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So what is the problem?
The UK – not a bad track
record, surely?
• 22nd country by size of population
• 16th economy in world by gross national income
• 6th largest world economy by GDP:
– USA, China, Japan, Germany, India, UK, France, Italy,
Russia
• Employment levels at 74.7%, compared to EU of 66%
• Unemployment at 5.5%, compared to EU at 6.9%
What’s the problem?
Source: Population, Income and GDP date from CIA Yearbook 2006; Service economy data from OECD Factbook 2006
UK Jobs and Productivity:
An International Challenge …
France
GreeceItaly
Netherlands
Portugal
Spain
Japan Austria
Belgium
Denmark
Finland
Germany
Ireland
Sweden
55
60
65
70
75
80
50 60 70 80 90 100 110 120
Productivity - GVA per hour worked
%age Employment Rate
UK
USA
EU
• Prosperity depends on jobs and productivity – and both depend on skills
• Employment – UK is 4th in EU; 8th out of 30 in OECD
• Productivity – UK is 10th out of EU 15; 15th out of 30 in OECD
Source: Labour Market Trends (May 2005), O’Mahoney and Van Ark (2003)
UK Jobs and Productivity:
…a national/regional challenge
North East
EasternSouth East
South West
Wales
N. Ireland
North West
Yorkshire
East Midlands
West Midlands
London
England
Scotland
UK
68
70
72
74
76
78
80
82
80 85 90 95 100 105 110 115 120 125
Productivity - GVA per hour worked, compared to UK
%age Employment Rate
Source: Office of National Statistics- GVA data 2006; Employment data Q4, 2007
UK Productivity:
… and a sectoral challenge
0%
50%
100%
150%
200%
Mining & quarrying
Agriculture, forestry …
Food & Drink
Vehicle Maintenance
Machinery
Wholesale Trade
Electricity, Gas, W
ater
Chem
icals …
Transport Equipment
Public adm
inistration
Manufacturing NES
Print and publishing
Whole Economy
Wood, pulp …
Transport
Metals and minerals
Computing
Misc Services
Textiles and clothing
Construction
Retail Trade
Hotes & Restaurants
Health & Social Care
Business Services
Education
Financial Services
Post & Telecom
s
Real Estate
Good Poor
UK Productivity as %age of Europe’s
Changing Investment Priorities
in the Knowledge Economyratio of investment in tangibles (machines and buildings) to intangibles (R&D, software,
design and development, brand equity, workforce training, organisational capital)
Investment in tangibles = 1.0, so investment in intangibles in1970 = 0.4 and in 2004
=1.3. Source: HMT Economic Working Paper No , Pre Budget Report 2007.
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1970 1975 1980 1985 1990 1995 2000
ratio (tangibles = 1.0)
Source: The Work Foundation
Different Places, Different Challenges:
Public versus Private Sector
Knowledge EconomyPrivate sector 2005 Public sector 2005
Source: The Work Foundation
The US Department of Labor
estimates that today’s learner
will have 10-14 jobs…
…by the age of 38
• 1 in 4 workers today is working for a company
that has employed them for less than a year
• Over half of workers are working for a
company that has employed them for less than
five years
• The top 10 in-demand jobs in 2010 did not
exist in 2004
Jobs that don’t yet exist…
…using technologies that haven’t been
invented…
…to solve problems we don’t even know are
problems yet
We are preparing students for…
‘The challenge is to change the
curriculum, the environment and the
culture so that it meets the needs of
employers, not to change the
employers so that they meet the needs
of the university.’
So what are the solutions?
‘If we are to become a leading knowledge based
economy we must create new routes into higher
education and new forms of provision….We have to
develop new higher education opportunities at [the
intermediate level], orientated strongly to the
employability skills, specialist knowledge and broad
understanding needed in the new economy.’
Modernising Higher Education: meeting the global challenge
(David Blunkett, February 2000)
‘The Foundation Degree will offer a new
vocationally-focussed route into higher education. It
will be academically rigorous and will provide an
accessible and flexible building block for lifelong
learning and future career success, drawing
together further and higher education and the world
of work. It will be designed to be highly valued in the
labour market and appeal to a wide range of
students, including the most able...For students
wishing to continue their learning, there will be the
opportunity to progress to an honours degree with
only one-and-a-third extra years of study.’
• Employer partnership
• Integral work-based learning
• Flexibility
• Accessibility
• Articulation and progression
QAA: FDQB
• Knowledge and understanding of the well-established
principles in their field of study
• Successful application in the workplace of the range
of knowledge and skills learnt throughout the
Foundation degree
• Ability to apply underlying concepts and principles
outside the context in which they were first studied
• Knowledge of the main methods of enquiry in their
subject(s), and the ability to evaluate critically the
appropriateness of different approaches to solving
problems and apply these to work
Generic learning outcomes
• An understanding of the limits of their knowledge, and
how this influences analyses and interpretations
based on that knowledge
• Use a range of established techniques to initiate and
undertake critical analysis of information, and to
propose solutions to problems arising from that
analysis
• Effectively communicate information, arguments, and
analysis, in a variety of forms, and deploy key
techniques of the discipline effectively
Generic learning outcomes
• Undertake further training, develop existing skills, and
acquire new competences that will enable them to
assume responsibility within organisations
• Have qualities and transferable skills necessary for
employment and progression to other qualifications
requiring the exercise of personal responsibility and
decision-making
• The ability to utilise opportunities for lifelong learning
Generic learning outcomes
• State-sponsored, employer-led organisations
• 25 SSCs covering specific UK economic sectors
• Cover 85% of the British workforce
Four key goals:
• To reduce skills gaps and shortages
• To improve productivity
• To boost the skills of their sector workforces
• To improve learning supply
Sector Skills Councils (SSCs)
• Launched April 2008
• Key recommendation in 2006 Leitch Review of Skills
• Aims to raise UK prosperity and opportunity by
improving employment and skills
• Will strengthen the employer voice and provide
greater employer influence over the employment and
skills systems
• Will provide independent advice to the four UK
governments to help achieve improvements through
strategic policy development, evidence-based
analysis and the exchange of good practice.
UK Commission for
Employment and Skills
The role of fdf?
The Mission Statement
Innovating workforce development
To meet the demands of workforce
development, business improvement
and the knowledge economy, fdf will
seek to stimulate, support and sustain
employer partnerships with higher
education.
Supports employers who face problems such as:
• Limited number of employees they can support
on programmes
• Limited work-based learning experience
• Limited resources to fully engage with the
development and monitoring of a programme
• Universities don’t have the capacity to fully
involve every single employer in the decision
making and monitoring process
Employer consortia
Consistent messages from employers:
• Strategic long-term developments
• Collaborative relationships between HE partners and
between other stakeholders
• Consistent, but not prescriptive, national provision
• Alignment to national standards
Employer consortia
Consistent messages from employers:
• Delivery by staff with current knowledge of the sector
• Embracing of employer expertise
• Accreditation of employer-based training
• Models of delivery that meet employers need
• Professional client management
Employer consortia
• Accreditation of employer-led training
• HE credits or incorporation into an HE
award
• EBTA facilitators
• Provides a methodology for institutions
EBTA
7.6 ‘…We are learning from the early
experience of fdf’s Employer-Based Training
Accreditation scheme and accreditation of in-
house provision is specifically included in a
number of the employer engagement projects
HEFCE is funding or expects to fund.’
Higher Education at Work: High Skills: High value (April 2008)
EBTA
fdf and unionlearn
• unionlearn promotes lifelong learning among unions
and their members
• Shared mission with fdf to support career
development of the adult workforce
• MOU – November 2007
• Roles in championing and facilitating work-based
progression to, and through, higher education
• Raising awareness of higher education and
Foundation degrees among Learning
Representatives
Foundation degrees student
numbers
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
Academic year
Number of Fd students
Full-time students Part-time students
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
Young
male
Young
female
Mature
male
Mature
female
Number of Fd entrants
Full-time
Part-time
Foundation degree entrants 2005-06 at HEIs and FECs in England
Source: Foundation degrees: key statistics 2007-08 (HEFCE, 2008)
Part-time Foundation degrees
