The Inquiry, Chaired by Baroness Sharp of Guildford, has reported on the strategic role colleges can play and the added public value they can bring in leading adult learning and serving local communities, at a time when colleges are expected to take responsibility for the shape and balance of educational offer to their locality.
Working for more and
different adult learners
different adult learners
Colleges in their Communities Inquiry
Colleges in their Communities, is a joint-inquiry examining the role that colleges play in their communities - led by NIACE, the Association of Colleges (AoC) and the 157 Group - and published its final report at the AoC conference on 15 November 2011.
Since the Commission started its Inquiry in January 2011, it has found that while many colleges are already firmly embedded in their communities they still have to negotiate an unduly complex funding regime. They see partnerships as an important way of embedding colleges in their communities, but recognise that these can be expensive in terms of resources and management time. However, local decision-making is crucial and engagement that involves employers, learners and the wider community in helping make these decisions and develop the college curriculum is the most effective.
A dynamic nucleus - Final report
A dynamic nucleus - Summary report
The Inquiry’s Interim Report was published on 15 July 2011.
Full details of the Inquiry's Commissioners can be found here - [PDF].
What are we aiming to achieve?How will we do this work?The Colleges in their Communities Inquiry has gathered a wide range of evidence. This included a public call for evidence in association with its research partner CFE, a series of six expert seminars on key themes identified by the Commission and an extensive literature review that has encompassed international experience. Areas for particular focus for the Inquiry have included how:
Who is this work for?Over the last two years, there has been a significant reduction in numbers of adult learning places. Government investment in Train to Gain and on full-time skills courses, in relation to young people aged 16-19, have had many benefits, but in some areas this has worked against colleges' intentions and desired aim to serve their wider communities. Such a shift over many years has resulted in fewer opportunities for adult learners and increased the reactive nature of curriculum development in colleges. The Inquiry has develop a new strategy, reflecting existing best practice, to enable colleges to respond more effectively to learning requirements in local communities and help increase participation in learning. What have we accomplished to date?Inquiry Publications and other relevant documents from all partner organisations. Background documents:
Commissioners' meetings:
What is (or will be) the impact of this work?A paragraph in the current Skills Strategy - [PDF] under the heading Freedom states:
The proposed freedoms present challenges to colleges to respond to the local skills agenda as well as the demands of employers and individuals. This will mean having a greater control over what is offered, how that 'offer' is developed and the pricing. How will these factors result in benefits for the communities that colleges serve? With freedom, it is argued, comes the responsibility to deliver not just institutional success but wider benefits for the local community. The government consulted on a number of reforms to the further education funding system in the summer. This Inquiry's interim report, published in July, contributed to the process, so that adult learners can benefit from any changes to the system. Contact InformationMrs Amy Goodall |
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