Higher Education
This section highlights NIACE's current work in the Higher Education Sector as well as other relevant information from the sector:
Conference: Winning ways for work-based learning in HE
Date: Wednesday 19 September 2007
Venue: Leicester Business School, De Montfort University, Bede Island,
Leicester, LE2 7HN
The wider context of work-based learning in HE in the demand-led skills economy
With the recent publication of the Implementation Plan for the Leitch Review of Skills now published by the Department for Innovation, Universities and Skills, HE institutions are being challenged to ‘rebalance their priorities to...meet the high skill needs of employers’.
Although many universities and HE institutions have excellent links into national and regional employers and industry, the challenge of demand- ed funding is upon us. Work-based learning is a tried and tested way for the sector to deliver to employers and ensure that its provision is responsive to changing demand.
The aims of the event are to:
 | identify how adults learn at work and look at the role of Higher Education Institutions (HEI) in addressing this |
| identify and share good practice in delivering and accrediting work-based learning |
| consider employer perspectives of university work-based learning. |
What participants will get out of attending the event
Participants will hear from experts in the field of workplace learning and university workbased learning. They will be able to explore the practices described and consider their implications for their own institution in the light of emerging policy from the Leitch Review of Skills, the requirements for higher skills and demand-led funding approaches for HEIs.
| View more details about the conference here |
____________________________
Action on Access
NIACE is a partner in this HEFCE-funded initiative, whose remit is to provide national support and co-ordination for the funding bodies' widening participation strategy. Elements of that strategy include mainstream formula funding, special initiatives, specific national development and pilot projects.
Members of the Action on Access team are committed to working towards a system of higher education which is more socially inclusive and more accessible to under-represented groups. Their work is underpinned by a belief that a concern for greater social justice and equity are important parts of the mission of publicly-funded higher education institutions.
For more information on this initiative, visit the
Action on Access
Website [www.actiononaccess.org]
____________________________
HE in Parliament
A Parliamentary Question from Hilary Benn MP elicited the following information about the profiles of higher education sudents in the UK.
____________________________
There was a short exchange in the House of Lords on widening participation in Higher Education. A question from Lord Paul led to the following debate on November 8th 2000: HE debate in Lords
____________________________
A lengthy and wide-ranging debate on UK Higher Education was held in the House of Lords on June 14th 2000. A full transcript of this debate can be found in Hansard for that day on the House of Lord Website
Speakers included four chancellors (Bradford, Leeds, Oxford and Nottingham); two heads - and five former heads - of Oxbridge colleges; two former vice-chancellors and sundry professors!
____________________________
Access Advisory Partnership:
The Access Advisory Partnership is a Consultancy Service for Widening Participation in Higher Education. NIACE, along with other networks in the field of HE, have joined together in this new initiative supported by the HEFCE to assist institutions’ strategies for widening participation. The Service combines the expertise of practitioners with that of relevant network groups.
For further information, see the Access Advisory Partnership page of this site.
____________________________
NABCE
Evaluation of Non-Award Bearing Higher Education
NIACE was commissioned by HEFCE to evaluate its Non Award Bearing Higher Education Programme. Read about the programme and the NIACE interim report in this section.
____________________________
