Board of Management Response to the Pre Legislative Paper on: “Putting Learners at the Centre: The Governments Post-16 Education Paper” How you can help us deliver our vision

The City of College fully embraces the reform of sectors and agencies that interface with Government’s Reform agenda as a pathfinder the College, Scotland’s Universities, Schools, merger and welcomes this opportunity to respond SDS and SFC, within regions and nationally within to the Government Pre Legislative consultation Scotland. To ensure that an integrated approach “Putting Learners at The Centre”. for Glasgow and for Scotland these agencies should be part of the reform structure. Our response stresses the need for a genuine “learner first” culture, the creation of regional Furthermore, while welcoming many proposals in structures that benefit students and the economy. the pre-legislative paper, we also note with some We are keen to share the ideals that have been concern the reductions in funding for the college built through our own experience, and our sector, and the pressures which this is putting on response offers assistance and shared learning to colleges. This is occurring at a time when they colleges considering merger. We wish to work with have a crucial role in responding to the challenges college partners locally and nationally to ensure associated with the wider economic problems. that the government agenda is fulfilled. The Government must be aware that, while restructuring can achieve significant savings, a truly We would also highlight that whilst this post-16 sustainable system, which continues to provide Reform agenda may be wide ranging, it is short high quality education, will require appropriate on detail on specific proposals for the necessary levels of long term funding.

Response to the Scottish Government Pre Legislative Paper on: 2 “Putting Learners at the Centre: The Governments Post-16 Education Paper” The PRIMACY of a “learner first” culture

The City of Glasgow College firmly champions students for university study as well as ‘ensuring the concept of learner centeredness with the their value to employers’, is recognised in para 46 establishment of a Learner First culture. The last of the paper. In the light of the evidence that in a few years have required us to robustly re-examine number of subjects a clear majority of students our educational rationale, core values and mission. now use these qualifications for progression to This has enabled us to undertake a rigorous degree courses, it is necessary to ensure that they review of our curriculum to ensure that it meets are well suited for this purpose. This may require a the needs of learners more effectively. This will new partnership between the colleges, SQA and enable individual learners to flourish and improve the universities to develop these qualifications in the life chances of an inclusive and diverse learning the most appropriate and economical way. The community. articulation hubs funded by SFC can provide an appropriate context in which these new forms of In developing the curriculum for our new college collaboration can be developed. we have sought to meet the needs of all learners; a challenge which will be faced by all enlarged In developing new (academic, management, regional colleges. In this respect, while recognising estates) structures there is a need to ensure that the emphasis on the needs of young learners, we learners remain a central driving force. In the City would also suggest that we must not forget our of Glasgow College merger the student voice was responsibility to adult returners, who may be in therefore heard at all levels and responded to. We the midst of career changes, re-training as a result drew up key process maps to detail the complete of becoming unemployed or are part of the long learner journey. Qualifications must be designed term unemployed lost generations of young people to support flexible learner journeys. Learning from previous recessions. It can be noted that the experiences were enriched with employment average age of our students is 28 years old, focused inter disciplinary projects across the curriculum. In developing an inclusive curriculum we recognise the need to reduce Non-Recognised Qualification We would emphasise from our recent experience where possible, but also welcome the recognition the importance of ensuring that as various different that some of these qualifications can have value regional models are developed across Scotland, in providing access routes and meeting some the student first voice is heard at all levels of learners additional support needs. We also note college decision making, ranging from part time the proposals in paragraph 26 of the College class representatives to membership of the Board Regionalisation paper to change the funding of Management. Large colleges would be more arrangements for students who need additional able to fund full-time sabbatical student president, learning support, and would encourage the student general manager, and pro rata Vice Government and SFC to ensure that the needs of Presidents as well as a better resourced student these more vulnerable learners remain a priority. association.

We are also pleased to see that the need to Merger has also allowed us to invest in developing consider refreshing HN qualifications, to ensure a specialised student engagement team to that they are well suited for their roles of preparing support the student executive, student course

Response to the Scottish Government Pre Legislative Paper on: 3 “Putting Learners at the Centre: The Governments Post-16 Education Paper” representatives, student and staff academic forums progress associated with the SFC school college and to champion the student voice particularly partnerships initiative, much still requires to be within operational academic management tiers. done to provide further opportunities including A re-modeled student support system has been funding for city centre colleges. Developments localised by campus (across 11 sites) to more associated with the Curriculum for Excellence can easily address the specific needs of students in be used to develop these relationships. The City of a diverse and dispersed learning community. In Glasgow College currently works with 35 schools addition economies of scale have allowed us to across the Region and we have appoint a full time College Secretary, strengthening newly appointed a Curriculum Schools Support corporate governance on a daily basis and Manager. providing a mentor to the Student (President) member of the Board of Management. A continued drive for quality improvement is required regardless of regionalisation, with We were pleased to note that while emphasising learning outputs and outcomes being measured the importance of a regional approach, the via performance and even direct accountability. Government also recognises that students choose Quality of learning and teaching should continue to attend certain colleges like ours for specialist to improve and meet the needs of the 21st provision of both national and international century learner so that all learners have the best significance including Nautical Studies. opportunity to succeed and so improve their life chances. Relationships between schools and colleges will be of increasing importance within regional We share the Government’s desire that the College models. While there has been considerable sector in Scotland delivers high-quality learning

Response to the Scottish Government Pre Legislative Paper on: 4 “Putting Learners at the Centre: The Governments Post-16 Education Paper” Regional models that deliver

opportunities that meet the needs and aspirations to establish a new and more strategic relationship of the students and employers that we serve. with Glasgow Caledonian University, and also to Students and employers should have a real choice develop new linkages with Strathclyde University. about how and where learning is carried out. This should be an important consideration for the SFC It may also be worth be exploring, in tandem with in drawing up regional funding allocations, and other colleges, the creation of a model for higher also increasing expectation from employers who education provision and its associated funding may have to make a greater contribution to the within Glasgow City Region. A confederated model training costs through upfront contributions (i.e. could provide opportunity for an agreed Higher Full Cost Recovery). Furthermore policy makers Education Regional Plan for all colleges in Glasgow and funders need access to the very latest census to ensure de-cluttering at SCQF level 7, curriculum data especially socio-demographics metrics of non- duplication, and targeted growth pipelines for students and employers within any FE reform. For key growth sectors. example it is important to recognise that 50% of We recognise that College reform is necessary to all students at City of Glasgow College come from facilitate raising economic productivity, increasing out-with Glasgow travelling to the city for specialist employment rates and improving national provision. economic performance. Scotland requires nothing We note the proposal in the College less than a dynamic, sustainable international Regionalisation paper that Glasgow should be economy which competes on the basis of one region, and we will look forward to working knowledge, advanced technology and an excellent with our colleagues in partner colleges, and other quality of life for all. Scotland’s Colleges need to relevant institutions and organisations in Glasgow rise to the challenge of reform, placing the needs and beyond, in a collaborative spirit to establish of the twenty first century learner at the centre of new structures which will be best suited to meet a national vision where regionalised models can the needs of learners and employers within the improve productivity, grow markets and grow the proposed city region of Glasgow, across the size and capability of the workforce. Greater Glasgow conurbation and the college’s Colleges will have to work hard over the next three existing student catchment area within the years to ensure that new emerging regional models surrounding rural counties. While we note the four are fit for purpose achieving growth in economic possible models for regional reorganisation outlined output (GVA growth). Productivity drivers will in the College Regionalisation paper, we feel that include: skills; innovation; enterprise; competition; rather than advocate any one model at this stage, and investment from alternative income streams. it is important that the partners involved in any proposed Glasgow City region and other regions, Local and sub-regional needs should be jointly agree the most appropriate model for their considered within regional models, addressing region. specific community and labour market issues. New regional models need to be powerhouses of We also welcome the recognition of the need for skills development at apprenticeship, technician, improved links between colleges and universities. associate professional and higher professional The articulation hubs have provided valuable levels, with the links to technician and associate funding and structures in strengthening these professional status being made much stronger links, and we look forward to their roles being as part of progression pathways that feed skills maintained, and their work more focussed shortages and enduring skills gaps. on removing barriers. We also recognise the importance of new forms of strategic relationships between colleges and universities. In this respect City of Glasgow College is now actively seeking

Response to the Scottish Government Pre Legislative Paper on: 5 “Putting Learners at the Centre: The Governments Post-16 Education Paper” Facing up to the challenges

We have already demonstrated the positive Another idea to support the evolution of regional value of reorganisation of this kind, not just in models might be for establishment of a network providing improved provision for learners and for of Change Academies to assist college staff at the City but also significant efficiency gains of all levels to cope with change and for managers £2.9m (net) in staffing and £1.1m in non staffing, to lead and manage transformational change whilst maintaining a no compulsory redundancy effectively. We welcome the opportunity to agreement. collaborate with other colleges in developing this concept further. The primary drivers were both the academic benefits and economic regeneration. Merger Whatever regional model finally evolves for boundaries have been crossed, tensions alleviated Glasgow, it is important that all of the Glasgow and scales of a large college realised. Our systems Colleges work closely together over the next few were aligned in some 12 months and streamlined years in an integrated one city approach to move allowing for greater efficiency and effectiveness. learners, the City and Scotland forward. The City of Glasgow College welcomes the opportunity to Given what has already been achieved in creating work with all of the Glasgow Colleges in creating the City of Glasgow College, and the investment short term, intermediate and longer term models in our new campus, we will aspire to be a catalyst that will strengthen the economic performance of for positive change, not just in the Glasgow region, the city and the nation. Our ultimate vision is for but more widely throughout Scotland. We will be Glasgow to have a fully integrated city region and pleased to share our experience and solutions with for Glasgow to be recognised as Europe’s First City other colleges. We would like to extend this further of Learning. and are exploring the idea of creating a Merger Partnerships, Applied Research and Advisory Centre from which we can lend specific advice and support.

Response to the Scottish Government Pre Legislative Paper on: 6 “Putting Learners at the Centre: The Governments Post-16 Education Paper” Building the future from existing strengths

Broader challenges will include managing To deliver on the economic strategy that is required the regional curriculum offer within a new by Government, and in meeting the needs of regional funding model, while addressing the employers and learners, the City of Glasgow aforementioned complexities of productivity, College also believes that the way that colleges employment and skills. There are many issues that have traditionally delivered their curriculum will have surround this including clear information about to change. College reform offers opportunity to what is offered, by whom, in what format, and with put learners (and employers) at the centre through what employability currency. learning opportunities being available 24/7 and for 52 weeks of the year. The City of Glasgow College With this in mind, the evolution of various models is developing new peer learning, social learning for Glasgow may require different approaches. In initiatives and also “A classroom for the future” in developing appropriate models it will be necessary line with our new campus development. We believe to consider: current recruitment trends of further that these initiatives will move us towards 24/7 and higher education students; volume of activity; learning and to a different mode of operation. We subject specialism; connectivity with regards are happy to share these developments with other transport links for students; skill needs of city colleges. centre based employers; and opportunities to draw on existing strengths. The further development of virtual learning platforms to be shared and used on a regional An idea for consideration is that funding could and national basis could mean a greatly extended be made directly to all Glasgow colleges in line range of study possibilities for students undertaking with the development of localised strategies chunks or units of learning to suit their individual for tackling unemployment, which has risen learning needs/journeys. These learners could be consistently over the past few years from 18,400 full or part time learners or learners from within the (6.4%) in December 2008 to 36,000 (12.3%) in workplace working on co-created industry/ college December 2010, with specific focus on linked based programmes. City of Glasgow College funding to the 16-19 youth unemployment agenda, would welcome the opportunity to work with other workforce development and community need. colleges and employers in discussing the potential 24% of Glasgow’s total population are 16 -29 year of regional virtual learning platforms and contribute olds, which is significant with regards challenges to any appropriate development. faced by youth unemployment, and changes that will be needed in both curriculum development The importance of having strong, well led and and curriculum delivery. Different approaches to properly governed institutions in the college training, qualifications structures and getting young sector is well recognised, and the need for this will people job ready and into work are required. become even greater if larger regional structures are established. On the basis of our experience The City of Glasgow College looks forward in the City of Glasgow College it can be expected to working closely with new Minister Angela that the creation of larger institutions will generate Constance MSP, and the government, on a a high level of interest among potential members range of new opportunities to address youth of Board of Managements, with a wide range of unemployment within Glasgow. We would relevant and valuable experience. It is important advocate a revitalised Glasgow regional careers that such strengths are utilised in assisting with service, integrated within regionalised college the reform agenda and aiding regional models to models, and trust that post 16 reform will address evolve. the excessively complex Skills Development Scotland funding model.

Response to the Scottish Government Pre Legislative Paper on: 7 “Putting Learners at the Centre: The Governments Post-16 Education Paper” Vision for the future

Glasgow itself is complex, as it is not only ideas, from concept to the market as profitable, Scotland’s largest city economy, it is a metropolitan high added value products and services, and in – scale economy worth £35billion pa and nearly creating approaches which could equip individuals 40% larger than its nearest counterpart. Glasgow’s with the attitudes and skills to deal with and benefit Economic Commission report indicated that from the uncertainties presented by the economies Glasgow colleges and universities contributed of today. £1.6bn to the Glasgow economy. It has a wide number of sectors, many with significant The initiative could provide innovation programmes concentrations of companies and skills within the for local businesses embedding innovation in their City Centre, where significant opportunities exist. operations enabling them to remain at the forefront of their markets and work with the public sector in In identifying and meeting such regional business the introduction of enterprise and innovation into needs we would argue that one needs to take their systems and workforce. The initiative could a demand led approach to addressing skills. create Industry focused solutions and industry Engagement with national, regional and local based academies for co-college/ industry based employers needs to be co-ordinated in order to delivery. better understand and align skills development to develop specific solutions. The interface between A similar initiative may be worth considering with colleges and employers is not strong enough respect to a combined international development and we need to create better ways of colleges strategy for Glasgow and we would welcome engaging with employers to obtain better results. working with key regional college partners to deliver such a strategy for Glasgow and for Colleges within and without a regional model need Scotland. to engage with each other seamlessly, address regional and sectorial business needs, and avoid We see the value in a strategic approach to duplication of effort and energy with regards international development for the college sector business development and commercial income in Glasgow to ensure that we are optimising generation. opportunity for all colleges within the region but also to ensure that both the brands of Glasgow Working with other colleges and employers it and Scotland are maximised to the full and that may be possible to develop a college regional international students, new foreign business employer engagement strategies to create greater opportunities and in-country developments can be collaboration between colleges, to drive jobs won for the city and for Scotland. growth and economic sustainability. Working together to create greater value, share best There may be potential to discuss with college practice and drive up the competitiveness of partners a centralised approach via regional Glasgow. strategy development and sharing resources regionally, including marketing, foreign travel, An idea to be explored with other college partners language testing for international students and in Glasgow and employers is to develop a regional UKBA admissions processes, all of which would be Laboratory for Enterprise and Innovation to act highly cost effective and focus energies in a highly as a catalyst to better inform policy development, competitive market place. enhance the development of enterprise and innovation within the new regional model, Striving for excellence must be at the core of all we encourage new business opportunities and also to do in the tertiary education system in Scotland. It is engender more of a partnership approach within important that this is not just, or mainly associated the regional model. with research in the university sector. Colleges must also seek for excellence in all aspects of Such an initiative could aim to act as a regional their provision. In this respect the comments we connector and lead the development of regional have made above about the opportunities which college employer engagement strategy in tandem regionalisation can provide to foster diversity are with Scottish Government. important. This must be used as an opportunity to foster centres of excellence which, as we have It could assist emerging regional models in creating suggested, can take a number of different forms. approaches where people could develop their

Response to the Scottish Government Pre Legislative Paper on: 8 “Putting Learners at the Centre: The Governments Post-16 Education Paper” Conclusion

The City of Glasgow College acknowledges, and sector locally, nationally and internationally. We look indeed embraces, the need for significant re- forward to working in partnership with colleges in organisation within the college sector to ensure Glasgow and across Scotland in the creation of that it is fit for purpose in 21st century Scotland. a new college landscape and the development We have already embraced reform, ahead of of new initiatives and opportunities that can be the change curve and proved the concept that brought into the city of Glasgow. mergers if approached appropriately work, delivering real benefits. Glasgow is well placed. Glasgow has the ability to embrace reform and rise to the challenges ahead. It is our firm belief that structures have already Through working together the Glasgow Colleges been put in place that can be built upon. The can better position themselves through reform to bringing together of three strong specialist colleges serve the interests of the learner, Glasgow and within Scotland’s commercial, business and Scotland. industrial centre presented a unique opportunity to strengthen the role and scope of the college

Response to the Scottish Government Pre Legislative Paper on: 9 “Putting Learners at the Centre: The Governments Post-16 Education Paper” College Contacts: Paul Little Principal and Chief Executive [email protected] Alex Craig Vice Principal Learning and Teaching [email protected]

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