Navigating the union learner journey

1Navigating the union learner journey Navigating the union learner journey

A stakeholder route plan to helpunion learners engage successfullywith higher level learning

Navigating the union learner journey

Full research report

This research was commissioned as part of a unionlearn and Aimhigher project to

inform union strategies in relation to union members accessing higher education.

As such, it is not a statement of TUC policy.

This summary of the research is being disseminated through the TUC’s unionlearn

High Road project. The project is part of a community programme called Equal, a

European Social Fund initiative that tests and promotes new means of combating

all forms of discrimination and inequality in the labour market. The GB Equal

Support Unit is managed by ECOTEC.

Unionlearn is the TUC organisation that supports union-led strategies on learning

and skills. It helps unions to open up learning and skills opportunities for their

members and also to develop trade union education for their representatives and

officers.

Aimhigher is a programme run by the Higher Education Funding Council for

England with support from the Department for Innovation, Universities and Skills.

The programme particularly focuses on 18–30 year-olds from disadvantaged social

and economic backgrounds, some minority ethnic groups and people with

disabilities. It is about raising both their aspirations and attainment so that they

gain the academic or vocational qualifications to enter HE.

Acknowledgement

Chris MacDonald of Tangram Associates carried out this research.

Chris MacDonald

Tangram Associates

Enterprise House

9 Crabtree Green Court

Stoneyford Lane

Oakmere

Cheshire

CW8 2WN

Tel: 01606 881939

Email: [email protected]

♦ Navigating the Union Learner Journey Page 1 of 135 ♦

Foreword

Unionlearn seeks to encourage progression and learning at all levels. A core focus

is and will continue to be opening up learning opportunities for members

disadvantaged in the learning and labour market. However, union learners

accessing Skills for Life and Level 2 courses have aspirations to progress to Level 3

and beyond. Over a fifth of union members already have qualifications up to Level

3, with 45 per cent having a degree or other higher qualifications. There is

therefore a large union market for programmes of higher education including

continuing professional development. But there needs to be a much wider work-

based path through higher education if we are to get more people aged 25 and

above to Level 4.

The initial impetus for the development of the Trade Unions Aim higher national

project was to underpin widening participation objectives; engaging learners in HE

for the first time and reaching into communities where HE learners are under-

represented. During the lifetime of the project the national policy context has

changed to further support this approach with the publication of the Leitch report

into UK skills.

A major problem for adult learners is the lack of employer support in the form of

paid time off to study and help with course fees and other study costs1. But there

has also been a lack of provider engagement with these potential learners. This

research gives us a unique insight into what might tip the balance and prompt HE

providers into giving higher priority to addressing the skills needs and interests of

workplace learners. This will be an important objective for unionlearn in 2008 as

reflected in its strategy to develop pathways to higher level learning2.

Liz Smith

Director, unionlearn

1 Learning Unlimited: A survey of Union Members and Higher Education Opportunities. unionlearn/Open University (2007). 2 Developing Pathways to Higher Level Learning for Union Learners: A strategy. unionlearn (2007).


Contents 1. Executive Summary 3 2. Introduction 14 3. The National Trade Unions Aimhigher Project 18 4. Methodology 20

4.1 Research on HE supply 20

4.2 Research on the Union Learner Journey 21 5. The Findings 24

5.1 Demand-side: What do union learners want/need from HE 24

5.2 Supply-side: What do HE providers have to offer union learners 28

5.3 Supply versus Demand: Conclusions and Recommendations 54

5.4 Additional mechanisms for enhancing the match between supply and demand 64

6. The Union Learner Journey Tables 72

6.1 Union Learners 72

6.2 Union learning reps 75

6.3 HE Providers 79

6.4 Employers 82

Appendices 84


1. Executive Summary 1.1 Overview

• The national Trade Unions Aimhigher Project was developed by Aimhigher

Greater Manchester and unionlearn with the overarching aim of generating

increased demand for higher level learning in the workplace by developing a

collaborative approach between unions and unionlearn, Aimhigher partnerships

and Higher Education organisations.

• As part of this project, work was commissioned a) to develop a dialogue with HE

providers/brokers to explore: current HE provision that might be of interest to

union members and appropriate to their needs as workplace learners;

innovation and good practice in relation to HE providers delivering to and

supporting dispersed student groups and workplace learners; interest in

engaging with unionlearn, unions and their union learning reps (ULRs) to

explore demand and match with supply; and b) to develop a ‘route map’ of the

journey that union learners take when accessing and engaging with higher level

learning.

1.2 Findings and Key Messages

• As a window to the national picture, the supply-side research was conducted

with North West HE providers. Discussions with these providers revealed

pockets of existing engagement with workplace learners and some innovative

practice in relation to delivering to and supporting dispersed learners in

employment. Some of the identified practice and existing provision is likely to

prove of considerable interest to unionlearn, unions and their union learners.

• Alongside the pockets of existing engagement, a great deal of interest was

expressed by providers in [further] extending their provision to workplace

learners, seemingly spurred on to go down this route by recognition of current

drivers such as the Leitch Review of Skills (2006) and the likely impact of

changing demographics on traditional revenue streams.

• However, restraining forces were also apparent in terms of providers being

comfortable with their existing traditional undergraduate market but often

lacking familiarity with the workplace learner market. There was also a concern

that workplace learners might pose more of a risk in relation to non-completion


and the negative consequences of this on institutional funding.

1.3 Turning interest into action

• In terms of what might tip the balance and turn HE provider interest into

sustained action to address the skill needs and interests of workplace learners,

a concerted approach is required to stimulate both HE supply and workplace

learner demand. The following strands of activity are suggested:

There is a need to identify and communicate employer demand for

employee higher level skill development. Currently, much of the

funded activity is in this area drawing on a business case of the direct

benefit to employers - with the aim of unlocking employer funding for

workforce development. A number of organisations and initiatives (eg,

the Sector Skills Councils, Foundation Degree Forward, the Higher

Level Skills Pathfinder projects, the Lifelong Learning Networks, etc.)

are currently helping to broker discussions between employers and HE

providers.

A key area for development, however, is enhancing the understanding

of employee demand for HE, identifying areas of overlap and areas

of divergence between employer and employee demand for higher

level learning, giving employees a voice and ensuring that such a

voice is heard amongst the many channels that exist to reflect

employer demand. Clearly, unionlearn is well-positioned to undertake

such a role and to engage with employer-facing intermediaries to

ensure that employee-demand is factored into strategy and

practice.

Alongside this, more direct dialogue is needed between HE providers

and unionlearn, unions and their union learning reps, so that

providers gain a better understanding of market demand and

unionlearn gain a better understanding of what is – or could be – on

offer to union learners.

Aimhigher should continue to be involved in encouraging HE providers

to engage more with the widening participation target group of those

aged 19+ in the workplace that are under-represented in HE and in

encouraging and supporting potential learners in that group to engage


with HE.

HEFCE (the Higher Education Funding Council for England) should

funding incentives to encourage HE providers to engage more with

workplace learners. Whilst several initiatives have been funded to

drive up HE supply [principally] according to employer demand,

funding is also needed to kickstart the further development of supply

to meet employee need – especially where such skill need is for

transferable skills which might fail to attract immediate interest from

a narrow employer perspective but be of critical importance to the

economy and society more widely.

The HEFCE should fund incentives for FE (Further Education) HE

providers so that they can build on existing relationships with

workplace learners at the sub-HE level and encourage such learners

to progress to HE study through offering individual HE course modules

and bite-size HE provision. Currently FE HE providers need to work

through a partnership with a Higher Education Institution in order to

be able to draw down funding for such provision. Additionally, the

time taken for validation of provision by an HE partner can constitute

a barrier to market responsiveness; this also needs addressing.

The HEFCE should fund models which do not penalise providers for

engaging with a ‘risky’ market where non-completion (or delayed

completion) rates may be higher than with traditional markets. The

HEFCE is aware of this issue and is considering a move to fund for

partial completion of a course so that funding could be drawn down

for modules completed rather than study intentions. However, the

associated proposal to raise the minimum credit threshold to 20

credits may act as a disincentive to providers to offer the very small

bite-sized units which may be needed to encourage some workplace

learners to try a taste of HE and achieve early successes.

More generally, consideration of all aspects of the union learner

journey and the factors contributing to success at each stage of the

journey and from each of the key stakeholder perspectives (learners,

union learning reps, HE providers and employers) so that there is a

co-ordinated and planned approach with the necessary support and

resources in place to underpin successful learner engagement.


1.4 Matching supply and demand

• Whilst the above strands are likely to drive up both supply and demand,

achieving a match will require:

Effective, multi-channel communication between stakeholders

Co-ordination of the work of those intermediary bodies bridging the

relationships between demand and supply

Real commitment from all stakeholders to making it work

Whilst stakeholder commitment may well follow from the strands of activity

outlined above in section 3, communication between stakeholders and co-

ordination of activity need additional attention. For example, some of the

intermediary organisations (eg, the Higher Level Skills Pathfinder projects

and the Lifelong Learning Networks) are still emerging in relation to practice

if not strategy and communication between these and other intermediary

organisations could perhaps be improved and activity further co-ordinated.

The diagram overleaf presents a rough-and-ready representation of the

interface between demand and supply with demand from employers and

employees at the heart of the representation, ringed by HE supply but with a

selection of intermediaries brokering the relationships between demand and

supply. Abbreviations used within the diagram comprise:

HE: Higher Education

ULR: Union Learning Representative

LLN: Lifelong Learning Network

fdf: Foundation Degree Forward

SSC: Sector Skills Council

Pathfinder: Higher Level Skills Pathfinder projects


The purpose of including this diagram is not to present a working model of

engagement but to stimulate discussion about how a working model ‘should’

look – what are or should be the points of contact and overlap between the

different stakeholder groups, what are or should be the communication

pathways, where is there strategic overlap and how can activity best be co-

ordinated in order to match supply with demand and meet the higher level

skills needs of the individual, the employer and the economy?

1.5 HE supply versus union learner demand: The current position

This report details the current state of play in relation to HE supply versus

union learner demand and makes a number of practical suggestions and

recommendations for enhancing the match. These include the following:

Employees

Employers

HE

HE

Unionlearn/ULRs

LLNs fdf

SSCsPathfinder


1.5.1 Awareness and aspiration raising

• Drawing on experience with other groups of learners and on recent

pilot work with union learners, it is suggested that HE providers,

unionlearn and Aimhigher could usefully work together further to

develop some common good practice engagement formats and pilot a

range of activities and approaches to enhance awareness and

aspirations and encourage HE participation amongst union learners.

1.5.2 Information, Advice and Guidance (IAG)

• The depth of IAG on offer to union learners from HE providers is

somewhat variable. Whilst some providers indicated a willingness to

address this, perhaps the first step is to effect (further) dialogue

between unionlearn, HE providers and others involved in the delivery

of IAG (eg, Connexions), to clarify union learner needs, to audit

current strands of provision, to identify gaps and to develop a shared

strategy for addressing such gaps.

1.5.3 Access to HE provision

• Whilst not all the Access to HE provision on offer by providers would

be appropriate to the needs of union learners, some existing

initiatives would seem to have considerable potential. Certainly, it

would seem desirable to try out some of these access initiatives with

union learners followed by some in-depth evaluation to determine if

different approaches need to be taken or if existing initiatives could be

usefully customised for the benefit of union learners.

1.5.4 Taster courses

• With some HE provider exceptions, the range of taster provision

appropriate for union learners seems somewhat limited. It is

suggested, then, that if HE providers want to connect better with the

HE entry-level workplace learner market, then they need to capture

the attention and imagination of a wider range of potential learners

through extending their range of taster provision and marketing this

to union and other workplace learners.


1.5.5 Programme provision generally

• Across providers, the range of provision of potential interest to union

learners seems reasonably good. However, it is often difficult to

determine if a particular programme would be appropriate (eg in

terms of when, where and how it is delivered) to the needs of a

workplace learner based on website and other marketing information.

HE provider websites could be usefully improved through developing a

dedicated ‘front-end’ appropriate to the needs of union and other

workplace learners so that such learners could see at a glance what

opportunities were available to them and appropriate to their

particular circumstances. It would also be helpful if there were clear,

well-publicised and dedicated access points for enquiries from union

and other workplace learners.

1.5.6 Entry requirements

• For mature learners, HE providers often base their entry requirements

(at least partly) on “ability to benefit” often evidenced by work, life

and professional experience and learning. However, union learners

may need considerable assistance in self-assessing their “ability to

benefit” and in putting together supporting evidence. It is suggested,

then, that a help package is developed which could include a self-help

diagnostic tool, a guide to Accreditation of Prior (Experiential)

Learning procedures, and a workshop format for helping a group of

union learners go though this process.

1.5.7 Flexibility of delivery

• In relation to flexibility of provision around when to participate in a

programme of study, there are already a number of flexible delivery

models which may be evaluated for good practice. It is suggested,

then, that unionlearn: explore these with union learning reps and

union learners; discuss member requirements with delivery experts

such as the SOLSTICE team at Edge Hill University; develop some

guidelines as to the model or models of delivery that might work best

with union learners; and promote such guidelines to HE providers to

encourage and guide the further development of appropriate

provision.

• In relation to place of delivery (and, more generally, in relation to


other aspects of supply), HE providers do seem to be open to

negotiation and, with the potential buying power of the unions, there

is an agreement to be reached for the benefit of learners.

• A modular approach to programme design and delivery would seem to

suit union learners requirements in relation to the pace of

engagement and study – that is, they can choose when they want to

study/progress to fit around other commitments. It is suggested,

then, that HEFCE funding models be developed to incentivise HE

providers (including – and given current funding restrictions, perhaps

especially – FE HE providers) more commonly to adopt a modular

framework and offer programmes on a module-by-module basis.

1.5.8 Bite-size provision

• Whilst there is a certain amount of ‘bite-size’ accredited learning

provision available to union learners, there is a gap in such provision

with FE HE providers. This needs addressing as union learners may

already be familiar with some of these providers through completing

level 3 studies and therefore feel comfortable progressing to bite-size

level 4 provision with such providers – rather than progressing to an

unfamiliar and potentially off-putting University environment. Given

that this FE HE gap in bite-size provision is mainly due to the current

HEFCE funding arrangements, it is suggested that this issue be

addressed through new HEFCE funding models. It might also

stimulate union learner engagement in HE if very small accredited

bite-size modules could be funded by HEFCE.

1.5.9 Work-related learning

• With Foundation Degrees and other forms of HE work-related

learning, there tend to be easily-identifiable benefits to employers as

well as to learners – and as a result, employers may be more likely to

support this kind of HE learning. Consequently, this seems a useful

route for unionlearn to pursue further in conjunction with employers

and HE providers

1.5.10 Bespoke provision

• In general, there is considerable willingness and expertise on the part

of HE providers to customise existing provision or develop new


provision for union learners – with the proviso that the returns would

have to justify the investment. In order to facilitate a constructive

dialogue with providers in relation to specific needs for bespoke

provision, it is suggested that unionlearn develop a proforma to clarify

bespoke requirements.

• The current HEFCE funding model constitutes a barrier to FE HE

providers in developing/delivering module or bite-size provision for

union learners. Until this has been addressed at the funding level, it is

suggested that unionlearn develop consortium links, or use existing

consortium links perhaps through Lifelong Learning Networks so that

FE and HE partners can work together quickly and effectively to

respond to identified need for smaller learning modules.

1.5.11 Learner Support

• Examples of varied and innovative forms of learner support were

apparent across the research sample of HE providers and some of

these forms of support may be very appropriate for use with union

learners. The ongoing evaluation of the North West union pilot

projects should help to clarify what might be good practice in relation

to union learner support. Perhaps what is most important, however,

in any union learning initiative, is that channels of communication are

kept open and active between HE providers, union learners, support

workers and union learning reps so that problems and further support

needs can be rapidly identified and addressed.

• In relation to study skills support, as a back-up to any face-to-face

workshops, it is suggested that unionlearn investigate existing on-line

packages and booklets for relevance to union learners and, working

with the authors, look at the possibility of customising and re-badging

such material for the benefit of union learners.

1.5.12 Low-cost/subsidised provision

• Whilst there will continue to be debate about whether cost makes a

major difference to successful learner engagement with HE, it does

seem likely that some form of subsidised provision would encourage

more union learners to try HE for the first time - and simply getting

learners through the door is a key hurdle to get over.


• Clearly, employers constitute a key potential source of subsidy. In

this, it is suggested that unionlearn and HE providers collaborate in

producing an employer pack making a business case for employee

engagement in higher level learning. This may help to unlock an

employer budget.

1.5.13 Willingness to engage

• Whilst most HE providers indicated a ready willingness to engage with

unionlearn and union learners, amongst some providers at least,

there is only limited knowledge and understanding of the workplace

learner market in terms, for example, of learner characteristics and

their needs for HE study, programme delivery and support. It is

suggested then, that opportunities are developed for HE providers to

meet with unionlearn/union learning reps/union learners to learn

more about each other, to discuss demand set against current supply

and to consider how identified gaps might be addressed.

1.5.14 Further enhancing the match between supply and demand

• There are also a number of other mechanisms through which the

match between HE supply and union learner demand might be

enhanced. In particular, there are opportunities for unionlearn

engagement with Lifelong Learning Networks, Higher Level Skills

Pathfinder initiatives, Foundation Degree Forward, the Employment

Based Training Accreditation project and Aimhigher. Specific

opportunities are highlighted within the report

• Employers, too, can make a real difference to the matching process,

providing a range of support to learners and facilitating work-time

learning. Again, an employer pack would help in promoting

engagement and support from employers. As well as making the

business case for employee engagement in HE, it could also include

some case study examples and information about the various ways in

which employers could support and be involved in the process.

1.6 Conclusion

• The research points to the need for changes in the higher education system if

union member demand for such opportunities is to be maximised. Provision will


need to be responsive and flexible to meet the increased demands of a

workplace learning market.

• A key priority is to convince employers of the business case for employee

development of higher level skills in order to effect employer subsidy of

provision. Relevant organisations need to broker discussions on provision

between employers and HE providers.

• But meeting employee demand is also important. Improved IAG is essential to

inform this demand and unionlearn needs to identify gaps and help develop a

shared strategy.

• Employee demand is much wider than that of employers and incentives are

required in order for providers to meet it. HEFCE funding will therefore be

needed to encourage providers to engage more with employee-driven demand.

Providers must be given incentives to offer small bite-sized units in order to

provide union learners with a taste of HE and to offer modular programmes.

unionlearn will also need to promote best practice in learner support and flexible

delivery provision – to fit around union learners’ work and family commitments.

• The journey of a union learner can lead to great benefits for the individual, the

economy and society as a whole. But if learners are to embark on the path and

continue on it then employer support and state incentives for providers are

required. Unionlearn and its unions can play a pivotal role in helping to develop

this strategy.

Copies of this and related publications:

A summary version of this report and a number of related publications may be

downloaded - or paper copies ordered – via the higher education section of

unionlearn’s website:

www.unionlearn.org.uk/HE

.


2. Introduction

The Trades Union Congress (TUC) represents 62 unions with a total

membership in the region of 6.5 million workers. Included within that

membership are some 15,000 union learning representatives. Within the

North West alone, union membership approaches the 1 million mark with

around 4,000 union learning representatives within that number. These

local representatives constitute the ‘frontline’ in union learning and have

as their main role raising awareness of learning opportunities and helping

colleagues access suitable courses.

Supporting this extensive network of union learning reps is unionlearn, a

cross-union organisation which has as its key focus helping unions open up

a wide range of learning opportunities for members in the belief that the

life chances of all people can be transformed through access to learning

throughout their working lives. Amongst its many activities, unionlearn

provides training programmes for union learning reps, helps to broker

quality programmes from learning providers and researches and

disseminates good practice.

Undoubtedly, the unions, unionlearn and the union learning reps have

played a significant role in delivering progress against the Government’s

skills strategy. Indeed, in the last year alone, it is estimated that union

learning reps have helped up to a 100,000 learners access learning

modules; by 2010, the target is to help up to 250,000 per year into

learning. The importance of this union route to skills development has

been recognised by Government through the establishment and continued

support of the Union Learning Fund, through statutory recognition of union

learning reps in 2002 and, last year, through the £4.5 million funding to

help with the initial costs of setting up unionlearn.

To date, most of the work of union learning reps has focused on the basic

and intermediate skill needs of union members. However, as members

progress up the skills and qualifications ladder to attain level 3

qualifications, then it is likely that member interest in Higher Level

Learning will grow. Furthermore, with 62 TUC unions covering a range of

industry sectors and professions, there is considerable diversity in the

qualification levels of union members such that a significant subset already

has qualifications at Level 4 and above. For these members, higher level

learning programmes are very likely to be the most appropriate route for


further development.

Set against this backdrop of potential and actual demand for higher level

learning from union members, there is also an identified need for higher-

level skills development within the UK workforce in order that the UK will

continue to compete successfully within the global economy: “The UK’s

ambition has to be to raise the proportion of people with high skills across

the labour force” (Leitch, 20063). Once again, there is huge potential for

the unions, unionlearn and union learning reps to contribute to this

national agenda through promoting the benefits to members of lifelong

learning and through facilitating access to a range of higher level learning

opportunities. Listening to and analysing union learner demand also gives

unions and unionlearn a voice to reflect employee demand for higher

level learning (eg, personal and professional development) to help balance

the existing and proposed mechanisms for reflecting employer demand

for higher level learning (eg, to develop workforce skills to achieve

productivity improvements and/or organisational development).

Certainly, the TUC believes that a distinction needs to be made between

employee and employer demand: “Employee demand goes beyond the

skills needed to do a particular job, and is more focused on longer-term

objectives and lifelong learning. This is in contrast to employer demand

which is often short-term and focused on current skills needs rather than

planning for the future.” Consequently, in responding to Leitch’s (2006)

recommendation for “a fully demand-led approach”, the TUC have stressed

that such an approach should include “an equal voice for learners” with

trade unions “at the centre of mechanisms for achieving learner voice”4.

For union learners, the infrastructure to support this is already in place in

the form of unionlearn and the network of union learning reps. Whilst, to

date, the focus of union learning rep activity has been in relation to basic

and intermediate level skills, the extension of activities to cover higher

level skills will help unions to reflect learner demand across the breadth of

learning levels. Taking this forward, however, requires a new or extended

model for unionlearn and union learning reps, so that what union learning

reps do for learners at the sub-HE level, they can also do for learners

progressing to Level 4 and above.

3 Leitch, S. “Prosperity for all in the Global Economy – world class skills”. HM Treasury, December 2006. See: http://www.hm-treasury.gov.uk/independent_reviews/leitch_review/review_leitch_index.cfm 4 All quotes extracted from “TUC response to ‘Delivering world class skills in a demand-led system’”. TUC 2007. See: http://www.tuc.org.uk/skills/tuc-13135-f0.pdf


In exploring the development of an appropriate model or models for

possible national union roll-out, unionlearn has called on the expertise of

two key players in the higher level learning field, Aimhigher and the Open

University.

• Aimhigher is a national initiative which seeks to raise levels of

participation in higher education (HE). Much of the work of

Aimhigher is aimed at young people up to the age of about 19.

However, Aimhigher Greater Manchester includes within its target

groups “those aged 19+, with particular emphasis on those from

lower socio-economic groups or with no higher education heritage

[…including those] in the workplace” (see:

http://www.aimhighergreatermanchester.com/about.aspx).

Aimhigher Greater Manchester has considerable expertise in raising

the aspirations, motivation and self esteem of adult learners who

have traditionally not progressed to higher education, increasing

their awareness of the full range of higher education opportunities

nationally and locally, and of strengthening alternative progression

routes into HE including via vocational and workbased learning.

• The Open University (OU) is the United Kingdom’s only university

dedicated to distance learning. Its mission is to be open to people,

places, methods and ideas, and to promote educational opportunity

and social justice by providing high-quality university education to

all who wish to realise their ambitions and fulfil their potential (for

further details, see: www.open.ac.uk). The OU has particular

expertise in reaching out to non-traditional learners, in providing

flexible provision to people (eg, workplace learners) who are unable

to study at a conventional university and in providing a range of

learner support structures to help learners successfully complete

their programmes of study. In October 2006, the Open University

signed a Memorandum of Understanding with unionlearn, facilitating

union member access to OU courses (for further details, see:

http://www.unionlearn.org.uk/about/learn-1000-f0.cfm).

Clearly, there are commonalities in the missions and objectives of

unionlearn, Aimhigher Greater Manchester and the Open University which


underpin the formation of a strong partnership. The following section

outlines the partnership approach to piloting and developing union

member engagement with higher level learning.


3. The National Trade Unions Aimhigher Project

The national Trade Unions Aimhigher Project was developed by Aimhigher

Greater Manchester and unionlearn, the education wing of the Trades

Union Congress. Project funding is through Aimhigher with additional

monies from the TUC EQUAL grant. The overarching aim of the national

project is to generate increased demand for higher level learning in the

workplace by developing a collaborative approach between unions and

unionlearn, Aimhigher partnerships and Higher Education organisations.

The project has three key strands of activity:

• Exploring Models of Access to HE – Working with two union

pilots (PCS and Prospect), subsidised Open University HE taster

courses have been made available to union learners supported by

union learning clubs.

• Developing Union Learning Climbing Frames – an on-line

support tool for union learning representatives which can be

customised to meet the needs of different sectors and unions.

• Developing a training module for union learning reps - which

will equip them with a greater knowledge and understanding of HE

and how to access HE opportunities for themselves and their

colleagues.

These strands are ongoing with completion and a report of the findings

due later this year. For further details of the aims, objectives and

activities, see:

http://www.aimhigher.ac.uk/practitioner/programme_information/national

_projects/trade_unions_aimhigher.cfm

To complement, add value and feed into the above work, two further

strands of activity were commissioned:

• To develop a dialogue with HE providers/brokers to explore:

‘What’s out there’ in terms of current HE provision that might

be of interest to union Members and appropriate to their

needs as workplace learners


Innovation and good practice in relation to HE providers

delivering to and supporting dispersed student groups and

workplace learners

Interest in engaging with unionlearn/union learning reps to

explore demand and match with supply

• To develop a ‘route map’ of the journey that union learners take

when accessing and engaging with higher level learning. In

particular, to explore the roles, responsibilities, critical success

factors and underpinning support and resources at each stage in the

learner journey for each of the four key stakeholder groups: union

learners, union learning reps, HE providers and Employers.

Chris MacDonald of Tangram Associates was asked to undertake the above

two strands of research and the remainder of this report details the

progress that has been made against these strands. It is anticipated that

the key findings will inform, and be included within, the final TUC

Aimhigher project report due to be completed later this year.


4. Methodology

4.1 Research on HE supply

Whilst this research was commissioned as part of a national TUC and

Aimhigher project, to achieve best value from the available resources, the

scope of this strand was limited to the North West region. It was also felt

that this regional perspective would be sufficiently representative to be

useful in developing the model for union learner engagement in higher level

learning.

The research involved 3 key strands:

• Desk research to locate and digest relevant positioning papers and

the development of a topic discussion guide for use with key contacts.

This guide consisted of a prompt list of over-lapping topic areas,

designed to be used flexibly in conversations with providers in order

to obtain maximum value out of available discussion time. A copy of

the guide is attached as Appendix 1. Web-based research on

individual institution provision, conducted prior to discussions, also

helped guide the selection of topic areas on which to focus.

• Contacts cascade to identify institutions, organisations and key people

to talk to from amongst those involved in HE supply. The first points

of contact were the regional and area Aimhigher Managers for the

North West region. Such contacts were able to provide a wealth of

information about initiatives and people to talk to in their respective

patches. From this starting point, further targets for discussions were

identified through cascading the search down supplied contact lists.

Web-based research also helped to expand the list. A list of

organisations that were contacted for this research is included as

Appendix 2.

• Web-research on HE supply institutions and telephone and face-to-

face discussions with key contacts. The table in Appendix 2 identifies

those institutions which have been party to such discussions.

In order to promote further dialogue and possible partnerships between HE

providers and unionlearn/union learning reps in the North West, Appendix 3

contains a series of informational entries for many of the North West HE


provider institutions which took part in this study. There are, however, a

number of attached caveats to using this information:

• The coverage of North West providers is illustrative, not

comprehensive. Not all providers were contacted, not all those that

were contacted responded and, for some that did respond, too little

information was readily available to produce an individual entry. The

absence of a table entry does not suggest any lack of interest,

expertise or suitable provision.

• Note especially that the Open University has not been included within

this review. This is because the Open University already has strong

links with unionlearn and unionlearn is well aware of the flexible

provision, delivery and support that the Open University offers to

workplace and non-traditional learners. The focus of the current

research was to see ‘what’s on offer’ from other HE providers.

• Table entries have been constructed from discussions with providers,

web-based research and printed prospectuses and leaflets. However,

these are selective sketches, not definitive guides. Whilst care has

been taken to try to ensure that the information provided is accurate,

some key information may be missing from some provider entries.

• The contacts included under ‘routes in’ are provided for the benefit of

unionlearn/union learning reps to facilitate continuation of the

dialogue with providers. These contacts should not be used by

prospective learners for whom each provider will have dedicated

contact routes, generally promoted within websites, prospectuses and

other promotional literature.

4.2 Research on the ‘Union Learner Journey’

In order to develop a ‘route map’ of the union learner journey, the journey

was broken down into seven key stages5:

• Raising awareness

• Engagement

5 Note that this draws on some pilot work carried out by the Open University


• Course Choice

• Application and Registration

• Pre-course

• Course

• Post-course

For each of these stages, roles, responsibilities and underpinning support

and resources were investigated for each of the 4 key stakeholder groups

which were identified as having the major parts to play in the learner

journey:

• Union learners

• Union learning reps

• HE providers

• Employers

Clearly, there are other groups (eg, unions, unionlearn, HE Support

Workers, etc.) which also have an important supportive role to play in a

successful learner journey and the research also investigated these roles

but under the ‘underpinning support and resources’ of the 4 key

stakeholder groups.

Ideally, drawing up the Learner Journey Tables would have involved in-

depth research with each of the 4 key stakeholder groups. However, given

limitations in terms of time and resources, a pragmatic approach was

adopted, drawing on existing good-practice knowledge-banks and calling

on the expertise of key people involved in planning, delivering and/or

supporting HE programmes for union learners, workplace learners and/or

dispersed learners. Such contributors included:

• Open University staff

• A wide range of HE providers

• Aimhigher staff

• Unionlearn staff

• Support workers

• TUC Aimhigher project evaluator (including evaluation of union

learning clubs)

Given that several of the above were able to draw on significant

experience for an overview while also drawing on direct contact with union


learners and union learning reps for specifics, good coverage of 3 of the 4

stakeholder groups was achieved. The employer group proved more

difficult to cover although several commentators were able to draw on

experiences of both good and poor practice with employers to generate

evidence-based table entries for this stakeholder group.

It should be emphasised, however, that this is still very much work in

progress. In particular, although the overall evaluation of the TUC

Aimhigher project has already contributed to the table entries, further

scheduled in-depth evaluation work with union learners and union learning

reps will almost certainly elicit further insight into the critical success

factors, roles and responsibilities and needed support and resources at the

different stages of the union learner journey.


5. The findings

5.1 Demand-side: What do union learners want/need from HE?

TUC membership now stands at 62 unions, representing nearly six and a half

million people. Industries covered by unions include Manufacturing,

Construction, Health, Education, Financial Services and Public

Administration. Occupations covered include Process, Plant and Machine

Operators, Skilled Trades, Administration and Secretaries, Professional

Groups, Managers and Senior Officials. Whilst there may well be some

commonalities or points of overlap based on union membership, in most

other ways there is huge diversity such that there is no typical union

member. Hence union member demand for education and development is

also likely to be markedly diverse.

Certainly, there is considerable diversity in terms of the highest level of

qualification of union members. Recent figures (dti, 20076) indicate that

around 30% of members have a degree or equivalent, 15% some other HE

qualification, 21% have A-levels or equivalent, 19% have GCSE or

equivalent, 9% have some other qualification while around 6% have no

qualifications. Again this suggests that there will be corresponding diversity

in union learner requirements of higher level learning calling for a broad

portfolio of HE programmes, delivery mechanisms and support structures.

Clearly, then, there is no one size fits all approach for opening up HE to

union learners. What will work in some situations and with particular

categories of union learner may not work in other sets of circumstances.

However, this is not a new concept to Aimhigher and other practitioners

concerned with widening participation in HE by young people from groups

under-represented in HE. As ever, the key to widening participation lies in

identifying and breaking down the barriers to participation so that potential

learners are aware of what’s on offer, want to progress in education, are

able to benefit and are supported into and through their chosen

programme of study. It should be emphasised, though, that raising

aspirations and a personal belief in the ability to succeed at HE is a far from

easy task where barriers are deep-seated and linked to family background

and early experiences. There is, then, no overnight solution but sustained

efforts do yield results as has been shown with young people from widening

6 Employment Market Analysis and Research, dti, April 2007. Extracted from Labour Force Survey December 2006


participation backgrounds.

The following paragraphs reflect what has been learned about the barriers to

union learner engagement with HE, summarise some of the diverse HE-

related needs of union learners and set out what needs to be in place to

encourage and facilitate more HE engagement by such learners:

• A significant proportion of union learners may not have engaged in

formal education for many years, some may have had negative

experiences of previous formal education and some may have gained

a very negative impression of higher level learning. Consequently,

there is a need for Information, Advice and Guidance (IAG),

support and awareness-raising in relation to what higher level

learning is really like and of the potential benefits of additional

education (eg, in terms of personal development/satisfaction and the

potential financial return-on-investment) to encourage learners to

take that first step back into education. Some may need some kind of

bridging or access programme to re-acquaint them with learning and

study skills and prepare them for higher level study.

• Whilst different union learners will have different needs for the type of

HE provision (eg, Continuing Professional Development, specific work-

related skills-development, etc.), some union learners will simply be

looking for a taster of HE, to ‘dip their toes in the water’ and see if

higher level learning is for them. Others might not be looking for a

taster but given the availability of such provision together with some

active encouragement to have a go, might well participate in a taster

as a first step back into education. Some union learners may want the

taster to be work or career related. Others, however, may just want

to pursue an interest at a higher level of learning. Consequently,

there is a need for a broad range of HE taster provision.

• Some union learners may be highly skilled (eg, staff working at the

nuclear re-processing plant at Sellafield) but not necessarily highly

qualified. Some may have accumulated a great deal of experience in a

particular field and benefited from a significant amount of on-the-job

learning. Some may have attended various training and development

courses which did not carry any formal or conventional accreditation.

Such learners, then, may be both suitably prepared for, and able to

benefit from, a programme of HE study. Consequently, there is a


need for flexible HE entry requirements that draw on experiential

learning and give credit for non-conventional qualifications and non-

accredited training.

• It is rare for employers to provide staff with time off their work duties

to engage in long periods of full-time study (although, presented with

a persuasive business case, some employers may make the

exception). Consequently, for all but very short courses, there is a

compelling need for part-time HE provision for union learners.

• Some union learners will be supported by their employers and may be

allowed time off to participate in day-release or block-release HE

programmes. Others, however, will have to engage in learning

entirely in their own time – which may variously involve day, evening

or weekend study. Consequently, there needs to be flexible HE

provision which can cope with the time requirements of learners.

This flexibility requirement applies particularly to the ‘time’ in ‘part-

time’; many union learners would simply not be able to engage in

part-time study which involves participation in a subset of a

traditional full-time programme of study.

• Some union learners will be able to attend at an HE provider’s

premises for lectures/tutorials etc. Others (especially geographically

dispersed learners) will need a local or workplace venue or require

some form of distance learning option to enable participation.

Consequently, there also needs to be flexible HE provision which can

cope with the place requirements of learners.

• Some union learners will want/need to study at their own pace

without rigid deadlines for course or module completion.

Consequently, there needs to be flexible HE provision which can cope

with the pace requirements of learners.

• Some union learners will find it difficult to – or will not wish to –

commit to a lengthy programme of study. Their personal

circumstances (both home and work) may mean that they want/need

to take their learning in ‘bite sized’ chunks but to have the option of

working towards an HE qualification over the longer term.

Consequently, there needs to be bite-size HE provision available to

learners, possibly in the form of modules that carry credits that can


be accumulated to achieve an HE qualification.

• More generally, some union learners want tangible recognition of their

bite-sized learning achievements both in terms of something they can

show to others and something they can ‘bank’ for the future.

Consequently, there is a need for innovative awards for successful

completion of small modules of learning and a need for attached

learning credits which can be banked and accumulated to achieve

conventional HE qualifications.

• Some union learners may have very supportive employers/line

managers who recognise the benefits of lifelong learning and want

their staff to engage in higher level learning – but the nature of the

business and/or operational demands make it difficult to give staff

time off for learning. Consequently, there is a need for HE provision

which largely involves learning in the workplace, focused around

work-related activities and involving minimum disruption to

business processes.

• Building on the Information, Advice and Guidance (IAG) and support

to help them back into education, union learners ‘returning to

learning’ may need ongoing IAG and support (eg, with study skills)

throughout their engagement with HE. Again, given the above-

highlighted ‘time’ and ‘place’ requirements of learners, flexible and

innovative forms of ongoing support are needed; examples could

include face-to-face tutoring, telephone and web-based support, peer

support in various forms such as some kind of learning club,

workplace supervision and mentoring, etc.

• The cost of learning can be a major barrier to some union learners.

This is not entirely surprising given that 16.1% of union members

earn less than £250 a week while 50% earn less than £499 a week -

set against the backdrop of average UK weekly earnings of £467 (dti

Labour Force Statistics, Autumn 2005). Consequently, there needs to

be some low-cost HE provision and/or some bursary provision to

help learners at least in their first stages of returning to learning.

In terms of the specific content areas of HE programmes, the diversity of

union membership is likely to be reflected in the diversity of demand. Whilst

more and more data on demand specifics for workforce higher level skills is


becoming available through the work of organisations such as the Sector

Skills Councils (SSCs), the Higher Level Skills Pathfinder (HLSP) project and

the Lifelong Learning Networks (LLNs), such data tends to be derived more

from the employer than employee perspective. At the sub-HE level, union

learning representatives have played a key role in helping to identify specific

areas of [employee] demand from workplace colleagues. Identifying such

demand at the HE level, however, is still in the very early stages. However,

where a particular higher level learning need for a group of union learners is

identified by union learning reps, by unionlearn and/or by a working group

involving union learning reps and their employer, then there needs to be a

mechanism for calling on HE to develop appropriate learning modules.

Clearly, Sector Skills Councils, the Higher Level Skills Pathfinder project and

the Lifelong Learning Networks provide possible brokerage routes to HE but

particularly where the need is employee rather than employer related, there

is a need for a direct route into HE for the development of bespoke

provision.

The above paragraphs, then, present a brief summary of many of the key

needs of union learners in relation to higher level learning. To what extent,

then, are HE providers responding to this learner demand? The following

section reviews some of what HE providers in the North West have to offer

as a window to the national picture.

5.2 Supply-side: What do HE providers have to offer to union learners?

Based on the learner demand identified above, this review of current

provider practice has been subdivided into 14 sections:

• Raising awareness, Information, Advice and Guidance (IAG) and

support

• Access and taster courses

• Flexible HE entry requirements

• Part-time provision

• Flexibility of delivery – time requirements of learners

• Flexibility of delivery – place requirements of learners

• Flexibility of delivery - pace requirements of learners

• Bite sized accredited learning

• Work-related learning


• Bespoke provision

• Flexible and innovative forms of learner support

• Low-cost provision/bursaries

• Content specialisms

• Willingness to engage with unionlearn/union learning reps

5.2.1 Raising awareness, IAG and support

HE providers generally devote considerable resources to awareness-raising

activities with their core market - that of young people progressing directly

from secondary to higher education. They also devote resources to raising

awareness amongst young people from groups under-represented within HE

– and are supported in this by Aimhigher. For adults in the workplace, again,

HE providers generally target their markets in relation to Continuing

Professional Development (CPD) opportunities for professional groups,

raising awareness about what they have to offer. However, there seems to

be rather less awareness-raising activities around the entry-level HE

opportunities available to adult learners in the workplace.

Clearly, a certain amount of awareness-raising does take place with potential

workplace learners, for example through University Continuing Education

Departments, Aimhigher projects and, more recently, through Lifelong

Learning Networks. Additionally, some HE providers, such as the University

of Bolton, have hosted HE awareness-raising events for union learning reps.

However, it would seem that active engagement in reaching out to adults in

the workplace is a key area for HE development. Encouragingly, there is a

certain amount of recognition of this, with providers such as Manchester

Metropolitan University and the University of Liverpool expressing interest in

putting on HE awareness-raising sessions and taster sessions for union

learning reps and potential union learners. There may, then, be

opportunities for developing a good practice format for this type of activity

and possibly extending such activity to involve a number of regional

providers in joint awareness-raising events.

In relation to the IAG available to workplace learners, provider provision is

extremely variable and sometimes very limited. However, some of the more

positive examples include:

• Edge Hill University employs an NVQ level 4 qualified Pre-Entry Advice

and Guidance Worker to give pre-entry IAG (via telephone, email and


face-to-face), particularly to mature students who may have queries about entering/returning to HE.

• St Helens College has specialist staff, based in student services, who are

there to advise and help potential learners with programme choice, assist in any finance and welfare issues and provide details of how to access any support that may be needed.

• Manchester Metropolitan University have a dedicated Educational Adviser,

available for mature students who would like to talk over the opportunities available at MMU and elsewhere.

• Blackburn College offers free career guidance, open to anyone.

• A dedicated team of trained advisers provides information, advice and

guidance to anyone considering doing a course at South Cheshire College.

Aimhigher Lancashire has also launched a website (http://he4me-

inlancashire.org.uk) to provide information and guidance to people living in

Lancashire who are currently at work or unemployed and who may want to

progress to HE study. For specific queries and someone to talk to about HE

(via phone or face-to-face discussion), the contact details are provided of an

Information, Advice and Guidance (IAG) Development Officer, based at

Lancaster University.

More generally, however, it is clear that there is room for HE providers to

develop their IAG provision for adults in the workplace – but there is also

some recognition of this; the University of Liverpool, for example, expressed

a willingness to discuss the IAG requirements of potential union learners

and, possibly, to work with Aimhigher in developing appropriate provision.

5.2.2 Access and taster courses

HE providers from across the region offer a wide range of Access courses,

some with no formal entry requirements, some full-time, some part-time,

some via open or distance learning routes, some low-cost and some even

completely free to learners. A selection of those which might be of particular

interest to union learners includes:

• Edge Hill University offers a free access to HE course, delivered on-line

over 30 weeks and supported by skills and subject tutors and by on-line discussion forums. This ‘Fast Forward’ course runs anytime - generally with a cohort of 10 or so. Learners meet at Edge Hill for an introductory meeting and then meet once a month for the duration of the course. Meetings are generally held in the evening and could be arranged within a workplace, union Offices etc. according to the wishes of the learners.


The University is also happy to extend the model nationally so that learners from across the UK would be able to take advantage of this access opportunity. The course has just been re-validated and offers a wide range of subject options. Completion of the course (30 credits at level 3 - accredited both by Edge Hill and the Open College Network – North West Region) allows progression to part-time, full-time and Foundation Degree courses at Edge Hill and partner institutions and would provide convincing evidence of recent level 3 study to other Higher Education Institutions.

• St Helens College offers a number of Access to HE courses providing

pathways to a range of subjects at HE. Some of these involve about 3 hours study per week at the College over three terms. Others are aimed specifically at people in employment and offer open or distance learning routes, sometimes requiring some evening attendance at the college.

• Blackburn College offers an Access to HE programme, successful

completion of which results in the award of a kite-marked Access certificate which is accepted nationwide for entry to HE. The full-time programme entails about 15 hours a week of study and is free of tuition fees. Part-time routes are also available, involving from 3 hours a week.

• The University of Central Lancashire offers a short 1-semester

Introduction to HE course with an identified progression route within the University. Further details are provided in the case study overleaf.

• The University of Liverpool provides an Access route into HE for people

over the age of 21 who do not have traditional entry qualifications. It's also for people who have been out of education for a while and want to refresh their learning skills before embarking on a degree programme. The course involves attendance at the University for one full day a week for one academic year. Students passing all six course modules will then be able to apply for part-time or full-time study at the University of Liverpool or another university. The full course fee is around £500.

• In a recent initiative, the University of Salford has been involved in the

development of the Vocational Access Project, a project funded by Greater Manchester Aimhigher and managed by the Open College Network, North West Region. This project has developed Vocational Access programmes at levels 2 and 3 for those working in the Community (eg, in such areas as regeneration and housing) and Health (those involved in providing services in a health environment). These programmes provide a blend of academic and work-based learning on a part-time, flexible basis. Successful completion results in an Access to HE Certificate facilitating progression to a relevant degree or Foundation degree at a college or University (including Salford).


In terms of taster courses suitable for union learners to try out higher level

learning, there is quite a range of provision – although some of the provision

is not actively marketed as a taster of HE. Some illustrative examples

include:

• Lancaster University offers a wide range of Continuing Education (CE)

courses with a significant proportion of these accessible by workplace learners. Currently, there are some 24 ‘Learning from Home’ courses offered in formats to suit different learning styles - on-line, video, audio-tape or study pack. Courses include ‘An introduction to Hinduism’, ‘Designing web-pages via the Internet’ and ‘Writing fiction for children’. Each course carries CATS (Credit Accumulation and Transfer Scheme) points which may be used to gain access or count towards HE study programmes at Lancaster and other educational institutions. The Department of Continuing Education also offers public access to free lunchtime lectures on key issues in today’s society and to taster sessions (eg in Ecology, Archaeology and Criminology) held on the second Saturday of each month. These would be accessible to union learners seeking to find out more about what HE might have to offer.

• Edge Hill University, with support from the Greater Merseyside and West

Lancashire Lifelong Learning Network, has developed a number of Continuing Professional Development taster modules and short courses. These vary in length from a single day to 1 day a week over several weeks and range in cost from £30 to £150. Several of the courses also carry 15 credits which can be counted towards a Higher Education qualification such as a Foundation Degree. Additionally, the University has just piloted a range of different taster programmes (eg aromatherapy, digital photography, astrology, etc.) for staff enrichment.

University of Central Lancashire

Access to HE programmes: A case study

The University offers an Introduction to HE course which may be takenover 1 semester for one evening a week or as a 2-week daytime course.Successful completion of this course results in the award of a UniversityCertificate of Achievement and guarantees a place on a FoundationStudies Programme, a part-time evening course run over 2 evenings aweek, again for one semester. This course provides a number of subject‘taster’ sessions, after which students select 3 or 4 subjects to study in alittle more detail. Successful completion of this course guarantees studentsa place on the University’s Combined Honours Degree course, which isalso available part-time and has an evening study option. Furthermore,some subject options allow study at partner colleges in Lancashire andCumbria so that learners do not need to travel to the main Preston campusduring their first year of study. In terms of costs, the Access to HE courseand the introductory Foundation Studies Programme each cost in the regionof £50. For further information, see: http://www.uclan.ac.uk/courses/factsheets/class/edu/4922.pdf http://www.uclan.ac.uk/courses/factsheets/combhon/CH4921.pdf


Indications are that these have been very successful but formal evaluation is in progress. Given positive evaluation findings, the University may offer these programmes externally. These will be 15 credit modules at level 4.

• The University of Manchester’s Centre for Continuing Education (CE)

offers a varied programme of part-time courses which may be undertaken for pleasure, personal or professional development. Most courses do not carry formal accreditation but taking part in one of the University’s short CE courses might raise learner aspirations to go on to more formal accredited higher level learning.

• The University of Bolton provides a range of short courses, for example in

Information Technology, Creative Writing, Health and Safety, and Road Transport. Whilst these tend to be at the sub-HE BTEC level, they could provide a useful introductory experience of HE and offer a progression route for union learners.

Finally, The University of Liverpool’s Department of Continuing Education

and Professional Development (CEPD) offer a rather different route into HE

through a very soft-sell approach. The case study below provides further

details:

5.2.3 Flexible HE entry requirements

Much of the Continuing Education (CE) provision available from HE providers

does not require prior knowledge or particular qualifications. For example:

CEPD Work with Unison NW: A Case Study

The University of Liverpool’s Department of Continuing Education andProfessional Development is currently running a reading group for Unison NWmembers (now running for 9 months) and is in the process of trying to set upa second. The aim of the current group is to introduce UNISON members to a range ofreading experiences, which may, in addition to providing enjoyment andpersonal development, encourage further more structured study. The second group will follow the same approach but could also explore morework-related issues through targeted literature, e.g. mental health issues,pressure and stress, dealing with new or sensitive situations, professional andclient/staff relationships and examining working practice and attitudes. This initiative is based on the belief that reading group activity provides anon-threatening, social and supportive environment in which participants candevelop a range of academic skills, for example critical thinking, analyticalskills, the construction of argument and the precise articulation of concepts,emotions and ideas. Research shows that reading initiatives have resulted inparticipants deciding to embark on formal qualifications due to increasedconfidence and motivation.


• The University of Liverpool’s CE courses have no entry requirements. • All of the courses offered by Lancaster’s Department of CE – and some of

those provided by Lancaster’s Centre for Training and Development (CETAD) - are open to all and do not have any requirements for prior qualifications.

• Most of the CE courses offered by the University of Manchester are open

to beginners and no prior knowledge is assumed.

For other level 4 courses and for some higher-level CPD courses, many of

the HE providers within the research sample indicated that, for mature

students, there was considerable flexibility in terms of entry requirements,

often accepting non-standard qualifications, professional, work or life

experience as alternatives to standard academic qualifications. In their

recruitment literature, several HE providers refer to a mature student’s

‘ability to benefit’, for example the St Helens College website states:

“The College appreciates that adults who do not have formal entry qualifications may have the necessary experience and background to enable them to benefit from, and successfully complete, higher programmes. Mature students will therefore receive sympathetic consideration on application, and programme tutors are happy to advise potential applicants”

Two providers indicated that they tried to balance ‘flexibility’ with

‘responsibility’ and might advise a student who had not studied for some

time to undertake a level 3 Access or Introductory Studies module before

going on to level 4 studies.

Most of the contacted HE providers offer Accreditation of Prior Learning

(APL) and/or Accreditation of Prior Experiential Learning (APEL) processes to

give academic credits for non-standard qualifications and previous

experiential learning. However, some seem to have more advanced and

learner-friendly procedures than others. The following are perhaps three of

the better practice examples:

• The University of Central Lancashire has a long history of flexibility in terms of formal entry requirements, welcomes applications from mature people, recognises the importance of skills and life experiences as criteria for admission and has well developed procedures for APL and APEL whereby accreditation can be given for prior learning and/or experience.

• The University of Salford has an APL policy, a process and practices to

help mature students put together a claim for entry or credit for prior learning against the specific requirements of a particular course. In preparing such a claim, the University will provide written information, individual advice and guidance and the opportunity of working with a group of others to prepare, plan and produce the claim. The University is also seeking to develop equivalence in terms of access credits for work-


based learning and CPD modules.

• For the University of Chester’s Work-based and Integrative Studies Programme (WBIS – see section 5.2.9 for further details), entry is based more on an assessment of whether an individual has the potential to engage with, and benefit from, the programme than on specific previous qualifications. During the initial Self Review module of WBIS programmes, learners are encouraged, if appropriate, to seek credit for prior learning. If successful with such claims, learners may be granted accreditation of prior learning for up to 50% of the award for which they are registered.

Also on offer from some HE providers (eg, the Universities of Bolton and

Chester) is a service to review and accredit existing workplace programmes

for the benefit of groups of learners so that the employees achieve

recognised credits for their learning.

Finally, in relation to Foundation Degrees, with around half of all Foundation

Degree students combining their studies with a job, these degrees are

designed to be highly flexible - including in terms of entry requirements.

Again, APL/APEL systems are employed to help assess suitability and ability

to benefit from, and cope with, Foundation Degree courses.

5.2.4 Part-time provision

Amongst the contacted HE providers, there is a very wide range of part-time

provision on offer ranging through interest-based short courses, HNC/HNDs,

Foundation Degrees, Honours Degrees, CPD courses and postgraduate

programmes – including an MBA. However, there is considerable variation in

terms of what ‘part-time’ means in practice and the extent to which ‘part-

time’ courses would be appropriate to the needs of union learners or other

workplace learners. For some providers and for some study programmes,

part-time does indeed seem to mean gearing the programmes to the needs

of learners in employment and/or those with other time commitments and

responsibilities. However, in other cases, part-time seems to mean fitting in

with a full-time programme of study and attending a subset of traditional

classroom-based, day-time, learning modules.

Certainly, from using HE provider websites and browsing printed

prospectuses, it is generally far from clear which part-time courses might be

suitable for workplace learners (bearing in mind, of course, that different

workplace learners will have different needs). The course and module

databases being produced by the Lifelong Learning Networks and the Higher


Level Pathfinder projects may help in this although there may still be an

insufficient level of detail to determine the exact nature of a particular part-

time course. However, the database structure being considered for

development by the Greater Manchester Lifelong Learning Network may

address this issue by including deep and searchable levels of detail about

learning modules that would enable potential learners to determine if a

particular module was appropriate to their circumstances.

5.2.5 Flexibility of delivery - time requirements of learners

Different union learners and other workplace learners will have different

needs in relation to when they can study. Consequently, it is important that

HE providers offer a wide range of provision to meet the differing time

requirements of learners. A trawl of North West HE providers somewhat

unexpectedly revealed a wide range of flexible delivery provision.

Programmes were found to be variously offered via block teaching, day-

release study, evening study, on-line learning, CD-Rom/video/audio/paper-

based distance learning, work-based learning or some kind of combination or

blend of delivery methods. The general consensus seemed to be that some

face-to-face contact with learners and some group interaction with other

learners works most effectively and, consequently, a blended approach to

distance/workplace learning stands out as the preferred option for many

providers.

The following paragraphs provide a range of examples of ‘what’s out there’

in terms of some of the innovative and flexible delivery options developed by

HE providers and of potential interest to union learners and other time-

bound workplace learners:

• In the experience of staff delivering part-time provision at the University

Centre Oldham (a campus of the University of Huddersfield), face-to-face contact with learners within small teaching groups has been found to work very effectively; hence there is a preference for this mode of delivery. Consequently, to meet the needs of workplace learners and their employers, block teaching, day release and/or evening sessions are variously provided.

• The University of Chester offer a number of programmes which provide a

great deal of flexibility to learners; for example, the Foundation Degree in Health Informatics makes use of a virtual learning environment so that students can remotely access learning materials and engage with tutors and fellow students without the usual constraints of time or place; as a consequence, learners need to attend physically for just one day every three to four weeks. Also offered on a very flexible basis is the


Foundation Degree in Healthcare Sciences. This is designed for people in full-time employment with some of the modules delivered in the workplace but supplemented with distance learning and face-to-face tuition at residential schools.

• The emphasis at the University of Salford tends to be on learning as a

social process and a belief in the importance of learning with, and through, others. Consequently, e-developments tend to be used to support – rather than replace – face-to-face programme delivery. The University’s Virtual Learning Environment (Blackboard) provides a range of tools to deliver such support. For example, course materials, documents and quizzes to test subject knowledge can be made available on-line, whilst on-line discussion boards and group working facilities allow communication and group discussions to be extended beyond the face-to-face contact.

• Lancaster University’s Continuing Education Department tries, as far as

possible, to offer a range of delivery options so that learning preferences can be matched to distance learning methods (on-line, video, audio-tape, study pack). Very often, a blended approach is used which includes some face-to-face components, often in the form of a residential at the start of a course and/or a study day at some point during the course. The University’s Centre for Training and Development also uses a blended approach where possible, with occasional workshops to supplement and complement on-line learning. This blended approach is felt to confer real advantages in terms of motivation and support of learners whilst still allowing reasonable access to the courses by dispersed learners.

• Edge Hill University offers a number of its Foundation Degrees via both

standard and flexible learning routes, both involving some blended learning but with the flexible route delivering mainly through e-learning supplemented with some weekend sessions at Edge Hill sites and selected outreach centres. In developing supported on-line and blended learning approaches, University staff have the help of a dedicated SOLSTICE team; SOLSTICE was established in 2005 as one of 74 HEFCE funded Centres for Excellence in Teaching and Learning. It focuses on enhancing student learning and the learning environment for students studying across multiple and dispersed locations. In partnership with the Greater Merseyside and West Lancashire Lifelong Learning Network, SOLSTICE is also extending its influence through creating ‘hubs’ within three HE in FE (Further Education) Centres.

• St Helens College offers a number of examples of designing flexibility into

its Foundation Degree and other HE programmes in order to meet the needs of workplace learners – see the case study appearing overleaf. As their Foundation Degrees come up for re-validation, the College is also extending this flexibility through including more on-line elements within the courses.


• The University of Bolton offers three Foundation Degrees (Clothing,

Footwear and Textiles) which are delivered completely by distance learning. Another Foundation Degree in Health and Social Care is designed for students to ‘work, earn and learn’ completely within the workplace setting. The University also offers a number of other programmes via distance learning such as a degree course in Business Studies and a CPD course in ‘Mentoring for Effective Performance’.

• The University of Central Lancashire has a significant e-learning/distance

learning capacity and capability. A wide range of courses – including non-vocational interest courses – are offered via on-line learning, distance learning and a mix of the two.

• In partnership with Laureate Online Education, the University of Liverpool

has been offering fully-online Masters programmes in Business Administration, Information Technology and Information Systems Management for several years. It is also possible to do an MBA and an MPH (Masters in Public Health). Drawing on the expertise developed (particularly in terms of flexibility of delivery and learner support), the University is currently looking closely at extending its well-tried model to offer other on-line and blended programmes. The model might be of particular interest to unionlearn and have useful application with union learners.

• The East Lancashire Institute of Higher Education based at Blackburn

College has a particularly interesting and flexible delivery package aimed at workplace learners. Brief details are provided in the case study overleaf:

Flexibility of Foundation Degrees at St Helens College:

A Case Study

In its Foundation Degree programmes, St Helens College offers considerableflexibility to workplace learners as illustrated in the following three examples: The Foundation Degree in Educational Administration requires attendance atjust 6 College-based study days. The remainder of the course is deliveredthrough work-based projects and on-line learning. The course is supportedthrough on-line tutorials and discussions within virtual classrooms. The Foundation Degree in Computer Game Design was designed specificallyaround industry needs and modules have been delivered in workplace settingsat times to fit around industry requirements. The Foundation Degree in Applied Microbiology is a part-time degree deliveredat the College for one day each week from 9am to 9pm. There are alsoseveral workplace components to the course. Following successful completionof the Foundation Degree, it is possible to take up a guaranteed progressionroute to the University of Salford’s final year of the BSc (Hons) in AppliedBioscience.


• At the University of Manchester, some 27 programmes are offered via

distance learning, including a part-time MBA for Financial Managers and Financial Professionals and Diploma, Certificate and Masters’ programmes in Digital Technologies, Communication and Education. Additionally, the University’s Centre for Continuing Education offers a varied programme of part-time courses including an Egyptology course which is a 120 credit programme, successful completion of which results in the award of a Certificate of Continuing Education in Egyptology. There are two study options for this course: a taught route involving lectures/tutorials at the University campus on a Tuesday evening (7pm until 9pm) or an on-line option involving on-line learning, discussion and activities to support learning. In both cases, the course is taken over 4 years of study.

• Some of South Cheshire College’s Foundation Degrees incorporate

elements of distance learning with learning resources made available to students via ‘Learnwise’ (South Cheshire College’s Virtual Learning Environment). In addition, College staff will sometimes run a one-off session for a student who has been unable to attend a regular learning session due to other commitments (eg, workplace diary conflicts).

Whilst the above paragraphs do indicate that there is a good range of HE

provision which might meet the time requirements of union learners and

other workplace learners, again, there is still the problem that such provision

is not always easily identifiable from provider websites and prospectuses.

5.2.6 Flexibility of Delivery - place requirements of learners

Different union learners and other workplace learners will also have different

needs in relation to the place where they can study. Consequently, it is

important that HE providers offer a wide range of provision to meet the

differing place requirements of learners. Clearly, many of the above

examples offering flexibility around when to study also offer flexibility about

The VET programme at the

East Lancashire Institute of Higher Education:

A Case Study

The Vocational Education Training (VET) programme offers particularly flexible access toa range of HE provision. This programme employs Accreditation of Prior Learning (APL),distance learning, top-up learning and short intensive courses so that students can studyat a distance, at their own pace and whilst in full-time employment. It is also a rollingprogramme which does not restrict intake to a particular time of year. Currently, there aresome 800 Higher National and Degree students enrolled on the programme. At present,courses are mainly in the Engineering and Management subject areas but the VETprogramme is being expanded across the Institute’s HE provision. They are alsoprepared to develop new provision (including Foundation Degrees) according to externaldemand, for example from Union Learners.


where to study (for example, with on-line courses, learners are place-

limited only by the availability of a computer and an internet connection) but

in terms of flexibility around the location of face-to-face teaching, the

following comprise additional examples:

• Lancaster University’s Centre for Training and Development will go out and deliver in the workplace if there are sufficient numbers of learners to make this cost-effective. Currently, for example, they undertake external delivery of their courses to Stockport Educational Welfare and Sefton Youth Service.

• Macclesfield College has a great deal of experience of flexible FE delivery,

sometimes delivering within a workplace and customising the approach to meet the particular needs of a group of learners (eg, doing assessments on a Sunday morning). A similar approach could be applied to the College’s HE strand although cost-effective workplace delivery would probably require a group of at least 10 to 12 students.

• Liverpool Hope University has developed a ‘Network of Hope’ involving

partner colleges in Bury, Blackburn and Wigan. This enables the University to deliver to students at local venues. For students engaged in one of the University’s Postgraduate Certificate in Education options, for example, students are taught by Hope staff and are supported by Link Tutors based at the Colleges. More generally, depending on the level of learner demand, the University could be flexible in terms of providing delivery at off-site locations.

• The University Centre Oldham also offers some geographical flexibility in

that there are two centres (Oldham and Barnsley) where teaching can take place as well as the main Queensgate campus in Huddersfield.

• The University of Chester’s Work Based Integrative Studies (WBIS)

framework is designed to provide a high degree of flexibility to workplace learners. Some modules may be taken through an on-line distance learning route whilst other modules can consist of work-based projects – in fact, it is possible that a programme could consist almost entirely of work-based projects. Additionally, given sufficient numbers, the University would be prepared to deliver in locations convenient to learners; for example, the University has a full-time member of staff based in Blackpool to deliver a training programme to staff at the Department of Work and Pensions.

• Salford University has been involved in the development of a wide range

of Foundation degrees, of which some are delivered at the University, some delivered at FE colleges and some jointly delivered by Salford and partner FE colleges. The Foundation Degree in Community Governance provides an interesting example of joint delivery and how this can facilitate access by workplace learners. The following case study provides further details:


• Depending on the level of demand, Edge Hill University can be very flexible in terms of delivery. For example, many of the education related courses, such as the Foundation Degree in Supporting Teaching and Learning, are offered via a number of geographically dispersed teaching centres in Edge Hill, Chorley, Winsford, Shrewsbury, Rawtenstall, Trafford, Bromborough and Bury. In some cases, the University rents space within a college, school or other education centre and then either uses their own staff or employs local staff to support and deliver the programme (eg at Shrewsbury); in other cases, Edge Hill forms a partnership with a college (such as that with Holy Cross College) so that the college deals with enrolment and student support while Edge Hill academic staff go out to teach on the programme.

• In addition to its e-learning/distance learning provision, the University of

Central Lancashire has an extensive partnership network with colleges in the region so that learners can engage with a wider range of studies on a local basis.

University of Salford - Foundation Degree

in Community Governance

A case study

The University’s Foundation Degrees in Community Governancewas developed in partnership with North West Local Authorities and anumber of Associate Colleges. It is a 3 year part-time course aimed atlearners employed in either local government or working in thecommunity/voluntary sector. Most learning takes place at one of 6 localcolleges (City College, Manchester, North Trafford College, SalfordCollege, Ashton Sixth Form College and Wigan & Leigh College) butstudents attend an induction event at Salford University and spend threefull days at the University at different points in each semester. Thesessions at local colleges take place in the late afternoon/early eveningone day a week and last approximately three hours. The initial programme module is entitled ‘Independent Learning’ and thishelps students develop as self-directed learners - culminating in thedevelopment of a negotiated learning contract setting out an action planand achievement goals for the rest of the programme. Given that this isa vocational programme, a significant amount of the work centres aroundreal problems in the workplace. Learners are supported through internet-based tools (electronic course materials, virtual discussion groups, etc.),University/College tutors, trained workplace mentors and Action LearningSets – a learning tool involving discussions between groups of fellowlearners. Those students who complete the Foundation Degree programme to aspecified standard may then progress to a specially developedprogramme that leads to an honours degree in Community Governance.This top-up programme involves two further years of part-time study. For further information, see: http://www.business.salford.ac.uk/UG/communitygovernance-foundation


• The University of Liverpool’s Continuing Education courses are variously offered across a wide range of regional venues. In certain circumstances, delivery can be offered at workplace venues; for example, some courses have been made available to staff at Ford’s Halewood plant – with tuition provided as staff come off shift.

5.2.7 Flexibility of delivery - pace requirements of learners

Whilst course delivery via distance learning can help address the pace

requirements of learners, this is not necessarily the case since a lot of

distance learning courses are fairly time-bound in relation to start and finish

times. However, some HE providers have designed their programmes to be

truly responsive to the needs of some learners ‘to go at their own pace’:

• Lancaster University’s Department of Continuing Education offers considerable flexibility in terms of course start and completion. For many of the short courses, learners can more-or-less choose when to begin and for the Certificated courses, learners can go at their own pace taking up to 5 years to accumulate the necessary course credits.

• Several of Manchester Metropolitan University’s programmes are

designed around a modular approach so that students can study course units at their own pace, gradually accumulating credits which count towards an HE qualification. It can take anywhere between 2 and 6 years to complete, depending on whether a student wants to achieve a Certificate of HE, a Diploma or go right through to a BA/BSc (Hons) degree.

• St Helens College offers a number of Foundation Degrees in a modular

format and students may take these a module at a time at a pace to suit – providing they complete within the allowable limits, generally 5 years.

The following section provides additional examples of a modular approach to

gaining qualifications, generally allowing learners to proceed from one

module to the next at their own pace.

5.2.8 Bite sized accredited provision

A trawl of North West HE providers revealed a good variety of ‘bite size’

accredited provision with the possibility of accumulating credits to achieve an

HE level qualification. Examples include:

• Continuing Education (CE) modules offered by Lancaster University carry a credit-rating of between 5 and 40 CATS points which may be used to gain access, or count towards HE study programmes at Lancaster and other educational institutions. It is also possible to combine the credit points gained from certain modules to achieve a Lancaster Certificate of 40, 60 or 120 CATS points. Currently, there are some 14 certificate programmes available to CE learners.


• The University of Liverpool has an accredited Continuing Education

programme offering nationally-recognised credit points which are awarded for satisfactory completion of assignments and regular course attendance. Credits may be accumulated towards a University award or as evidence of achievement for vocational or personal development purposes. The portfolio includes more than 300 short courses in a wide range of subjects with most modules carrying 5, 10 or 15 credits. When 60 credits have been accumulated, it is possible to apply for a University Certificate of Achievement in Continuing Education; with 120 credits, a Certificate in HE is possible. With more and more progression pathways being opened up, further study on a wide range of degree programmes is an option.

• At Liverpool John Moores University, a number of general interest courses

are available, some requiring evening attendance (eg, a range of computing-related courses such as web design and multimedia), others available via distance learning and in modular form so that learners can build up credits towards a higher qualification. For example, a two module ‘Introduction to Astronomy’ is offered at a cost of £216 with successful completion attracting 24 credits and a Certificate of Professional Development. As a second example, a 12 credit ‘Planetary Atmosphere’ module is offered at a cost of £114, also resulting in a Certificate of Professional Development.

• The University of Chester offers a modular approach to obtaining a

modern language qualification with a University Certificate awarded for successful completion of 2 modules, a Graduate Certificate for 4 modules and a Graduate Diploma for 8 modules. It is also possible at Chester for learners to take single modules of some Foundation Degrees as part of an ongoing Continuing Professional Development (CPD) programme. More generally, drawing on Chester’s Work Based and Integrative Studies (WBIS) modular framework, the University would be able to offer union learners considerable flexibility in relation to HE qualifications. learners could complete individual modules and combine module credits to achieve a Certificate of Academic Credit for 1 module, a Certificate in HE for 8 modules, a Diploma for 16 modules and an Honours Degree for 24 modules. A similar modular route to postgraduate qualifications is also available.

• Currently, the University of Bolton is in the process of extending its

modular CPD provision (eg, in Leadership and Management) and is exploring the introduction of a range of accredited CPD qualifications (eg CPD Certificate, CPD Diploma and Certificate in Management) as stepping stones towards the higher credit-point requirements of HE Certificates, Diplomas and Degree qualifications.

• Edge Hill University offers a host of health-related CPD and post-

qualification provision, much of which is available in a modular structure so that individual modules can be taken as building blocks towards a degree. Modules tend to be 30 credits in value so that with 4 modules at level 4 it is possible to get a Certificate in HE and with another 4 modules at level 5, a Diploma in HE.

• Manchester Metropolitan University’s Professional Development courses

can be taken as one-off, stand-alone courses or in combination to accumulate credits towards university qualifications (such as the Certificate of Professional Studies or Postgraduate Certificates and Diplomas).


• The University of Central Lancashire also offer a number of modular

programmes (eg, in Astronomy), allowing students to combine module credits to obtain a range of University qualifications.

Several of the FE (Further Education) HE providers indicated that they would

be more than happy to go down this modular route to make it easier for

those with work and family commitments to study at their own pace to

obtain qualifications. Unfortunately, however, they are currently unable to

directly draw down HEFCE funding for individual modules. Never-the-less, as

a partial solution to this issue, a number of colleges (eg, St Helens College

and South Cheshire College) suggested that they could work in conjunction

with an HE partner, so that HEFCE funding would reach the College

indirectly. Other Colleges (eg, the East Lancashire Institute of Higher

Education) indicated that they would be happy to offer individual modules

from existing courses but would have to recover the full cost from learners

of around £210 per module.


More and more Foundation degrees are being designed to allow learning in

and through work. Some examples have already been referred to in the

Case Studies in sections 5.2.5 and 5.2.6. Additional examples include:

• The University of Bolton’s Foundation Degree in Health and Social Care is designed for students to ‘work, earn and learn’ completely within the workplace setting.

• Some of Macclesfield College’s FDs offer considerable flexibility for

workbased learners. The Foundation Degree in Business and Management, for example, involves three work-based projects and college study over two evening sessions or one afternoon and evening session each week

Other examples of HE programmes offering work-based learning include:

• The University of Chester’s Department of Work-related Studies offers a very flexible Work Based and Integrative Studies (WBIS) framework which can be applied to both undergraduate and postgraduate study. The framework consists of a pre-validated ‘shell’ to which a range of off-the-peg and work-based project modules may be added. The programme of study can be designed in a variety of ways and individuals can negotiate their own tailor-made programmes of study related to their individual and organisational work place needs. In addition, part of the negotiated programme can be a claim for credit for relevant (certificated or experiential) learning already completed. Note that the WBIS framework can also be accessed through Learndirect’s Learning Through Work initiative, which provides access to work-related HE programmes at a number of other UK-based HE providers.


• The Centre for Training and Development (CETAD) at Lancaster

University offers a wide range of work-based programmes, many of which carry accreditation and some of which are available via on-line and blended learning. Qualifications offered include work-based Masters Degrees, NVQs at levels 3, 4 and 5, Lancaster University Certificates and Foundation Degrees. The main subject areas are Professional Development, Management Development, Advice, Guidance and Mentoring, Learning and Development and Working with Children and Young People.

• Manchester Solutions, a training provider franchised to deliver training on

the Learning Through Work programme for the University of Derby, offers a 30 credit Leadership and Management module to people already in work. A blended approach to learning is adopted, consisting of on-line study, tutor support in the workplace and a work-based element. As the work-based element requires the support and commitment of the employer, tutors spend time discussing the requirements with both the learner and employer. Where there are a number of learners doing the course in the same company, Manchester Solutions has used the company’s training rooms for some group workshops. They also maintain the interest and commitment of learners with frequent contact from personal tutors. To date, the training has been free to learners and their employer but charges of around £300 are being considered.

• Skills Solutions (part of the Manchester Solutions Group) runs a

Professional Apprenticeship Scheme aimed at 18-21 year olds who want to progress in work. Such apprenticeships are available in Insurance, Accountancy, Engineering and Management. In relation to Management, for example, the scheme includes a Management Foundation Degree, a level 3 Management National Vocational Qualification, a level 3 Introductory Certificate in First Line Management and Key Skills where appropriate. Full employer buy-in is required, mentoring is incorporated into the programme and additional tutorial sessions (eg, study skills) are available on request. Mentoring is also available to line managers who are involved in the on-the-job training aspects. For further information, see: http://www.skills-solutions.org.uk/).


In the main, the contacted HE providers were very positive about their

capability and willingness to develop bespoke provision to respond to an

identified higher level learning need from union learners. Several said that

they could adapt what they already offer, perhaps tweaking content and

adjusting delivery methods and delivery location. Others indicated that they

would be prepared to develop completely new and customised provision.

Whilst some gave indications that they would be prepared to absorb the

development costs associated with such bespoke provision, the shared

proviso was added that there needed to be the strong likelihood of a

reasonable throughput of learners. Examples of HE providers willing to offer

bespoke provision appropriate to the needs of union learners include:


• Manchester Metropolitan University has experience of developing bespoke

courses with content, delivery and assessment directly geared to learner needs. The programme developed for the Greater Manchester Police is one such example. Given interest from a sizeable group of union learners, MMU could help identify/clarify needs and then develop appropriate bespoke provision, providing the focus was within the University’s areas of expertise. Such provision could include customised learning materials to support the needs of union learners.

• The University of Bolton has experience of developing bespoke provision

for particular learner groups, for example, for the Fire Service and the Police. Given sufficient learner numbers, the University would be prepared to develop bespoke modules for union learners. Initially, set-up and validation costs would normally be absorbed by the University; however, modules would only be developed if it was considered likely that such costs would be recouped over the lifetime of the module. Customising existing provision would also be a possibility; examples could include fairly generic 20-credit Business Studies modules to help support day-to-day activities within the workplace and Personal Development Planning and Study Skills modules to support career development.

• Macclesfield College put itself forward as being very responsive to

demand. It is a provider of bespoke training to industry and would consider developing HE provision for union learners given sufficient demand. However, the College cannot at present validate courses they develop or give them credit ratings; they would need therefore to work in conjunction with an HE partner – with validation taking up to a year.

• Liverpool John Moores University offers a bespoke provision service with

the potential for programmes to be highly customised in terms of content, delivery and support. Whilst the University’s approach tends to be targeted more at employer needs (ie organisational development) than employee needs (personal and professional development), given sufficient (economically viable) demand from unionlearn/union learners, the University would be keen to explore the development of employee-focused bespoke provision.

• Hope Solutions, an Enterprise Unit of Liverpool Hope University, offers

bespoke development of courses to meet specific training needs – mainly in the areas of Management, IT, Health and Safety and Business Leadership. The Centre for Leadership Development (a joint initiative with the other 3 Merseyside HE institutions) provides a range of courses for managers in industry and will also develop bespoke provision given sufficient learner numbers.

• The University of Chester’s Department of Work-related Studies has a

great deal of experience of developing customised programmes and delivering these to work-based learners. For groups of 12 or more learners, they are generally able to develop bespoke provision. This could be through a pick and mix approach - drawing on the Work Based Integrative Studies (WBIS) framework to pull in pre-validated modules to form a programme to meet the needs of a specific group of learners. This approach would also facilitate the rapid development of a Foundation Degree appropriate to the work-place learning needs of a specific group of union learners.

• The University of Salford is also able to offer bespoke provision of CPD


modules and Foundation Degrees. Viability and costs would depend on a range of parameters such as learner numbers and delivery and support requirements. The University would most likely have a preference for a cluster model whereby a group of FE partner colleges share the development and delivery of a programme as this tends to accelerate development and spreads the effort and risk.

• Lancaster University’s Centre for Training and Development offer tailoring

of courses to meet the needs of specific groups of learners and the development of bespoke provision (including Foundation Degrees) if the identified need is within their areas of expertise – and given sufficient numbers to make development cost-effective.

• Again - given a sufficient group-size – the University of Liverpool would

be willing to discuss the development of tailored programmes and adopt a delivery mechanism to meet the needs of learners.

• The University of Central Lancashire will also develop individual course

modules tailored to the specific demands of organisations or groups of learners. In relation to union learners, the University would be prepared to put together a dedicated team to work with unionlearn/union learning reps to identify/clarify learner need and develop customised accredited learning modules to address such learning needs.

• Finally, the University Centre Oldham would be prepared, in principle, to

develop bespoke short courses according to identified learner needs.

5.2.11 Flexible and innovative forms of learner support

Through engaging in the widening participation agenda in relation to young

learners, many HE providers have strengthened and extended their learner

support services for this target group. However, from discussions with HE

providers, it is clear also that significant expertise has been developed in

terms of supporting more mature learners, particularly those who have not

been in education for some time. Several providers also indicated that their

support mechanisms would be (or could be) sufficiently flexible to support

dispersed learners and that staff support for a union learning club would be

a possibility – again, though, given the proviso that there would be sufficient

return on investment.

A number of examples of flexible and innovative learner support are

provided below:

• St Helens College offers a range of student support services and staff are said to understand the support needs of mature students who may have to juggle a busy home or working life with the demands of study. Staff also understand the needs of students who may have been out of education for some time and programmes are ‘front-loaded’ with personal and academic development modules (which include study skills development). They back this up with a series of study skills booklets.


Given sufficient learner numbers, they could also provide support for union learning clubs if necessary.

• Macclesfield College has long experience of supporting non-traditional

learners who have not been in education for some time and staff are said to be ready and able to provide any extra help that might be needed. Teaching is generally in small groups, with individual learner attention and staff who understand the often competing demands on the time of workplace learners.

• South Cheshire College prides itself on the individual support it provides

to students. Lecturers are said to have close contact with students and to deal with any support issues as they arise. All students may attend study skills workshops run at the College and given an additional identified need for study skills support, the College would look to address this need, for example through offering further sessions at the College.

• Embedded in its focus as a teaching rather than research institution, the

East Lancashire Institute of Higher Education prides itself on the support it provides for learners. Support on offer includes language, dyslexia, numeracy and study skills with support packages constructed around the needs of learners. The Vocational Education Training (VET) programme, for example, has a team of people who are able to go out and visit learners to provide support and run workshops according to need.

• In relation to Lancaster University’s Continuing Education modules, the

University offers help and advice to learners in choosing a course, in getting started with a distance-learning course and via tutorial support (telephone, email, post or in-person) throughout the learning experience. In terms of study skills, the University’s goal is to embed the acquisition of study skills within their teaching practice; in the short-term, however, they plan to make learning skills information available via the University’s website. It should also be noted that some of the Learning from Home courses are all about the development of study skills (eg, ‘Getting the best out of your courses’, ‘Learning to learn’ and ‘How to manage your time and pass exams’). The Centre for Training and Development also provides extensive support to its learners, many of whom have not been in education for some time. Such support includes ‘handholding’ during a first assignment, a study skills pack and the use of Action Learning Sets so that students learn from and support each other.

• The University of Central Lancashire recognises that not all mature

students will have been involved in recent study and therefore offers support in terms of one-to-one consultations and study skills workshops appropriate to the needs of students ‘returning to learning’. For the benefit of union learners, the University would be prepared to develop a small team of admissions, academic and student support staff to provide a dedicated support and guidance service.

• Liverpool John Moores University runs a number of support workshops on

such topics as writing skills, learning skills, exam skills and IT skills. These are held throughout the academic year, and are free to all students. On-line study skills support is also available. Students taking distance learning programmes have access to tutor support via post, email, telephone and fax. They are also given access to news groups and bulletin boards supporting electronic discussions with fellow learners.

• Liverpool Hope University already has a system for providing additional

support to dispersed learners on some courses via Link Tutors based at


Network of Hope colleges. Others forms of customised learner support would be possible and negotiable.

• In addition to the high levels of support to learners provided by course

tutors, the University Centre Oldham also offers a range of back-up student support services. Of particular note, the Academic Skills Service can provide additional help with academic study skills through individual sessions, group workshops and full class sessions. If appropriate, special sessions could be arranged for union learners. The Centre places great emphasis on the quality of its teaching and support and is currently engaged in a project to identify how they can better support learners throughout the learning lifecycle.

• Driven partly by a belief in the importance and power of at least some

face-to-face contact with learners, the University of Chester’s Work Based Integrative Studies (WBIS) tutors generally hold an introductory workshop at the start of any programme. They then supplement this with email and phone support and, often, a workplace mentor. Tutors are also responsive to learner needs; for example, if a group of 10 or more learners were to request a workshop on study skills or a course-related topic, an appropriate tutorial could be arranged and delivered within a workplace. In relation to union learners, it was suggested that union learning reps could play an invaluable role in this – helping to identify a need and then liaising with course tutors to arrange a time and venue for a workshop.

• The University of Salford is currently expanding the range of support it

provides to learners. For mature learners, an enrichment programme is offered providing learners with an opportunity to seek advice, prepare for HE study, and familiarize themselves with HE generally and with the University of Salford in particular. In addition, a special adult mentoring scheme has been set up so that potential adult learners can ask questions and gain insight from adult learners who have recently taken the plunge into HE study. In terms of support for work-based learners during their studies, the University is making use of trained workplace mentors, Action Learning Sets and Blackboard, the University’s Virtual Learning Environment.

• Manchester Metropolitan University has a great deal of experience of

encouraging and supporting mature and non-traditional students into, and through, HE study. A dedicated Educational Adviser is available for mature students who would like to talk over the opportunities available at MMU and elsewhere. The University also produces a pack for Access students which includes a ‘how to’ study guide. This pack could perhaps be adapted for use with union learners.

• The University of Bolton takes pride in the support it provides to students

both on and off campus and has a personal tutoring scheme which could be extended to support off-campus provision. It also has a great deal of experience with mature learners from non-traditional HE backgrounds. Extensive learning support services are available to students including BISSTRO, an on-line interactive study skills tutorial which might be of particular interest to union members embarking on a course of HE study

5.2.12 Low-cost provision/bursaries


Outside of the 10% discount (and other special discounts) offered by the

Open University to union learners taking their first 30 or 60 point HE course,

no other discounts or bursaries for union learners were identified. However,

several providers indicated that, for learner groups of significant size, fees

could be to some extent negotiable. Lifelong Learning Networks (LLNs)

might also be willing to negotiate a discount for Foundation Degrees and

other programmes supported by the LLNs.

In terms of low-cost relatively affordable learning modules for union

learners, some of the Continuing Education modules are priced to encourage

participation irrespective of income. The cost of individual modules at

Lancaster University, for example, range upwards from £22 for a 5 credit

module. The University of Chester and the University of Central Lancashire

charge in the region of £200 for a 15-20 credit module, Liverpool John

Moores University offers a 12 credit ‘Planetary Atmosphere’ module at a cost

of £114 while Edge Hill University charges around £150 per 15 credit module

for their part-time Foundation degrees.

More generally in relation to Foundation Degrees, there can be considerable

cost variation between institutions with some charging the maximum

recommended tuition fees of £3000 per year and others charging at the

minimum recommended amount of £1200 per year.

5.2.13 Content specialisms

Some HE providers offer specialist Continuing Professional Development

(CPD) for particular sectors, such as education and health. Examples

include:

• Edge Hill University’s Faculty of Education has the largest UK contract for

Foundation Degrees for classroom assistants and is the largest provider of professional development for teachers and school support staff in the country. In April this year, the University signed a partnership agreement with the Association of Teachers and Lecturers (ATL) which will boost the professional development opportunities available to ATL members. As a result, members will now have access to supported accreditation for professional development activities undertaken as part of their work, providing an opportunity to gain qualifications up to Masters level. For school support staff, accreditation can be linked to undergraduate flexible programmes.

• Edge Hill University’s Faculty of Health provides a wide range of pre-

registration qualifications and Foundation Degrees in nursing, midwifery and professional practice. It also offers a host of health-related CPD and


post-qualification provision, much of which is available in a modular structure so that individual modules can be taken as building blocks towards a degree. Modules tend to be 30 credits in value so that with 4 modules at level 4 it is possible to get a Certificate in HE and with another 4 modules at level 5, a Diploma in HE.

• At the University of Central Lancashire, CPD qualifications for the

Education Sector are also offered; for example, in a collaborative venture, the Department of Education and Social Science has teamed up with colleges throughout Lancashire and Cumbria to provide a comprehensive network of CPD provision for teachers in all sectors of education. Modules are offered in a number of subject areas with credits accumulated to variously achieve a Certificate in CPD, an Advanced Certificate in CPD, a Diploma in CPD, a Postgraduate Certificate in CPD and a Postgraduate Diploma in CPD. Modules may be taken at various centres at the programme members’ own pace and convenience. Appropriate earlier experiential and certificated learning may be accredited against particular modules in order to shorten the length of study. In addition, as the modules are accredited within the university’s Credit Accumulation Scheme, credits may be used for progression to higher awards.

• Manchester Metropolitan University offers a wide range of CPD courses,

particularly for people working in the public and third sectors. Examples include Creative Writing for Teachers, Community and Evidence and Procedure for the Greater Manchester Police and Key Legal Issues for the legal profession.

5.2.14 Willingness to engage

Nearly all of the HE providers which were contacted expressed a willingness

to engage with unionlearn/union learning reps, for example to:

• Explore demand for higher level learning from union learners

• Raise awareness amongst union learners about what HE has to offer

• Develop and pilot customised or new provision to meet learner

demand for particular content, delivery methods and/or support

mechanisms

In relation to the last bullet point, however, most HE providers added the

proviso that there would have to be a reasonably strong likelihood of

sufficient learner numbers to justify the required investment in development.

The following paragraphs provide some more detailed examples of

willingness to engage:

• Given indications of economically viable demand from unionlearn/union

learning reps, Liverpool John Moores University indicated interest in exploring possible packages that the University could make available to


union learners. Possible features of such packages could include workplace delivery and outreach support of union learning clubs. Clearly, however, this would be subject to discussion and negotiation.

• Liverpool Hope University expressed interest, in principle, in engaging

with unionlearn and would be prepared to develop CPD modules and/or Foundation degrees within staff areas of expertise (Liberal Arts, Humanities, Business/Management and IT). However, they would need first to assess viability – requiring learner numbers of at least 12 but preferably 15-20. Customised support and delivery would also be negotiable.

• The Centre for Leadership Development – a partnership of the four

Higher Education institutions on Merseyside – expressed interest and willingness to meet with unionlearn/union learning reps to discuss requirements and what could be made available to union learners. In particular, it was suggested that a Foundation Degree could be developed to directly meet the needs of such learners.

• The University Centre Oldham is already involved with Unison in seeking

to identify part-time provision which might meet the needs of union learners. Centre staff would be keen to explore further engagement with unionlearn/union learners and possibly to take part in any pilot initiatives exploring union learner engagement with HE.

• Given a sufficient sized group of learners (probably 10 or more), Edge Hill

University seemed very willing to explore the best ways of delivering to and supporting learners according to specific group needs. Hence, there is the possibility of customising delivery/support to meet the needs of union learners.

• The University of Salford has an interest in exploring innovative and

flexible delivery mechanisms for work-based learners and to develop some of the work-based learning aspects of its provision to achieve greater learning through work. There is interest, then, in engaging with unionlearn/union learners on this.

• In terms of current involvement with union learners, Manchester

Metropolitan University’s Recruitment and Admissions and ‘up2uni’ team have been working with unionlearn to look at the training and support that union learning reps might need in order to help union learners access and engage in HE study. In relation to further involvement, it was suggested that in order to clarify what MMU could offer for union learners, MMU staff could meet with a group of union learning reps to discuss union learner needs, interests, preferences and perceived barriers to HE entry. It was felt that it would also be helpful if the union learning reps could come along with an employer perspective on the HE-related training needs of staff to identify areas of overlap. Alternatively/additionally, MMU would be willing to talk to employers about upskilling needs and look for correspondence with the aspirations of union learners. It was felt that this approach would help enable MMU to develop the right kind of package that would be of interest/value to union learners whilst also attracting employer funding/support. Possibly in concert with the above, MMU would be willing to provide a low-cost taster session of available opportunities, particularly for union learners who have not participated in education for some time.

• The University of Bolton expressed interest in engaging further with

unionlearn/union learning reps. In the past, Bolton has held an event for


union learning reps to raise awareness about the opportunities available at Bolton which might be interest to union learners, has contributed to awareness-raising events for union learning reps held in Bury and Wigan, and has put on taster sessions for union learning reps and union members, for example in Creative Writing. Most recently, the University has put in a bid to HEFCE under the ‘Beacons for Public Engagement’ banner. This bid is centred around unionlearn and focuses on how Universities might support communities of learners.

• Lancaster University’s School of Lifelong Learning and Widening

Participation (which embraces the Department of Continuing Education and the Centre for Training and Development) expressed interest in engaging with unionlearn/union learning reps.

• The University of Central Lancashire would be prepared to put together a

dedicated team to work with unionlearn/union learning reps to identify/clarify learner need and develop customised accredited learning modules to address such learning needs. The University would also be prepared to develop a small team of admissions, academic and student support staff to provide a dedicated support and guidance service to union learners.

• St Helens College is keen to develop further innovation in terms of

programmes, modules, learner support and programme delivery and would be interested in exploring demand from unionlearn/union learning reps.

• Macclesfield College indicated interest in exploring engagement with

unionlearn/union learning reps, both from the College’s perspective and from that of the Cheshire and Warrington Colleges’ Consortium of which Macclesfield College is a member.

• Generally, South Cheshire College is keen to expand its Foundation

Degree and Work-based Learning provision. Linked to this strategic goal, there is interest in exploring the needs of, and level of demand from, unionlearn and union learners.

• The East Lancashire Institute of Higher Education showed considerable

enthusiasm for engaging with unionlearn/union learning reps to explore union learner demand and ways in which the Institute might meet that demand.

• The Department of Work-related Studies at the University of Chester

would be interested in engaging with unionlearn/union learning reps to explore how the WBIS framework might address the HE-related demands of union learners.

• The University of Liverpool indicated a real willingness to explore and

develop flexibility in supply to meet learner demand. Currently, the University is conducting a strategic review of its CPD provision and it was suggested that unionlearn might usefully contribute a perspective on this.

5.3 Supply versus demand – conclusions and recommendations


The previous two sections present an analysis of current HE supply set

against union learner demand for higher level learning. What conclusions

and recommendations may be drawn from the findings, particularly in

relation to how the match between supply and demand might be further

enhanced? This section focuses in on the 14 key areas highlighted in the

previous section before going on to consider other mechanisms through

which a better match might be achieved in section 5.4.

5.3.1 Raising awareness, IAG and support

Awareness-raising and reaching out to adults in the workplace is a key area

for HE provider development. As well as informing potential union learners

(and other workplace learners) about HE opportunities, awareness-raising

may need to be geared towards demystifying HE study, correcting any mis-

perceptions about HE and encouraging adult learners to believe in their

ability to participate successfully in HE study. Already there is some good

practice that can be drawn on in terms of taster events held for union

learning reps (eg, events supported by Aimhigher and held at Bury College

and the University of Bolton). There is also a great deal of learning and good

practice that can be drawn on through HE provider and Aimhigher’s

considerable experience of widening participation in other target groups.

Alongside this, unionlearn and union learning reps have considerable

experience of widening union learners participation in pre-HE education –

and they know their market very well. Consequently, it is suggested that

HE providers, unionlearn and Aimhigher could usefully work

together further to develop some common good practice awareness-

raising formats and pilot a range of activities and approaches to

enhance awareness and encourage HE participation amongst union

learners.

Alongside such awareness-raising, union learners need good sources of IAG

and support to channel their interest in HE according to personal needs,

interests and goals and to ensure that they are ready and equipped (eg, in

relation to the study skill needs of a particular course) for HE study. Clearly,

union learning reps have a key role to play in this and several HE providers

also offer strands of IAG and pre-entry support which are – or could be –

appropriate to the needs of union learners. There are also several diagnostic

tools and study packages available which could be customised for the use of

union learners. Perhaps the first step, however, is to effect (further)


dialogue between unionlearn, HE providers and others involved in

the delivery of IAG (eg, Connexions), to clarify union learner needs,

to audit current strands of provision, to identify gaps and to develop

a shared strategy for addressing such gaps.

5.3.2 Access and taster courses

In relation to Access courses, there seems to be quite a lot out there that

might be appropriate to the needs of a range of union learners. Also

available are ‘study from home’ courses to help prepare learners for more

intensive HE study, for example Lancaster University’s Continuing Education

modules ‘Getting the best out of your courses’, ‘Learning to learn’ and ‘How

to manage your time and pass exams’. Additionally, there are a number of

self-help study packages available (eg, BISSTRO, an on-line interactive

study skills tutorial developed at Bolton University and Headstart developed

by City College, Manchester and offering on-line help with the development

of a comprehensive range of study and life skills). Given the existence of all

the above, rather than re-inventing the wheel, it would seem

desirable to try out some of these access initiatives with union

learners followed by some in-depth evaluation to determine if

different approaches need to be taken or if existing initiatives could

be usefully customised for the benefit of union learners.

In relation to taster courses, again, there is some provision available but HE

provider websites do not always make it easy to identify such provision or

the extent to which it would be appropriate to the needs of union learners.

With some HE provider exceptions, the range of taster provision also seems

somewhat limited. It is suggested, therefore, that if HE providers want

to connect better with the HE entry-level workplace learner market,

then they need to capture the attention and imagination of a wider

range of potential learners through extending their range of taster

provision and marketing this to union and other workplace learners.

In relation to marketing, HE provider websites could be usefully

improved through developing a dedicated ‘front-end’ appropriate to

the needs of union and other workplace learners so that such

learners could see at a glance what opportunities were available to

them and appropriate to their particular circumstances. In order to

develop a truly user-friendly and user-focused website front-end (and other


marketing material) for union and workplace learners, it is suggested that

HE providers take some advice from unionlearn as to the format, content

and structure that this might take to meet the needs of potential union

learners. To help in this, unionlearn could draw up some guidance notes for

providers as to the kind of information union learners would be seeking and

the kind of style that would facilitate good communication. On the part of

HE providers, it would also be helpful if there were clear well-

publicised access points for enquiries from union and other

workplace learners. Employer liaison and engagement is currently taking

on more significance within provider institutions but perhaps this needs to be

combined with employee liaison and engagement.

5.3.3 Flexible HE entry requirements

For mature students, there does seem to be considerable flexibility in terms

of entry requirements, with HE providers often accepting non-standard

qualifications, professional, work or life experience as alternatives to

standard academic qualifications. Indeed, many providers focus on mature

applicants’ ‘ability to benefit’ rather than on formal requirements. However,

whilst providers may be very skilled at determining ‘ability to benefit’, union

learners may need considerable assistance in self-assessing their

‘ability to benefit’ and in putting together supporting evidence. It is

suggested, then, that a help package is developed which could

include a self-help diagnostic tool, a guide to Accreditation of Prior

(Experiential) Learning procedures, and a workshop format for

helping a group of union learners go though this process. To this end,

there are already initiatives out there that may be drawn on for good

practice.

5.3.4 Part-time provision

There does seem to be a reasonably broad range of part-time HE provision

which might meet different union learner needs for timing of study, place of

study and pace of study. However, as was highlighted as being the case for

taster courses, marketing publications (such as provider websites) are often

difficult to navigate and frequently do not provide sufficient detail to help

potential learners decide if a particular course is appropriate to their needs

and circumstances. It is suggested, then, that HE providers develop


dedicated marketing publications (web and paper-based) which

would enable union and other workplace learners to see at a glance

what opportunities were available to them and appropriate to their

particular circumstances. A cross-provider directory of HE opportunities

would also be helpful. In relation to this, the initiatives being developed by

the Lifelong Learning Networks and the Higher Level Skills Pathfinder project

seem very promising. The resulting directories will need to be evaluated for

usefulness/effectiveness with union learners and unionlearn’s input might

prove helpful in considering further development.

More generally, there does seem to be a case for revisiting categories and

definitions of the nature of HE provider offerings to make these more

meaningful to learner needs and circumstances. This might involve

developing new more specific categories (eg, part-time – traditional; part-

time – flexible; distance learning – web based; distance-learning – CD-ROM

based; blended learning – web-based and summer school; etc.) and

engendering a good degree of shared agreement about their definitions and

what should be included within a category. Clearly, however, developing a

manageable set of meaningful categories is no easy task and it may be that

very detailed module databases and computer/internet based search wizards

will be the most learner-friendly and useful answer

5.3.5 Flexibility of delivery – time requirements of learners

In order to meet the diverse needs of workplace learners in terms of when

they can study, there needs to be a wide range flexible HE provision. Whilst

there is certainly considerable room for further development in this area by

HE providers, a trawl of provision in the North West revealed a good range

of provision and some real innovation in terms of practice. The preferred

approach of several of the providers was to offer a blended approach

incorporating elements of distance learning with some face-to-face contact

and group interaction. Of course, the difficult task for providers is to develop

pragmatic solutions to workplace learner requirements whilst at the same

time incorporating elements of good practice in terms of what works best for

union and other workplace learners. Given that there are already a

number of models of flexible delivery in existence which may be

evaluated for good practice, it is suggested that unionlearn: explore

these with union learning reps and union learners; discuss member

requirements with delivery experts such as the SOLSTICE team at


Edge Hill University, develop some guidelines as to the model or

models of delivery that might work best with union learners; and

promote such guidelines to HE providers to encourage and guide the

further development of appropriate provision.

5.3.6 Flexibility of delivery – place requirements of learners

Outside of the place flexibility of distance-learning provision, other

examples of place flexibility include delivery in workplaces, at community

venues, via partner college networks and at other satellite venues. In the

main, HE providers indicated that they are amenable to programme delivery

in locations of learners’ choice – BUT most added the proviso that external

delivery was only feasible/cost-effective to the extent that there would be

sufficient learner numbers taking part in the programme. Clearly, given the

large union membership, it may be possible to identify a number of

individuals all of whom might like to engage in a particular module of

learning – and this may provide a powerful incentive to HE providers to

deliver, for example, within a union workplace. Alternatively, unionlearn

might consider paying a set fee to buy in delivery of a module to their time

and location requirements and then selling on places to union learners.

Perhaps the key point to note here is that HE providers do seem to be

open to negotiation and that, with the potential buying power of the

unions, there is an agreement to be reached for the benefit of union

learners.

5.3.7 Flexibility of delivery - pace requirements of learners

In general, the modular approach to course design and delivery provides

workplace learners with considerably enhanced flexibility in terms of working

and progressing at their own pace. This ‘one step at a time’ approach to

aiming for, and achieving, learning goals could prove particularly motivating

for workplace learners who, given other work commitments, may find it

much harder to handle larger ‘chunks’ of learning. Whilst there are some

excellent examples of good practice in terms of modular design and delivery,

there are also lots of courses which are not offered in this way. Additionally,

for some modular courses, it is necessary to register for the full programme

rather than for a module at a time. This can create a barrier to participation

for some learners. It is suggested, then, that HEFCE funding models be


developed to incentivise HE providers (including – and given current

funding restrictions, perhaps especially – FE HE providers) to more

commonly adopt a modular framework and offer programmes on a

module by module basis.

5.3.8 Bite sized accredited learning

Across several of the North West Universities, there is a reasonably good

range of bite-size accredited learning modules available to union learners.

Whilst the purpose of many of these is to encourage adults into higher level

learning, it is perhaps the case that some progression pathways need to be

more clearly defined so that learners are able to combine module credits to

achieve a higher level qualification. Again, there is also the need for a

broader range of bite sized accredited modules to capture the imagination

and engagement of union learners.

In relation to the FE HE providers in the North West, such bite sized

accredited modules tend to be conspicuously absent from their portfolios.

This is a major gap in provision given that many union learners have taken

part in FE study, feel at ease with the FE surroundings and would very likely

feel comfortable in moving on to HE learning with a provider with which they

are familiar. Given that this FE HE gap in bite-size provision is mainly

due to the current HEFCE funding arrangements, it is suggested that

this issue needs addressing through new HEFCE funding models. It

might also stimulate union learner engagement in HE if even smaller

accredited bite-size modules could be funded by HEFCE.


Certain Foundation Degrees offer some union learners a real opportunity to

‘learn through work’, although this generally requires support and

participation from a learner’s employer. The University of Chester’s Work

Based and Integrative Studies Framework and, more generally, Learndirect’s

‘Learning through work’ programme also provide a focused work-related

route into HE. These programmes can involve learners in negotiating their

own learning to work towards an undergraduate or postgraduate degree but

programmes to achieve more minor awards are also possible. It is also

possible to provide programmes for groups of learners such as, for


example, a 30 credit Certificate of Achievement in ‘Caring for the Older

Person’ for a group of Care Workers.

With all the above programmes, since learning is often related to business

need and since applying the learning within the workplace is often a key

element of the programmes, there are generally significant benefits to

employers as well as to learners – and, therefore, employers might be more

willing to at least part-fund learners’ fees. Consequently, this seems a

useful route for unionlearn to pursue further in conjunction with

employers and HE providers.


Whilst there is considerable willingness and expertise on the part of HE

providers in relation to developing bespoke provision for union learners, such

provision can be costly to develop and providers want to be reasonably

certain that the returns will justify the development effort and costs.

Somewhat less-costly alternatives are to draw on existing validated and

accredited modules or to tweak existing programmes to customise them to

the needs of union learners.

In order to facilitate a constructive dialogue with providers in

relation to specific needs for bespoke provision, it is suggested that

unionlearn develop a proforma to clarify requirements, for example to

include information about:

• Content of bespoke provision

• Need for it to be accredited

• Likely number of learners

• Background/previous education of learners

• Required mode/timing of delivery

• Required place of delivery

• Type of support required

• etc.

Specifying such parameters in advance is likely to speed the response of HE

providers and would provide the basis for unionlearn/union learning reps to

request several HE providers to tender for a piece of bespoke provision.


In relation to FE HE providers, there again seem to be barriers impeding

responsiveness to requests for bespoke provision. Firstly, they are unable to

draw down HEFCE funding for small modules unless through HE partners

and, secondly, they are unable to directly validate the provision which they

develop. Given that many FE providers have worked with unionlearn/union

learning reps to develop sub-HE provision, it would seem that existing

partnership links could continue to prove effective for the development of HE

provision. It has already been suggested that HEFCE look at funding models

for FE HE providers. In addition, the position with regard to FE colleges

validating HE provision is in the process of change – albeit very slowly. In

the interim, it is suggested that unionlearn develop consortium links,

or use existing consortium links perhaps through Lifelong Learning

Networks so that FE and HE partners can work together quickly and

effectively to respond to identified need for bespoke provision for

union learners.

5.3.11 Flexible and innovative forms of learner support

In relation to learner support, some of the FE HE providers have a great deal

of experience of supporting non-traditional learners and of addressing the

study needs of workplace learners. However, such experience and expertise

is not limited to FE HE providers; some HE providers also have considerable

experience in these areas. In trawling across North West HE providers, it is

evident that some innovative forms of support have been devised, some of

which might meet the needs of union learners and prove very effective.

Specific examples include Adult Mentoring at the University of Salford, Study

Skills workshops at South Cheshire College, Action Learning Sets at

Lancaster University and an on-line study skills package at the University of

Bolton. Some HE providers also indicated that, in principle, they would be

able to provide support to union learning clubs. However, it seems likely that

different forms of support may be appropriate with different groups of union

learners in different circumstances; for example, it may be a much more

effective form of support for 1 or 2 union learners engaging in a particular

HE course of study to meet with other non union learners doing the same

course than with other union learners doing different HE courses. Indeed, it

may be the case that it is particularly energising and motivating to interact

with others with very different life experiences. The ongoing evaluation of

union learning clubs should provide a useful perspective on this issue.

Perhaps what is most important, however, in relation to learner


support is that channels of communication are kept open and active

between HE providers, union learners, Support Workers and union

learning reps so that problems and further support needs can be

rapidly identified and addressed.

In relation to study skills support, as a back-up to any face-to-face

workshops, it is suggested that unionlearn investigate existing on-

line packages and booklets for relevance to union learners and,

working with the authors, look at the possibility of customising and

re-badging such material for the benefit of union learners.

5.3.12 Low-cost provision/bursaries

Whilst there is some relatively low-cost HE provision available to union

learners, course fees may still provide a barrier to engaging in higher level

learning. Certainly, the initial feedback from some learners in the ongoing

evaluation of the wider TUC Aimhigher project suggests that free or

discounted fees may have been a major factor in learners making a decision

to engage in HE study. However, it may be the case that the investment of a

financial stake in the learning experience is associated with enhanced

motivation and determination to complete. Again, the ongoing evaluation

should add to our understanding of this issue. It does seem likely, though,

that some form of subsidised provision will encourage more learners to try

HE for the first time and simply getting people through the door is a key

hurdle to get over.

In terms of where such subsidies could come from, a number of sources

may be of relevance including, for example, Aimhigher, Lifelong Learning

Networks, Higher Level Skills Pathfinder, the Union Learning Fund and, of

course, employers. In relation to the latter, it is suggested that

unionlearn and HE providers collaborate in producing an employer

pack making a business case for employee engagement in higher

level learning. This may help in unlocking an employer budget.

5.3.13 Content specialisms

It seems likely that unions representing members in a particular field or


sector (eg Health) will be aware of relevant specialist HE provision offered by

particular HE providers. However, it may be useful to include such

information within the Customised Learning Themes of the Climbing Frame

which is currently being made available to unions.

5.3.14 Willingness to engage with unionlearn/union learning reps

Most HE providers that were contacted showed a real willingness to engage

with unionlearn. Clearly, some already have considerable experience of

working with union and other workplace learners and such providers may

constitute effective unionlearn partners for pilot initiatives. However, other

HE providers with less experience in this area also showed considerable

enthusiasm and offered ideas in relation to possible partnership activities.

The task for unionlearn will be to identify those willing partners who want to

be pioneers in this area and who will go that extra mile to make it happen.

For the North West region, Appendix 3 provides some useful information

which should help in identifying suitable partners. For North West HE

providers not listed and for HE providers in other regions, Appendix 4

contains a list of questions that unionlearn and/or union learning reps might

want to ask of the provider.

In seeking to identify funding to support pilot initiatives, it may be worth

approaching Lifelong Learning Networks as these might be willing to support

work with adult workplace learners, for example in relation to researching

learner demand and forms of learner support.

In terms of barriers to engagement by HE providers, apart from those

already referred to in previous sections, there seem to be 2 other key

barriers. The first is that providers are very familiar with their traditional

target market of young learners and receive a reasonably steady income

stream via this source. In general, they are much less familiar with the

needs of adult workplace learners and would need to invest in considerable

learning and development to reach, deliver to and support such learners in

HE study. Additionally, they may see no particular incentive to go down this

path of greater resistance. However, the situation is in a state of change. For

example, with the shift in demographic patterns, the young undergraduate

market is set to shrink so there is then an incentive to look elsewhere to

maintain income levels. It also seems likely, following the Leitch report, that


HEFCE will adjust the HE funding model to incentivise more engagement

with workplace learners.

The second key barrier, related to the first, is that amongst some providers

at least, there is only limited knowledge and understanding of the workplace

learner market in terms, for example, of learner characteristics and their

needs for HE study, programme delivery and support. It is suggested

then, that opportunities are developed for HE providers to meet with

unionlearn/ union learning reps/ union learners to learn more about

each other, to discuss demand set against current supply and to

consider how identified gaps might be addressed. A suggested format

for such a meeting is included as Appendix 5.

5.4 Additional mechanisms for enhancing the match between supply and demand

There are a number of other organisations, initiatives and strands of activity

that can help facilitate and achieve a better match between HE supply and

union learner demand. Included amongst these are:

5.4.1 Lifelong Learning Networks

These networks are funded by HEFCE, have been sited across English

regions and have been set up to promote vocational and workplace

progression into, and through, higher education. The networks consists of a

partnership between several of the HE and FE providers within a region

together with additional partners such as Aimhigher, Regional Development

Agencies, Regional Skills Partnerships, Sector Skills Councils, Local Learning

and Skills Council, and Connexions. Currently, there are some 26 funded

Lifelong Learning Networks across the English regions. Each is taking a

somewhat different approach to achieving the core objectives but each has

something to offer in terms of facilitating a match between HE supply and

union learner demand. Within the North West, there are 3 funded networks

and 2 emerging networks. The following paragraphs draw on these as

exemplars of what might be on offer across English regions:

The Greater Merseyside and West Lancashire Lifelong Learning

Network consists of a partnership of regional Universities and FE Colleges

led by Edge Hill University. The network is initially concentrating on areas of


regional skills shortages in relation to 4 key sectors: Health and Social Care;

Creative and Cultural industries; Hospitality, Tourism, Sport and Active

Leisure; and Financial Services. For these 4 sectors, the network has

achieved a mapping of FE and HE course provision throughout Greater

Merseyside and West Lancashire, has identified gaps in provision, and has

supported the development of a number of Foundation Degrees, an access

bridging programme, Year 0 provision (for example, leading to entry onto

Medicine or Dental Science programmes) and modular CPD short courses to

address some of the identified gaps. Some of the latter provision,

particularly, may be of interest to some union learners as a credit-bearing

taster of HE study (for further details, see:

http://www.merseyandwestlancslln.ac.uk/).

The network has also focused on developing multi-institutional progression

agreements between network partners, allowing for progression within and

between partner institutions. In particular, the concept of Progression

Passports has been developed with the idea of issuing these to learners at

the start of a level 3 course and offering a guaranteed place on an HE course

providing they meet specific passport requirements. This kind of scheme

might have useful application with union learners to encourage them to

continue on to higher level learning as part of a pre-planned progression.

In terms of engaging with the network, there are at least 3 points of

potential engagement for unionlearn: Firstly, if unionlearn provided

the network with details of unmet union learner demand for HE, the

network might broker new programme development with one of the

HE partners. Secondly, the LLN has invited unionlearn engagement

with one of the network’s theme groups ‘Employers and Continuing

Professional Development’. Thirdly, unionlearn could perhaps reflect

a union learner perspective to another theme group, the

Information, Advice and Guidance group which is concerned with

how the network can engage potential students who are already in

work.

The Cheshire and Warrington Lifelong Learning Network consists of a

partnership between the University of Chester and a number of FE colleges

in the region. One of the key aims of the project is to re-engage adults in the

workplace who are neither in education nor training and have not realised

their full potential. A key focus has been the development of Foundation


Degrees within seven curriculum/skills areas highlighted as shortage areas

(hot spots) in the Regional Economic Strategy: Business, Enterprise and

Public Services; Creative and Cultural Industries; Engineering; Environment

and Bio-Sciences; Health and Social Care; Information and Communication

Technology; and Sport, Health and Education. Details of this provision may

be found on the network’s website (www.lifelongcw.org). Other network

strands include an employer engagement project to energise employers to

co-fund and co-develop the curriculum they want for their employees and

work with partners to develop and share a number of pick and mix learning

modules to support an accredited progression route from FE to HE across the

partner institutions.

In terms of engaging with the network, interest was expressed in

discussing with unionlearn the needs of union learners with

potential follow-on to include: offering a seamless progression

package for union learners with some Level 2 and 3 learning at

partner colleges with progression to a level 4 programme at the

University of Chester; and developing a pick and mix module

Foundation Degree appropriate to the needs of union learners. The

network also hoped to involve unionlearn in discussions with

employers about Foundation Degrees.

The Greater Manchester Lifelong Learning Network is structured within

the Greater Manchester Strategic Alliance, a partnership of seven higher

education institutions, 19 further education colleges and 11 related

organisations (see: http://www.gmsa.ac.uk/lifelong-learning-network/). A

key goal of the network is to “act as the single, coherent point of information

and support for learners, having a presence in all partner institutions

together with a central facility” (Proposal submitted to HEFCE, 2005). The

vision is to effectively create a campus that encompasses the whole of

Greater Manchester with learners having a ‘passport’ for their lifelong

learning journey, providing access to an ‘educational supermarket’ of

learning modules across the institutional partners. A major strand of current

activity is to develop a comprehensive learning directory database which will

include provision from across the network’s partners and to make this

available to learners via a web-based portal. The model for the portal is

complex and far-reaching and would link in e-portfolios, personal

development planning, job profiles, progression maps, progression

agreements and so on. There is also the potential for it to link into the union


Climbing Frame, provide a discussion board for union learning reps and

provide a mechanism for delivering real-time information and advice to

union learning reps, perhaps via on-line advisors. In relation to the learning

database, it is envisaged that deep levels of detail would be encoded so that

learners would be able to more easily search for modules that would be

appropriate to their specific circumstances (eg, evening only attendance).

In terms of engaging with the network, there is already a TUC representative

on the network’s Information, Advice and Guidance Group. There may also

be opportunities for engaging with the network around research

areas such as learner demand, learner motivation/aspirations,

learner support within the workplace, flexible delivery methods and

learner retention. There may also be network funding available to

support such engagement.

Cumbria Higher Learning, the Lifelong Learning Network for Cumbria, is a

partnership of the region’s 4 Further Education Colleges (Carlisle College,

Kendal College, Furness College and the Lakes College) and Higher

Education institutions (The new University of Cumbria, The University of

Central Lancashire, Lancaster University and the Open University). The

network is currently in the early development stages but a key aim of the

network, given the highly dispersed nature of potential learners in the

region, is to make Level 4 study available at the local level. The intention is

to create University hubs, possibly attached to existing colleges, so that

more learners are able to engage in HE study at reasonably local venues.

This may prove beneficial to dispersed union learners in the region. For

further information about the network, see:

http://www.university4cumbria.co.uk/?q=the_distributed_learning_network

_dln_for_cumbria

In terms of engaging with the network, the membership of the working

groups has not yet been established but, a little further down the line, there

may be opportunities for unionlearn to contribute to these working groups

and to the development of network activities.

The East Lancashire Higher Level Learning Network is still in the very

early discussion stages.


5.4.2 Higher Level Skills Pathfinder Projects

The Higher Education Funding Council for England (HEFCE) is funding higher

level skills pathfinder projects in the North West, the North East and the

South West of England. Whilst each is taking a somewhat different tack,

employer engagement is at the heart of the initiatives with widening

participation goals layered underneath.

As an example, the North West Higher Level Skills Pathfinder is being led by

the North West Universities Association, as the representative body of the

fifteen North West Higher Education Institutions, in partnership with the

North West Regional Development Agency, Government Office North West,

the Association of Colleges, the Learning and Skills Council, the Sector Skills

Councils and the NW Regional Skills Partnership.

The key aim of the project is to increase employer demand for, and

engagement with, higher level skills provision. In relation to the

development of provision, there are both reactive and proactive

components. The reactive component involves a brokerage service to

identify employer demand and then broker the development of provision

working through specialist Pathfinder HE advisers. The proactive component

currently involves a focus on 4 sectors (Advanced Engineering and Materials,

Creative and Digital Industries, Business and Professional Services and

Construction), and is working through 4 sector panels to identify sector skill

needs and fund appropriate development of provision.

To support the brokerage process, the project is also developing a North

West database of existing HE provision across 25 priority sectors. This will

cover all full-time and part-time programmes, short courses and Continuing

Professional Development modules. Whilst designed principally for use by

the skills brokers, the database may be made available to others who might

find it useful - such as IAG advisers and unionlearn.

In terms of unionlearn engagement with the project, there may be a role

for unionlearn in terms of a) supporting and contributing to HE –

employer engagement, b) working with employers to articulate

employee needs for skill development and c) advising on the

development of new provision to ensure it meets union learner

needs, for example in relation to delivery and support. Already,

unionlearn representatives sit on the Pathfinder Funding Group and the


Employer Engagement Group.

5.4.3 Aimhigher

The fact that the national TUC Aimhigher project is largely funded by

Aimhigher attests to the strong links that have already been made between

Aimhigher and the TUC/unionlearn. Given that unionlearn’s current HE focus

is around encouraging union learners to take their first steps into HE, this

sits clearly within the Government’s widening participation agenda and

hence is eligible for continued Aimhigher help and support. Aimhigher can

draw on its considerable expertise in this area to promote and facilitate

better alignment of HE supply with union learner demand.

5.4.4 Foundation Degree Forward

Foundation Degree Forward is a national body that supports the

development and validation of high quality Foundation Degrees. It works in

partnership with relevant agencies, institutions, organisations and interest

groups to ensure that the development of Foundation degrees is driven by

the needs of employers and students. Foundation Degree Forward’s website

provides a comprehensive listing of currently available Foundation Degrees,

see: http://www.fdf.ac.uk/courses/

In terms of possible unionlearn engagement with Foundation Degree

Forward, there are almost certainly opportunities for working with

the organisation in its engagement with employers to ensure that

employee needs are identified and to promote the development of

sustainable partnerships between employers and HE providers that

will be of real benefit to union learners. There may be some funding

available from Foundation Degree Forward to support such activity.

5.5.5 Employment-Based Training Accreditation

Foundation Degree Forward is also supporting the development of a project

which is designing and testing a methodology for accrediting employer-

based training. The idea is to link accreditation of existing employment-

based training with current or bespoke Foundation Degrees, other HE


qualifications or Continuing Professional Development. For employers, this

will serve to assure and enhance the quality of their training and, for

employees, it will potentially accelerate the achievement of higher level

qualifications. Clearly, the accreditation of existing training carries potential

benefits for union learners; consequently, unionlearn might like to be

involved with facilitating progress of this with employers.

5.5.6 Commercial Distance Learning Providers/Brokers

There are a number of commercial organisations with websites which might

help unionlearn and union learning reps match union learner demand with

HE supply. One example is Hobson’s Distance Learning site (see:

http://www.distancelearning.hobsons.com/) which provides a searchable

directory of distance learning courses in a wide range of subject areas and at

a number of levels. This may provide a useful tool although the extent of

coverage of the database would need clarification.

A second example is ICS which offers some 200 distance learning courses

including a number at degree level (see: http://www.icslearn.co.uk/). The

HE courses are offered in association with the University of East London

which awards the degree qualifications. ICS have also developed a learner

Management Service to bridge the gap between learners and educational

institutions. With this service, students are assigned a personal mentor who

advises, assists, helps to motivate and continuously tracks and reports on

progress. Students also have access to a dedicated on-line learning

community, where they can take part in interactive forums and discussion

groups.

5.5.7 Employers

Finally, it would be a major omission not to give mention to employers in

terms of facilitating a match between HE supply and union learner demand.

Perhaps the strongest match is likely to be achieved where employers

support the identification of learner needs, where such needs largely overlap

with workforce development needs (linked to business development) and

where employers are prepared to engage in the development and delivery of

an appropriate curriculum. Clearly, this will not always be the case but

employers can also facilitate the matching process by supporting their


employee learners in a wide variety of ways (eg, time off for learning,

provision of facilities for learning, employer mentoring, subsidy of course

fees, etc.).

On its website, Foundation Degree Forward presents a business case to

employers for workforce engagement in Foundation Degrees. Skills Solutions

(a training company involved in delivery of an Apprenticeship Programme)

produces an employer toolkit booklet which is designed to help employers

understand their role in the Apprenticeship and other training programmes.

With the above examples in mind and as a means of promoting engagement

and support from employers, it is suggested that unionlearn produce an

employer pack setting out the business benefits to employers of

employee engagement in HE, providing some case study examples

and setting out the various ways in which employers can support

and be involved in the process.


6. The Union Learner Journey Tables

As was noted in earlier sections, there is considerable diversity in terms of the

educational backgrounds of union members. However, given that many union

learners who might progress to HE study are from widening participation or non-

traditional backgrounds, it is all the more important to try to ensure that their first

experiences of HE are positive and successful. The following tables, then, focus on

what’s key to making it work’ at the different stages of the union learner journey.

Separate tables are provided for union learners, union learning reps, HE providers

and Employers and, within each table, roles, responsibilities and underpinning

support and resources are identified.

Again it should be emphasised that this is work in progress. The wider evaluation of

the TUC Aimhigher project will very likely add further content to the table entries.

Following this, the table contents could be re-worked to produce individual guides

to engagement, in language and a format appropriate to the different stakeholder

groups.

6.1 Union Learners Stages in Learner Journey

What’s key to making it work? What’s the learner’s role at each stage in the

journey?

Underpinning Support and

Resources Raising awareness

• Being open to new learning experiences • Being willing to listen to awareness-

raising communications about learning/development opportunities

• A supportive learning culture within the organisation, that it’s OK to want to learn/develop without fear of discouraging responses from managers or colleagues

• A learning agreement covering HE and outlining facilities and support available (also underpinning all other stages)

• Learner Pack 1 (eg containing case study examples, an introductory guide to HE, an FAQ sheet, a ‘what next 1’ information sheet, etc.)

Engagement • Showing active interest and engagement

in seeking to identify personal learning/development needs and learning objectives

• Defining personal goals and the purpose for studying (eg, to gain a qualification or to develop personal interests?) and using this information to consider courses of interest.

• Being realistic about the time available for study and about how much of their own time they are prepared to put into it

• Giving consideration to what study mode would best suit, eg part-time, face to face, distance learning, etc.

• Talking to other learners about their experiences

• Believing in themselves – that they can do

• A range of sources/forms of Information, Advice and Guidance to suit the needs of different learners – particularly some help with identifying their learning/development needs and learning objectives. Could include learner pack tools (see below), computer-based self-help and/or someone to talk to.

• Key strands of support to include union learning reps, Climbing Frame and possibly HE provider/Aimhigher/Lifelong Learning Network websites

• Learner Pack 2 (eg, to follow on from the ‘what next’ in the first pack – to include self-help checklists, a decision-tree to help potential union learners to identify the best HE route for their individual circumstances, a more detailed FAQ list


it (eg Can I cope? What will be expected of me, etc.) and a ‘what next 2’ information sheet)

Course choice • Exploring options from different HE

providers and considering which might be the right provider (eg, based on likely commitment to, and understanding of, union learners) according to individual circumstances

• Seeking help, if necessary, to match personal needs, interests, objectives and preferred approach to learning (learning styles, delivery method, nature of learning support, etc.) to available courses

• Being ready to consider and understand what a course will involve and make a positive commitment to learning

• Again, a range of sources/forms of Information, Advice and Guidance to suit the needs of different learners.

• Information about available courses to match needs, interests, objectives and preferred approach to learning.

• Clarity about what a course will involve, the support available and the commitment and effort needed/expected.

• Information/help with sources of funding, employer support, etc.

• Key strands of support to include union learning reps, Climbing Frame, HE provider advisers, Aimhigher & Lifelong Learning Network websites and, possibly, the employer

• Learner Pack 3 (eg, entitled ‘Choosing a course of study’ to include case studies of colleagues’ engagement in higher level learning, a decision-tree to help learners select an appropriate course based on learning preferences, time for study, support required, etc., an FAQ list, details of web sources of information and a ‘what next 3’ information sheet)

Application & Registration

• Completing application/registration details • Engaging with the demands of the course,

taking on board course details supplied during registration and confirming commitment to the course

• Seeking help if needed from union learning reps/HE provider field staff/HE provider central support teams

Sources of help to: • maintain/boost confidence • assist with the details of registration, • clarify/elaborate on details supplied during

registration process • Key strands of support to include union

learning reps, HE provider admissions adviser/field staff/central support teams

• Learner Pack 4 – ‘Application/registration’ – containing information for learners to support the process

Pre-course • Completing any required pre-work

• Preparing psychologically and practically for the demands of the course – for example, giving thought to timetabling and time management and how to manage the learning

• Being open to (and, if necessary, seeking) help from union learning reps/HE provider field staff/HE provider central support teams, for example in relation to diagnosing gaps in study skills/time management skills and in gaining such skills

A range of support to suit the needs of different learners, such as:

• Contact points for queries, help and advice (union learning reps, HE tutors and other support staff, web sources, etc.)

• Proactive contact from union learning reps, HE tutors, etc.

• Some initial information/help with study skills and ‘returning to learning’

• Introduction to peer support mechanisms (union learning clubs, Virtual discussion forums/chat rooms)

• Learner Pack 5 – ‘Preparation for HE study’ – containing information for learners to support the process (eg, ‘Returning to learning’ and study skills packs)

Course • Engaging fully with the demands of the

course – giving appropriate time to on-line learning, classroom sessions, tutorials, deskwork, etc.

• Developing/acquiring appropriate study

• A range of support to suit the needs of different learners, such as:

• Contact points for queries, help and advice (union learning reps, HE tutor and other support staff, web sources, etc.)


skills to facilitate the learning process • Monitoring and reviewing progress

towards study objectives • As appropriate, providing the necessary

evidence to demonstrate that learning has been acquired

• Seeking help if needed from union learning reps/HE provider field staff/HE provider central support teams

• Supporting other HE learners in the workplace as appropriate

• Proactive contact from union learning reps, HE tutors, etc. to enquire about progress and find out how/if they can help

• Tutorials from HE Tutors • More help with study skills, ‘returning to

learning’, setting targets and assessing progress, etc. (HE/union support workers, study guides, web sources, etc.)

• Additional sources of help for disabled and other special need students; pastoral support

• Peer support mechanisms (union learning clubs, Virtual discussion forums/chat rooms)

• Mentoring/supervision by employer/colleagues

• Also underpinning success may be time off for study, access to computers/internet, specialist equipment, financial help, etc.

• Learner Pack 6 – ‘HE study – making it work’ – containing information for learners to support the process (eg, making time for study, setting goals, keeping track of progress, getting help, etc.)

Post-course • Considering the next steps in the learner

journey – possible progression routes/next steps

• Seeking help if needed from union learning reps/HE provider staff/Information, Advice and Guidance providers

• Using the experience to encourage other union learners to consider embarking on a learner journey

• A range of sources/forms of Information, Advice and Guidance to suit the needs of different learners and help them consider progression routes. Could include union learning reps, Climbing Frame, HE progression advisers, Aimhigher, Lifelong Learning Networks, self-help publications, web sources, etc.

• Some form of recognition of their achievement (certificate, award ceremony, newsletter article, etc.) that would have some currency with colleagues and that the learner could use to help encourage others back to learning

• Learner Pack 7 – ‘What next?’ – containing information to help learners consider progression


6.2 Union Learning Reps Stages in Learner Journey

What’s key to making it work? What’s the union learning reps role at each stage in

the journey?


Resources

Raising awareness

• Being very aware that, for many colleagues (even those who have succeeded at level 3 studies), progressing to HE study is a step into the unknown and, therefore, that colleagues may need a great deal of support and assistance

• Regularly updating knowledge of local HE providers, work-based learners, adult learner-focused approaches, what’s available (course options, costs, delivery options, support package, progression routes, etc.) and how to access suitable courses for workplace colleagues

• Developing/maintaining good relations with local HE providers

• Publicising/promoting HE options including details of websites and contact points for further information

• Promoting the benefits of higher level learning to workplace colleagues (eg, potential financial gains, personal satisfaction, etc.) – helping to develop a culture of learning

• Promoting the benefits of higher level learning to employer /management

• Understanding the union learning club model and the scope for union learning club type support in the workplace

• Training/awareness raising for key HE staff so that they understand the role of the union learning rep/features of union learning/needs of union-led learners

• Training on what’s available and where to find out Information.

• union learning rep toolkit • Climbing Frame • Publicity and Promotion materials for

learners to include a Learner Pack 1 (eg, containing case study examples, an introductory guide to HE, an FAQ sheet, a ‘what next 1’ information sheet, etc.)

• Promotion pack for employers – making a business case for employee higher level learning – to include case study examples

• Knowledge of/training in organising/running promotional events

• Support from HE providers/Aimhigher/Lifelong Learning Networks in terms of assistance/good practice in putting on promotional events (awareness raising as to what’s available)

• Support from unionlearn regionally and nationally in promoting the benefits of higher level learning

• HE provider pack – produced by unionlearn/union learning reps/ Aimhigher (eg, briefing HE providers as to the needs/ requirements of union workplace learners wrt learning, delivery, support etc. and outlining the role of the union learning rep and what might be the HE provider role at each stage of the learner journey)

Engagement • Organising promotional activities to engage workplace colleagues

• Being visible and accessible to potential learners

• Being seen as credible with potential learners (credibility may attach to having themselves engaged in HE study)

• Providing potential learners with opportunities to talk about past negative educational experiences and anxieties about HE

• Providing potential learners with opportunities to talk to Adult Ambassadors (eg, colleagues who have engaged in HE study, have completed successfully and enjoyed the experience)

• Providing advice and support to help colleagues identify/clarify their learning/development needs and objectives, and

• Empowering/encouraging them to believe that they can do it

• Signposting colleagues to Information, Advice and Guidance sources (eg, HE provider, Learndirect, etc.)

• [Engaging employer in helping to identify higher level learning staff development

• Toolkit of promotional activities to engage potential learners

• Support from HE providers/Aimhigher/Lifelong Learning Networks in putting on promotional events (helping learners match needs etc. to what’s available), taster sessions, etc.

• Some basic Training/Learning Needs Analysis, Information, Advice and Guidance and signposting training

• union learning rep toolkit to support the above (eg, to include checklists, FAQ lists, careers software, Climbing Frame information tool, etc.)

• Learner Pack 2 (eg, to follow on from the ‘what next’ in the first pack – to include self-help checklists, a decision-tree to help learners identify the best HE route for their individual circumstances, a more detailed FAQ list, more learner case studies and a ‘what next 2’ information sheet)


needs] • [Negotiating with employer/line managers

for study time, access to resources, etc. for learners]

• [Note that another key success factor in

engaging learners may stem from union learning reps detailed knowledge of their colleagues – and that they have the confidence and trust of their colleagues. Research also suggests that a positive experience of returning to learning by the union learning rep may underpin successful engagement with colleagues]

Course choice • Providing more detailed Information,

Advice and Guidance and/or signposting colleagues to other sources of Information, Advice and Guidance on course options, entry requirements, delivery options, support packages, costs, progression routes, etc. to help learners match needs, interests, educational experience, preferred approach to learning etc. to available courses.

• Providing colleagues with a supportive but realistic preview of HE study (eg, study methods, hours involved, etc.) to enhance their awareness of what’s involved and their commitment to the course of study.

• Helping colleagues to identify and address any pre-HE development needs – eg, skills for life

• Brokering customised delivery of existing courses, new courses, special deals, etc. with providers/employers to address colleagues’ needs/preferences not met through existing offerings

• Helping colleagues access funds for learning – from the employer, provider or other sources

• Basic training to support this process • Awareness of HE requirements • Climbing Frame Action Planning Tool • union learning rep toolkit – to include links

to HE provider/ Lifelong Learning Network/ Pathfinder websites and course/module details, contact details of HE provider sources of Information, Advice and Guidance, sources of funding for learning, HE proforma to detail programme requirements for use when trying to broker a deal with an HE provider, HE provider checklist to assess suitability of provider for union learners, details of whom to contact within HE institutions, Lifelong Learning Network and Pathfinder contact details, etc.

• HE Provider Pack – to support union learning reps in their dealings with HE (for example, briefing HE providers as to the needs/ requirements of union workplace learners wrt learning, delivery, support etc. and outlining what might be the HE provider role at each stage of the learner journey – as a basis for discussion and negotiation)

• Learner Pack 3 (eg, entitled ‘Choosing a course of study’ to include case studies of colleagues’ engagement in higher level learning, a decision-tree to help learners select an appropriate course based on learning preferences, time for study, support required, etc., an FAQ list, details of web sources of information and a ‘what next 3’ information sheet)

• Knowledge about what’s possible in terms of the culture and the way things are done within HE plus training in negotiation skills & techniques

• Support from unionlearn in developing Partnership Agreements with Higher Education Institutions, Lifelong Learning Networks, etc.


• Providing help to colleagues with the details of registration – this may variously involve signposting, helping colleagues to complete the application form, helping them to provide evidence of previous learning (Accreditation of Prior (Experiential) Learning), helping them to understand/clarify/digest any information

• General awareness training on the registration process

• union learning rep toolkit to support the above (eg, a contacts list for HE registration/admissions advisers, the details generally required on the registration forms, examples of completed forms, information (including examples) about Accreditation of


supplied by the HE provider during the registration process, etc.

• [Keeping employer/managers informed about colleagues’ higher level learning engagement. Engendering interest, support, commitment and, possibly, involvement (eg mentoring) in the process]

Prior (Experiential) Learning and where to go for further Information, Advice and Guidance on this, etc.)

• Learner Pack 4 – ‘Application/registration’ – containing information for learners to support the process

Pre-course • Helping to prepare learners for the demands of their chosen course of study, eg, arranging meetings with groups of learners to swap concerns, aspirations and boost confidence, signposting them to study skills, time management modules, how to balance home, work and study, etc.

• Developing support structures for colleagues engaging in higher level learning, eg union learning clubs, on-line forums, mentors, etc.

• Training in methods/good practice in supporting learners - and how they work (eg union learning Clubs, virtual discussion forums, chat rooms, mentoring, peer support, study skills modules, etc.)

• union learning rep toolkit to support the above (eg, a list of open access support modules, a contacts list of help available via HE providers, etc.)

• Learner Pack 5 – ‘Preparation for HE study’ – containing information for learners to support the process (eg, ‘Returning to learning’ and study skills packs)

Course • Ensuring learner support structures are up

and running and working effectively (eg union learning clubs) – such support may be crucial in the first few weeks of a course.

• Liaising with any Project Workers (eg, from HE provider, unionlearn or union), HE provider, employer and any other potential sources of learner support to ensure that learner needs are met

• Pro-actively monitoring effectiveness with learners, intervening as necessary (eg, for learners who experience difficulties) – may involve liaison with HE provider

• Supporting any additional needs of learners (eg, for learners with special needs, etc.)

• Ensuring learners have access to necessary resources (eg computers/internet, etc.)

• Training to support the process • union learning rep toolkit to support the

process (eg, monitoring and evaluation forms)

• Project worker(s) (could be HE provider, unionlearn and/or union) to support the process with clear communication channel with union learning rep

• Links to other support networks (eg, HE provider networks, fellow student networks, special need networks, etc.)

• Learner Pack 6 – ‘HE study – making it work’ – containing information for learners to support the process (eg, making time for study, setting goals, keeping track of progress, getting help, etc.)

Post-course • Helping learners to consider the next steps (progression) in their learner journeys and signposting to sources of Information, Advice and Guidance as appropriate

• Facilitating a celebration of success (piece in union or employer newsletter; employer/union award, presentation of certificate, etc.)

• Supporting learners who do not complete or pass their course

• Reflecting on colleagues’ progress and experiences to develop a better understanding of key issues in the learner journey and to use such learning to further develop good practice

• Using colleagues’ successful higher level learning experiences to encourage other colleagues to participate in HE – possibly through producing case studies or recruiting those with successful learning

• Training to support the process – eg in identifying progression pathways, in evaluation and reflection, in producing short case studies and organising celebratory events to promote success, etc.

• union learning rep toolkit to support the process (eg Climbing Frame, list of HE contacts to clarify progression pathways, evaluation/reflection tools, examples of celebratory activities/events, etc.)

• Learner Pack 7 – ‘What next?’ – containing information to help learners consider progression


experiences to act as Ambassadors to others

Other support and resources for union learning reps that may underpin all stages of

the learner journey include:

• Support from unionlearn and unions, both regionally and nationally, in developing

support tools, providing resources, promoting the benefits of higher level learning

and influencing/negotiating appropriate agreements with employers, HE providers,

Lifelong Learning Networks, Government etc.

• Union learning rep forums/networks to share experiences, learning and good

practice; time to attend and engage with such networks

• Union learning rep hotline for help, information and guidance

• Sufficient paid time to carry out union learning rep duties

• Access to IT and training/learning resources (eg room space for group meetings,

events, etc.)

• A joint union learning rep/Employer Learning Committee

Note, also, that critical success factors likely to impact at all stages of the learner journey

include:

• Flexibility/expertise of union learning reps in customising and adapting a generic

learner journey approach to the individual needs and circumstances of their

workplace colleagues

• Commitment and goodwill of union learning reps in going that extra mile to

ensure that colleagues engage successfully with HE

• Union and employer respect for the role of union learning reps and recognition of

their contribution (and this has to include giving Reps the time and resources to

give to their role – and not overloading them)

• [Statutory] Government recognition of union learning rep role and contribution


6.3 HE providers Stages in Learner Journey

What’s key to making it work? What’s the HE provider’s role at each stage in the

journey?


Resources

Raising awareness

• Building relationships with union learning reps and union learners

• Promoting the benefits of higher level learning (including personal and professional development) to learners, providing basic information about HE level study and marketing what’s on offer (eg, course options, costs, delivery options, support package, progression routes, etc.) for union workplace learners

• Also promoting the benefits of higher level learning to employers in terms of a business case for supporting staff learning

• Providing awareness raising events for union learning reps – ‘what we have to offer union learners’ (union learning rep training/ information days)

• Providing potential learners with opportunities to visit and have conversations with tutors and students to help demystify higher education

• Providing Information, Advice and Guidance contact points – for union learning reps, for prospective learners and for employers

• Actively engaging with unionlearn/unions/union learning reps/ Aimhigher to finetune and co-ordinate marketing and promotion activities

• Organisation of course offerings into portfolio formats – accessible by/relevant to workplace learners

• Promotional materials (eg leaflets, posters and publicity packs)

• Information packs – for union learning reps (eg, what’s on offer, sources of information etc.), for learners (eg, studying at HE level, courses, fees, discounts for union learners, etc.) and for employers (eg, what’s in it for you – the business case)


• Information, Advice and Guidance capacity for external enquiries from union learning reps, union members and employers

• Network links with unionlearn, unions, union learning reps, Aimhigher

• Support of [dedicated?] HE provider outreach worker

• Other project worker(s) to support awareness-raising activities (eg, Aimhigher project worker)

• Time for other staff to engage in outreach activities

Engagement • Providing promotional activities to engage

learners (eg, career/self development sessions, taster sessions, etc.)

• Actively engaging with unionlearn/unions/union learning reps to finetune and co-ordinate such activities

• Engaging with union learning reps/unionlearn/unions/Colleagues/ Employers to clarify higher level learning needs (eg, in terms of courses, delivery and support) in order to enhance the match between what’s on offer and what’s wanted

• Providing Information, Advice and Guidance contact points for more detailed information about HE study – both for prospective learners and to help union learning reps provide appropriate Information, Advice and Guidance to learners

• Creatively utilising HE champions (eg, learners who have completed courses whilst working) to help with engagement

• Providing bursaries to support workplace

• HE taster packs to support promotional activities


• Information, Advice and Guidance capacity for more detailed external enquiries from union learning reps and union members

• Network links with unionlearn, unions, union learning reps

• Support of [dedicated?] HE provider outreach worker

• Other project worker(s) to support engagement activities (eg, Aimhigher project worker)

• Time for other staff to engage in outreach engagement activities


learners from Widening Participation backgrounds?

• List of people on whom to draw as HE Champions

• Access to Widening Participation funding streams

Course choice • Provision of easily accessible information

about courses appropriate to union learning rep/prospective learner needs – and via different formats

• Online and telephone Information, Advice and Guidance support for union learning reps and prospective learners to help learners select courses appropriate to their individual circumstances and situations

• Willingness to consider developing new courses/adapting existing courses to address union member needs

• Printed prospectus of courses • Searchable web prospectus • HE provider pack – containing guidance

from unionlearn/union learning reps as to information required and its organisation

• Information, Advice and Guidance capacity to deal with course choice enquiries from union learning reps and union members

• Possibly, staff time for course leaders to deal with more detailed course enquiries

• Outreach project worker(s) to support course-choice activities

• Active lifelong learning network within the HE provider institution


• Provision of an online/ telephone / face-to-face (eg, group) Registration Service to help union learning reps/prospective learners with applications and registration – to include:

• Information, Advice and Guidance as necessary

• Help with producing Accreditation of Prior (Experiential) Learning submissions if needed

• Printed & web-based learner pack to support the process

• Staff capacity (Registration & Information, Advice and Guidance) to support the process

• Outreach project worker(s) to support registration activities

Pre-course • Helping to prepare learners for their chosen course of study through providing further Information, Advice and Guidance, access to dedicated course staff, access to student support services, preparatory pre-course modules, etc.

• Identifying any gaps between study skill/support needs of learners and available provision

• Liaising internally and with union learning reps/project workers/employers/learners to develop/organise appropriate support structures (eg union learning clubs, mentoring, virtual forums, peer support, study skills workshops, etc.) to meet the on-course needs of union learners

• Pre-course study packs and modules to support pre-course activity

• Staff capacity (Information, Advice and Guidance, course staff, student services) to support the process

• Outreach project worker(s) to engage with learner support activities

• Network links with unionlearn, unions, union learning reps, Employers

Course • Delivery of course to meet the needs of union learners (ie, flexibility of delivery, tutor contact, etc.)

• Ensuring courses are fit for purpose and draw on good practice in motivating and supporting workplace learners

• Providing - or contributing to – learner support initiatives to meet the needs of union learners (eg, union learning clubs, mentoring, virtual forums, peer support, special sessions, toolkits, etc.) and monitoring the effectiveness of these initiatives

• Provision of tailored study skills support (eg, through union learning clubs, study skills packs, on-line and classroom

• Course materials, Virtual Learning Environments and systems to support delivery

• Study skills packs and modules • Staff capacity (course staff, student

services) to support the process • Outreach project worker(s) to engage

with support initiatives • Network links with unionlearn, unions,

union learning reps, Employers, Aimhigher


modules) • Provision of support for special needs

students (eg, dyslexia diagnosis, disability support, etc.)

• Provision of contact points so that learners can easily access HE support staff

• Monitoring learner progress; liaison with union learning reps/project workers/employers for further feedback; intervening if necessary/appropriate

Post-course • Providing information about progression

pathways • Providing Information, Advice and

Guidance contact points – for further information

• Liaising with union learning reps/Employers wrt celebrating learner successes

• Reflecting on learners’ progress and experiences to develop a better understanding of key issues in the learner journey and to use such learning to further develop good practice

• Sharing data on learner outcomes with union learning reps/ unionlearn/ Aimhigher

• Drawing on successful higher level learning experiences for case studies and Champion lists to be used to encourage other potential learners to participate in HE (liaising with union learning reps on this to avoid duplication of effort/burden on learners)

• Leaflets and self-help exercises to assist learners/union learning reps in considering further progression

• Information, Advice and Guidance capacity for progression enquiries from union learning reps, union members and employers

• Information, Advice and Guidance capacity of Lifelong Learning Networks, Pathfinder?

• Network links with unionlearn, unions, union learning reps, Aimhigher


6.4 Employers Stages in Learner Journey

What’s key to making it work? What’s the employer’s role at each stage in the

journey?


Resources

Raising awareness

• Understanding the value to the organisation of higher level learning, both directly (business benefits) and indirectly (eg, motivation and commitment of staff, reputation, etc.)

• Providing time, facilities and resources (eg, access to team meetings, staff bulletins, intranet, notice boards, display stands, etc.) to promote the value of higher level learning and to promote available learning opportunities

• Demonstrating commitment to employee higher level learning through a [well-publicised] agreement to support time off and assistance towards the cost of courses - especially where there is a link between the courses and Continuing Professional Development

• Awareness raising events for employers to promote union learning rep activity linked to HE – and to promote the benefits of employee higher level learning to the organisation/management (ie, the business case)

• Employer pack to include case studies making a business case, the employers role, how employers can really make a difference, etc.

Engagement • Providing time, facilities and resources for promotional activities to engage employees

• Encouraging all staff to consider routes into higher education

• Providing help, advice and expertise to help union learning reps to engage employees in identifying their higher level learning/development needs

• Promoting higher level learning opportunities linked to workforce development needs (obtained through TNA)

• Demonstrating commitment to higher level learning and the union role in supporting this via a learning agreement

• Awareness raising to clarify needs of union learning reps in engaging with their colleagues

• Employer pack to support the above • Consideration of personnel to support the

union learning rep • Awareness of higher level learning

workforce development needs/brokerage of training modules to address those needs

• A learning agreement covering HE and outlining facilities and support available

Course choice • Providing help, advice and expertise to help union learning reps and employees in matching higher level learning/development needs to available HE courses.

• Linking the offer of access to HE to Continuing Professional Development and career progression

• Providing help with brokering the right programmes to meet employees’/the organisation’s needs (eg, through Sector Skills Councils, Higher Level Skills Pathfinder, Lifelong Learning Networks, etc.)

• Awareness raising to clarify needs of union learning reps in helping their colleagues make a course choice

• Employer pack to support the above • Regular meetings between union learning

reps and Personnel Managers to create the links and raise awareness (Joint Learning Committee?)

• Consideration of personnel to support the union learning rep

• Links with agencies involved with identifying organisation/sector skill needs and brokerage of courses to address those needs (SSCs, Lifelong Learning Networks, HE Pathfinder, etc.)


• Allowing time for staff to complete the registration process

• Support with completing personal statements

• Support with APEL submissions if required • Providing references if needed • Clarifying workplace facilities and support

• Awareness of registration requirements • Employer pack to support the above • A learning agreement covering HE and

outlining facilities and support available


available to learners for HE study

Pre-course • Allowing time for staff to undertake pre-course work

• Planning to ensure staff can undertake the course; agreeing timetable for course engagement

• Identifying and planning appropriate employer mentor support if required

• Awareness of course demands for study time and support

• Employer pack to support the above • A learning agreement covering HE and

outlining facilities and support available

Course • Allowing time for course engagement (eg, attendance at lectures/tutorials, study time to complete work, etc.)

• Providing access to ICT and other facilities and resources as needed

• Providing assistance with on course support such as mentoring if needed.

• Providing help with assessment and evidence of workplace learning if needed

• Awareness of course requirements for study time, support, assessment and evidence of learning

• Employer pack to support the above • A learning agreement covering HE and

outlining facilities and support available.

Post-course • Providing recognition of learners’ achievement

• Recognition within Continuing Professional Development process

• Providing support with future options – linking to Continuing Professional Development, Personal Development Planning and e-portfolios

• Reflecting on experiences to develop a better understanding of key issues in the learner journey and to use such learning to further develop good practice

• Using successful higher level learning experiences to encourage other staff to participate in higher level learning (liaising with union learning reps on this to avoid duplication of effort/burden on learners)

• Awards Ceremonies, certificates, prizes, etc.

• Publicity (eg, articles in in-house newsletters, etc.)

• Liaison with union learning reps wrt the above to achieve maximum impact

• Progression as a result of achievement where appropriate

• Employer pack to support employer engagement in recognising learning achievements of staff (eg, examples of celebratory events/activities). Pack also to include reflection/evaluation tools to facilitate learning from experience and developing good practice

Key success factors running across all stages of the learner journey:

• Employer understanding of the role of union learning reps, respect for this role and

support to help union learning reps fulfil this role

• An employer-driven learning culture where personal and workforce development are

encouraged and valued


Appendices Appendix 1: Discussion prompts used in discussion

with HE providers Appendix 2: Research on HE supply – organisations

contacted Appendix 3: HE Provider entries Appendix 4: Prompt questions for use by unionlearn/

union learning reps in discussions with HE providers

Appendix 5: Suggestions for initial unionlearn/union

learning rep engagement with HE providers


Appendix 1

Discussion prompts used in discussion with HE providers

• Provision of potential interest to union members:

o Access to HE o Taster courses o Short courses o Continuing Education courses o Lifelong learning provision o CPD provision o Bespoke provision o Work-based provision o Part-time provision o Foundation degrees o Distance-learning provision o Modular provision

• Accreditation/credit accumulation • Programme costs • Distance-learning expertise • Flexibility of delivery • Flexibility of entry requirements • Support for learners • Information, Advice and Guidance • Examples of innovative/good practice in delivery and support to

dispersed/workplace learners • Current engagement with union learners • Interest in engaging with unionlearn/union learning reps • Barriers to engagement • Routes in


Appendix 2

Research on HE supply – organisations contacted

The following table provides a list of organisations which were contacted in the

course of this research and the nature of the contact with the organisation:

Organisation Email contact

Telephone

contact/

discussion

Face-to-face

discussion

Aimhigher

North West

Cheshire & Warrington

Cumbria

Greater Manchester

Greater Mersey

Lancashire

Aimhigher Coordinators in

Greater Manchester HEIs

Bolton

MMU

Manchester

Salford

Lifelong Learning

Networks

GMSA

Cheshire & War

GM&WL

Cumbria

HEIs

University of Bolton

University of Central

Lancashire

University of Chester

Edge Hill University

Lancaster University

The University of Liverpool

Liverpool Hope University


Liverpool John Moores

University of Manchester

Manchester Metropolitan

University

University of Salford

St Martins

University Centre, Oldham

FE

Cheshire & Warrington FE

and 6th Form Consortium

Merseyside Colleges

Association

Greater Manchester

Consortium for HE in FE

North West Regional Forum

for Managers of HE in FE

Blackburn College – East

Lancashire Institute of HE

Lancashire College Principals

Group

Macclesfield College

Preston College

St Helens College

South Cheshire College

Wigan & Leigh College

Others

Foundation Degree Forward

Manchester Solutions

HE Academy

Association of Learning

Providers

Action on Access

NWUA Pathfinder

ICS

Liverpool City of Learning


Appendix 3

HE Provider Entries: Page

• University of Bolton 88 • University of Central Lancashire 91 • University of Chester 94 • East Lancashire Institute of HE 97 • Edge Hill University 99 • Lancaster University 104 • University of Liverpool 107 • Liverpool Hope University 110 • Liverpool John Moores University 112 • Macclesfield College 114 • University of Manchester 116 • Manchester Metropolitan University 117 • University of Salford 119 • St Helens College 122 • South Cheshire College 125 • University Centre Oldham 127

Please note: The contacts included under ‘routes in’ are provided for the

benefit of unionlearn/union learning reps to facilitate continuation of the

dialogue with providers. These contacts should not be used by prospective

learners for whom each provider will have dedicated contact routes,

generally promoted within websites, prospectuses and other promotional

literature.

Important update: Please note that a revised and updated version of the

provider entries below, which includes revised weblinks where

appropriate, is reproduced in Higher Education Opportunities for Union

Learners – A North West HE Provider Digest) and is available via the higher

education section of unionlearn’s website: www.unionlearn.org.uk/HE


University of Bolton

• Short Courses: – The University provides a range of short courses, for example in Information Technology, Creative Writing, Health and Safety, and Road Transport. Whilst these tend to be at the sub-HE BTEC level, they may provide a useful introductory experience of HE and a progression route for union learners.

• Continuing Professional Development (CPD) programmes – A range

of CPD programmes are also offered at HE level, some part-time and some available via distance learning. (For further information, see: http://www.bolton.ac.uk/ProspectiveStudents/Postgraduate/Home.aspx).

Currently, the University is in the process of extending its modular CPD provision (eg, in Leadership and Management) and is exploring the introduction of a range of accredited CPD qualifications (eg CPD Certificate, CPD Diploma and Certificate in Management) as stepping stones towards the higher credit-point requirements of HE Certificates, Diplomas and Degree qualifications.

• Access to HE courses – The University offers a number of courses which

can help mature students return to learning and prepare them for more intensive HE study. These include an Access to Business course of 1 semester and 1 year programmes in Psychology, Mathematics and Art and Design. The Maths course, in particular, would be accessible to those in full-time employment as lectures are delivered in the evening on two days a week. For further information, see: http://www.bolton.ac.uk/ProspectiveStudents/NewToHigher/Routes/Home.aspx

• Foundation Degrees – The University validates and delivers a number of

Foundation Degrees including three (Clothing, Footwear and Textiles) which are offered completely by distance learning. The Foundation Degree in Health and Social Care is designed for students to ‘work, earn and learn’ completely within the workplace setting. For further details, see the case studies at the end of this entry.

• Bespoke courses – The University has experience of developing bespoke

provision for particular learner groups, for example, for the Fire Service and the Police. Given sufficient learner numbers, the University would be prepared to develop bespoke modules for union learners. Initially, set-up and validation costs would normally be absorbed by the University; however, modules would only be developed if it was considered likely that such costs would be recouped over the lifetime of the module. Customising existing provision would also be a possibility; examples could include fairly generic 20-credit Business Studies modules to help support day-to-day activities within the workplace and Personal Development Planning and Study Skills modules to support career development.

• Distance learning expertise – In addition to the Foundation Degrees

mentioned above, the University also offers a number of other programmes via distance learning such as a degree course in Business


Studies and a CPD course in ‘Mentoring for Effective Performance’. Such expertise could be applied to the development of distance learning packages for union learners.

• Learner Support – The University takes pride in the support it provides

to students both on and off campus and has a personal tutoring scheme which could be extended to support off-campus provision. It also has a great deal of experience with mature learners from non-traditional HE backgrounds. Extensive learning support services are available to students including BISSTRO, an on-line interactive study skills tutorial which might be of particular interest to union members embarking on a course of HE study.

• Flexibility of delivery – It was asserted that ‘responsiveness and an

ability to be flexible’ were hallmarks of the Bolton approach.

• Flexibility in terms of entry requirements: Bolton offers some

flexibility in terms of entry requirements, taking vocational experience and/or non-traditional qualifications into account when considering applications. In addition to offering Accreditation of Prior (Experiential) Learning (APEL/APL) to individuals, the University can also help through reviewing and accrediting existing workplace programmes for the benefit of groups of learners.

• Engagement with unions: The University has held an event for union

learning reps (union learning reps) to raise awareness about the opportunities available at Bolton which might be interest to union learners. University staff have also contributed to awareness-raising events for union learning reps held in Bury and Wigan. Additionally, the University has put on taster sessions for union learning reps and union members, for example in Creative Writing. Furthermore, the University has put in a bid to HEFCE under the ‘Beacons for Public Engagement’ banner. This bid is centred around unionlearn and focuses on how Universities could support communities of learners.

• Route in:

Via Mike Lomas, Head of Collaborative Partnerships and Employer

Engagement. Tel: 01204 903460; Email: [email protected]


University of Bolton Foundation Degrees: Two case studies

The University’s Foundation Degrees in Clothing, Footwear and Textiles,are offered completely by distance learning. These are work-based programmesfor people in employment, with the workplace used as a learning environment.The courses were developed in conjunction with Skillfast-UK, the Sector SkillsCouncil for Apparel, Footwear and Textiles. The teaching and learning methodsinclude CDs, web-based interactive ‘lessons’ and on-line discussions with otherstudents and tutors. The teaching materials are provided online via WebCT.Students have access to lecturers by email and telephone for tutorial support.Tutors also pose questions on a bulletin/discussion board to encouragediscussion and learner interaction. Individual student progress is monitored viathe WebCT system with tutors intervening if necessary. Students also havementor support within the workplace. Particular attention has been paid toproviding a motivating environment for learning and to minimising any feelingsof ‘isolation’ sometimes associated with distance learning programmes. The University’s Foundation Degree in Health and Social Care wasdesigned alongside the North West NHS Primary Care Trusts for staff in full-timeemployment. This provides staff with an opportunity to ’work, earn and learn’ ina familiar environment, with small group discussion and one-to-one tutorials.Teaching and learning take place through a variety of means: distance learning,web-based materials and face-to-face contact. Distance support is provided byBolton tutors together with on-site support from a work-basedpractitioner/trainer who has professional expertise in the field. With some 400students currently doing this Foundation Degree, there are often severalstudents at any one site. This facilitates peer support with students helping andlearning from each other. Students sponsored by the NHS are offered a post asAssistant Practitioner within their employment on successful completion of theprogramme. Progression opportunities are also available onto pre-registrationnursing or social work courses and, within the University, on to Level 3 of theHonours programmes in Health Studies, Sociology or Community Studies.


University of Central Lancashire (UCLan)

• Part-time provision: – The University provides a wide range of part-time courses offered on a departmental basis. Such courses include Continuing Professional Development (CPD) and short courses. A range of qualifications are also offered including Certificates and Diplomas in HE and University Graduate Diplomas. CPD qualifications are also offered; for example, in a collaborative venture, the Department of Education and Social Science has teamed up with colleges throughout Lancashire and Cumbria to provide a comprehensive network of CPD provision for teachers in all sectors of education. Modules may be taken in a number of subject areas with credits accumulated to variously achieve a Certificate in CPD, an Advanced Certificate in CPD, a Diploma in CPD, a Postgraduate Certificate in CPD and a Postgraduate Diploma in CPD. Modules may be taken at various centres at the programme members’ own pace and convenience. Appropriate earlier experiential and certificated learning may be accredited against particular modules in order to shorten the length of study. In addition, as the modules are accredited within the university’s Credit Accumulation Scheme, credits may be used for progression to higher awards. For further information on part-time provision, see:

http://www.uclan.ac.uk/courses/pt/undergrad.htm

• Access to HE courses – The University offers a short 1-semester

Introduction to HE course, successful completion of which results in the award of a University Certificate of Achievement and guarantees a place on a part-time Foundation Studies Programme. Successful completion of this second short course guarantees students a place on the University’s Combined Honours Degree course, which is also available part-time and has an evening study option. For further details about this access to HE option, see the case study at the end of this entry.

• Foundation Degrees – UCLan has a very extensive portfolio of

Foundation Degrees which are available at the University and its partner colleges. For further details, see:

http://www.uclan.ac.uk/partnership/fd/courses.htm

• Bespoke courses – UCLan is able to develop individual course modules

tailored to the specific demands of organisations or groups of learners. In relation to union learners, the University would be prepared to put together a dedicated team to work with unionlearn/union learning reps to identify/clarify learner need and develop customised accredited learning modules to address such learning needs.

• Distance learning expertise – UCLAN has a significant e-

learning/distance learning capacity and capability. A wide range of courses – including non-vocational interest courses – are offered via on-line learning, distance learning and a mix of the two. Of particular note, a number of modular programmes are offered (eg, in Astronomy), allowing students to combine module credits to obtain a range of University qualifications. Module fees are around £200 per 20 credit module but


these do vary from course to course. For further information, see: http://www.uclan.ac.uk/online/

• Information, Advice and Guidance (IAG) and Learner Support – The

University recognises that not all students will have been involved in recent study and therefore offers support in terms of one-to-one consultations and study skills workshops appropriate to the needs of students ‘returning to learning’. For the benefit of union learners, UCLan would be prepared to develop a small team of admissions, academic and student support staff to provide a dedicated support and guidance service.

• Flexibility of delivery – In addition to its e-learning/distance learning

provision, UCLan has an extensive partnership network with colleges in the region so that learners can engage with a wider range of studies on a local basis. This allows learners to start their HE studies at local venues where ‘returning to learning’ issues can be addressed on a local basis. For further information, see: http://www.uclan.ac.uk/partnership/index.htm and

http://www.uclan.ac.uk/partnership/students/welcomebrochure.pdf

• Flexibility in terms of entry requirements: UCLan has a long history of

flexibility in terms of formal entry requirements and its procedures are primarily focussed on 'ability to benefit'. UCLan also has well developed procedures for APL and APEL whereby accreditation can be given for prior learning and/or experience. UCLan sees itself as a University that welcomes applications from mature people and recognises the importance of skills and life experiences as criteria for admission.

• Route in:

Via Ken Phillips, Director of Regional Partnerships Project. Tel: 01772

894413/7; Email: [email protected]


UCLan Access to HE programmes: A case study

The University offers an Introduction to HE course which may be taken over 1semester for one evening a week or as a 2-week daytime course. Successfulcompletion of this course results in the award of a University Certificate ofAchievement and guarantees a place on a Foundation Studies Programme, a part-time evening course run over 2 evenings a week, again for one semester. This courseprovides a number of subject ‘taster’ sessions, after which students select 3 or 4subjects to study in a little more detail. Successful completion of this courseguarantees students a place on the University’s Combined Honours Degree course,which is also available part-time and has an evening study option. Furthermore, somesubject options allow study at partner colleges in Lancashire and Cumbria so thatlearners do not need to travel to the main Preston campus during their first year ofstudy. In terms of costs, the Access to HE course and the introductory FoundationStudies Programme each cost in the region of £50. For further information, see: http://www.uclan.ac.uk/courses/factsheets/class/edu/4922.pdf http://www.uclan.ac.uk/courses/factsheets/combhon/CH4921.pdf


University of Chester

• Part-time provision – The University offers a number of programmes for part-time study. Some of these offer considerable flexibility in terms of the qualifications offered and the level of study. For example, the Department of Languages offers part-time courses in French, German and Spanish for those who have no previous knowledge of a particular language through to those with a high level of proficiency in their chosen language. Modules are offered at different HE levels with a University Certificate awarded for successful completion of 2 modules. Learners successfully completing 4 modules at Undergraduate Level 3 qualify for a Graduate Certificate while those completing 8 modules qualify for a Graduate Diploma. Courses may be taken in the day or evening. For more details about part-time programmes, see: http://www.chester.ac.uk/undergraduate/part.html

• Foundation Degrees – Chester offers a number of Foundation Degrees,

some offered on a full-time basis but all available part-time. The programmes tend to provide a great deal of flexibility to learners; for example, the Foundation Degree in Health Informatics makes use of a virtual learning environment so that students can remotely access learning materials and engage with tutors and fellow students without the usual constraints of time or place; as a consequence, learners need to attend physically for just one day every three to four weeks. Also offered on a very flexible basis is the Foundation Degree in Healthcare Sciences. This is designed for people in full-time employment with some of the modules delivered in the workplace but supplemented with distance learning and face-to-face tuition at residential schools. Students must complete 16 modules for the award of the Foundation Degree but it is also possible for learners to take single modules as part of an ongoing CPD (continuing professional development) programme, or stop after completing 8 modules to gain a Certificate of Higher Education. Such flexibility also applies to other Foundation Degree modules offered by the University of Chester (eg, Sports Coaching). For further information, see: http://www.chester.ac.uk/undergraduate/found.html

• Other work-based learning provision – The Department of Work-

related Studies offers a very flexible Work Based and Integrative Studies (WBIS) framework which can be applied to both undergraduate and postgraduate study. The framework consists of a pre-validated ‘shell’ to which a range of off-the-peg and work-based project modules may be added. The programme of study can be designed in a variety of ways and individuals can negotiate their own tailor-made programmes of study related to their individual and organisational work place needs. In addition, part of the negotiated programme can be a claim for credit for relevant (certificated or experiential) learning already completed. Drawing on this modular framework, the University would be able to offer union learners considerable flexibility in relation to HE qualifications. Learners could complete individual modules and combine module credits to achieve a Certificate of Academic Credit for 1 module, a Certificate in HE for 8 modules, a Diploma for 16 modules and an Honours Degree for 24 modules. A similar modular route to postgraduate qualifications is also available. The current cost for an individual module is around £200 but there may be room for negotiation for large groups of learners. Note that


the WBIS framework can also be accessed through Learndirect’s Learning Through Work initiative. For further details on all these initiatives, see: http://www.chester.ac.uk/undergraduate/wbis.html http://www.chester.ac.uk/postgraduate/work.html http://www.learndirect-ltw.co.uk/ep/web/home/ltwhome/homepage/ http://www.learndirect-ltw.co.uk/ep/web/home/topics_1/scr10/ http://www.learndirect-ltw.co.uk/ep/files/qualifications.pdf

• Bespoke provision – The Department of Work-related Studies has a

great deal of experience of developing customised programmes and delivering these to work-based learners. For groups of 12 or more learners, they are generally able to develop bespoke provision. This could be through a pick and mix approach - drawing on the WBIS framework to pull in pre-validated modules to form a programme to meet the needs of a specific group of learners. This approach would also facilitate the rapid development of a Foundation Degree appropriate to the work-place learning needs of a specific group of union learners.

• Expertise in blended learning – For the WBIS programmes, the

University makes use of a Virtual Learning Environment for on-line tutorial support, group discussions and to give students access to a range of learning resources. In addition, some on-line learning modules are available. The preference, however, is for a blended approach, for example by holding an introductory face-to-face workshop at the start of each new programme module. Experience indicates that this approach enhances learner motivation and successful completion of studies.

• Flexibility of delivery – The WBIS framework is designed to provide a

high degree of flexibility to workplace learners. Some modules may be taken through an on-line distance learning route whilst other modules can consist of work-based projects – in fact, it is possible that a programme could consist almost entirely of work-based projects. Additionally, given sufficient numbers, the University would be prepared to deliver in locations convenient to learners; for example, the University has a full-time member of staff based in Blackpool to deliver a training programme to staff at the Department of Work and Pensions.

• Learner support – Driven partly by a belief in the importance and power

of at least some face-to-face contact with learners, WBIS tutors generally hold an introductory workshop at the start of any programme. They then supplement this with email and phone support and, often, a workplace mentor. Tutors are also responsive to learner needs; for example, if a group of 10 or more learners were to request a workshop on study skills or a course-related topic, an appropriate tutorial could be arranged and delivered within a workplace. In relation to union learners, it was suggested that union learning reps could play an invaluable role in this – helping to identify a need and then liaising with course tutors to arrange a time and venue for a workshop.

• Flexibility in terms of entry requirements – For the WBIS

programmes, entry is based more on an assessment of whether an individual has the potential to engage with, and benefit from, the programme than on specific previous qualifications.


• Accreditation of prior learning – During the initial Self Review module

of WBIS programmes, learners are encouraged, if appropriate, to seek credit for prior learning. If successful with such claims, learners may typically be granted accreditation of prior learning for up to 50% of the award for which they are registered. The University can also help with accrediting in-house training that is already in place so that employees achieve recognised credits for their learning.

• Interest in engaging with unionlearn/union learning reps – The

Department of Work-related Studies would be interested in engaging with unionlearn/union learning reps to explore how the WBIS framework might address the HE-related demands of union learners.

• Route in:

Via David Perrin, Manager Professional Development Unit. Tel: 01244

392878

Email: [email protected])


Blackburn College: East Lancashire Institute of HE

• Access to HE – The College offers an Access to HE programme, successful completion of which results in the award of a kite-marked Access certificate which is accepted nationwide for entry to HE. The full-time programme entails about 15 hours a week of study and is free of tuition fees. Part-time routes are also available, involving from 3 hours a week. For further details, see: http://www.blackburn.ac.uk/site/foradults/accesstohighereducation.htm

• HE programmes – Based at Blackburn College, the East Lancashire

Institute of Higher Education is the 3rd largest provider of HE in FE in Britain. Programmes on offer include 18 HNC/HNDs, 34 Foundation Degrees, 24 Honours Degrees and 3 postgraduate programmes including an MBA. Most of these programmes are available to learners on a part-time basis. Many of these run during the day but the professional accreditation courses tend to run in the late afternoon and evenings. For further details about the range of provision, see:

http://www.blackburn.ac.uk/site/elihe/highereducation_courses.asp

• HE Programmes for work-based learners – The Vocational Education

Training (VET) programme offers particularly flexible access to a range of HE provision. This programme employs Accreditation of Prior Learning (APL), distance learning, top-up learning and short intensive courses so that students can study at a distance, at their own pace and whilst in full-time employment. It is also a rolling programme which does not restrict intake to a particular time of year. Currently, there are some 800 Higher National and Degree students enrolled on the programme. At present, courses are mainly in the Engineering and Management subject areas but the VET programme is being expanded across the Institute’s HE provision. They are also prepared to develop new provision (including Foundation Degrees) according to external demand, for example from union learners.

• Short courses/Continuing Professional Development (CPD)

modules – Whilst it would be possible to offer individual modules from existing courses – and perhaps offer a College Certificate for successful completion – the Institute does not receive HEFCE funding for single modules, hence they would have to recover the full cost from learners of around £210 per module. However, they would be prepared to be flexible about cost according to the size of demand.

• Flexibility of delivery – The VET programme offers considerable

flexibility of delivery. They use distance rather than e-learning, partly because many of their learners are Internationally based with many preferring paper learning materials. However, they would be prepared to go down the e-learning route given sufficient learner demand. To supplement the distance learning, the VET team also offer external face-to-face delivery given sufficient learner numbers. More generally, the Institute can offer flexibility of delivery for groups of learners, for example through offering a block of training if, for example, day release is difficult for learners or their employers.


• Learner support – Embedded in its focus as a teaching rather than

research institution, the Institute prides itself on the support it provides for learners. Support on offer includes language, dyslexia, numeracy and study skills with support packages constructed around the needs of learners. The VET programme, for example, has a team of people who are able to go out and visit learners to provide support and run workshops according to need.

• Career Guidance – Blackburn College offers free career guidance, open

to anyone.

• Costs – For all its HE programmes, the Institute is charging the minimum

recommended tuition fees of £1200 per year. Currently, there are no plans to charge the £3000 top-up tuition fees charged by many HE providers.

• Interest in engaging with unionlearn/union learning reps – There is

considerable interest within the Institute in engaging with unionlearn/union learning reps to explore union learner demand and ways in which the Institute could meet that demand.

• Routes in:

Via Roger O’Loughlin, Head of Blended Learning. Tel: 01254 292489;

Email: r.o’[email protected]) Brian Whitehead, Dean, East Lancashire Institute of HE Tel: 01254

292594; Email: [email protected])


Edge Hill University

• Fast Forward access programme: – This is a completely free access to HE course, delivered on-line over 30 weeks and supported by skills and subject tutors and by on-line discussion forums. The course runs anytime - generally with a cohort of 10 or so. Learners meet at Edge Hill for an introductory meeting and then meet once a month for the duration of the course - such meetings are generally in the evening and could be arranged within a workplace, union Offices etc. (union learning club?) according to the wishes of the learners. They are also happy to extend the model nationally so that learners from across the UK could access the course. The course has just been re-validated and offers a wide range of subject options. Completion of the course (30 credits at level 3 - accredited both by Edge Hill and the Open College Network) allows progression to Part-time/full-time degree and Foundation Degree courses at Edge Hill & partner institutions and would provide convincing evidence of recent level 3 study to other HEIs (further details of this course are appended to these notes; see also: http://info.edgehill.ac.uk/EHU_eprospectus/leaflet/ACC001.asp )

• Taster programmes – Edge Hill has just piloted a range of different

taster programmes (eg aromatherapy, digital photography, astrology, etc.) for staff enrichment. Indications are that these have been very successful but formal evaluation is in progress. Given positive evaluation findings, Edge Hill may offer these programmes externally. These will be 15 credit modules at level 4.

• A range of Foundation Degrees – These tend to be quite flexible in

terms of entry requirements – and accept work experience as part of the requirement. They are also relatively low-cost - £1200 per year compared with £3000 for undergraduate degrees. On a part-time basis, this works out at £150 per 15 credit module. Many of the Foundation degrees are offered at Edge Hill’s partner colleges sited across the region.

• Continuing Professional Development (CPD) programmes in 3

Faculties:

Edge Hill is organised academically into 3 Faculties; Education, Health and

Arts & Sciences, each of which offers a range of CPD opportunities:

EDUCATION - This Faculty does a huge amount in relation to workforce

development, has the largest UK contract for Foundation Degrees for

classroom assistants and is the largest provider of professional

development for teachers and school support staff in the country. Early

this month (April), Edge Hill signed a partnership agreement with the

Association of Teachers and Lecturers (ATL) which will boost the

professional development opportunities available to ATL members so that

members will now have access to supported accreditation for professional


development activities undertaken as part of their work, providing an

opportunity to gain qualifications up to Masters level. For school support

staff, accreditation can be linked to undergraduate flexible programmes.

HEALTH – This Faculty provides a wide range of pre-registration

qualifications and Foundation degrees in nursing, midwifery and

professional practice. It also offers a host of health-related CPD and post-

qualification provision, much of which is available in a modular structure

so that individual modules can be taken as building blocks towards a

degree. Modules tend to be 30 credits in value so that with 4 modules at

level 4 it is possible to get a Certificate in HE and with another 4 modules

at level 5, a Diploma in HE.

ARTS & SCIENCE – This Faculty is generally more geared up to

traditional 3 year undergraduate provision and some postgraduate

provision although some part-time courses are now being offered. For

example, the recently created Business School (formed from an

amalgamation of Business and Information Systems) now offers a number

of part-time programmes including 3 Foundation Degrees and BSc’s in

Business and Management Studies and Computing.

• Dedicated Information, Advice and Guidance (IAG)l – The University

employs an NVQ level 4 qualified Pre-Entry Advice and Guidance Worker to give pre-entry IAG (via telephone, email and face-to-face), particularly to mature students who may have queries about entering/returning to HE.

• Expertise in blended learning – SOLSTICE was established in 2005 as

one of 74 HEFCE funded Centres for Excellence in Teaching and Learning. It focuses on enhancing student learning and the learning environment for students studying across multiple and dispersed locations. In particular, it provides expertise to University staff in developing supported online and blended learning. Solstice has also supported and funded the development of a Social Learning Space at Edge Hill to support group work, project work and independent study (partly through providing wireless access to the Internet). In partnership with the Greater Merseyside and West Lancashire Lifelong Learning Network, SOLSTICE is also extending its influence through creating hubs within three HE in FE Centres. Based on its expertise, SOLSTICE may be able to offer some useful advice and support to unionlearn in developing good practice models for union learner/HE engagement and course delivery. (For further information: http://www.edgehill.ac.uk/Sites/SOLSTICE/ )

• Flexibility of delivery – Depending on the level of demand, Edge Hill can

be very flexible in terms of delivery. For example, many of the education related courses are offered via a number of centres (eg Bury, Wirral, Chorley, Shrewsbury) dotted around the country. As an illustration of this,


Edge Hill’s Foundation Degree in Supporting Teaching and Learning is offered at teaching centres in Edge Hill, Chorley, Winsford, Shrewsbury, Rawtenstall, Trafford, Bromborough and Bury. In some cases, the University rents space within a college, school or other education centre and then either uses their own staff or employs local staff to support and deliver the programme (eg at Shrewsbury); in other cases, Edge Hill forms a partnership with a college (such as that with Holy Cross College) so that the college deals with enrolment and student support while Edge Hill academic staff go out to teach on the programme. Also, for some of their Foundation Degrees, Edge Hill offers both standard and flexible learning routes, both involving some blended learning but with the flexible route delivering mainly through e-learning but supplemented with some weekend sessions at Edge Hill sites and selected outreach centres. More generally, given a sufficient sized group of learners (probably 10 or more), Edge Hill seem very willing to explore the best ways of delivering to and supporting learners, according to specific group needs. Hence, there is the possibility of customising delivery/support to meet the needs of union learners.

• Merseyside and West Lancashire Lifelong Learning Network – Edge

Hill is the lead partner within this Lifelong Learning Network and, through support from the LLN has developed a number of CPD taster modules/short courses. These vary in length from a single day to 1 day a week over several weeks and range in cost from £30 to £150. Several of the courses also carry 15 credits which can be counted towards a Higher Education qualification such as a Foundation Degree. For further details, see:

http://www.merseyandwestlancslln.ac.uk/shared/documents/InYearProvisi

on_Jan07.pdf

• Flexibility in terms of entry requirements: Edge Hill offers some

flexibility in terms of entry requirements, sometimes accepting professional or work experience as an alternative to academic qualifications. Currently, they are catching up in relation to APL/APEL routes but not as advanced, for example, as the University of Central Lancashire which offers a very supportive framework for this.

• Routes in:

Via Anne Richards, Head of Partnerships and Student Recruitment (Tel:

01695 584208 Email: [email protected]) Louise MacRae, Workforce Development Outreach Worker (Tel: 01695

650901 [email protected]) The Deans of the 3 Faculties (for contact numbers, see:

http://www.edgehill.ac.uk/EdgeHillUni/ContactUs.htm) The Merseyside & West Lancashire Lifelong Learning Network; contact

Gary Mallon, Project Manager ( 0151 906 0006 Email: [email protected])


Fast Forward – Access to HE course This is a 30 week programme delivered on-line. It has just been re-validated and

extended to cover a much wider range of subjects. In essence, it consists of

2x15 credit modules at level 3. Learners receive a Fast Forward Certificate that

gives a guarantee of a place on certain (subject-related) degree courses:

• Guarantees a place on part-time and full-time Arts & Science courses &

Foundation Degrees • Guarantees a place on Childhood Studies and Foundation in Education • Guarantees an interview in health-related courses (which are

oversubscribed and place-limited)

The course is also ratified and accredited by OCN in the North West. However,

their access to HE Diploma requires 60 credits, 45 at level 3 and 15 at level 2.

The Fast Forward Certificate goes some way towards meeting this. In any case,

the recent evidence of level 3 study provided by the FF experience is likely to be

highly regarded by other Higher Education Institutions in considering applicants

to HE courses. It would also be possible to do additional on-line modules to

achieve the 45 level 3 credits. The level 2 credits may be derived from previous

GCSEs.

The core module is the Developing Academic Skills (DAS) module which covers

both study skills and personal development – including reading, taking notes,

exam preparation, revision, contributing to discussions, teamwork, planning,

time-management, making presentations, etc.

The other module may be selected from a number of subject areas of study to

include Business Management, Leisure management, childhood studies, ICT,

History, English, Drama, Applied Social Sciences, Natural Geographical Sciences

and Health Studies.

Although most of the course is delivered on-line, they do have an introductory

meeting to create a cohort identity so that people are better able to interact on-

line. At this meeting, they also train people in the use of WebCT, etc, They also

have monthly meetings, agreed with the students in advance and held at times

and places convenient to the students (generally evening).

Whilst the course can run at any time, they wait until they can run a cohort of 10

or so, so that members of the group can support each other. In terms of other

support, each student is allocated a dedicated tutor for the DAS module AND a


tutor for the subject module. Students are entitled to up to an hour a week of

each tutor’s time – and this can be via email, post or even face-to-face.

Contacts:

Bill Johnson [email protected]; Val Turner [email protected]


Lancaster University

• Continuing Education courses: – Lancaster University offers a wide range of Continuing Education (CE) courses with a significant proportion of these accessible by workplace learners. Currently, there are some 24 ‘Learning from Home’ courses offered in formats to suit different learning styles - on-line, video, audio-tape or study pack. Courses include ‘An introduction to Hinduism’, ‘Designing web-pages via the Internet’ and ‘Writing fiction for children’. Each course carries a credit-rating of between 5 and 40 CATS points which may be used to gain access, or count towards HE study programmes at Lancaster and other educational institutions. It is also possible to combine the credit points gained from certain modules to achieve a Lancaster Certificate of 40, 60 or 120 CATS points. Currently, there are some 14 certificate programmes available to CE learners. Costs for individual modules range upwards from £22 for a 5 credit module. For further details, see:

http://www.lancs.ac.uk/depts/conted/openstudies/summer07/location/LFH

.htm

http://www.lancs.ac.uk/depts/conted/certificates/certificaterange.htm

• Taster courses – The Department of Continuing Education also offers

public access to free lunchtime lectures on key issues in today’s society (Friday lunchtime) and to taster sessions (eg in Ecology, Archaeology and Criminology) held on the second Saturday of each month. These would be accessible to union learners seeking to find out more about what HE might have to offer. For further information, see:

http://www.lancs.ac.uk/depts/conted/openstudies/lunchtime.htm

http://www.lancs.ac.uk/depts/conted/openstudies/summer07/specialweek

s/tasterworkshops.htm

• Work-based learning provision – The Centre for Training and

Development (CETAD) at Lancaster offers a wide range of work-based programmes, many of which carry accreditation and some of which are available via on-line and blended learning. Qualifications offered include work-based Masters Degrees, NVQs at levels 3, 4 and 5, Lancaster University Certificates and Foundation Degrees. The main subject areas are Professional Development, Management Development, Advice, Guidance and Mentoring, Learning and Development and Working with Children and Young People. Perhaps of particular note, a range of 10 credit 2-day workshops are offered in Professional and Personal Development with the accumulation of 40 credits resulting in a Lancaster University Certificate in Professional and Personal Development. For further information, see:

http://www.cetad.lancs.ac.uk/

• Foundation Degrees – Lancaster validates a wide range of Foundation

Degrees which are delivered through colleges in Lancashire and Cumbria. The University directly delivers 3 Foundation Degrees with an ICT focus (Networked Engineering, Systems Engineering and Networked Systems Engineering) and a Foundation Degree in Working with young People and


Young People’s Services, which may be taken on a full or part-time basis. For further details, see:

http://www.lancs.ac.uk/swp/foundation/

• Bespoke courses – CETAD, certainly, offer tailoring of courses to meet

the needs of specific groups of learners and the development of bespoke provision (including Foundation Degrees) if the identified need is within their areas of expertise – and given sufficient numbers to make development cost-effective.

• Distance learning expertise – As far as possible, the CE Department

tries to offer a range of delivery options so that learning preferences can be matched to distance learning methods (on-line, video, audio-tape, study pack). Very often, a blended approach is used which involves some face-to-face components, often in the form of a residential at the start of a course and/or a study day at some point during the course. CETAD also use a blended approach where possible, using occasional workshops to supplement and complement on-line learning. This blended approach confers real advantages in terms of motivation and support of learners whilst still allowing reasonable access to the courses by dispersed learners. A number of other Departments within the University also offer some qualifications via distance learning.

• Information, Advice and Guidance (IAG)l and Learner Support – In

relation to the CE course offerings, Lancaster offers help and advice to learners in choosing a course, in getting started with a distance-learning course and via tutorial support (telephone, email, post or in-person) throughout the learning experience. In terms of study skills, the University’s goal is to embed the acquisition of study skills within their teaching practice; in the short-term, however, they plan to make learning skills information available via the University’s website. It should also be noted that some of the Learning from Home courses are all about the development of study skills (eg, ‘Getting the best out of your courses’, ‘Learning to learn’ and ‘How to manage your time and pass exams’). CETAD also provides extensive support to its learners, many of whom have not been in education for some time. Such support includes ‘handholding’ during a first assignment, a study skills pack and the use of Action Learning Sets so that students learn from and support each other.

• Flexibility of delivery – In addition to the range of delivery methods

employed by the Department of CE, flexibility is also provided in terms of course start and completion. For many of the short courses, learners can more-or-less choose when to begin and for the Certificated courses, learners can go at their own pace taking up to 5 years to accumulate the necessary course credits. CETAD also offer a good degree of flexibility in terms of delivery and will go out and deliver in the workplace if there are sufficient numbers of learners to make this cost-effective. Currently, for example, they undertake external delivery of their courses to Stockport Educational Welfare and Sefton Youth Service.

• Flexibility in terms of entry requirements: All of the courses offered

by the Department of CE – and some of those provided by CETAD - are


open to all and do not have any requirements for prior qualifications. More generally, the University provides some flexibility in terms of qualification requirements in that it has a system for the accreditation of prior learning (APL).

• Engagement with unions: Lancaster has a Staff Learning Centre which

was originally set up with funding from the Union Learning Fund and Government Office North West. Initially, the Centre was formed as a Learndirect Centre and was part of the Union Learning Hub; however, with changing requirements and circumstances, the Learndirect link was severed so that the Centre is now supported by the University solely for the benefit of staff within the University.

In terms of a willingness to engage with unionlearn/union learning reps, the University readily agreed that they would be interested in taking this forward.

• Routes in:

Professor Keith Percy, Director of the School of Lifelong Learning and

Widening Participation. Tel: 01524 592621; [email protected] Hilary Thomas, Curriculum Co-ordinator Distance and Flexible Learning,

Tel: 01524 592637; Email: [email protected] Jane O’Brien, Director of the Centre for Training and Development, Tel:

01524 593318; Email: [email protected]


University of Liverpool

• Go Higher access course – This course provides a route into a degree for people over the age of 21 who do not have traditional entry qualifications. It's also for people who have been out of education for a while and want to refresh their learning skills before embarking on a degree programme. The course involves attendance at the University for one full day a week for one academic year. Students passing all six course modules will then be able to apply for part time or full time study at the University of Liverpool or another university. The full course fee is around £500. (For further details, visit: http://info.edgehill.ac.uk/EHU_eprospectus/leaflet/ACC001.asp)

• Continuing Education courses – The University has an accredited

Continuing Education (CE) programme offering nationally-recognised credit points which are awarded for satisfactory completion of assignments and regular course attendance. Credits may be accumulated towards a University award or as evidence of achievement for vocational or personal development purposes. The portfolio includes more than 300 short courses in a wide range of subjects with most modules carrying 5, 10 or 15 credits. When 60 credits have been accumulated, it is possible to apply for a University Certificate of Achievement in Continuing Education; with 120 credits, a Certificate in HE is possible. With more and more progression pathways being opened up, further study on a wide range of degree programmes is an option. The courses are variously offered in the day and evening within the University and across a wide range of regional venues. Some tailoring of provision is available for specific groups; for example, some courses have been made available to staff at Ford’s Halewood plant – with tuition provided as staff come off shift. For most courses, there are no entrance requirements. (For further details, visit: http://dbweb.liv.ac.uk/cll/unit.asp?id=101)

• Continuing Professional Development (CPD) courses – The

University offers a wide range of courses aimed specifically at helping people in their jobs and careers (eg, professional updating or re-skilling opportunities). Such courses include traditional taught postgraduate courses in professional areas, some of which are designed to be studied on a part-time basis. Some courses lead to full awards, others are credit-rated on a module basis and some are delivered on a non-credit-bearing basis. (For further details, visit:

http://www.liv.ac.uk/study/lifelong_learning/cpd.htm)

• On-line learning courses – In partnership with Laureate Online

Education, the University has been offering fully-online Masters programmes in Business Administration, Information Technology and Information Systems Management for several years. It is also possible to do an MBA and an MPH (Masters in Public Health). Drawing on the expertise developed (particularly in terms of flexibility of delivery and learner support), The University is currently looking closely at extending their well-tried model to offer other on-line and blended programmes. The model might be of particular interest to unionlearn and have useful application to union learners. (For further details, visit:


http://www.liv.ac.uk/study/lifelong_learning/distance_learning.htm, and:

http://www.uol.ohecampus.com/home/index.phtml)

• Bespoke provision/delivery – In relation to some of its business and

management courses, the University has demonstrated a certain amount of customisation of content and flexibility of delivery to meet the training needs of particular organisations. Given a sufficient group-size (for example of union learners), the University would be willing to discuss the development of tailored programmes and adopt a delivery mechanism to meet the needs of learners.

• Information, Advice and Guidance (IAG)l – Whilst some pre-course

information and advice is available to prospective CE students, guidance is more of a problem. However, there is a willingness on the part of the University to discuss IAG requirements and, possibly, to work with Aimhigher on this issue.

• Learner support – Currently, for the CE courses at least, learner support

is limited. Again however, there is a willingness to be flexible and study skills programmes that are available elsewhere in the University could perhaps be tailored to meet the needs of union learners.

• Merseyside and West Lancashire Lifelong Learning Network (LLN)

– The University is a partner within this Lifelong Learning Network and, through support from the LLN has developed 4 CPD taster modules/short courses (8 to 10 week courses, costing £54 and each carrying 10 credits at level 4 or 5) and 2 ‘Year 0’ courses to Medicine, Dentistry, Nursing and the Allied Health Professions (1 year courses taken at local colleges). For further details, see:

http://www.merseyandwestlancslln.ac.uk/shared/documents/InYearProvisi

on_Jan07.pdf, and:

http://www.merseyandwestlancslln.ac.uk/shared/documents/Sept2007_fly

er.pdf

• Flexible pathway to HE – The Department of Continuing Education and

Professional Development (CEPD) can assist with the development of flexible pathways to academic university study. For example, it is sometimes possible to attach academic credit to in-house courses or to assist individual employees to gain credit for what they have already learnt.

• Current engagement with unions – The CEPD Department is currently

running a reading group for North West Unison members, helping them to develop a range of academic skills in a supportive environment and encouraging them to consider further more structured HE study. See case study below for more details.

• Willingness to engage with unionlearn/union learning reps – A real

willingness was expressed to explore and develop flexibility in supply to


meet learner demand. Currently, the University is conducting a strategic review of its CPD provision and it was suggested that unionlearn might usefully contribute a perspective on this.

• Routes in:

Via Dr Anne Merry, Director of Lifelong Learning (Tel: 0151 795 2437

Email: [email protected]) Dr Rodney Wright, Head of Continuing Education and Professional

Development (Tel: 0151 794 2549 Email: [email protected])

CEPD Work with Unison NW: A Case Study

CEPD is currently running a reading group for Unison NW members (now runningfor 9 months) and is in the process of trying to set up a second. The aim of current Group is to introduce UNISON members to a range of readingexperiences, which may, in addition to providing enjoyment and personaldevelopment, encourage further more structured study.

The second group will follow the same approach but could also explore more

work-related issues through targeted literature, e.g. mental health issues,

pressure and stress, dealing with new or sensitive situations, professional and

client/staff relationships and examining working practice and attitudes.

This initiative is based on the belief that reading group activity provides a non-

threatening, social and supportive environment in which participants can

develop a range of academic skills, for example critical thinking, analytical skills,

the construction of argument and the precise articulation of concepts, emotions

and ideas. Research shows that reading initiatives have resulted in participants

deciding to embark on formal qualifications due to increased confidence and

motivation.


Liverpool Hope University • HE programmes – Liverpool Hope offers a wide range of modular

undergraduate programmes leading to a range of qualifications from Certificate in Higher Education to Honours Degrees. Part-time undergraduate study is possible with day provision at the main Hope Park campus and some evening provision at Network of Hope Colleges in Bury, Blackburn and Wigan. In addition, some modules are available via on-line learning. From the University’s website, however, it is not easy to identify programmes that might be appropriate to the needs of workplace learners (ie, part-time courses at times convenient to workplace learners, distance learning courses, courses offering other flexible delivery options and modular ‘work at your own pace’ programmes). For further information, see:

http://prospectus.hope.ac.uk/newcourses/

• Foundation Degrees – The University offers Foundation Degrees in

Supporting Learning and Teaching, Special Needs, Management of Childcare Provision and Pastoral leadership.

• Continuing Professional Development (CPD) programmes/short

courses – Hope Solutions, an Enterprise Unit of the University, offers a wide range of off-the-peg course provision in Management, IT, Health and Safety and Business Leadership. The unit also offers bespoke development of courses to meet specific training needs. For further information, see: http://www.hope.ac.uk/hsolutions/go.php?page=index

The University’s International Office offers a programme of language courses (‘Languages for all’) open to anyone with the interest and enthusiasm to learn a foreign language. Courses run in the day and evening and five levels are available with some levels leading to Institute of Linguists HE level qualifications. For further information, see: http://www.hope.ac.uk/international/Languages4all/index.htm

Alongside the other 3 Merseyside HE institutions, Liverpool Hope is a partner in the Centre for Leadership Development which provides a range of courses for managers in industry. The focus is on vocational rather than academic courses with these including non-accredited short courses through to professional qualifications in business and management. Perhaps of particular note are the Chartered Management Institute (CMI) Introductory Diploma in Management (Level 4), the CMI Diploma in Management (Level 5) and the Institute of Leadership and Management (ILM) Certificate in Leadership (Level 5) – all offered at Liverpool Hope. The Centre for Leadership Development will also develop bespoke provision given sufficient learner numbers. For further details, see: http://www.centreforleadership.co.uk/

• Expertise in blended learning – The University has a good level of

expertise in relation to designing courses for on-line learning and delivering via blended learning. For example, the BA Nursery Management programme, a vocational top-up degree, is available as a distance-learning


programme as is a PGCE Primary option, a programme which is supported by the Network Colleges. For further details of the latter programme, see:

http://prospectus.hope.ac.uk/pgce-

2006/stage3.php?CourseId=X103_0&Subjects=180

• Flexibility of delivery – The University has developed a ‘Network of

Hope’ involving partner colleges in Bury, Blackburn and Wigan. This enables the University to deliver to students at local venues. For the above-referenced PGCE option, for example, students are taught by Hope staff and are supported by Link Tutors based at the Colleges. More generally, depending on the level of learner demand, the University could be flexible in terms of providing delivery at off-site locations.

• Learner support – The University already has a system for providing

additional support to dispersed learners on some courses via Link Tutors based at Network of Hope colleges. Others forms of customised learner support would be possible and negotiable.

• Flexibility in terms of entry requirements: The University recognises

the value of learning wherever it occurs, whether the learning has been certificated by another education institution or whether it has been experiential, for example, gained through employment or voluntary work. Through APL/APEL processes, prior learning can be accredited to help students to gain admission onto a programme or to count against specific modules within that programme.

• Willingness to engage with unionlearn/union union learning reps –

The University is interested, in principle, in engaging with unionlearn and would be prepared to develop CPD modules and/or Foundation degrees within staff areas of expertise (Liberal Arts, Humanities, Business/Management and IT). However, they would need first to assess viability – requiring learner numbers of at least 12 but preferably 15-20. Customised support and delivery would also be negotiable. The Centre for Leadership Development also expressed interest and willingness to meet with unionlearn/union learning reps to discuss requirements and what could be made available to union learners. In particular, it was suggested that a Foundation Degree could be developed to directly meet the needs of union learners.

• Routes in:

Professor Bill Chambers, Dean of Arts and Humanities and Dean of

Widening Participation. Tel: 0151 291 3457; Email: [email protected]) Jane Davies, Director of the Centre for Leadership Development. Tel:

0151 291 3843; Email: [email protected]


Liverpool John Moores University (LJMU) • Access to HE programmes – The University offers a number of full-time

Foundation Year courses (eg in Computing, Natural Sciences, Engineering and Technology), successful completion of which allows entry on to Honours Degree programmes. Also on offer is a part-time, distance learning, Introduction to Architecture course which, if successfully completed, guarantees entry on to the BA (Honours) Architecture programme at LJMU. For further information, see:

http://www.livjm.ac.uk/StudyLJMU/Courses/

• HE programmes – LJMU offers a wide range of undergraduate

programmes leading to the award of Honours Degree, HND, HE Diploma, HE Certificate and Foundation Degree. However, through using the University’s website at least, it is not easy identifying programmes of study which are suitable for workplace learners (ie, part-time courses, distance learning courses, courses offering other flexible delivery options and modular ‘work at your own pace’ programmes). For further information, see:


• Foundation Degrees – The University offers a number of Foundation

Degrees which it directly delivers and also validates a range of Foundation Degrees which are delivered by College partners in Merseyside. At LJMU, the tuition costs for Foundation Degrees are at the upper limit of the recommended band – ie £3000 per year. For further information, see:

http://www.livjm.ac.uk/StudyLJMU/80334.htm

• Continuing Professional Development (CPD) programmes/short

courses – Again, the University offers a wide range of CPD programmes and short courses, with many of these in the health and education areas. A number of general interest courses are available, some requiring evening attendance (eg, a range of computing-related courses such as web design and multimedia), others available via distance learning and in modular form so that learners can build up credits towards a higher qualification. For example, a two module ‘Introduction to Astronomy’ is offered at a cost of £216 with successful completion attracting 24 credits and a Certificate of Professional Development. As a second example, a 12 credit ‘Planetary Atmosphere’ module is offered at a cost of £114, also resulting in a Certificate of Professional Development. Again, however, the website does not enable easy identification of flexible/accessible programmes that might be appropriate to the needs of workplace learners in general and union learners in particular. For further details, again see:


• Bespoke provision – LJMU also offers a number of professional

development courses and bespoke provision (highly customised in terms of content, delivery and support). Whilst the University’s approach tends to be targeted more at employer needs (ie organisational development) than employee needs (personal and professional development), given


sufficient (economically viable) demand from unionlearn/union learners, the University would be keen to explore the development of employee-focused bespoke provision. For further information, see:

http://www.livjm.ac.uk/ped/86309.htm

• Flexibility of delivery – As indicated above, the University does offer

distance learning for some of its HE programmes of study. Additionally, it sometimes offers workplace delivery if there are sufficient numbers of learners. See, for example, the CPD course on Research Methods for Enterprise:

http://www.ljmu.ac.uk/StudyLJMU/Courses/75242.htm

• Learner support – The University runs a number of support workshops

on such topics as writing skills, learning skills, exam skills and IT skills. These are held throughout the academic year, and are free to all students. On-line study skills support is also available. Students taking distance learning programmes have access to tutor support via post, email, telephone and fax. They are also given access to news groups and bulletin boards supporting electronic discussions with fellow learners. For further information, see:

http://www.livjm.ac.uk/StudentServices/69038.htm and

http://www.livjm.ac.uk/StudentServices/69053.htm

• Flexibility in terms of entry requirements: The University welcomes applications from students without formal qualifications but who can demonstrate motivation and the potential to complete their chosen programme of study. LJMU also have APEL/APL processes to accredit prior certificated and experiential learning.

• Willingness to engage with unionlearn/union learning reps – As

indicated above, given indications of economically viable demand from unionlearn/union learning reps, LJMU would be interested in exploring possible packages that the University could make available. Possible features of such packages could include workplace delivery and outreach support of union learning clubs. Clearly, however, this would be subject to discussion and negotiation.

• Route in:

Derek Jones, Community Partnerships and Continued Learning

Manager. Tel: 0151 231 3129; Email: [email protected] The above contact details should not be used for enquiries

from potential students. Such enquiries should be directed to LJMU's helpline on 0151 231 5090; Email: [email protected]


Macclesfield College

• Access to HE – The College offers a one-year full-time Access to HE programme, successful completion of which results in the award of a Certificate of Access Studies which is recognised as a qualification for entry to Higher Education. The course runs for 16 hours a week over three days. There are no formal entry requirements. For further details, see:

http://www.macclesfield.ac.uk/courses/coursesheet_ft.aspx?CSID=102

• HE programmes – At the HE level, the College offers a wide range of

Foundation Degrees and professional qualifications, many of which can be studied on a part-time evening or day-release basis. For further details, see:

http://www.s-cheshire.ac.uk/new_scc/courses/courses/n-course/x-

list.asp?area=20&venue=higher&termtime=12

• Foundation Degrees – In the main, the College’s Foundation Degrees

are validated by Manchester Metropolitan University. Some offer considerable flexibility for workbased learners. The Foundation Degree in Business and Management, for example, involves three work-based projects and college study over two evening sessions or one afternoon and evening session each week.


modules – The College is very responsive to demand, is a provider of bespoke training to industry and would consider developing HE provision for union learners given sufficient demand. However, they cannot at present validate courses they develop or give them credit ratings; they would need therefore to work in conjunction with an HE partner – with validation taking up to a year.

• Flexibility of delivery – The College has a great deal of experience of

flexible FE delivery, sometimes delivering within a workplace and customising the approach to meet the particular needs of a group of learners (eg, doing assessments on a Sunday morning). A similar approach could be applied to the College’s HE strand – with larger numbers of learners enabling greater flexibility of delivery. Workplace delivery would probably require a group of at least 10 to 12 students. Currently, distance learning tends not to be an option although technology is used to support learning.

• Learner support – The College has long experience of supporting non-

traditional learners who have not been in education for some time and staff are ready and able to provide any extra help that might be needed. Teaching is generally in small groups, with individual learner attention and staff who understand the often competing demands on the time of workplace learners.

• Flexibility in terms of entry requirements – The College offers

considerable flexibility in terms of entry requirements for their Foundation


Degree courses – although staff may sometimes suggest that a student first complete a Level 3 course, simply to develop the learning skills needed to successfully complete a Foundation Degree.

• Interest in engaging with unionlearn/union learning reps – There is

interest in exploring engagement with unionlearn/union learning reps, both from the College’s perspective and from that of the Cheshire and Warrington Colleges’ Consortium of which Macclesfield College is a member.

• Routes in:

Wendy Wright, Principal. Tel: 01625 410000; Email:

[email protected] Mike Battye, Consortium HE Development Manager. Tel: 01625

410002; Email: [email protected] (Mike would provide a route in to all the Consortium’s Colleges)


University of Manchester: Largely deriving from its strategic positioning, the University of Manchester

appears to offer a limited portfolio for union workplace learners. There are,

however, three areas of possible opportunity for such learners:

• CE courses – The Centre for Continuing Education offers a varied

programme of part-time courses which may be undertaken for pleasure, personal or professional development. Most courses do not carry formal accreditation but there are exceptions, most notably an Egyptology course which is a 120 credit programme, successful completion of which results in the award of a Certificate of Continuing Education in Egyptology. There are two study options for this course: a taught route involving lectures/tutorials at the University campus on a Tuesday evening (7pm until 9pm) or an on-line option involving on-line learning, discussion and activities to support learning. In both cases, the course is taken over 4 years of study. For further details, see: http://www.humanities.manchester.ac.uk/centreforcontinuingeducation/certcourses/

• Community and Youth Work Studies Diploma - This part-time, flexible

and modular programme offers the opportunity for suitably experienced community and youth workers to undertake part-time study whilst continuing in their on-going work in relevant settings. The programme leads to an undergraduate diploma that is also a professional qualification in community and youth work endorsed by the National Youth Agency and recognised by the JNC (Joint Negotiating Committee). For further details, see: http://www.education.manchester.ac.uk/undergraduate/courses/course/?code=00759&pg=1

• CPD courses – a number of departments provide CPD modules for

professional groups and the University’s website provides access to a database of postgraduate provision searchable by subject, level (Certificate, Diploma, etc.), study mode (part-time or full-time) and delivery method (classroom based and distance learning). Some courses do not require previous qualifications providing that professional competence or significant experience can be demonstrated. Some 27 programmes are offered via distance learning, including a part-time MBA for Financial Managers and Financial Professionals and Diploma, Certificate and Masters’ programmes in Digital Technologies, Communication and Education. For further details, see: http://www.manchester.ac.uk/postgraduate/taughtdegrees/courses/atoz/

• Route in:

In the first instance, try Ann Barlow, Acting Head of the Centre

of Continuing Education (Tel: 0161 275 3274; email: [email protected])


Manchester Metropolitan University (MMU)

• Part-time programmes: – MMU offers a range of part-time programmes which may be studied in the evening, through day release, or involve a combination of daytime and evening attendance. Several programmes are designed around a modular approach so that students can study course units at their own pace, gradually accumulating credits which count towards an HE qualification. It can take anywhere between 2 and 6 years to complete, depending on whether a student wants to achieve a Certificate of HE, a Diploma or go right through to a BA/BSc (Hons) degree. See, for example: http://www.mmu.ac.uk/studyatmmu/

• Continuing Professional Development (CPD) programmes – MMU

offers a wide range of CPD courses, particularly for people working in the public and third sectors. Examples include Creative Writing for Teachers, Community and Evidence and Procedure for the Greater Manchester Police and Key Legal Issues for the legal profession. Professional Development courses can be taken as one-off, stand-alone courses, or, in combination to accumulate credits towards university qualifications (such as the Certificate of Professional Studies or Postgraduate Certificates and Diplomas). See, for example: http://www.hlss.mmu.ac.uk/lifelonglearning/ and

http://www.ioe.mmu.ac.uk/cpd/index.php

• Bespoke provision – MMU has experience of developing bespoke courses

with content, delivery and assessment directly geared to learner needs. The programme developed for the Greater Manchester Police is one such example. Given interest from a sizeable group of union learners, MMU could help identify/clarify needs and then develop appropriate bespoke provision, providing the focus was within the University’s areas of expertise. Such provision could include customised learning materials to support the needs of union learners.

• A range of Foundation Degrees – MMU has validated a wide range of

Foundation Degrees (particularly in the areas of Creative Art and Design, Business and Management, Health, Education and Engineering) which are delivered by partner colleges across the region. MMU also directly delivers a number of Foundation Degrees (particularly in the Health area), some of which may be studied on a part-time basis. Cost is around £1200 per year compared with £3000 for undergraduate degrees.

• Greater Manchester Lifelong Learning Network (LLN) – MMU is the

lead partner within this Lifelong Learning Network and is actively engaged in the development activities of the network – including in the areas of learner support and progression pathways through FE and HE for people at work.

• Learner Support – The University has a great deal of experience of

encouraging and supporting mature and non-traditional students into, and through, HE study. A dedicated Educational Adviser is available for mature students who would like to talk over the opportunities available at MMU


and elsewhere. The University also produces a pack for Access students which includes a ‘how to’ study guide. This pack could be adapted for use with union learners.

• Flexibility of delivery – Given sufficient learner numbers, MMU can

provide highly customised content and delivery. In addition, a number of existing courses are available via distance learning. A blended learning approach is MMU’s preferred option and, given an appropriate programme, the University has both the expertise and capability to apply this delivery methodology to meet the needs of dispersed union learners.

• Flexibility in terms of entry requirements: It is possible to obtain

credit point recognition of previous learning derived from study on a previous relevant programme and/or work experience. This may facilitate entry to, and progression though, an MMU programme of study.

• Engagement with unions: Recruitment and Admissions and the ‘up2uni’

team at MMU have been working with unionlearn to look at the training and support that union learning reps might need in order to help union learners access and engage in HE study.

• Willingness to engage with union learners – In order to clarify what

MMU could offer for union learners, it was suggested that MMU staff meet with a group of union learning reps (union learning reps) to discuss union learner needs, interests, preferences and perceived barriers to HE entry. It was felt that it would also be helpful if the union learning reps could come along with an employer perspective on the HE-related training needs of staff to identify areas of overlap. Alternatively/additionally, MMU would be willing to talk to employers about upskilling needs and see where this fits with the aspirations of union learners. It was felt that this approach would help enable MMU to develop the right kind of package that would be of interest/value to union learners whilst also attracting employer funding/support.

• Taster sessions – Possibly in concert with the above, MMU would be

willing to provide a low-cost taster session of available opportunities, particularly for union learners who have not participated in education for some time.

• Routes in:

Via Dr Alf Louvre, Head of Lifelong Learning (Tel: 0161 247 1734;

email: [email protected])


University of Salford

• Access to HE: – For the past 14 years or so, Salford University has been working through an FE/HE Consortium of partner colleges to assist students to progress into HE from non-standard routes. Progression arrangements have been established with a number of regional FE colleges with guaranteed progression onto some Salford Degree courses, subject to successful completion of the access provision. In a recent initiative, Salford has been involved in the development of the Vocational Access Project, a project funded by Greater Manchester Aimhigher and managed by the Open College Network, North West Region. This project has developed Vocational Access programmes at levels 2 and 3 for those working in the Community (eg, in such areas as regeneration and housing) and Health (those involved in providing services in a health environment). These programmes provide a blend of academic and work-based learning on a part time, flexible basis. Successful completion results in an Access to HE Certificate facilitating progression to a relevant degree or Foundation degree at a college or University (including Salford). For further information, see:

http://www.edu.salford.ac.uk/wp/va/

• Part-time programmes – Salford offers a range of part-time Certificate,

Diploma and Degree provision, some of which may be suitable for work-based learners and of interest to union learners. For further details, see:

http://www.salford.ac.uk/study/part-time/programmes/

• Distance learning programmes – The University also offers a number of

distance learning programmes although these are at the postgraduate rather than undergraduate HE level. For further details, see:

http://www.salford.ac.uk/course-finder/distance_learning

• Foundation Degrees – The University has been involved in the

development of a wide range of Foundation degrees, of which some are delivered at the University, some delivered at FE colleges and some jointly delivered by Salford and partner FE colleges. The Foundation Degree in Community Governance provides an interesting example of joint delivery and how this can facilitate access by workplace learners – see the case study at the end of this entry.

• Bespoke courses – The University would be able to offer bespoke

provision of Continuing Professional Development (CPD) modules and Foundation Degrees. Viability and costs would depend on a range of parameters such as learner numbers and delivery and support requirements. The University would most likely have a preference for the cluster model whereby a group of FE partner colleges share the development and delivery of a programme as this tends to accelerate development and spreads the effort and risk.

• Distance learning expertise – The emphasis at Salford tends to be on

learning as a social process and a belief in the importance of learning with,


and through, others. Consequently, e-developments tend to be used to support – rather than replace – face-to-face programme delivery. The University’s Virtual Learning Environment (Blackboard) provides a range of tools to deliver such support. For example, course materials, documents and quizzes to test subject knowledge can be made available on-line, whilst on-line discussion boards and group working facilities allow communication and group discussions to be extended beyond the face-to-face contact.

• Learner Support – The University is expanding the range of support it

provides to learners. For younger students (14-19), the University offers summer Schools, Mentoring and an Enrichment Programme that gives College students an opportunity to experience HE in a variety of forms before making any decisions about higher level study. For mature learners, a different enrichment programme is offered providing learners with an opportunity to seek advice, prepare for HE study, and familiarize themselves with HE generally and with the University of Salford in particular. In addition, a special adult mentoring scheme has been set up so that potential adult learners can ask questions and gain insight from adult learners who have recently taken the plunge into HE study. In terms of support for work-based learners during their studies, the University is making use of trained workplace mentors and Action Learning Sets (see case study below) and Blackboard, the University’s Virtual Learning Environment (see above). For further information, see: http://www.edu.salford.ac.uk/wp/access/enrichment and

http://www.fehe.salford.ac.uk/mentoring/index.php

• Flexibility of delivery – The University has an interest in exploring

innovative and flexible delivery mechanisms for work-based learners and to develop some of the work-based learning aspects of its provision to achieve greater learning through work. There is interest, then, in engaging with unionlearn/union learners on this.

• Flexibility in terms of entry requirements: Currently, the University is

seeking to develop equivalence in terms of access credits for work-based learning and CPD modules. More generally, Salford have an APL policy, a process and practices to help mature students put together a claim for entry or credit for prior learning against the specific requirements of a particular course. In preparing such a claim, the University will provide written information, individual advice and guidance and the opportunity of working with a group of others to prepare, plan and produce the claim. For further details, see:

http://www.edu.salford.ac.uk/wp/apl/ and

http://www.fehe.salford.ac.uk/apl/index.php

• Routes in:


For Undergraduate level programmes, Foundation Degrees and APL to level 4, the first point of contact would be Mike Lomas, Head of Access Development and Widening Participation. Tel: 0161 295 6143; Email: [email protected] For Postgraduate level programmes, contact: Renata Eyres, Head of

CPD Development and GMSA Champion. Tel: 0161 295 5132; Email: [email protected]

University of Salford - Foundation Degree in Community Governance

A case study

The University’s Foundation Degrees in Community Governance wasdeveloped in partnership with North West Local Authorities and a number ofAssociate Colleges. It is a 3 year part-time course aimed at learners employed ineither local government or working in the community/voluntary sector. Mostlearning takes place at one of 6 local colleges (City College, Manchester, NorthTrafford College, Salford College, Ashton Sixth Form College and Wigan & LeighCollege) but students attend an induction event at Salford University and spendthree full days at the University at different points in each semester. Thesessions at local colleges take place in the late afternoon/early evening one daya week and last approximately three hours. The initial programme module is entitled ‘Independent Learning’ and this helpsstudents develop as self-directed learners - culminating in the development of anegotiated learning contract setting out an action plan and achievement goalsfor the rest of the programme. Given that this is a vocational programme, asignificant amount of the work centres around real problems in the workplace.Learners are supported through internet-based tools (electronic coursematerials, virtual discussion groups, etc.), University/College tutors, trainedworkplace mentors and Action Learning Sets – a learning tool involvingdiscussions between groups of fellow learners. Those students who complete the Foundation Degree programme to a specifiedstandard may then progress to a specially developed programme that leads toan honours degree in Community Governance. This top-up programme involvestwo further years of part-time study. For further information, see: http://www.business.salford.ac.uk/UG/communitygovernance-foundation


St Helens College

• Access to HE – The College offers a number of Access to HE courses providing pathways to a range of subjects at HE. Some of these involve about 3 hours study per week at the College over three terms. Others are aimed specifically at people in employment and offer open or distance learning routes, sometimes requiring some evening attendance at the college. For further details, see:

http://www.sthelens.ac.uk/education/results.asp?keyword=ACCESS%20H

E&prog=checked

• HE programmes – At the HE level, the College offers a wide range of

Foundation Degrees, Higher National Certificates and Diplomas (HNC/HND) and professional qualifications, many of which can be studied on a part-time evening or day-release basis. For further details, see:

http://www.sthelens.ac.uk/education/results.asp?keyword=HIGHER%20E

DUCATION&prog=checked and

http://www.sthelens.ac.uk/education/he/Prospectus/

• Foundation Degrees – The College provides a ‘design and deliver’

Foundation Degree (FD) approach and, with several HE partners, the College works with whichever partner is most appropriate for the subject focus. Consequently, different FDs are validated by different HE partners. The FDs are designed in a modular format and students may take these a module at a time at a pace to suit – providing they complete within the allowable limits, generally 5 years. For further details, see:

http://www.sthelens.ac.uk/education/results.asp?keyword=foundation+de

gree&qualification=checked&submit.x=12&submit.y=5


modules – The College is able to obtain HEFCE funding for individual modules via one of its partners. It would also be possible to negotiate with their partners to be able to offer a Certificate for the completion of 2 modules. However, HEFCE is currently looking at the possibility of funding smaller ‘chunks’ of learning which would enable the College to more easily offer Short CPD courses and a greater range of HE qualifications.

• Flexibility of delivery – The College tries hard to design flexibility into its

Foundation Degree and other HE programmes in order to meet the needs of workplace learners. For some examples of this, see the case study at the end of this entry. As the Foundation Degrees come up for re-validation, the College is also extending this flexibility through including more on-line elements within the courses. Workplace delivery is also a possibility - and already used by the College for some learner groups (see case study).

• Learner support – The College offers a range of student support services

and understands the support needs of mature students who may have to juggle a busy home or working life with the demands of study. Staff also


understand the needs of students who may have been out of education for some time and programmes are front-loaded with personal and academic development modules (which include study skills development). They back this up with a series of study skills booklets. Given sufficient learner numbers, they could also provide support for union learning clubs if necessary.

• Information, Advice and Guidance (IAG)l – The College has specialist

staff, based in student services, who are there to advise and help potential learners with programme choice, assist in any finance and welfare issues and provide details of how to access any support that may be needed.

• Flexibility in terms of entry requirements – The College appreciates

that adults who do not have formal entry qualifications may have the necessary experience and background to enable them to benefit from, and successfully complete, HE programmes. Consequently, mature students receive sympathetic consideration on application. Accreditation of Prior Certificated Learning and Uncertificated learning (APCL) is also available for students with appropriate qualifications and/or experience.


College is keen to be innovative in terms of programmes, modules, learner support and programme delivery and would be interested in exploring demand from unionlearn/union learning reps.

• Route in:

Diane Robinson, HE Development Manager. Tel: 01744 623353; Email:

[email protected]


Flexibility of Foundation Degrees at St Helens College:

A Case Study

In its Foundation Degree programmes, St Helens College offers considerableflexibility to workplace learners as illustrated in the following three examples: The Foundation Degree in Educational Administration requires attendance at just 6College-based study days. The remainder of the course is delivered through work-based projects and on-line learning. The course is supported through on-linetutorials and discussions within virtual classrooms. The Foundation Degree in Computer Game Design was designed specificallyaround industry needs and modules have been delivered in workplace settings attimes to fit around industry requirements. The Foundation Degree in Applied Microbiology is a part-time degree delivered atthe College for one day each week from 9am to 9pm. There are also severalworkplace components to the course. Following successful completion of theFoundation Degree, it is possible to take up a guaranteed progression route to theUniversity of Salford’s final year of the BSc (Hons) in Applied Bioscience.


South Cheshire College

• Access to HE – The College offers a one-year full-time Access to HE programme, successful completion of which results in the award of an Access certificate. There are no formal entry requirements and the course is offered free of tuition fees. For further details, see:


course.asp?course=HM0102A&termtime=12

• HE programmes – The College offers a range of qualifications at the HE

level, including BTEC Higher National Certificates/Diplomas, NVQ Level 4, HE Certificates and Diplomas, Certificate/Postgraduate Certificate in Education and Foundation Degrees. Some of these are available on a part-time basis and for evening study. For further details, see:



• Foundation Degrees – The College offers a number of Foundation

Degrees (FDs), some of which are available on a part-time evening basis. Most of these FDs have been developed in conjunction with their principal HE partner, Manchester Metropolitan University, which also validates the courses.


modules – In principle, the College could make single FD modules available to union learners, possibly offering a Certificate of Achievement for the successful completion of a module. Extending this a little further, it might be possible to offer a portfolio of modules with learners building up credits over time to achieve a HE qualification. The development of customised CPD modules might also be feasible – subject to anticipated reasonable learner numbers (minimum of around 10-12). However, in order to obtain HEFCE funding for this kind of modular approach, the College would have to take this forward in conjunction with an HE partner.

• Flexibility of delivery – Also in principle, the College is prepared to be

flexible in terms of delivery. Some of the Foundation Degrees incorporate elements of distance learning, learning resources can be made available to students via ‘Learnwise’ (the College’s Virtual Learning Environment) and College staff will sometimes run a one-off session for a student who has been unable to attend a regular learning session due to other commitments (eg, workplace diary conflicts). Whilst off-site delivery can be expensive for the College, given sufficient learner numbers, there would be a willingness to negotiate on the delivery mechanism and location.

• Learner support – The College prides itself on the individual support it

provides to students. Lecturers are said to have close contact with students and to deal with any support issues as they arise. All students may attend study skills workshops run at the College and if a need for additional study skills support was identified, the College would look to


address this need, for example through offering further sessions at the College.

• Information, Advice and Guidance (IAG)l – A dedicated team of

trained advisers provides information, advice and guidance to anyone considering doing a course at the College.

• Costs – Tuition fees appear competitive, for example fees of £1200 per

annum or less for most Foundation Degrees. For further details, see:



• Interest in engaging with unionlearn/union learning reps –

Generally, the College is keen to expand its Foundation Degree and Work-based Learning provision. Linked to this strategic goal, there is interest in exploring the needs of, and level of demand from, unionlearn and union learners.

• Routes in:

Via Tom Binkley, Higher Education Co-ordinator. Tel: 01270 654654;

Email: [email protected]


University Centre Oldham

• HE programmes – The University Centre Oldham (part of the University of Huddersfield) offers a range of full-time and part-time courses which lead to the awards of honours degree (BA and BSc), Foundation Degree, University Diploma and University Certificate. There are also specialist postgraduate and professional courses available. Part-time programmes can involve block teaching (eg, at a summer school), day-release study and/or evening study. For further information, see:

http://www.oldham.hud.ac.uk/courses/index.html

• Foundation Degrees – The University offers a range of Foundation

degrees at University Centre Oldham. The majority of these are two year full-time programmes. Part-time FDs are also offered, including ones in Construction, Early Years, Community Governance and Public Sector Management. For further information, see:

http://www.oldham.hud.ac.uk/courses/index.html


modules – The University Centre is looking at providing appropriate short courses and CPD modules to meet local needs. These could be accredited and with credits accumulated to achieve a linked HE qualification. The Centre would also be interested to hear from organisations (such as unionlearn) requiring bespoke short courses and CPD.

• Flexibility of delivery – Whilst the Centre has the capability to use

distance learning for some course elements, the experience has been that face-to-face contact within small teaching groups works very effectively; hence there is a preference for this mode of delivery. However, to meet the needs of workplace learners and their employers, block teaching, day release and/or evening sessions are variously provided. There is also some geographical flexibility in that there are two centres (Oldham and Barnsley), as well as the main Queensgate campus in Huddersfield, where teaching can take place.

• Learner support – In addition to the high levels of support to learners

provided by course tutors, the Centre also offers a range of back-up student support services. Of particular note, the Academic Skills Service can provide additional help with academic study skills through individual sessions, group workshops and full class sessions. If appropriate, special sessions could be arranged for union learners. The Centre places great emphasis on the quality of its teaching and support and is currently engaged in a project to identify how they can better support learners throughout the learning lifecycle.

• Flexibility in terms of entry requirements – The Centre welcomes

applications from individuals with non-standard qualifications, relevant work or life experience and who can demonstrate the ability to cope with and benefit from level 4 studies. Students who have not studied for some time, however, may be advised to undertake an Access or Introductory Studies programme.



Centre is already involved with Unison in seeking to identify part-time provision which might meet the needs of union learners. Centre staff would be keen to explore further engagement with unionlearn/union learners and possibly to take part in any pilot initiatives exploring union learner engagement with HE.

• Route in:

Dr Rupert Ward, University Centres Subject Area Leader, School of

Computing and Engineering. Tel: 0161 213 5043; Email: [email protected]


Appendix 4

Prompt questions for use by unionlearn/ union learning reps in discussions with HE providers

• What kind of activities do you engage in to raise awareness of HE

opportunities available to workplace learners?

• What kind of awareness-raising/ widening participation activities/material

could you offer to encourage union learners to engage in HE study?

• What kind of pre-entry IAG and support do you offer? How appropriate

would this be for union learners?

• What Access provision do you offer?

• What taster provision do you offer?

• What kind of entry requirements do you have? To what extent are you

flexible about entry requirements?

• What kinds of part-time provision do you offer that would be appropriate

to the needs of union learners?

• What portfolio of distance learning courses do you offer?

• To what extent do you offer flexible delivery in terms of:

When programmes are delivered?

Where programmes are delivered?

The pace of delivery

• What sort of bite-size accredited provision do you offer?

• Do you offer a modular approach to learning so that programmes can be

taken a module at a time and module credits can be accumulated to

achieve a higher qualification?

• Do you offer work-related modules that can be taken in and through

work?

• To what extent could you offer bespoke provision for union learners?

• What would be the minimum number of learners needed to make a

course viable?

• To what extent do you offer flexible and innovative forms of learner

support?


• What kind of IAG and support could you offer union learners during and

on completion of a course?

• Would you be able to support union learning clubs?

• What help and support could you provide in relation to study skills?

• How much does your provision cost?

• Are there any discounts or bursaries available to union learners?

• To what extent are costs negotiable?

• What experience have you had with union learners and union learning

reps?

• How willing/interested are you in working with unionlearn and in

developing/delivering provision to union learners?


Appendix 5

Suggestions for initial unionlearn/union learning rep engagement with HE providers

Suggest to provider a 3-part session focusing on:

• Demand from union learners – what do unionlearn/union learners want

from HE • Supply from HE provider – what has HE got to offer union learners • Achieving a match – what can be done?

Part 1: Demand from union learners

a) unionlearn/union learning rep roles: Provide brief details to the HE

provider about the roles, responsibilities and activities of unionlearn and union learning reps (supplemented with some printed material)

b) Painting the picture of the union learner: Either through a prepared

presentation from unionlearn/union learning reps or via a facilitated discussion with unionlearn/union learning reps, give the HE provider some insight into what unionlearn/union learners want from the HE provider, for example, in terms of:

• Courses/Learning Modules (Taster courses, CPD, modular qualifications,

etc.) • Accreditation • Entry requirements • Flexibility of delivery • Information, Advice and Guidance (IAG) • On-course support • Progression pathways

Illustrate with the use of some case study examples of union learners who have

undertaken HE courses.

c) Provider criteria: Drawing on the unionlearn Quality Award material, outline

what you’re looking for in the ideal HE provider. Alternatively, draw out and

highlight the following points through a facilitated discussion with union learning

reps:

• Courses accessible to work-focussed and work-based learners (inc shift

workers) • Nationally recognised accreditation offered for most courses • Flexible/customised delivery to meet needs of unions/union learners


• Good quality IAG for learners so that courses match learner needs and interests in terms of the curriculum and accreditation offered

• Regular review of learner progress and support needs • Progression routes discussed with learners upon completion • Experience of teaching in workplace settings • Understanding of Trade unions & union learning reps • A named point-of-contact within the HE provider organisation – with

responsibility for promoting/developing work with unions • Transparent course costings (inc. cost of providing any additional learning

support) • A tracking system for recording attendance, retention and achievement –

with data shared with unions • Systems to consult with learners (inc. union learners and union learning

reps) regarding planning and provision • Recognition of/working with unions within the HE provider workplace

[It might be helpful/useful if all the above could be summarised within a printed

‘HE Provider Pack’ which could be handed over to the provider at the end of

this session.]

Part 2: HE provider supply

Ask HE provider to provide some details/examples of what they have to offer

union learners. Possibly, give them some headings in advance as to what you’d

be interested in hearing about, for example:

• Understanding of/experience with Trade unions & union learning reps • Experience of delivering learning to workplace learners • Courses/Learning Modules which might be of interest to union learners • Delivery methods employed • Accreditation offered • Costs • Entry requirements • IAG • On-course support • Progression pathways • Possibilities of customising/developing courses geared to the needs of

unions/union learners • Whom to contact

Part 3: Achieving a match between supply and demand

• Facilitated discussion to review the extent to which a match exists

between supply and demand. • Having identified gaps, discussion as to how/if gaps might be addressed.


• Discussion of ‘where to from here’ to draw out what needs to be done, by whom and when and what else needs further consideration, possibly at a further meeting with additional/different union/HE provider representatives

Navigating the union learner journey

Documents

Transcript of Navigating the union learner journey