About Higher Futures Who we are and what we do Welcome Contents

“The mission of Higher Futures is to transform Higher Futures and Lifelong Learning Networks 4 access and progression to higher education for vocational and work-based learners. This is a new Our mission, aims and objectives 4 and exciting collaboration between the two Sheffield universities, and ten further education Priority sectors 6 colleges to create a lifelong learning network across South Yorkshire, North Derbyshire and Our partners 8 North Nottinghamshire. “It is a vital collaboration that will enable around Benefits for partners 8 6,000 learners to access higher education. All the partners are committed to the success of Higher Benefits for employers 10 Futures. It is embedded in the values of all the institutions involved to support the achievement Benefits for learners 13 of individuals’ personal potential and fulfilment, and to support the contribution that educational Progression agreements 14 achievement can make to the economic and social wellbeing of the region.” Information, advice and guidance and transitional support 14 Professor Rhiannon Billingsley Chair of Higher Futures Our structure 15

2 3 What is Higher Futures? Aims and objectives “Lifelong Learning Networks Higher Futures is the Lifelong Learning Network Through effective collaboration, Higher Futures would… offer a wide-ranging for the sub-region and its travel-to-study area, will: curriculum, combining the encompassing South Yorkshire, North • Enhance the supply of higher education strengths of further and Derbyshire and North Nottinghamshire. provision and transform institutional cultures, higher education. They would processes and procedures; include colleges that are What is a Lifelong Learning Network? • Improve progression opportunities to higher centres of vocational Lifelong Learning Networks (LLNs) are a joint education through vocational routes; excellence and those with initiative between the Higher Education Funding significant higher education Council for England (HEFCE), the Learning and • Increase demand from employers and provision of their own: HEIs Skills Council (LSC) and the Department for vocational learners for higher level skills and with a research-intensive Education and Skills (DfES). education; mission as well as those more • Improve access to information, advice and focused on teaching and In June 2004, they invited Further Education guidance (IAG) and transition support. Colleges (FECs) and Higher Education engaged in serving local and Institutions (HEIs) to forge partnerships, bringing This will be achieved by: regional economies. At the heart of every Network will together different types of learning provider in • Building on existing areas of excellence and a single network. These networks would provide linking with other local partnerships, ensuring be arrangements to facilitate fresh opportunities for progression for the continuation and integration of Higher progression.” vocational and work-based learners, supporting Futures’ effective working practices; Sir Howard Newby, vocational education, learner development and Chief Executive, HEFCE • Developing shared agreements and practices The 2004 Colin Bell Memorial Lecture lifelong learning. Higher Futures was set up in across the network through the 2006 and is one of many LLNs operating in each implementation of a Vocational Learner region across the country. Progression Framework – removing barriers, www.hefce.ac.uk/widen/lln facilitating attitudinal change, supporting and increasing learner progression; Our mission • Actively engaging employers to influence Higher Futures will create a higher education curriculum design, content and accessibility, network to transform progression pathways and and to generate increased awareness and take opportunities for vocational and work-based up of higher education by employers, training learners. providers and vocational learners; • Improving information, advice and guidance, and providing enhanced support, to ensure vocational and work-based learners achieve their potential.

4 5 Priority sectors

Higher Futures has identified five priority The priority sectors are: Public Wellbeing “Higher Futures represents a sectors, aligned to the regional priorities set out Wellbeing, and everything it constitutes, is a step change in partnership Early Years Education in the Regional Economic Strategy, Learning and largely vocational area of study, which has working between higher and Skills Council Strategic Review and by the Training and development for those working in proved consistently popular with students over further education that will Regional Skills Partnership. early years education and childcare has become the last twenty years. With the growth of the become the benchmark for a national priority, with an emphasis on training Higher Futures’ activity builds the partnership’s leisure and sport industries, there are changing growing vocational and all staff to meet national standards and existing areas of strength - Centres of skills required in the sector. work-based progression improving leadership and management skills. Vocational Excellence (CoVEs), and higher Lead partner: opportunities in our region.” Higher Futures will address the lack of joined up education research, teaching and learning Rob Harrison working, cited as one of the major obstacles to excellence. Sustainable Communities Director, Higher Futures progression in this sector. A large and diverse workforce is required to Dedicated sector development staff are based Lead partner: develop the social, economic and “Lifelong learning requires us within the two universities, and in the partner environmental components of a sustainable Engineering to engage with providers, colleges leading each sector. community. Professions creating the employers and learners to To maintain the level of workforce as it stands, infrastructure of these communities – including Their work includes: understand the higher an estimated 32,000 new staff will need to be built environment, neighbourhood renewal, and knowledge and skills needed • Working with Centres of Vocational recruited each year within the engineering and community development – increasingly demand Excellence (CoVEs), Sector Skills Councils manufacturing sector. The majority of these higher level skills training and education to meet today and tomorrow to (SSCs) and employers; new recruits will require qualifications at level 3 develop our organisations, the needs of existing and future generations. businesses and communities. • Establishing relationships with stakeholders and above to develop a flexible and dynamic Lead partner: Northern College and other relevant groups; workforce to ensure that UK companies can Higher Futures will help all compete in a global market. partners meet that • Linking with Sector Working Groups on challenge.” employer engagement; Lead partner: of Arts and Technology Professor Sue Webb • Facilitating the dialogue needed for Chair of Higher Futures Operational developing the curriculum; Management Group Health and Social Care • Articulation and development work for The health and care sectors in the region are progression agreements, in partnership with well established and employ significant numbers the Access and Progression Officers (see page of people. There is an increasing demand from 14, Progression agreements); employers for their workforce to undertake • Ensuring IAG and transition developments higher level skills training and education meet employer, training provider and local throughout their working lives. employee/trainee needs. Lead partner:

6 7 Our partners Benefits for partners

Higher Futures has the full commitment of Higher Futures will: the Vice Chancellors and Principals of our • Provide a strategic partnership approach to key partners: programme planning to meet the needs of • the target group of learners; • Chesterfield College • Develop multilateral progression • Dearne Valley College opportunities between network partners; • Doncaster College • Give the opportunity for providers to work to their strengths; • Longley Park Sixth Form College • Encourage and support holistic approaches • North Nottinghamshire College to open up access to new markets, reach out • Northern College to under-represented groups of learners and • Rotherham College of Arts and Technology attract participation from employers. • The Sheffield College • Sheffield Hallam University (lead partner) • • The

Other agencies, who have key advisory roles in the partnership, include the Higher Education Funding Council for England (HEFCE), the Learning and Skills Council (LSC), the Regional Development Agency (RDA), Foundation Degree Forward (FdF), and Sector Skills Councils (SSCs). “We need all institutions to play to their own unique Employers’ organisations, training providers, strengths and to provide trades unions, and voluntary and community students with the best sector organisations concerned with lifelong possible service they can. learning also play a partnership role. “These Networks are made Together, these agencies and organisations will up of people passionate c a l c

act as the wider stakeholder audience and i about engaging with their l c n barometer of the network’s performance and a e

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for more.” o h p k Bill Rammell c o t S Further and Higher Education: Models of i © o

Cooperation Speech t o

March 2007 h P

8 9 Benefits for employers

Higher Futures will: “There must be a choice of • Provide constructive information and advice routes open to every young about the higher education, training and person with the vocational as education pathways available across the respected as the academic. network in priority sectors; This requires involvement, • Promote the benefits to employers of investment and commitment combining higher education knowledge and from local employers.” skills with work experience to promote a Alan Johnson lifelong learning culture in support of The New Economic Revolution Speech, professional development; Sheffield Chamber of Commerce January 2007 • Value and prioritise employer contribution to the work of the network; • Develop and deliver a new and adapted curriculum to give potential employees the skills employers want; • Make access to higher level skills training and education easier for employers and employees. x f a s i l / m o c . o t o h p k c o t S i © o t o h P

10 11 Benefits for learners

Higher Futures will: “By working with learners to • Widen access to learning opportunities; create individualised learning • Guarantee progression pathways and plans, the networks will offer opportunities; them real choice. They will • Provide sound, targeted and impartial work to see that individuals information, advice and guidance to learners; can have a clear route to their chosen goal. They will • Create supportive infrastructures for higher develop programmes to help education experiences; individuals to reach this goal • Encourage learners to (re)engage with higher and to offer them maximum education and lifelong learning; flexibility.” • Recognise and give value to qualifications Dr Kim Howells and achievements through an articulated Widening Participation in Higher Education: credit transfer process; Developing Vocational Pathways Speech December 2004 • Provide opportunities to access flexible learning developed in partnership with local employers; • Provide the opportunity for learners to contribute to the ongoing work of Higher Futures. 5 k c a r t / m o c . o t o h p k c o t S i © o t o h P

12 13 Progression Information, advice and Our structure agreements guidance (IAG) and transitional support

Progression is integral to the success of Higher The information, advice and guidance services Futures – facilitating progression of the provided by Higher Futures complement Strategic workforce in priority sectors, working for the existing services, both within and outside the Management social and economic progression of the region, network, and coordinate with local and national Board and, most importantly, promoting learning and initiatives. career progression for individuals. A dedicated IAG and Transition Officer is based Higher Futures will create smooth progression in each partner institution, working with existing pathways for vocational and work-based provision, to ensure an enhanced service for our Operational Special Stakeholder Management Interest learners, including a new local credit framework ‘community of learners’. Forum and articulated pathways. Group Groups Their work includes: Central to this activity are network-wide • Identification of the appropriate learners at progression agreements that remove the level 3 and 4; barriers faced by vocational and work-based • Providing ongoing individual support for Central Management Team learners in accessing higher education learners; opportunities. These agreements bring about Director attitudinal change within the partnership for • Offering specific support for applications, supporting progression in, and between, interviews, pre-entry activities and induction, vocational and academic learning. group work, and organising or working with a student mentor scheme; To support the internal development of • Facilitating progression for individuals to progression agreements, Higher Futures is Information higher education via liaison with partner Access and IAG and Administration and funding staff in each of the two universities. Progression Transition organisations, academic departments, student Officer Communications Coordinator Coordinator These staff will work closely with sector services and other areas; Officer development colleagues around access, • Introducing Higher Futures and the IAG role progression and related issues. to relevant staff in the organisation; Their work includes: • Liaison with IAG and Transition Officers at • Changing processes and procedures within other partner institutions to support Higher Education Institutions (HEIs); transition; Sector Access and IAG and Development Progression Transition • Development work on progression • Tracking and identifying destinations of Officers Officers Officers agreements; Higher Futures learners. • Development of a new and adapted curriculum; Sector Working Groups • Liaison within their base institution to change admission procedures and processes for Health and Public Sustainable Early Years Engineering recognising work-based and vocational Social Care Wellbeing Communities learner achievements.

14 15 Higher Futures 48 Howard Street Sheffield S1 1WB

T: 0114 225 3626 / 3628 F: 0114 225 4185 E: [email protected] www.higherfutures.org