visit to UK in October 2010.

UK internal verifiers worked remotely and supportively with South Korean partners to internally verify candidate portfolios of evidence, assess the A1 Assessors in the field and ensure A1 Assessors completed the required CPD activities. Additional support came from the awarding organisations themselves, whose external verifiers verified all NVQ evidence to quality assure the validity, authenticity and sufficiency of the NVQs before certificates were issued. The colleges worked collaboratively to enable external verifiers to validate the authenticity and sufficiency of NVQ evidence even though some documentation was not in English. Emphasis was given to non-verbal communications, such as demonstrations and practical examples of work including photographic and digital film evidence.

“Many of the quality assurance issues were overcome through continued discussions, working collaboratively and a professional approach to all challenges as they emerged.”Nicole Barber, Westminster Kingsway College

Westminster Kingsway College, as the lead college, took the project management role. Progress was measured against targets on a regular basis through meetings with UK partners and by working directly with South Korean partners. Where issues were identified, Westminster Kingsway College designed recovery plans with the British Council, to ensure South Korean partners remained on target despite the distance, language barriers and the rare opportunities for face to face relationship development meetings.

“This was a very successful partnership as all partners worked supportively to ensure all aspects of the project were delivered on time and within budget. Delivering NVQs within eight months can be a challenge for all learners let alone when English is not your first language and the concept of competency based assessment mapped to occupational standards is completely new.”Nicole Barber, Assistant Principal International Partnerships and Enterprise at Westminster Kingsway College Westminster Kingsway College also managed quality assurance for the overall project by ensuring that all UK partners worked to a service level agreement for the delivery of project milestones and targets. It was important to work closely with South Korean partners and to have good communication channels despite time differences and in some instances, language barriers.

The British Council in-country contributed to maintaining relationships, taking a coordination role and translating emails and other documents where necessary.

The project lasted for two years and involved 12 NVQ candidates, 8 Project Managers and a minimum of 16 curriculum specialists.

In May 2011, a dissemination event was held in South Korea to celebrate the success of the project. Sixty key stakeholders attended including principals and international managers from South Korean colleges, the presidents of KRIVET and the South Korean Council for College and University Education (KCCE), and other VET professionals.

During the final dissemination event, there was public endorsement of the UK’s approach to developing teachers to become competent Assessors of competency and mapping candidate evidence to occupational standards.”Nicole Barber, Assistant Principal International Partnerships and Enterprise, Westminster Kingsway College.


eMPloyer engAgeMent

UK employers provided work placement and work shadowing opportunities for the NVQ candidates and their assessors. Assessors also had the opportunity to assess in the workplace against national NVQ standards. South Korean students were invited to visit UK employers, and undertake work experience in their UK partner colleges’ commercial business operations (restaurants, hairdressers and travel agents).

IMPACt AnD BeneFIts

As a result of this project, there is endorsement for National Occupational Standards in South Korea and the robust quality assurance processes that were implemented to support them.

KRIVET’s support for the final dissemination event in Seoul in 2011 meant the project gained unexpected matched funding which is a strong indication of support for working with the UK.

Westminster Kingsway College’s international activities used to be limited to recruitment of international students. However, as a result of the success of these projects, the college has created an International Unit and a strategic approach to developing sustainable income through international work. Some of the activities undertaken by the International Unit include student recruitment, customised training programmes and developing institution-to-institution relationships which provide opportunities for staff and student exchange study programmes.

“We involved representatives from the South Korean Government so they could see the benefits of NVQs for employers and learners.” Seungeun Chang, Former Assistant Director, Education, British Council in Korea

Impact has been sustained through a number of short and longer term projects including:

Development of institution-to-institution partnerships, •which have already led to full-cost recovery activities Delivery of customised CPD programmes for teachers (train •the trainer)English language development for teachers•On-going discussions relating to the provision of •international vocational qualificationsKey stakeholder relationships developed, for example with •the Ministry of Education, Science and Technology and with KRIVET and the KCCE.

In May 2011 the Ministry of Education in South Korea announced the launch of its National Occupational Standards, which will be introduced as part of South Korea’s vocational education provision. It is considered that this project contributed to this national reform.

whAt next

Westminster Kingsway College remains at the forefront of VET reform in South Korea and the college continues to work closely with the Ministry of Education, KRIVET and the British Council. There are ongoing discussions about future full-cost recovery activity with South Korean partners and a genuine desire for all stakeholders to continue to work collaboratively to support opportunities for VET curriculum developments in South Korea.

ContACt

Nicole BarberAssistant Principal, International Partnerships and Enterprise, Westminster Kingsway College07984 [email protected]


The British Council would like to thank everyone who has contributed their experiences and for their time to take part in interviews.

Association of CollegesMarguerite Hogg StakeholderJohn Mountford Stakeholder

British Council UKGail Campbell Louise Cowcher Neena Patria Rafe Smallman Julia Smith

Anniesland CollegeJim Anderson Anniesland College, UK partnerKatrina McGregor Anniesland College, UK partnerLesley Martin Anniesland College, UK partnerKenneth Stephens Anniesland College, UK partnerFiona Valentine Anniesland College, UK partnerSaad Halawani British Council Palestinian TerritoriesBaha Azizi Overseas partner, Hisham Hijjawi Technical College

Bradford College and whistling woods International, MumbaiAdil Mahmood Bradford College, UK partnerTrevor Griffiths Bradford College, UK partnerMalyaj Varmani Head of UKIERI (British Council)

City of sunderland College and government Polytechnic Institute rawalakot, Azad KashmirShabir Aslam City of Sunderland College, UK partnerHamza Salim British Council PakistanSyed Waji-ul-Husnan GPI Rawalakot, Overseas partner

Clydebank College and College of Business studies, KuwaitLiz McTaggart Clydebank College, UK partner Craven College and the egyptian Banking InstituteDavid Llewellyn Craven College, UK partnerZeinab Abdel Razek British Banking Institute, Overseas partner

APPenDIx 2Acknowledgments


Derby College and ekononska skola Bejelinja, BosniaOliver Stonier Derby College, UK partner

Doncaster College and ecole supérieure des Industries du textile et de l’habillement, MoroccoBarbara Brodigan Doncaster College, UK partnerFarah Fawzi British Council MoroccoNajib Hamouti ESITH, Overseas partner

Dudley College and hoban technical Industrial Institute, yemenMatthew Hyde Dudley College, UK PartnerSanjeev Ohri Dudley College UK PartnerNawaf Shamsan British Council YemenMansour Ahmed Ali Mana Technical Industrial Institute, Overseas partner

london College of Fashion, yakkasaroy light Industry College and Uchtepa national Crafts College, UzbekistanLynne Hammond London College of Fashion, UK partnerShukhrat Amanov British Council UzbekistanNorposhsha Mirsagatova Yakkasaroy Light Industry College, Overseas partnerShukhrat Inoyatov Uchtepa National Crafts College, Overseas partner

Motherwell College and Professional lyceum #4, KazakhstanCarol Scott Motherwell College, UK PartnerBrian Casey Motherwell College, UK PartnerAnar Nurbayeva British Council KazakhstanValeriy Bodrov Professional Lyceum #4, Overseas partner

Pembrokeshire College and Coleg gwent in wales and the sharjah Institute of technology, United Arab emiratesPatrick Groves Pembrokeshire College, UK partnerMohammed Ibrahim British Council UAESherry Farzami British Council UAEReham Mustafar Sharjah Institute of Technology, Overseas partnerAnita Marks Coleg Gwent, UK partner

westminster Kingsway College with three other UK colleges and four south Korean partnersNicole Barber Westminster Kingsway College, UK partnerSeungeun Chang Westminster Kingsway College, UK partner (former British Council in country)

© British Council 2012The British Council creates international opportunities for the peopleof the UK and other countries and builds trust between them worldwide.A registered charity: 209131 (England and Wales) SC037733 (Scotland).

PhotogrAPh CreDIts

Pages 3, 5, 6, 11, 13, 17, 21, 22, 29, 30, 32 Natalie Solveland © British CouncilPages 9, 25, 34, 37 © British CouncilPage 40 Bradford College / Whistling Woods InternationalPage 45 City of Sunderland College / Government Polytechnic Institute RawalakotPage 47 Craven College / Egyptian Banking InstitutePage 50 Derby College / Ekononska Skola BejelinjaPage 52 Doncaster College / Ecole Supérieure des Industries du Textile et de l’HabillementPage 55 Dudley College / Hoban Technical Industrial InstitutePage 57 London College of Fashion / Yakkasaroy Light Industry College and Uchtepa National Crafts CollegePage 62 Motherwell College / Professional Lyceum #4Page 66 Westminster Kingsway CollegePage 69 Pembrokeshire College and Coleg Gwent / Sharjah Institute of Technology, United Arab Emirates

Documents

Building skills, building partnershipsfiles.ctctcdn.com/1dd6568c001/c0b8263a-681f-41a3-9909-e6e06d5d… · 1.3 Prime Minister’s Initiative (PMI2) The Prime Minister's Initiative