DOCSLIB.ORG

Ofsted – English for Speakers of Other Languages

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ofsted – English for Speakers of Other Languages Improving the quality of teaching and learning, and engaging with students learning English for Speakers of Other Languages (ESOL): Dudley College URN: 130475 Region: West Midlands Remit: Further Education and Skills Provider background Dudley College of Technology operates from three main sites and serves the boroughs of Dudley, Sandwell and the wider hinterland of the Black Country. It is located in an area of high social deprivation where the unemployment rate is above the national average. Around 23 % of learners are from minority ethnic backgrounds; a proportion which is three times that of the local population. There has been a significant growth in the ESOL student population in last three years from 300 in 2011/12 to over 500 up to November 2014. Brief description This good practice example shows how Dudley College has improved the quality of teaching and learning for learners who speak English as an additional language, and engaged well with students. Leaders have good ESOL experience and learners receive high–quality language support on vocational courses. This in turn has led to higher outcomes for ESOL learners. This is part of a set of three good practice examples along with Sandwell College and Walsall Adult and Community College showcasing good practice in ESOL in the West Midlands. The good practice in detail The key ingredients of the college’s improved teaching and learning, and engagement with ESOL students are: Good practice example: remit Name of provider Month and year, ref senior ESOL leaders leading policy and practice in teaching and learning across the whole college systematic checking of the quality of teaching and sharing best practice regular consultation with students to ensure that they are fully engaged high-quality teaching and learning through well-trained specialist ESOL teachers. a responsive curriculum that is flexible to individuals’ learning needs and working life. Good practice example: remit 2 Name of provider Month and year, ref The role of leaders in improving the quality of teaching and learning, and engaging with students Senior leaders with a strong professional background in ESOL are able to influence the decision making and sharing of ESOL good practice more widely across the college. Four key cross-college posts are held by ESOL practitioners who understand the needs of the students very well. They wield a strong influence in developing teaching practices across the college. These are: outstanding practitioners; academic mentors, performance coaches, and lead practitioners. They ensure that teachers of all vocational courses plan diligently for individual learners’ needs where there are ESOL learners. Effective features of improving teaching and learning include: robust systems for sharing best practice in ESOL and monitoring of teaching. Wherever lessons have been graded inadequate or requires improvement there is a swift follow up with support from a senior leader. Good or outstanding teachers share good practice with others every term. performance management targets for staff set high expectations including retention and success rates. This means that high number of students stay on ESOL courses and achieve their qualifications. Newly-appointed staff are given valuable training in teaching ESOL and support through a well-considered buddy system. ESOL staff have termly focus group meetings with the head of centre to discuss any issues that are referred to senior managers. Effective features of engagement with learners include: a detailed induction process where teachers can accurately assess students’ starting points. This includes assessing their vocational expertise and interests as well as their speaking, listening and literacy skills in English. Then they identify the most suitable course route/programme for them. regular monitoring of students’ progress in developing their language skills as they work towards their main learning goals of improving their employability or progressing to a vocational course. students fully understand and follow the high standards set by leaders for attendance, achievement, punctuality and retention. one-to-one tutorial sessions where teachers can set appropriate targets to support students’ ESOL learning. Mentors, counsellors and student services are on hand to support students with their progression routes. Student Voice ESOL representatives fully trained by the college. They attend regular class rep meetings with the curriculum manager. These, together Good practice example: remit Name of provider 3 Month and year, ref with learner surveys, provide the department with valuable feedback on teaching and learning. There is a high level of student satisfaction. The majority of students surveyed said they were confident to progress on to vocational courses at the college. celebration of student success and diversity. Equality is at the forefront of all the college’s work. This is reflected in the curriculum content, for example through a bespoke 12-week course ESOL for employment where students are supported to improve their English language skills as well as the skills needed for employment and through an annual faith and cultural awareness event. Teachers have positive attitudes to their students. There is an atmosphere of mutual respect for each other where students thrive and excel at their work. The work of the ESOL department is highly valued by all staff. Teachers took the lead in delivering a recent faith and culture event to promote diversity across the college. High quality teaching and learning Effective Lessons are characterised by: ESOL teachers who are well qualified and experienced teachers setting clear learning objectives so students know at the start of each lesson what they should have learnt by the end students are set individual targets depending on their starting points and previous knowledge learnt tasks are set to take account of students’ different abilities and starting points with extension activities planned for those making rapid progress teachers plan for language support well in their lessons plans so additional support staff or volunteers know clearly what their role is within each activity. For example a lesson plan on ICT ESOL level 1 functional skills clearly identified students’ individual needs and those with stronger ICT skills who could support others with their learning students have the opportunity to mark their own work and that of their peers to check how they are doing learning activities are collaborative and set for a real purpose. Students have to find information which they then have to share with the rest of the class frequent, detailed feedback from teachers to students following each piece of assessment of learning which helps students to reach the next stage in their learning the use of modern media and web-based products to help students study on their own, for homework and online assessments. The virtual learning Good practice example: remit 4 Name of provider Month and year, ref environment used by the college allows students to access work at the appropriate level of challenge for workshop sessions and homework. A responsive curriculum Leaders design bespoke courses for all its ESOL students to meet their complex and often difficult family and work commitments. Features of a responsive curriculum include: evening classes for daytime workers flexibility to swap from day to evening classes or vice versa depending on students’ changing work commitments progression for ESOL which is built in from Entry Level 3 to vocational courses. For higher level adult learners who have developed their skills well the college has provided a bespoke course to prepare them for progression to Pre-Access Level 2, vocational courses and employment. The course consists of Functional Skills English, mathematics, ICT and a certificate in employment, training and personal development additional examination preparation classes to help increase achievement rates; extra revision sessions are provided for borderline candidates opportunities for work experience with local employers including Birmingham airport, Merryhill centre and the local hospital and in the college ESOL resources which are regularly checked by leaders to ensure they are of high quality. The use of web links and a virtual learning environment means that teachers can track their uptake by students to determine which are the most popular resources and whether students are selecting appropriately challenging work women-only classes offered at one of the college’s venues as a means to encourage higher uptake by females. For example, an ESOL community classes is taught alongside needlework sessions. Now 22 women attend from a range of minority ethnic backgrounds. This has built up their confidence and skills in English and needlework functional mathematics and ICT skills across all levels to improve students’ skills and employability prospects. Improved success rates and high retention Success and retention rates are good. They were significantly higher on 16-18 and 19+ courses in 2014 compared to the previous year and were above national average rates. The achievement rates are significantly higher than the national Good practice example: remit Name of provider 5 Month and year, ref average. There was a high level of attendance for 16-18 year olds at 96% in 2014. The percentage of 16-18 year old students going on to further education or employment was 86%. The good practice case studies that Ofsted publishes highlight
Load more

Recommended publications
  • Your Skills, Your Future
    Your Skills, Your Future In this issue... Pages 4-5 Additional Support & Incentives for Employers Page 6 NEW - FREE Adult Courses* *for people aged 19+ and living in the West Midlands Combined Authority Area Page 14-15 Sector Based Work Academies Page 16-17 NEW - £1,000 if you offer Work Experience to a T Level Learner And much more… Apprenticeship Cash incentive scheme extended and increased! See pages 8-9 Summer 2021 Welcome We all know that these are challenging times for business and if we are to emerge from the impact of COVID-19, protect jobs and create long term stability for the West Midlands economy, we will have to take the long view whilst managing the immediate effects on day-to-day business. Through talking to many of Dudley College of Technology’s employer partners, we know that you are keen to understand the ways in which we can continue to fulfil your training needs and help you to access the expanding of government measures designed to support your workforce development. In this context this updated brochure aims to give you an overview of what’s on offer. We now have an exciting and expanding range of Part-Time Courses that will give your staff the chance to expand their skills and knowledge. If they live in the West Midlands and are aged 19+ these courses are absolutely free. You will discover Apprenticeship incentives, now extended to 30th September 2021, that from 1st What will College be like for your staff when they access these April 2021 attract up to £4,000 for every new apprentice you hire.
    [Show full text]
  • Locally Responsive, Regionally Valued, Globally Competitive: a Strategic Plan for Dudley College of Technology 2016 - 19 2 Introduction
    LOCALLY RESPONSIVE, REGIONALLY VALUED, GLOBALLY COMPETITIVE: A STRATEGIC PLAN FOR DUDLEY COLLEGE OF TECHNOLOGY 2016 - 19 2 INTRODUCTION CONTEXT VISION WHAT WE WILL DO OUR PLANNED STRATEGIC OUTPUTS For more information log on to www.dudleycol.ac.uk CONTENTS FOREWORD 4 HIGHER SKILLS LEARNERS 53 150 YEARS+ OF PROFESSIONAL AND Context 54 3 TECHNICAL EDUCATION IN DUDLEY 8 Vision 55 CONTENTS RESPONDING TO THE SKILLS NEEDS What we will do 56 OF THE REGION 10 Our planned strategic outputs 58 OUR MISSION AND VISION 15 DUDLEY COLLEGE WORLDWIDE 59 DIVERSE STRATEGIES FOR OUR KEY Context 60 CLIENT GROUPS 17 Vision 62 APPRENTICES 17 In-country operations 63 Context 18 UK based learners 65 Vision 19 Our planned strategic outputs 66 What we will do 21 CROSS COLLEGE ENABLING AND Our planned strategic outputs 26 SUPPORT SERVICES 67 Our support services 68 FULL TIME LEARNERS AGED 16-18 YEARS 27 Our facilities and resources 69 Context 28 Developing our people 72 Vision 30 Safeguarding and promoting British values 74 What we will do 31 Meeting our corporate and social responsibilities 75 Our planned strategic outputs 35 FINANCIAL STRENGTH 77 FULL TIME A LEVEL LEARNERS AGED16-18 YEARS 37 Context 78 Context 38 Maintaining our financial strength 79 Vision 39 Maximising income 79 What we will do 40 Maximising liquidity 79 Our planned strategic outputs 43 Strong financial control 80 FULL TIME AND PART TIME ADULT STRATEGIC RISKS 82 EDUCATION LEARNERS 45 Identifying and overcoming the key challenges to Context 46 the delivery of this plan 82 Vision 47 TO FIND OUT MORE 84 What we will do 48 Our planned strategic outputs 51 For more information log on to www.dudleycol.ac.uk FOREWORD The college’s Strategic Plan 2013-16 set an ambitious vision for 4 FOREWORD our development over the period.
    [Show full text]
  • West Midlands
    West Midlands Introduction The West Midlands has an area of just under 13,000 km2. Around 5.2 million people live in the region, giving a population density of 405 people per km2. This is close to the average for England, but West Midlands metropolitan county – which consists of Birmingham, Coventry, Dudley, Sandwell, Solihull, Walsall and Wolverhampton – is the second most densely populated urban area in the country after London. It has nearly 3,000 people per km2. Birmingham has just under 1 million inhabitants, making it the second largest city in the UK. Other significant urban areas are Stoke-on-Trent, Worcester, Coventry, Wolverhampton and Stafford. Economic development The economic output of the West Midlands is just around £63 billion, 8.2 per cent of the total UK GDP. Manufacturing industry is responsible for just over a quarter of employment and almost 30 per cent of GDP, the highest proportion for any region in the UK. However, the manufacturing industry is declining in favour of service industries. Unemployment in the region is above the national average at 5.9 per cent. The total income of higher education institutions in the region is over £990 million per year. Higher education provision There are 12 higher education institutions in the West Midlands: eight universities and four higher education colleges. There are an additional 41 further education colleges with students taking higher education courses. All nine Staffordshire FECs offering HE courses have joined a funding consortium of 12 institutions led by Staffordshire University. The higher education student population is over 127,000 full-time equivalent (FTE) students.
    [Show full text]
  • Our Offer to Primary Schools Stronger Together Primary Phase Challenging World
    Our offer to primary schools Stronger together Primary Phase Our academies: BEACON HILL PEGASUS STJAMES THE LINK ACADEMY ACADEMY ACADEMY ACADEMY Sedgley Dudley Dudley Netherton Highly effective governance Dudley Academies Trust currently combines four secondary schools and a Our values: leading outstanding primary that has recently joined us. With a strong and experienced central team and the active sponsorship of Dudley College of Technology, the Trust is very well positioned to provide a high quality cross phase education for learners from the age of three to nineteen. Dreaming big Committed to providing an excellent learning experience and to improving the economic fortunes of young people in Dudley and beyond, Dudley Academies Rewarding effort Trust is now ready to grow. We are keen to invite more primary schools to join us in order to work together in a coherent manner to meet the needs of learners in the area. Leading together Respecting each other and our world Lowell Williams, Chair of the Board of Trustees Learning that inspires Our mission: Working together we will develop inspirational schools which instil ambition and desire Sponsored by in young learners, open their minds, widen their horizons and equip them to succeed in a Dudley College of Technology challenging world. Primary Phase 02 03 Creating inspirational schools Leading the Primary Phase We are now in our third fully operational year and it is wonderful to see Surinder Sehmbi is the Executive Director of the primary phase. the Trust flourishing. Our five core values underpin all that we do and are Surinder is an experienced Dudley headteacher who has taken her integral to a Trust wide, dynamic endeavour that enables all learners to school on the journey from below satisfactory to outstanding.
    [Show full text]
  • Undergraduate Grants and Scholarships Principles
    Undergraduate Grants and Scholarships Principles The University has a scholarship scheme and grants scheme which applicants are eligible for. The following principles are applied to both schemes: 1. Applicants can be awarded both a scholarship and grant if they meet the qualifying criteria as follows. For the scholarship scheme applicants must: Have firmly accepted a conditional or unconditional place on a qualifying BCU undergraduate course by 4 May 2016. All nursing courses and degrees in midwifery, diagnostic radiography, radiotherapy, speech and language therapy, medical ultrasound and operating department practice [Dip HE and BSc (Hons)] are excluded and do not count as a qualifying course. Only courses beginning in September 2016 qualify. Be resident in the UK. Be in receipt of or be predicted to get 320 UCAS tariff points or above. They must meet this qualification level at the point of enrolment. Be among the highest tariff points scoring students within their relevant Faculty on entry. Outline their commitment to the course/subject in a written piece. This varies per Faculty as follows: Faculty Piece of written work Faculty of Arts, Design and Media (ADM) Additional piece of written work based on enterprise – more information about ADM scholarships Faculty of Business, Law and Social Personal statement (within application) Sciences Faculty of Computing, Engineering and The Personal statement (within application) Built Environment Faculty of Health, Education and Life Personal statement (within application) Sciences Fully enrol by the end of September 2016. Maintain a 2:1 average during their course (although the first year’s payment may, at our discretion, by awarded before the average is calculated).
    [Show full text]
  • Area Review: End of Programme Report Restructuring of the FE Sector 2015 - 2019
    Area review: end of programme report Restructuring of the FE Sector 2015 - 2019 September 2019 Contents Table of figures 3 Executive summary 4 Context 6 Purpose of this report 6 Introduction and background to area reviews 6 Financial support for change: restructuring facility, transition grants and exceptional financial support 9 Implementation of area review recommendations 11 How did the restructuring facility support the implementation of area reviews? 13 Applications 14 Restructuring facility governance and decision making 15 Allocation of funding 15 Refinancing commercial debts 16 Estates 17 Conditions of funding 17 Sixth form colleges converting to academy status 18 Outcomes of area reviews 19 Associated research publications 21 Annex One: NAO recommendations and associated government response 22 Annex Two: College mergers – original and changed area review recommendations 23 Annex Three: Area review implementation funding 24 Funding for college mergers 24 Funding for standalone or other area review recommendations 25 Funding for sixth form colleges to academy status 25 Funding for transition grants 27 Annex Four: Related / associated publications and links 40 2 Table of figures Figure 1: Number of changes implemented by 1 April 2019 ...................................................... 4 Figure 2: Restructuring facility and transition grant financial support ......................................... 9 Table 1: Summary of structural recommendations ................................................................... 12 Figure 3:
    [Show full text]
  • Colleges Mergers 1993 to Date
    Colleges mergers 1993 to date This spreadsheet contains details of colleges that were established under the 1992 Further and Higher Education Act and subsequently merged Sources: Learning and Skills Council, Government Education Departments, Association of Colleges College mergers under the Further Education Funding Council (FEFC) (1993-2001) Colleges Name of merged institution Local LSC area Type of merger Operative date 1 St Austell Sixth Form College and Mid-Cornwall College St Austell College Cornwall Double dissolution 02-Apr-93 Cleveland College of Further Education and Sir William Turner's Sixth 2 Cleveland Tertiary College Tees Valley Double dissolution 01-Sep-93 Form College 3 The Ridge College and Margaret Danyers College, Stockport Ridge Danyers College Greater Manchester Double dissolution 15-Aug-95 4 Acklam Sixth Form College and Kirby College of Further Education Middlesbrough College Tees Valley Double dissolution 01-Aug-95 5 Longlands College of Further Education and Marton Sixth Form College Teesside Tertiary College Tees Valley Double dissolution 01-Aug-95 St Philip's Roman Catholic Sixth Form College and South Birmingham 6 South Birmingham College Birmingham & Solihull Single dissolution (St Philips) 01-Aug-95 College North Warwickshire and Hinckley 7 Hinckley College and North Warwickshire College for Technology and Art Coventry & Warwickshire Double dissolution 01-Mar-96 College Mid-Warwickshire College and Warwickshire College for Agriculture, Warwickshire College, Royal 8 Coventry & Warwickshire Single dissolution
    [Show full text]
  • Dudley College of Technology Inspection Report
    Dudley College of Technology Inspection report Audience Published Provider reference Post-sixteen March 2007 130475 Contents Basic information about the college 3 Background of the organisation 4 Scope of the inspection 4 Summary of grades awarded 6 Curriculum areas 6 Overall judgement 7 Main findings 9 Curriculum area inspections 14 2 Basic information about the college Name of college: Dudley College of Technology Type of college: General Further Education College Principal: Jeanne E Harding Address of college: The Broadway Dudley West Midlands DY1 4AS Telephone number: 01384 363000 Fax number: 01384 363311 Chair of governors: Viv Astling OBE Unique reference number: 130475 Name of lead inspector: Nigel Flood, ALI Dates of inspection: 5 – 9 February 2007 3 Background of the organisation 1. Dudley College of Technology is a large general further education (GFE) college situated in the Black Country metropolitan borough of Dudley. The college is located at four main sites: The Broadway, Mons Hill Centre, Castle View and Wolverhampton Street. Its administrative site is at The Broadway. The college’s mission is: “Putting learners and our community at the heart of all we do”. 2. Around 40% of learners are from Dudley, 25% from Sandwell and most of the remainder are from the other neighbouring Black Country borough, cities and counties of the West Midlands. Dudley has two GFE colleges including Dudley College of Technology, a sixth form college and a tertiary college. 3. Dudley’s population is 305,155. Dudley has a ranking 109 out of 354 for the highest levels of deprivation in England. Dudley’s unemployment rate is 3.8%; the national unemployment rate is 2.5%.
    [Show full text]
  • Dudley College Strategic Plan 2013
    1 STRATEGIC PLAN 2013-16 2 FOREWORD In February 2013 Ofsted recognised Dudley College as one of the highest performing general further education colleges in the country. For more information log on to www.dudleycol.ac.uk FOREWORD 3 FOREWORD Dudley College has played a pivotal role in the provision of vocational and technical education in Dudley borough and the wider Black Country for over 150 years. The last five years have been particularly remarkable for the college. In 2012 we successfully completed and opened the first two phases of the Dudley Learning Quarter, catalysing the regeneration of Dudley town centre. We opened our Skills Hub, enhancing services for employers and also our Employment Hub, helping young people and adults into work. We supported more young people in learning than ever before and achieved a significant increase in the number of apprentices of all ages studying at college and in their workplaces. We continued to extend and diversify our curriculum introducing exciting new programmes. As a result, in February 2013 Ofsted recognised Dudley College as one of the highest performing general further education colleges in the country. But we acknowledge there is still much to be done. The Black Country faces significant challenges in the years ahead, foremost of which is the need to further improve the skills and attainment levels of young people and adults. Higher level skills are essential if we are to continue to drive the region’s economic recovery. This strategic plan, for the period 2013-16, sets out the mission and vision we have for Dudley College.
    [Show full text]
  • Sandwell College
    Sandwell College CONTENTS Basic information about the college Part A: Summary Information about the college How effective is the college? Quality of provision in curriculum and occupational areas How well is the college led and managed? To what extent is the college educationally and socially inclusive? How well are students and trainees guided and supported? Students' views of the college Other information Part B: The college as a whole Summary of grades awarded to teaching and learning by inspectors Achievement and standards Quality of education and training Leadership and management Part C: Curriculum and occupational areas Construction Engineering Business and administration Management and professional Information and communication technology Sport, leisure and travel Hairdressing and beauty therapy Childcare Health and social care Visual and performing arts Humanities English for speakers of other languages Provision for students with learning difficulties and/or disabilities Literacy and numeracy Part D: College data Table 1: Enrolments by level of study and age Table 2: Enrolments by curriculum area and age Table 3: Retention and achievement Table 4: Quality of teaching observed during the inspection by level Basic information about the college Name of college: Sandwell College Type of college: General Further Education College Principal: Douglas Keith Address of college: Sandwell College Oldbury Business Centre Pound Road Oldbury West Midlands B68 8NA Telephone number: 0121 253 6836 Fax number: 0121 253 6836 Chair of governors: Geoffrey Fisher Unique reference number: 130479 Name of reporting inspector: Nigel Flood Date of inspection: 10-14 and 17-21 March 2003 Part A: Summary Information about the college Sandwell College is a large general further education (FE) college situated in the West Midland Metropolitan Borough of Sandwell.
    [Show full text]
  • 237 Colleges in England.Pdf (PDF,196.15
    This is a list of the formal names of the Corporations which operate as colleges in England, as at 3 February 2021 Some Corporations might be referred to colloquially under an abbreviated form of the below College Type Region LEA Abingdon and Witney College GFEC SE Oxfordshire Activate Learning GFEC SE Oxfordshire / Bracknell Forest / Surrey Ada, National College for Digital Skills GFEC GL Aquinas College SFC NW Stockport Askham Bryan College AHC YH York Barking and Dagenham College GFEC GL Barking and Dagenham Barnet and Southgate College GFEC GL Barnet / Enfield Barnsley College GFEC YH Barnsley Barton Peveril College SFC SE Hampshire Basingstoke College of Technology GFEC SE Hampshire Bath College GFEC SW Bath and North East Somerset Berkshire College of Agriculture AHC SE Windsor and Maidenhead Bexhill College SFC SE East Sussex Birmingham Metropolitan College GFEC WM Birmingham Bishop Auckland College GFEC NE Durham Bishop Burton College AHC YH East Riding of Yorkshire Blackburn College GFEC NW Blackburn with Darwen Blackpool and The Fylde College GFEC NW Blackpool Blackpool Sixth Form College SFC NW Blackpool Bolton College FE NW Bolton Bolton Sixth Form College SFC NW Bolton Boston College GFEC EM Lincolnshire Bournemouth & Poole College GFEC SW Poole Bradford College GFEC YH Bradford Bridgwater and Taunton College GFEC SW Somerset Brighton, Hove and Sussex Sixth Form College SFC SE Brighton and Hove Brockenhurst College GFEC SE Hampshire Brooklands College GFEC SE Surrey Buckinghamshire College Group GFEC SE Buckinghamshire Burnley College GFEC NW Lancashire Burton and South Derbyshire College GFEC WM Staffordshire Bury College GFEC NW Bury Calderdale College GFEC YH Calderdale Cambridge Regional College GFEC E Cambridgeshire Capel Manor College AHC GL Enfield Capital City College Group (CCCG) GFEC GL Westminster / Islington / Haringey Cardinal Newman College SFC NW Lancashire Carmel College SFC NW St.
    [Show full text]
  • WMREDI Policy Briefing Series May 2021 Priorities for Up-Skilling and Re
    WMREDI Policy Briefing Series May 2021 Priorities for up-skilling and re-skilling: what role can and should universities play? Abigail Taylor, Anne Green and Sara Hassan Summary and policy recommendations Universities and colleges in the West Midlands are contributing considerably to up-skilling and re-skilling through developing future sectoral skills, piloting new ways of learning, supporting graduate employability, addressing access to higher education (HE) barriers, developing pathways between further education (FE) and HE, introducing applied higher-level skills development initiatives and working with regional governance stakeholders. Strengthening partnership working across universities and regional stakeholders is crucial to effective up-skilling and re-skilling over the next decade. Key skills-focused partnership opportunities for universities relate to developing analysis of skills needs in local areas, improving support for graduates given the challenging labour market caused by the Covid-19 pandemic, better linking skills to innovation and developing higher level skills through regional investment and R&D and innovation activities. The research identifies 12 key short- and long-term priorities for universities and other regional stakeholders to expand their role in up-skilling and re-skilling. They include simplifying progression routes between FE and HE. 1 Introduction This briefing summarises findings from a research project examining the role of universities in skills and regional economic development. It identifies key short and medium-term priorities for the up-skilling and re-skilling of school leavers, graduates and existing employees in the West Midlands. It analyses the current and potential future role of universities within this. Based on analysis of 22 interviews conducted in winter/spring 2020/2021 with universities and selected colleges in each Local Enterprise Partnership (LEP) area in the West Midlands Combined Authority area, as well as their partner organisations, it contrasts experiences across the various universities.
    [Show full text]