As part of the HEFCE initiative to deliver HE in FECs a development fund was established in 1999-2000, access to which required colleges to produce a strategy statement.  HEFCE subsequently commissioned the Further Education Development Agency (FEDA) to analyse the statements to identify an appropriate programme of support to inform phase two of the initiative.  The statements submitted produced relevant and informative material which is outlined in this report. 

The report provides both a nation picture – with a general overview of responses from colleges – and a regional picture with a focus on regional networks.  Issues of critical mass and economies of scale are considered in some depth and the implications for growth, particularly for smaller providers.  The various types of partnership models are discussed and the benefits for the various partners in terms of facilities, staff development, equipment, quality assurance etc.  The importance of an HE ethos within an FEC was recognised by many colleges with some larger providers having created a distinctive HE environment by establishing an HE Centre.  Providing time to release staff for development activities was significant for colleges particularly in terms of curriculum planning, research and reading, industrial updating/secondments and collaborative activity with other institutions.  Similarly, curriculum development is considered. 

Traditional existing provision was identified as mainly vocational, level 4 professional courses, and proposed growth was typically in this area taking into consideration issues such as local labour market requirements, progression for students within FECs from an FE programme, meeting the needs of both part time and full time students and widening participation for adults. 

Quality assurance requirements are given coverage in the report.  Colleges indicated steps taken to meet the expectations of the Quality Assurance Agency (QAA) for HE provision and recognised that QAA’s approach would be different to that required for FE provision.  Examples of good practice were identified, such as the appointment of an HE manager to lead quality development.  The report outlines development priorities identified by colleges, key challenges and support needs required within FECs for them to respond to HE in FE. 

The report concludes with suggested sources of support for a sector wide programme, examples of good practice and proposed dissemination and feedback to the sector.

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