Key Facts

• Professor Malcolm Press is chair of Universities UK’s advisory group on the lifelong loan entitlement.
• The meeting discusses the impact of proposed funding models for higher education institutions amid declining unit of resource funds.
• Collaboration between further education colleges and universities is seen as crucial to building up micro-credentials into qualifications.
• The LLE Bill aims to open up opportunities for part-time learners.
• The fee cap is frozen, causing quality delivery challenges.
• Collaboration between FE and HE institutions is easier in urban areas like Greater Manchester.
• Ellen Thinnesen is chief executive of Education Partnership North East, which includes City of Sunderland College, Northumberland College, and Hartlepool Sixth Form.
• Alun Francis is principal and chief executive at Oldham College.
• Liz Bromley is the chief executive officer at Newcastle and Stafford Colleges Group.
• 64% of Ellen Thinnesen's college students are from disadvantaged backgrounds.
• Employer investment in skills has fallen by 28% in real terms since 2005 according to the Learning and Work Institute.
• Students will have 12 entry points throughout the year for short courses and modules.
• Alun Francis is the principal and chief executive of Oldham College.
• Liz Bromley is the chief executive of NCG, a conglomeration of seven colleges across the UK.
• There are concerns about standardisation of credits and transparency for learners regarding what they are paying for.
• Industrial workforce relations highlight resistance from some employees to cultural changes in FE.
• Colleges currently use ILR (individualised learner record) software which will require adjustment for credit-based provision.
• Employer engagement is crucial for the successful implementation of lifelong learning, especially for disadvantaged students.
• Disadvantaged students face barriers such as caring responsibilities or lack of confidence.
• Removing equivalent level qualification regulation allows students to retrain and upskill.
• The phasing approach starts with levels 4 and 5 in higher technical qualifications before moving to level 6.
• There is a concern about employers encouraging learners to pay for training that could be covered by employers.
• Colleges employ business development teams to work with employers on workforce solutions and upskilling.
• Smaller colleges face difficulties in reconfiguring budgets to invest in resources like employer liaison personnel.
• Julie Charge, director of finance at the University of Salford, testifies.
• The focus is on how students will adapt to fee limits based on credits rather than years.
• Witnesses discuss the need for clarity in linking hours, credits, and modules.
• Professor Sir Edward Peck discusses the short course trial in its first year, noting that it did not get as many students registering as hoped.
• There are currently around 9,000 to 10,000 students each year taking up advanced learner loans.
• The LLE will open up new options for modular provision and skill development, particularly in areas like green retrofit construction where there is a high demand.
• Thirty credits in the LLE represents approximately 300 hours of learning.
• In Canada, similar systems offer 10-credit modules which can be bundled.
• Employers will likely use modular learning for upskilling and reskilling existing staff.
• The apprenticeship levy is currently not within this legislation.
• At NTU, most UK undergraduate students are funded by the Student Loans Company (SLC).
• There are around 2,000 apprentices at NTU paid for by their employers.
• Rachel Sandby-Thomas agrees that without measures, flexible learning students could be disproportionately affected by fee limits.
• A phased approach is being implemented starting with levels 4 and 5 of education.
• Lessons learned from a pilot programme are considered valuable for the implementation.
• The modular approach will introduce complexity in course structuring, marketing, and admissions.
• Data returns on modules may create tension with current systems like the Data Futures programme.
• SITS (Student Information Technical Services) will need to be reconfigured due to its current system architecture.
• There is a lack of clarity regarding student support services post-university for modular students.
• The LLE programme includes a higher technical qualification pilot set between 2024-25 up to 2027.
• There are concerns about overwhelming students with module choices in the LLE.
• Guidance professionals face challenges staying current with new qualifications and routes.
• Discussion involves tracking outcomes and success rates for modular course pathways.
• Apprenticeship levy fund might be utilised beyond current limitations.
• Complexity in system due to multiple players involved needs addressing.
• The Chair, Judith Cummins, announces the end of the Committee session.
• The session ends without a vote being put (Standing Order No. 88).
• The next sitting is scheduled for the same day at Two o'clock.