Strategy Ro-innleachd 2013-2016 Vision

Our ambition is to be the education provider of choice in the West Highlands of Scotland, delivering excellence in learning, training and support for all students, businesses and rural communities. Our Mission West Highland College UHI will have a transformational impact on the development and prospects of this region, its people and its communities. Values In the delivery of our mission, we will be: > Inclusive Respect for each person’s human worth, proactively tackling inequality > Individualised Every person matters > Innovative Imagine and strive for creative delivery > Intercultural Acknowledge and celebrate diversity > Inspirational Realise potential, growing ambition – anything is possible Contents 1 West Highland College UHI in context 2 2 The local environment 3 3 Where we are now (Milestones of achievement since 2010) 4 4 Our stakeholders 5 5 National and local priorities 6 6 Challenges ahead 7 7 Opportunities 8 8 Strategic Aims and Objectives for 2013-16 9 9 What success will look like 11 10 Managing risk 12 11 Delivering the Vision 12

Strategy 2013-16 Page | 1 1. West Highland College UHI in Context

West Highland College UHI was created in 2010 as a result of merger of two legacy colleges in order to provide enhanced access to, and a more coherent provision of, tertiary education for the communities of Lochaber, Skye and Wester Ross. This area covers a sixth of Scotland’s landmass, with a population of approximately 40,000 people, and contains some areas of very high rurality.

The college has been created to meet the needs allocated SUMs. It seeks to re-dress this for All’, the driving force behind all other of learners, communities and businesses. In situation in dialogue with the Scottish Funding strategies to provide systems, structures, doing so, it seeks to address the very Council and through the regionalisation processes and environments to support the considerable historic gap in access to and process to deliver a fairer distribution of enhancement and on-going development of a opportunities for post-16 education in SUMs-based resources. high quality learning culture. The college will Lochaber, Skye and Wester Ross and aspires to invest in staff, technology and developments reach and exceed the national average for Having been granted fundable body status in which will support the achievement of participation in further education. The college 2012 by the Scottish Government, West ‘Excellence for All’ and be a catalyst for a major finds itself in an historic context of under- Highland College UHI is now a single cultural shift. provision of tertiary education where organisation which fundamentally changes the participation in further education is around 16+ education landscape in this geographic In realising ‘Excellence for All’, the college seeks 55% below national average. West Highland area by vastly improving access to further and to address the requirements of the Scottish College UHI is a significant contributor in higher education. The college has a major Government’s key skills and education priorities addressing this shortfall, not least through its function in contributing to strengthen the expressed in Curriculum for Excellence (Senior membership of the University of the Highlands communities it serves, by helping to tackle Phase), 16+ Learning Choices and and Islands. However, the college operates inequality and helping individuals out of the Opportunities for All. Through alignment of its within a constrained resource envelope of poverty spiral by opening up many new curriculum provision to key economic growth opportunities for individuals and organisations sectors, the college thus contributes to the to develop skills and attain qualifications to get sustainable development and growth of the on to the job ladder, get a better job or develop local area and wider Scottish economy. the workforce. The college has 10 centres equipped with some of the most advanced The regionalisation agenda recently introduced online learning technology, bringing access to by Scottish Government is seen as an further and higher education to the entire area opportunity to plan regionally and deliver and population of Lochaber, Skye and Wester locally for learners in our area. West Highland Ross - from Ullapool in the north to the Isle of College UHI is committed to realising the Skye and the extremely remote Ardnamurchan benefits of regionalisation for the learners and peninsula in the west, and Fort William and communities it serves, and will contribute pro- Kinlochleven in the south. actively to development of a tertiary learning landscape with appropriate governance and Where 20 years ago there was no local tertiary management structures which delivers the best education infrastructure, there are today over possible access, articulation and learner 1,400 students. They study on over 20 full-time support arrangements, which addresses gaps in further education courses and hundreds of learning provision, and which ensures fair part-time and short courses of economically distribution of learning opportunities and relevant curriculum, accessing the full range of resources for delivery. UHI’s many degree programmes. West Highland College UHI allows its students to West Highland College UHI is a strong advocate study locally, and thereby work and contribute of the very nature of the University of the to the communities they live in, developing Highlands and Islands (UHI) as a partnership individual potential and realising ambitions, model founded on strong federation, which making these rural communities more provides best possible access to coherent tertiary sustainable and economically stronger. learning opportunities through effective and efficient partnership working and infrastructure, The overall strategy for the college is set in the whilst being responsive to local demand and context of its Strategy for Learning ‘Excellence the needs of a large and diverse region.

Page | 2 Strategy 2013-16 2. The Local Environment

The West Highland areas of Lochaber, Skye and Wester Ross are characterised by a number of factors, including: > Potential for renewable energy developments > An economy dominated by micro-businesses with limited pockets of larger companies in energy, manufacturing, food processing, construction and public sector > An outstanding natural environment > Community land ownership and other community developments > Gaelic language and culture > Weakening of communities through outmigration of young people post-16 > A population which is widely dispersed and in some areas with very low population density > Low incomes > High levels of self-employment > Limited employment opportunities > World class scenery > Poor travel and broadband infrastructure and remoteness > An ageing population > Over 30% of the adult population between 16-65 without any qualifications > Low proportion of the adult population with higher education qualifications at SCQF level 7 -12 > Limited 16+ education opportunities, particularly in general vocational education > Limited higher education opportunities, dependent on access to widely dispersed learning centres > Highly seasonal employment patterns > Lower than national average unemployment (including 16-24 year olds)

The area’s key economic sectors are:

> Tourism and Hospitality > Public Sector > Transport and Communications > Energy (in particular Renewable), Water and Manufacturing > Construction > Agriculture and Aquaculture > Creative Industries

Strategy 2013-16 Page | 3 3. Where we are now (Milestones of achievement since 2010)

Curriculum Development enabled the purchase of four buildings The college has developed its portfolio of (Kilchoan, Broadford, Auchtertyre and Portree) further and higher education courses which have been developed as learning centres significantly since merger in 2010. The college as well as the improvement of facilities for works in partnership with employers, local learners in other locations. Working in community planners, skills and employment partnership with community organisations, we agencies, schools and communities to ensure opened new centres in Ullapool and Gairloch in that its provision is accessible, demand-led, and 2012. The funding package for the sustainable. The college’s curriculum is development of Portree is almost finalised and informed by skills requirements of local this will see a significant expansion and industry, responsive to regional and national upgrade of our centre there. We have planning economic needs, and reviewed annually to permission for a site to create student ensure currency and local relevance, as well as accommodation in Fort William and we look to breadth and depth of its tertiary provision of develop this in the near future. skills, courses and qualifications. Staff The present curriculum offers access to a broad The college has significantly invested in staff range of relevant further education courses, development and training to ensure staff are which provide foundation skills to work, or qualified, undertake regular continuing progression to further and higher study. The professional development (CPD) to ensure flagship degree programme of Adventure industrial and pedagogical updating, and Tourism Management has been consolidated, develop communities of practice for learning with student numbers rising year on year. The and teaching. The college has recognised the college seeks to build on its early success to challenge of working across geographically ensure an even broader curriculum which dispersed centres, and has put in place an facilitates access and progression in further ambitious programme to develop staff education, and to build further capacity for capacity for enhanced leadership and higher education up to postgraduate level over management skills. the next three years. Quality, learning and teaching Learner support and engagement The college has developed, through The college has built a strong student engagement with all its staff, a strategy for representative system, and has a sabbatical learning entitled ‘Excellence for All’, which has student president since December 2012. It been highly commended by Education seeks to develop a student-led culture in all its Scotland. In making this strategy the focus of centres, supporting our student representatives all other strategies, the college ensures that for further and higher education courses to quality enhancement of learning and contribute to the development of a regional teaching remains at the core of all the tertiary student association college’s endeavours.

Finance Leadership and management The college has developed mature and prudent The college achieved fundable body status in financial management systems, which have August 2012 which was the result of facilitated enhanced financial sustainability, substantial work by the board of management but also has allowed for significant investment and all college staff. The college has invested in improved estates and facilities for students, significantly in the development of its staff and community use. governance arrangements, and has a committed team of board members who are Estates passionate to see West Highland College UHI The college’s estate has expanded and fulfil its strategic potential for the region, and improved significantly since the merger in as an active partner of the University of the 2010. Funding from Scottish Funding Council Highlands and Islands.

Page | 4 Strategy 2013-16 4. Our Stakeholders

The college engages with a wide and diverse range of local, regional and national stakeholders:

> Students and their families > Schools > Businesses > Communities and community organisations > Local authorities > Funders and politicians > Government, Skills and Economic Development Agencies > The UHI Partnership > Other colleges and universities in Scotland, UK and internationally

Strategy 2013-16 Page | 5 5. National and Local Priorities

Putting Learners at the Centre The Government’s pre-legislative paper set out in September 2011 how the government envisaged post-16 education could and should exist so as to enable economic growth in Scotland. Its key attributes should be: > Sustainable: a system that makes optimal use of the resource available. > Open to all: our system should give all those who can benefit the opportunity to do so, removing barriers to access where they exist. > Flexible: the post-16 system should offer a wide range of provision in different ways to meet the diverse needs of learners and businesses. This will demand increased collaboration and co- operation between and across all sectors that contribute to learner outcomes and meeting employer needs. > Learner-centred: funding systems and provision should be designed around the needs of learners and should be simple, transparent and accessible. > Focussed on jobs and growth: taking account of employment and wider economic needs. > Diverse: we need to encourage and nurture diversity and encourage institutions and providers to focus on the areas where they excel and add most value. > Excellent: we set the highest ambition for our learners. It follows that the drive for quality and excellence should be core to all we do. In particular, we must recognise the importance of the link between teaching and research in our universities. > International: our work should be recognised internationally and the reputation of our institutions - particularly our universities - should extend their work abroad, contributing to the promotion of Scotland overseas. > Well-led: strong, properly governed institutions which are financially stable and who are leading innovation and change across the post-16 landscape must be a key feature of the system.

Regionalisation and the UHI context Within the vision for the economy, the Council Islands, Lochaber, Skye and Wester Ross has the West Highland College UHI is a partner of the wants to realise the benefits of renewable highest number of its overall population and University of the Highlands and Islands. energy, maximise tourism potential, particularly businesses living in fragile areas. Second, it Under the Scottish Government’s plans to through the traditional culture of the area, and reinforces the importance of the further and regionalise further education, the college create a youth employment strategy. higher educational sector, which has been will work with the federation of UHI colleges lacking to date. not just for higher education, but will For young people, the Council will work to ensure collaborate to plan the regional delivery of the best possible quality of life for children and In line with the Government Economic Strategy, further education through a regional board young people in the Highlands. The aim is that HIE key sectors for growth are tourism, for further education as part of the UHI every young person living here should have particularly outdoor activity and higher-end governance structure. West Highland access to the best education and training demand for accommodation and food; the food College UHI will proactively contribute to system that the Council can deliver. The Council and drink sector; the creative industries, the regional agenda to add value, opportunity will tailor a system that allows all young people particularly relating to media development and and efficiency for the region, whilst of all skill sets to stay in the Highlands at every arts and crafts; and locally significant sectors balancing this with the required flexibility stage of their study and training. such as forestry. to respond to local demand as and when required. The Council throughout their programme In addition, HIE is building a close relationship makes commitment to equalities and the with a wide range of social enterprises working Highland Council Working Together for principle of equal respect for the Gaelic and in communities, helping them to grow. This is the Highlands 2012-2017 English languages. aligned with delivering initiatives focused on The Council’s programme for the administration developing the region's remote and fragile establishes seven priority areas, amongst which Highlands and Islands Enterprise (HIE) areas. In shaping the future, HIE recognises the those most important to West Highland College economic development priorities for value of our communities' heritage. They UHI are the economy; children and young Lochaber, Skye and Wester Ross actively support the development of innovative people; caring communities; and better HIE recognises two key factors affecting the opportunities in arts and culture, in crofting transport and infrastructure. area: First, of all the areas in the Highlands and and for Gaelic.

Page | 6 Strategy 2013-16 6. Challenges Ahead

National > Student funding > Funding reductions/caps in Further Education > Removal of flexibility due to regionalisation > Partnership working with Skills Development Scotland

Regional > Managing the effects of regionalisation > Impact on WHC UHI of regional working/change in relationship to UHI > Need to maintain flexibility > Need to secure fairer funding to deliver equality

Local > Raising profile of college within schools and wider community as a quality provider of first choice > Developing an attractive college culture and experience > Better working partnerships with schools > ICT connectivity > Lack of local market intelligence > Transport > Accommodation – upgrade and expand estates

Strategy 2013-16 Page | 7 7. Opportunities

Developed workforce > Tourism > Renewable energy support skills; including partnership with Kishorn Port > Industry-related and industry-recognised certificates/qualifications > Employability skills/aptitudes

Higher Education Funding > Expansion of existing curriculum > New curriculum

Further Education > Expansion of existing curriculum > New curriculum strands > Networking learning

Excellent, efficient > Using technology well > Learning technology and effective learning > Pursuing Excellence for All, the college’s learning strategy and training > Developing interpersonal skills

Research > Expand capacity > Support key economic sectors such as tourism > Generate knowledge transfer partnerships

Partnerships > Schools and communities > Community Planning > Highlands and Islands Enterprise > Skills Development Scotland > Regionalisation; other colleges and UHI > European

Finance > Additional funding > Income from other sources

Page | 8 Strategy 2013-16 8. Strategic Aims and Objectives for 2013-16

Strategic Aim 1 To have the right learning in the right place

We will 1.1. enhance equity of access to locally relevant post-16 options for further and higher education and training in the West Highlands by developing and maintaining a broad portfolio of accessible and inclusive programmes of learning Measure: KPI 5, 9, 10 1.2. create an adaptive portfolio which responds to changes in demand and has the capacity to optimise new opportunities, across all centres Measure: KPI 5, 8, 9, 10 1.3. develop learning programmes which provide seamless progression opportunities from entry to further and higher education up to postgraduate levels and into employment Measure: KPI 5, 6 1.4. develop specialist/niche programmes with regional, national and international reach which maximise the college’s unique location, environment and culture Measure: KPI 8, 9, 10 1.5. work collaboratively with our partners in the Highlands and Islands region to support the local delivery of regional and national priorities for further and higher education and skills Measure: KPI 1, 2, 10 1.6. continue to negotiate a fairer allocation of funding to meet the demographic demands of our area Measure: KPI 1, 2, 4, 5, 10

Strategic Aim 2 To contribute to economically and socially sustainable communities by developing the skills of the area's workforce

We will 2.1. gather and use market intelligence Measure: KPI 6, 8 2.2. develop and deliver a curriculum responsive to and aligned with industry needs Measure: KPI 5, 7, 8, 10 2.3. ensure a one-stop-shop approach to engagement with potential students and employers Measure: KPI 1, 2, 8, 10 2.4. support young people, those furthest from the labour market and those affected by the economic downturn into positive destinations, ie training, employment, education Measure: KPI 5, 10 2.5. work with employers in developing our curriculum to provide opportunities for work placements, work experience and work-related learning Measure: KPI 5, 6, 7, 8 2.6. develop effective relationships with skills and economic development agencies to deliver for the regional and local needs of the West Highland labour market Measure: KPI 9, 10 2.7. develop knowledge transfer research activities to help businesses in the area to develop and grow Measure: KPI 8 2.8. implement the Scottish Government’s employability policies through our education and training activities for those marginalised in society Measure: KPI 5, 10

Strategy 2013-16 Page | 9 Strategic Aim 3 To deliver excellent and sustainable learning for all

We will 3.1. ensure that curriculum design maximises the opportunities and support for access, articulation and progression Measure: KPI 1, 2, 10 3.2. provide an equivalence of student experience and support irrespective of mode, location or method of study Measure: KPI 3, 4, 5, 6, 7 3.3. increase student retention, attainment and progression rates to meet and exceed regional and national benchmarks Measure: KPI 3, 4, 7, 13 3.4. equip our learners with the skills required to succeed in learning, life and work Measure: KPI 5, 6 3.5. support our staff in the development and delivery of excellent learning Measure: KPI 13 3.6. ensure that the student voice is central to our decision making processes in governance and management Measure: KPI 7, 8 3.7. promote diversity within our staff and student body Measure: KPI 10, 14 3.8. invest strategically in our estates and infrastructure in order to meet the needs and expectations of our developing student, staff and stakeholder profiles Measure: KPI 7, 8 3.9. develop income streams from sources other than the Scottish Funding Council Measure: KPI 11 3.10. ensure financial sustainability of the college Measure: KPI 1, 2, 5, 11

Page | 10 Strategy 2013-16 9. What success will look like During the three year period of this strategy, success will be measured using the key performance indicators shown in the table below. Targets have been set in order to achieve the vision and mission of West Highland College UHI, and to secure institutional sustainability. The college aims to build sustainability into all of its operations. This requires the involvement of all staff, trainees, students and any other persons affected by the activities of the West Highland College UHI. The framework of measurement is based will evolve in the context of the further The framework of measurement will be on KPIs reported annually to the Scottish development of regional outcome reviewed annually to take account of such Funding Council, the college’s core funding agreements during the period of this strategy, changes, whilst intending to provide year on provider. However, it is anticipated that the particularly as a single outcome agreement for year comparisons which will inform framework of measurement used by the SFC FE and HE will be developed through UHI. future planning.

2013/14 2014/15 2015/16 Learners WHC UHI Target WHC UHI Target WHC UHI Target Regional allocation Regional allocation Regional allocation KPI1 Activity Targets: SFC Weighted SUMs * plus 1000 plus 800 plus 800 KPI2 Activity Targets: HE Student FTE * 146 (excl. hosted) 170 185 Early Student Retention % ESR calculates the percentage KPI3 of students who have satisfied the 25% attendance date against 91 92 93 the number who enrolled. Student Retention % SR calculates the percentage of KPI4 students who stay until the end of the course against the 86 86 87 number of students who enrolled. Positive Student Outcome % PSO is used to calculate the percentage of students who have achieved a positive outcome KPI5 for their course, divided by the number of students achieving 87 88 89 25% attendance. A student withdrawing to commence employment is considered a positive outcome. Student Successful Outcome % SO calculates the KPI6 percentage of students who achieved the qualification aim of 71 72 73 the course against the number of students who enrolled. KPI7 Learner Satisfaction % 80 83 85 KPI8 Employer Engagement and Satisfaction 85 90 95 KPI9 Other stakeholder engagement and satisfaction % 85 90 95

Indicative student recruitment targets from * FE HE FE HE FE HE

KPI10 • the college’s postcode areas 2200 87 2260 92 2300 100 • Scotland/EU 85 74 95 89 100 95 • RUK/overseas 15 24 35 25 40 26

Corporate Performance KPI11 Operating Surplus as % of total turnover 2 2 2 KPI12 Staff costs as % of total expenditure 65 64 63

% of permanent teaching staff with KPI13 80 85 90 professional qualification

KPI14 Staff turnover % 9 8 7

* Targets are indicative only and subject to annual regional planning targets and annual college review

Strategy 2013-16 Page | 11 10. Managing Risk

The college’s corporate and operational risk mitigating actions will be reviewed quarterly registers will be updated and published by the Senior Management Team and by the annually. The Risk Register and associated Board of Management. 11. Delivering the Vision

This strategy is accompanied by a set of 2011-12 student survey; and a staff curriculum supporting strategies as follows: planning event in autumn 2012. Its annual review will ensure that it remains relevant in a > Strategy for Learning - Excellence for All fast-changing environment. The college’s > Curriculum Strategy annual Operational Plan will ensure that 12 > Learner Engagement Strategy month targets are set to realise the longer term > HR and Organisational Development strategic aims and objectives of the college’s Strategy Strategy. Progress of the Operational Plan is > Finance and Procurement Strategy monitored biannually through the Board of > Estates Strategy Management. > Communications Strategy The Strategy and Operational Plan, together The Strategy is the key document in articulating with the Board of Management Annual Report the college’s vision and aims and covers the and external review reportage from Education period 2013 – 2016. It commenced with an Scotland, inform the college’s key planning and event involving board and staff in November review processes. This set of documents 2012, and incorporates background to the represents the College’s planning cycle, event – the college’s ambitious strategy for ensuring a direct link between key strategic learning Excellence for All; an Employer aims and direction and operational target- Engagement study undertaken in August 2012; setting and achievement.

Page | 12 Strategy 2013-16