NEF Intelligent College · 2015-09-30 · The Intelligent College The Institute of Innovation and...

Knowledge Exchange Knowledge Exchange

IK

The NEF Institute of

Innovation&

The NEF is an educational charity and ThinkTank that focuses on developing vocationaleducation through:

l Instigating Research l Supporting Professional Development l Enabling Knowledge Transfer and

Innovation

Our mission is to achieve measurable andvisible improvement in vocational educationthrough partnerships by:

l Enriching teaching and learning professionalism

l Enhancing capability of providers and industry

l Empowering individuals to embrace contemporary practice

Thereby, creating a positive impact on society.

We look forward to your participation andsupport of our activities so that together wecan achieve significant improvement in ourvocational system.

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The Intelligent College

The Institute of Innovation and KnowledgeExchange (IKE) is a not-for-profit organisation,established to promote the development of inno-vation including knowledge and technologyexchange and transfer capabilities and resources.

The Institute will focus on Knowledge Exchangeas a driver for innovative opportunities in educa-tion, business and industry, and to raise aware-ness with policy makers. IKE aims to provide aplatform for knowledge exchange by bringingtogether entrepreneurs, academics and publicrepresentatives from business, charities, universi-ties and public sector organisations and agencies.The network will look at ways to drive innovationon a sector-by-sector basis.

IKE will address innovation in leading sectors ofgrowth including:

l High Tech Manufacturingl Bioscience and Biotechnologyl Energy and Green Technologiesl Information and Communications

Technologyl Digital and Creative Media

Acknowledgements

Foreword

Executive Summary

1. Why it Matters

2. Towards the Intelligent College

3. What is the Intelligent College?

4. How will this InnovativeApproach Work?

5. Staff

6. Leaders

7. Horizon-Scanning and KnowledgeExchange

8. Enterprise in Realising the AssetPotential of the College

9. Capitalising on the Opportunitiesof the Digital Age

10. Civic Leadership

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CONTENTS

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11. An Innovation Ecosystem for SkillsDevelopment

12. Does the Existing System have toChange?

13. Rules Governing Public Funding

14. The Adverse Consequences ofInspection

15. Curriculum and Qualifications –Quality over Quantity

16. The New Paradigm for FE

Annex A: Intelligent College Features

Annex B: Think Tank Delegates

Annex C: NEF Advisory Panel Members

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1 The New Engineering Foundation Advisory Panel consists of representa-tives from the following organisations: Aseptika; Association Of Colleges;Aston University; Atkins Global; BASF; BBC; BT; Bournemouth University;Cogent Sector Skills Council Ltd; City University London; Department forBusiness, Innovation & Skills; Department of Energy and Climate Change;Department for Environment, Food and Rural Affairs; EngineeringEmployers Federation; E.ON UK; Flybe; Gatsby Charitable Foundation;Higher Education Academy - Physical Sciences Subject Centre; HigherEducation Academy - Engineering Subject Centre; Hiremech Ltd; Instituteof Directors; Learning and Skills Improvement Service; MarshallAerospace; Microsoft; Middlesex University; National ApprenticeshipService; National Grid; National Physical Laboratory; National SkillsAcademy Manufacturing; National Skills Academy Process Industries;National Skills Academy Nuclear; OFSTED; Price Waterhouse Coopers;Prosonix; Rolls-Royce; Royal Academy of Engineering; Royal Society;SEMTA; Skills for Justice; Siemens UK; Technology Strategy Board;Transport for London; UK Commission for Employment & Skills; UnileverUK; Unionlearn with the TUC; Wellcome Trust and Westinghouse.

We acknowledge with gratitude the contribu-tion from Andrew Thomson in facilitating theThink Tank and compiling this report. We arealso grateful for the on-going support receivedfrom the Gatsby Charitable Foundation.

We would like to thank the Think Tank’s participating individuals and organisations forgiving so generously of their time.

Finally, we would also like to thank the NewEngineering Foundation Advisory Panel1 fortheir continued enthusiasm and effectiveinvolvement.

ACKNOWLEDGEMENTS

“”“The Further Education sectordoes some amazing stuff, it’sjust how we, industry andstakeholders, can get collegesto do it more intelligently.”

– Mike Pilbeam, VicePresident, Cisco

FOREWORD

Let me start by saying that thisreport is somewhat controversialand intended to prompt a dialoguetowards rethinking how the UKneeds to change the provision andresourcing of Further Education intothe 21st century.

It’s a ‘big idea’ which has merit in effecting changebut it’s not the only way! It should act as a stim-ulus to us all, to find new solutions and outcomes.There is some excellent FE provision today, whichwe need to build on, to make a more radical shifttowards an outcomes based system.

The workplaces of the twenty-first century areunpredictable environments. Their technologiesare more complex than ever before. Their busi-ness cycles are more erratic and markets morevolatile. And their most important feature, theirhuman capital, is more diverse and demanding.

It is extremely difficult to anticipate the require-ments that will be sought from the workforce oftomorrow. Even today, the competencies, knowl-edge and approaches expected are varied and


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changing in ways that expose individual opportu-nity and national success to the ever-presentthreats of obsolescence and global competition.

Uncertainty is unavoidable and ineradicable. Inthe supply and demand of skills, it cannot bedealt with through the techniques, structuresand cultures that were designed for – andserved us well during – an era when oureconomy was differently balanced and far lessglobalised.

“The Intelligent College” is the response of theNew Engineering Foundation’s Institute ofInnovation and Knowledge Exchange (IKE) toboth the challenges and the opportunities thatthe future presents, by changing the conversa-tion between stakeholders towards an innova-tive market-led education system.

Investigated and written in collaboration withpolicy-makers, business people, academics,educators, students and technologists, thisreport sets out a new paradigm for FurtherEducation in the UK.

A college cannot prepare our young people andtrainees for the fast and volatile world of workunless it is similarly rapid and flexible in itsresponses to the ambitions and capabilities ofthose who drive our economic growth. Indeed,we want these young people and trainees to bethose very entrepreneurs and innovators whocreate wealth and improve lives.

The recognition of this is at the heart of therecommendations made here. An IntelligentCollege is an innovative college. But it is easy todescribe an idea or an organisation as “innova-tive”. The test comes in defining how that inno-vation is nurtured, harnessed, and then applied.

Steve HollidayChief Executive ofNational Grid Plc

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Innovation has always been andremains a potent force for survival.Today, the ability to have an intelli-gent skills system that can proac-tively respond to dynamic societiesis critical to success and durability.

This report brings together the assessments andviews from many organisations and stake-holders in the education and industry sectors,and it advocates the need for a transformativeapproach to technical and scientific skills devel-opment. The proposed approach highlightsinnovation as the golden thread that guidesthose willing and able colleges to becomeIntelligent Colleges.

The emphasis on the mission of colleges forgenerating enterprise and social welfare shouldcreate fresh impetus for innovation and aconcentration on the impact of colleges for thecommunities they serve. It is even possible thatausterity itself will come to be seen as themother of invention with the driving force to be‘teach less, learn more’.

Intelligent Colleges build on existingoutstanding practice but also take a big step ina new direction – from colleges reacting tofunding, inspection and national initiatives tocolleges creating the future through thedynamism of horizon-scanning, enterprise,knowledge transfer and civic leadership. Thepaper outlines some of the key features andsteps that colleges could embrace on theirjourney to becoming Intelligent Colleges. Thereport highlights the changing role of collegesto become a source of innovation andlecturers/teachers to become knowledge

EXECUTIVE SUMMARY

transfer professionals. The Intelligent Collegewill also be a place where emphasis is placed onindividual learning through the effective use ofwell supported e-learning and other advances inlearning technologies. Above all, intelligentdecision-making requires innovative leadershipand strategic governance to create anecosystem inspiring enterprise and growthwhile maintaining a customer focus.

The report also highlights the growing role thatthe Intelligent College will also play a role inknowledge exchange. Not only is the IntelligentCollege increasingly a source of innovation butalso should be as a place to turn to for solutions.The college already provides a framework forthe exchange of ideas and the IntelligentCollege should be utilized to their full Think Tankcapabilities.

The New Engineering Foundation and the NEFInstitute of Innovation and KnowledgeExchange will be working together to supportcolleges as they set out on this transformationalapproach in their quest to become IntelligentColleges.

Professor Sa'ad MedhatPhD MPhil CEng FIET FCIM FCMI FRSA FIKE Chief ExecutiveNew Engineering Foundation | NEF Institute ofInnovation and Knowledge Exchange

“”“What makes a college more attractive to apotential student than another provider isprobably the college’s connections withindustry…”

“…The specialism of FE is using voca-tional learning to engage.”

“The Intelligent College ought to create morepeople who think capably and creatively.”

“If we know what we are tryingto achieve then we can decideon the core capabilitiesrequired to deliver and on howto build those capabilities.”

“We are all suffering from the result of atarget-driven mentality that the educa-tion system as a whole is suffering; itgives us no information of quality.”

“Funding is an issue with FE colleges, it isthere one minute and gone the next… “

“The Intelligent College needs to changeinstitutional self-interest, which is drivenby the fear of failure.“

“What the IntelligentCollege might be ableto do is talk about whatit is we want ourlearners to do, be andachieve.”“Colleges will need to influence learners from theage of six, seven, eight, if colleges want learners tolook and act in a certain way at age seventeen…”

“…Learners suffer from lack of creativity, lackof problem-solving analysis, lack of ability toengage with other people …”

“…How do you get creativity? We seem to bemoving towards a world in which we need alow-risk appetite where creativity is a problem,so we are not training for it.“

“A non-linear approach is one of the keys to apersonalised agenda for young people. It ispossible to create a personalised approach,even within a set qualifications framework.“

On the 16 June 2011, the New EngineeringFoundation held a Think Tank at the Royal Society,London, to which senior representatives from educa-tion, particularly Further Education colleges, andfrom industry were invited. The following areextracts from the discussion by delegates on the day.

WHY IT MATTERS – Views from Colleges and Industry


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“Young people don’t communicate today in theway that we expect them to. We need to under-stand this and adapt how we communicate withthem and understand the new skills they have.”

“The type of skills base that FurtherEducation really needs to be creating isone that actually leads to employability,not a five-minute career in a specifictrade. Education, transferability andflexibility are key.”

“Education is a much broader concept thanjust training – if we only train them in onetrade then they will have lost future possibili-ties in other areas. We need to educate tosupport transferability.”

“Problem solving has disappeared frommany specifications. Exams are just testinglittle bits of information and the studentsexpect to see that. The whole system hasbeen corrupted. Students are not beingencouraged to think.”

“We currently have a very confusing landscape ofqualifications. There is a need to create a muchmore simplistic qualifications framework.”

“We are currently too qualification-centric,too assessment-methodology-centric; we’renot progression-centric enough.“

“We find that FE colleges are churning outpeople with ‘biblical trades’ such as carpentry,but that is not what employers want. Insteadthey want skills in new technologies, forexample underfloor heating - and there aren’tany courses around for that.“

“The Intelligent College should offerdifferent pathways and a number ofroutes leading to employment…”

“It’s become very clear that the package ofskills and knowledge that employers wanttheir employees to have does not fit onelevel and does not necessarily fit in onefaculty. Qualifications aren’t set out like that.”

“…We have an unintelligentsystem where people justfall off the end, where thequalification isn’t enough.This is a time to review thesystem. We need to givelearners, employers and thecommunity what they need,which is above and beyondthe qualification. Are thesequalifications fit forpurpose?”

“”

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“”“Industry can play a really big part inproviding the know-how for assessment ofapplication skills that is missing from FE.The big companies train their own techni-cians because FE does not have thisexpertise. Get those trainers from thosebig companies, meet with them and findout how they assess… That is part of anIntelligent College.”

“…It is also about going to employers andasking them what skills they want and thencreating the courses if they do not alreadyexist.”

“Teachers go into teaching toteach and generally their skillssets are around that. They arenot there to sell and engagewith employers, for whichthey would need a differentset of skills. How can wesupport outstanding teachersto do all this other stuff?...”

“…The Intelligent College should look at howit brings in practitioners to teach. …But towhat extent is it possible to be both a teacherand a practitioner? “

“Universities have the benefit of being funded forresearch and development so they have thecapacity to think outside the day-to-day deliveryof training and education. FE isn’t funded in thatway. Unless there is resource and a structurethere to support it, there may always be attemptsby college staff to be look beyond day-to-dayteaching, but they will not be sustainable.”

“One issue is lack of early engagement:colleges are being asked to approachindustry, but no matter how hard colleges trythere is little engagement with companiesuntil the business need is here, and then it istoo late…”

“A big problem is that collegesoften talk at companies, andsometimes companies talk atcolleges. What you need is atranslator. The same things arebeing said by both parties, butneither quite realise it.”

“...Conversations between colleges andemployers have to happen at the right time, nottoo early or too late.”

“There is a fundamental question of how tomake engagement systemic rather than just

periodic.”


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“…Is it about industry planning ahead andcoming to us, or is it up to us to go out tothem?“

“One thing that needs to change is theway in which funding, accountability andthe frameworks operate so as not to driveinstitutions’ self interest as the natural by-product. That’s a real challenge…”

“…The Intelligent College is one that takesaway all the perverse incentives and fundingsystem problems, and finds the key levers thatget us to where we want to be. “

“There are greatexamples every-where, but whatthere isn’t is asystem for makingit happen.”

“”“An Intelligent College willhave intelligent relationshipswith the vertical chain ofschools, universities and soforth, and an effective lateralrelationship with employersand the communities theyserve. And it’s intelligent notto wait for the other party tocome up with the goods.”

“One challenge we have in our college is thatmost of our companies are SMEs and have adifferent level of need to larger employers.”

“A big failing of colleges is that they don’tknow who their biggest customers are andthey don’t look after their biggest customers.”

“…Relationship management strategies are key.A stairway strategy with strategic partnershipsat the top and those that are a bit more ad hocand low level. There are opportunities to put thisinto place because colleges are not weigheddown by research culture.”

“There is at least one college that has built acommunity of employers who are workingwith each other, helping each other. Sothere’s this other thing which is the collegeproviding some infrastructure to do that.That needs a lot of trust and common under-standing for that kind of thing to succeed –that’s intelligence.”

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“All progress depends on theunreasonable man.”

– George Bernard Shaw,author and playwright

“”

A co


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1. WHY IT MATTERS

1 There are currently 351 Collegesin England, including 227 furthereducation (FE) colleges, 94 sixth-form colleges, 16 land-basedcolleges, 4 art and design collegesand 10 specialist colleges.

Colleges educate 831,000 young peoplecompared with 423,000 in schools, acade-mies and City Technology Colleges.

2 The achievements of colleges are mixed. By2010, headline success rates (i.e. the propor-tion of students who successfully achievetheir qualification aim) had risen to 81%,the highest they have been. But in the sameyear, Ofsted commented: “Of the 79colleges inspected 44 are good or better.However, too many colleges remain satis-factory with capacity to improve that is nobetter than satisfactory”.

3 The Wolf Review of Vocational Skills identi-fies an underlying problem not picked upby measuring success rates: the value of thequalifications themselves:

“The staple offer for between a quarter and athird of the post-16 cohort is a diet of low-level vocational qualifications, most of whichhave little to no labour market value. Among16 to 19 year olds, the Review estimates thatat least 350,000 get little to no benefit fromthe post-16 education system.”

4 This is not seen as a problem caused solelyby colleges: the Review cites the ‘deceit’and ‘dishonesty’ of a system where short-term institutional incentives cause colleges

oal burning power station at Ratcliffe-On-Soar,

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(and schools) to direct young people intodead-end courses that provide little chanceof progression. Amongst these incentives isthe pressure to recruit target numbers ofstudents and to get them through courses:the number of qualifications is themeasure, not where they lead or what theyenable a person to do. Such incentives Wolfcalls ‘perverse’.

5 The principal drivers for college leaders areshort-term: funding and accountability.These tend to prescribe rather thandescribe the job of colleges (causing muchof the ‘micromanagement’ identified by theWolf Review). This militates against innova-tion, particularly the use of ICT to reducestaff contact hours and improve learning.

6 Professor Wolf is not alone in recognising thecurrent limitations of the FE system. In 2006,the Foster Report on Skills called for a simpli-fication of the funding, accountability,quality assurance and qualifications systems.In 2010, the UK Commission for Employmentand Skills called for FE colleges to be freedup to engage better with employers as a keypart of a ‘strategic, agile and labour-market-led FE system’, so that the country could bebetter served by its colleges.

7 The focus of colleges tends to be on theshort-term rather than the strategic: thecurrent funding cuts provide the latestexample. In two recent reports (“PreparingColleges for the Future” and “Doing More forLess”) the 157 group of larger colleges focusattention on structures, business models,efficiencies and partnerships to addressmarket forces better. This is institutionalthinking: the response to austerity being to

think in terms of acquisitions, mergers,shared services, procurement systems andleaner management structures, rather thandeveloping partners, markets, products andservices to meet customer needs.

8 This is perhaps another illustration of the‘perverse incentive’ at play. The paradox ofthe ‘market’ in FE is that the Governmentbecomes the customer, the drive is tosecure funding and pass Ofsted and theconsequence is that things like the crisis inSTEM persist: in the 2010 report, Ofstedidentified science and mathematics as the‘least positively inspected area’ andnumbers are declining.

9 An equally important concern is thestrategy or agility in working withemployers. There is a mixed track recordhere, too. Across the country there aresome marvellous examples of collegesworking imaginatively with employers oninnovative projects concerned with skillsand training. Most general FE colleges cameinto being to meet the need of industriesand most today will be able to identifyhundreds of employers with which theywork. This can take the form of work-experi-ence placements, training contracts, busi-ness services and so on.

10 Many of these interactions are viewed veryhighly by employers and reflected in repeatbusiness. However, there remains criticismfrom employers’ groups that the FE systemis too complex and too unresponsive tomeet the needs of commerce.

11 For all their achievements – improvedinspections, greater success rates,


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engaging with industry, responding toshort-term changes – there remains aproblem. The prime aim of colleges is tohelp generate prosperity through devel-oping people’s skills. They struggle to dothis in a way that is ‘strategic, agile andlabour market-led’.

12 This is partly at least due to the sort of‘perverse incentives’ identified in the WolfReport and the associated culture of short-term initiatives, short-term funding hori-zons and the short-term focus on skillsneeds. It is this culture that causes collegesto ‘follow the (public) money’ and torespond only to immediate employerneeds. It is the changing pattern of expec-tation over who pays for what and how –which also varies in the short-term – whichinhibits proper planning.

13 The result of this can be illustrated in thecurrent arrangements with Job Centre Plus(JCP) and the challenge to support unem-ployed people back into jobs; and in theadvent of new market enterprise in regionaleconomic support in the shape of LocalEnterprise Partnerships (LEPs).

14 In the case of JCP, there is a belief thatcolleges cannot respond to immediateneeds of the unemployed with ‘roll on, rolloff’ training; in the case of LEPs, there is aview that skills are important but collegesaren’t really on their radar. This may have itsroots in perceptions as much as in realities.The point is that colleges should be centralto generating individual advance andeconomic prosperity, but key agencies donot recognise this role for colleges.

15 The need to make progress here is acute:the world is not waiting for the UK to catchup with the pace of change in economicorder. The growth in Asian economic powerand the demand for quality of life in theWest drive the inevitable conclusion that itis only by manufacturing high value-addedgoods and services that the Westerneconomies can have any hope of sustainingtheir place in the world. This is accentuatedby the need to do so in a way that is goodfor the environment and in keeping withthe freedoms and rights of democracy.

16 In almost any avenue of work, whether inexportable goods or in the supply ofdomestic services, from selling coffee tomaking aeroplane engines, from fixingplumbing to investment banking, there is agreater need than ever for higher level skillsin the domestic workforce. The countryneeds to compete and win in its economicactivities: it needs the right supply of skills,training and qualities in the workforce andit needs new entrepreneurs. Colleges are amake or break link in the chain of eventsthat will generate the future we seek.Colleges need to compete with success.How can they do it?

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“Every innovation has a blackswan – the moment whentraditional assumptions areredefined.”

– Nassim Nicholas Taleb,author

Oxford University, New York University Polytechnic Institute,

Principal, Universa Investments

“”


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17 There is a recognition thatcolleges can change for thebetter if they are encouragedand enabled to change for thebetter.

This is expressed in policy and guidancethrough the influence of major reports suchas the Foster Review, the Leitch Report, theWolf Report and the determination of thecurrent Government to ‘free up’ colleges sothey can achieve more. It is also reflected inresearch papers from LSN, CfBT and posi-tion papers from the AoC and other collegerepresentative groups. Most recently, twopublications have sharpened the focus: theRSA’s “2020: The further education and skillssector in 2020: a social productivityapproach”; and Fintan Donohue et al:“Entrepreneurial Colleges”.

18 The RSA 2020 paper, sponsored by LSIS,draws out the need for colleges to operateas drivers for social-economic value andhubs for service integration; where furthereducation serves the needs of learnersthrough being a creative partner in localgrowth and service reform. Based on theidea of ‘social productivity’ that requiresproactive colleges to:

l be hubs for entrepreneurs;l collaborate;l work with LEPs;l meet needs;l foster integration; andl provide flexible learning.

2. TOWARDS THE INTELLIGENT COLLEGE

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In this way they can incubate social value,drive public service integration, create plat-forms for learning, network local growthand re-set citizen engagement.

19 The work on Entrepreneurial Collegessketches a vision for colleges operating in avery much refreshed way, in some ways aradical departure from today, throughcolleges becoming places that encourageentrepreneurs and take an entrepreneurialapproach to their own futures, requiring:

l enterprising staff and approaches toteaching and learning;

l permeating the curriculum with opportu-nities that encourage entrepreneurs; and

l new entities that align innovation,curriculum, technology and growth.

20 This all serves to encourage the view thatthe foremost experts and commentators onthe future of further education colleges, thepoliticians who shape the destiny of thesystem and the key players in industry andcommunities who demand their goods areunited in some powerful views, that:

l colleges matter tremendously to all ourfutures;

l colleges can provide far more enter-prising responses to this need; and

l this requires a new approach to theleadership, purpose and culture ofcolleges.

..and that is where the Intelligent Collegecomes in.


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The Golden Thread: Innovation

21 Innovation is a process bywhich value is created forcustomers through public andprivate organisations that trans-form new knowledge and tech-nologies into profitable prod-ucts and services for nationaland global markets.

A high rate of innovation in turncontributes to more intellectual capital,market creation, economic growth, jobcreation, wealth, and higher standard ofliving. Innovation is best viewed as anecosystem of relationships, connectionsand diverse patterns interacting amongstindividuals, colleges and their stake-holders. It is a complex process in whichnew knowledge eventually becomesembedded into new programmes, prod-ucts, services, processes and businessmodels that create value.

22 The emphasis on the mission of collegesfor generating enterprise and socialwelfare should create fresh impetus forinnovation and a concentration on theimpacts of colleges for the communitiesthey serve. It is even possible thatausterity itself will come to be seen as themother of invention.

23 The Intelligent College builds on existingoutstanding practice but also takes a bigstep in a new direction – from colleges

3. WHAT IS THE INTELLIGENT COLLEGE?

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reacting to funding, inspection, andnational initiatives to colleges creating thefuture through the dynamism of horizon-scanning, enterprise, knowledge exchangeand civic leadership.

24 At the heart of the Intelligent College is the‘golden thread’ of innovation, the capacity to:

l translate that into culture, planning,curriculum, teaching and learning;

l generate the market for new qualifica-tions and skills;

l devise partnerships with employers andother civic leaders to promote this newway of working.

This means moving colleges towards the topright-hand part of the diagram below.

EnterprisingRisk-averse

Customer Focused

The Gradual Improver

The ‘Follow the Money’

College

The Target Chasing College

The Intelligent

College

Institution Focus

motsuC

desucoFrem

eva-ksiR

esre

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gn

utitsnI

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Diagram 1The golden thread of innovation is the heart of the Intelligent College


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4. HOW WILL THIS INNOVATIVE APPROACH WORK?

“The Intelligent College isdoing exactly what is needed”

– Peter Roberts,Walsall College

“”25 Running a college to generate

real prosperity requires six keyfeatures:

l Enterprising staff who are innovativeknowledge-transfer professionals;

l Customer-focused leaders who foster alearning culture throughout the organisa-tion and stimulate innovation;

l Horizon-scanning and knowledgeexchange that aims to support planningand add value to the education offer;

l Enterprise in realising the asset value ofcolleges;

l Technologies that capitalise on digitalopportunities; and

l Civic leadership to deliver a moralpurpose.

Diagram 2: Features of the Intelligent CollegeCreating new opportunities, inventing new futures

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“We need to attract highquality staff … and theIntelligent College approachcould help this happen.”

– Finola Fitzgerald, Carshalton College

“”


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Enterprising staff who are innovative knowledge-transfer professionals

26 The cornerstone of theIntelligent College is the qualityof teaching and learning. Highquality teaching and learningchallenges people to think,experiment and create, inspiresambition and encourages peopleto learn for themselves.

Repeatedly, leaders in colleges and in theirstakeholder organisations cite the key aimfor colleges is to produce good thinkers,more able to apply their skills and intelli-gence. In Finland, they define the aim ofeducation as being to ‘inculcate ingenuity’:it is a good definition of the aim for theIntelligent College.

27 One of the benefits of colleges as places forlearning is that there is greater scope forpeople to choose a course appropriate totheir needs, abilities and ambitions than isthe case with schools. Indeed there is alarmamongst those with an interest in the valueof colleges about the narrowing focus ofschool education to the detriment of voca-tional education: this looks more like some-thing to sink into than to positively seek out.

28 However, the advantage of applying intelli-gence to choice of course is easily lost if thecourse leads nowhere, or the contents of thecourse – knowledge, experience, skills,learning – are of limited value, restricted by

5. STAFF

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an undue emphasis on the cohort, the paceof the course and the final assessment, asopposed to the individual learners, theexcitement of learning and the inherentvalue of the learning.

29 The Intelligent College will succeed onlywith an intelligent approach to teachingand learning, following the logic of ‘teachless, learn more’. This is the focus of enter-prise and innovation in teaching andlearning that asks how much, how fastand how well people are learning ratherthan how fast and how well the teacher iscovering the syllabus. It is the key tomaking best use of the time people spendin classes, workshops, laboratories and soon. A session in which little is learned andenthusiasm for learning is diminished is awaste of time; a session that engagespeople in learning is great value for timeand transfers the power for progress tothe learner.

30 Of course, the approach to effectivelearning opens up new ways of usingtechnology. This approach will start fromwhat needs to be learned and tailorteaching and learning accordingly,blending instruction, demonstration andexplanation with practical application,online learning and a variety of tech-niques that stimulate thought anddevelop skills. The Intelligent College willbe a place where emphasis is placed onsupporting individual learning throughwise use of well-supported e-learning,inside and outside the college.


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Customer-focused leaders who foster alearning culture throughout the organisa-tion and stimulate innovation

31 There are two big challenges inencouraging staff to becomemore enterprising and innovative:

l Is learning the key to our college culture?

l Where is the time to do it andwhat about the risks?

32 Innovative practice comes from learning – notleast from customers and from colleagues. Thisrequires a culture for learning in which ideasfor improvement are constantly sought andapplied, where the voice of the customer isroutinely used at the end of each session toadd to this learning, and where the key tosuccess in the college is to be seen to belearning – including all from the least-paidemployee to the CEO and Board. TheIntelligent College will foster such a culture.

33 This is important because leaders set thetone in organisations. A tone that says, forexample, ‘watch your back’, ‘we are in crisis’,‘it’s all about the money’, will not inspire theessential upward flow of good ideas thatnourishes continuous improvement over themedium term. By contrast, a tone that says‘great leaders are great learners’ will do a lotto encourage success.

34 This is the key to finding the time to generateenterprise and innovation. Setting the tone

6. LEADERS

“The Intelligent College lookslike what is needed: collegesneed to engage with industry.”

– Jessica Auton,Managing Director,

Aseptika Ltd

“”

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that encourages flexible structures and newdelivery modes supports provision thatgoes beyond the traditional view ofteaching and learning happening onlywithin a timetabled session, in a classroom,constrained by a qualification, and deliv-ered by a lecturer. It also requires a goodmeans of sharing knowledge about effec-tive innovation across the organisation.

35 The main driver for the Intelligent College isto respond to the needs of customers: itmust be a place where students, employers,individuals and communities feel centrestage. This is a basic part of a learningculture. It means that the Intelligent College

OPPORTUNITIES

NEW SKILLS

NEEDS OF EMPLOYERS

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NEW FUTURES

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SERUT

will be constantly aware of individual,employer and community needs and will becreating opportunities and structures thatmeet these needs. Setting the tone thatencourages flexible structures and newdelivery modes supports provision thatgoes beyond the traditional view ofteaching and learning happening onlywithin a timetabled session, in a classroom,constrained by a qualification, and deliv-ered by a lecturer. It will not be afraid tostop doing what is not needed, to let othersdo what the Intelligent College cannot dowell, or to change its range of services tomeet new needs.


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Diagram 3Driving the Intelligent College through identification of opportunities

Horizon-scanning and knowledge exchangethat aims to support planning and add valueto the education offer

36 What customers can tell companiesis how well they are doing, what todo, what not to do. This also appliesto colleges. However, as with themost ground-breaking of compa-nies, there is also a role for theIntelligent College to help shapedemand for future prosperity.

37 Inherently, colleges have been required torespond to large quantities of labour marketdata that was typically hard to digest atsource level, not a great deal of use at aggre-gate level and in any case subject to theprime deficiency that it told a lot about thepast and little about the future.

38 The future is a hard place to be, planning-wise, but it is nevertheless very importantto have an idea of its characteristics. Thereare some obvious global drivers – climatechange, population growth, food supplypressures, the shift of economic power toAsia, declining oil and gas supplies, themobility of demand for labour and thedigital revolution.

39 The inevitable consequences for the UKinclude the need to generate economicgrowth through a ‘knowledge economy’, torely less on finance and retail sectors foremployment, to generate more sustainableenergy, to nourish high-value manufacturing

7 HORIZON-SCANNING ANDKNOWLEDGE EXCHANGE

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and service industries and to cope with arising, ageing population with limited landand the demand for higher-value servicesfrom plumbing to healthcare.

40 The Intelligent College needs to operatewith these broad factors and to do twothings:

l understand the employer base theyserve and the industries these representand the way these industries arechanging;

l understand the demand for futureindustries and the possibilities for theirlocation.

41 The first of these leads the IntelligentCollege to provide a ‘horizon-scanning’service for its local employer base, particu-larly though not exclusively, SMEs: what ishappening in these industries that willrequire change for tomorrow?

42 The second element means the IntelligentCollege will be working with majoremployers, research establishments,including universities, and local authoritiesto generate new enterprise. The value boththese activities add is to do more thansimply respond to existing employerdemand for training: it is to see the futurecoming and to plan for new enterprise.


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Enterprise in realising the asset value ofcolleges

43 Innovation must also mean re-inventing the college, goingbeyond the institutional concernwith size, structure, acquisition,efficiency, to realise the truevalue of the college in terms ofits asset base: knowledge, space,equipment and Unique SellingPropositions (USPs).

44 On the intellectual side, the prominentcurrency is training through courses that lead(mainly) to qualifications. But there is more toit than that. Colleges also have the potentialfor horizon-scanning and knowledge transfer,for research, design and development ofproducts and services, for ‘incubation serv-ices’ for entrepreneurs.

45 And then there are the physical assets –learning space, equipment, access to internetresources. Colleges can turn these assets togenerating new products with and for SMEsand entrepreneurs. Together with the intelli-gent use of intellectual assets, colleges canbuild on their strengths, and their experience,to become an indispensible first-choicepartner to employers and entrepreneurs.

46 A major part of this way of working is forThe Intelligent College to work with localSMEs on product and service design, toprovide access to knowledge about the keytrends in the sectors of these SMEs and to

8 ENTERPRISE IN REALISING THE ASSET POTENTIAL OF THE COLLEGE

“The Intelligent College issomething new that has got afuture – engaging, proactivenot reactive.”

– John Devine,City of Westminster College

“”

29

build partnerships between local andnational employers. For example, anIntelligent College may be helpingsupplier companies in low carbon indus-tries to design and develop new productsand they will measure success in terms ofNet Present Value per product to the SME.At the same time, the Intelligent Collegewill know what major national employersneed. Currently, this is project managers toinstall new wind farms. The IntelligentCollege will then work with nationalemployers to meet this need which maywell have advantages for local SMEs andfor local people.

47 If we take the advent of Local EnterprisePartnerships (LEPs), the role of colleges,according to recent research, is seen by theLEPs as simply delivery agents, not strategicpartners. There is a risk that the debateabout LEPs and colleges becomes a simpleone about membership of LEP boards and /or a rush to access any cash that may beavailable for new projects. However, theIntelligent College will:

l realise the potential of its resources andequipment to assist entrepreneurs todevelop new products and to assistSMEs with product research and design;

l provide business development servicesfor entrepreneurs and SMEs;

l be partners in economic planning:contributing to strategy and identifyingnew opportunities for economic growth.

48 The Intelligent College will innovate in thisway and will work with employers togenerate prosperity and provide the skillsneeded for the emerging economy. This is

critical to STEM industries. These are theindustries of Britain’s future: high-valueengineering, pharmaceuticals, low carbontechnologies. They need a good supply ofskills of the right kind in the right place atthe right time. Intelligent Colleges will havethe horizon-scanning facilities to knowwhat this means and to meet the need,using their assets to work with industrypartners to research, design and developtraining and related business services.


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Technologies that capitalise on digital opportunities

49 Technological progress trans-forms the way we work, socialise,live and learn. The rapid advanceof information and communica-tions technologies (ICT) is amajor and increasingly importantpart of this pattern.

Across the world, education seeks to adaptICT to make improvements. This is particu-larly important in colleges – with their vitalmission for social welfare, economic pros-perity and skilled individuals.

50 The rapid pace of change is faster than thecapacity of education systems to respond. Itis becoming increasingly important to focuson new ways of working with customers –individuals and employers – in meeting theirneeds. This means not just working on howto use ICT to make improved learning – butalso to develop the potential of ICT to openup new services and modes of delivery.

51 The future will be an increasingly collabora-tive one – in economic terms as betweensectors and actors; in social terms as withnetworks and knowledge flows; and in indi-vidual terms. The advance in ICT that bringsus the social network, cloud computing,mobility and access creates the ‘me-centred’world and this is perhaps the key relation-ship: the individual with information,people, places, opportunities.

9 CAPITALISING ON OPPORTUNITIES OF THE DIGITAL AGE

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52 This paints a picture of a world in which wewill need to transform the teaching andlearning environment, enabling workforcedevelopment and creating flexible work-space and place to use / exploit new tech-nologies to their maximum advantage forboth individuals and employers.

53 Across most business functions – R and D,design, production, marketing, sales, growth,corporate services – there is a productiverelationship to be had for an employer withthe Intelligent College – a college preparedto act entrepreneurially, responding tocustomer needs and helping to createdemand. Business faces the same challengesas colleges in keeping up with new tech-nologies and the possibilities these create.The Intelligent College will realise the poten-tial of ICT for creating new ways of learningand working with employers.

54 To do this well and to be of real value togenerating enterprise, the IntelligentCollege will need staff who:

l understand how ICT resources aredeveloping;

l can see how this means they canchange the way they do things;

l employ practices that work forcustomers;

l invent the future for their customers,capitalising on their assets (HR andphysical);

l trust each other and have the resources to encourage and implementchange.

55 The Intelligent College will act on somekey propositions in capitalising on the

opportunities of the digital age:

l tomorrow’s world starts now – the keyindustries for the UK are emerging increative digital technology, low-carboneconomics and systems, advancedmanufacturing and high value-addedservices: these demand a major shift inthe focus of teaching and learning andin the business orientation of colleges;

l the purpose and value of colleges needto align with the role of colleges asengines for socio-economic advance,moving on from an era of the domi-nance of output measures for collegesas businesses in themselves;

l college leaders need to focus more onthe needs of their communities for pros-perity and wellbeing and work on howthe college can help create this;

l the ‘time-lag’ between socio-economicinnovation and education should bereduced and requires new ventures, newpartnership and new perspectives aboutcolleges in their relationship with theeconomy and the community.


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10 CIVIC LEADERSHIP

Civic leadership to deliver a moral purpose

56 The challenge for leaders of theIntelligent College is to becomemajor players in civic leadership.Professor John Benington atWarwick University, in a study ofthe way public services havebeen run by Governments sinceWorld War II, sets out thecomparison thus:

TRADITIONAL NEW PUBLIC NETWORKED COMMUNITYPost-war UK MANAGEMENT GOVERNANCE

1970s - Present Future Outlook

CONTEXT Stable Competitive Changing

POPULATION Homogeneous Atomised Diverse

NEEDS Authorities Markets Complex

STRATEGY State Market Civil society

GOVERNANCE Hierarchies Markets Networks

REGULATION Voice Exit Loyalty

ACTORS Public servants Provider - user Civic leaders

THEORY Public goods Public choice Public value

Table 1Looking to the future – the new leadership paradigm. (John Bennington, 2009)

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“The impact of this thinking is to suggest that,though it in some respects seems very muchthe dominant process still, ‘new publicmanagement’, through which the market isintended to make services improve, eitherhasn’t really done what it was intended to do,or hasn’t really been given the chance –depending where you stand. It is time for anew way of doing things and that is‘Networked Community Governance’.“

57 The idea chimes with at least some of thegathering momentum for localism, theremoval of regional government and theconcept of ‘Big Society’. The model is basedin what is beginning to happen acrosswestern democracies – the devolution ofpower back to more local levels; the impor-tance of partnerships combining to deliverbetter services; the response to ‘targetsculture’. What it says about the future isthat, for any better system to work, therehave to be capable ‘civic leaders’ operatingat the local level.

58 Such leaders face the challenges posed byresource-allocation by being very clearabout purpose and being determined toserve the public as well as possible. Thepublic wants safer cities, stronger communi-ties, better jobs, brighter futures – and theyexpect their taxes to pay for this to happen.Leaders of organisations providing servicesto the public place the highest priority onquality of service and meeting these needs.Institutional advancement is the conse-quence of acting in this way – not theprimary cause. This is to deal with the pres-sure for institutional self-interest by placingthe customer for services first.

59 This is demanding. But it is necessary forbetter quality colleges, and the IntelligentCollege will rise to the challenge. The maincharacter of this challenge is to determinedirection, provide structure for decisionsand encourage professional expertise inother organisations to help achieve theaims of better services.

60 A principle of leadership is directing to agreater purpose – a moral purpose. In thecase of the Intelligent College, this moralpurpose is connecting success withengaging people and their skills and capa-bilities with work, enterprise and new busi-ness opportunities.

61 In particular with the case of STEM, theIntelligent College can promote social enter-prise, linking sustainability and green tech-nologies. The links are all the more powerfulin view of the high priority placed on thesetechnologies for our economic future and ourenvironmental needs. It is not surprising tolearn that most LEPs identify these technolo-gies and the associated industries as one ofthe keys to creating new jobs.


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62 Bringing together these elementsof the Intelligent College createsthe basis for an ‘ecosystem for skillsdevelopment’.

This means that each element is capable ofreinforcing the impacts of each other elementin the system. It also means that no oneelement is too dominant and that each elementis necessary.

63 People drive the ecosystem: staff and leaders ofcolleges. By taking the Intelligent Collegeapproach these people will be constantly insearch of better ways to innovate, connect withlocal and regional immediate and future skillsdemand and generate new partnerships withemployers based on a variety of activitiesbeyond training.

64 In this way the Intelligent College becomes thehub of the system, driving forward enterprisewith well-informed horizon-scanning thatdraws key partners into the work and creates asense of responsive joint ownership of skillsdevelopment, ‘skills’ in the broad and specificmeanings. This will include being a catalyst forputting together ideas from different sources;for uniting trends in different technologies; andbringing people together to define the skillsneeded to make new developments work.

65 Ecosystems develop over time: proper civicleadership will keep them well-managed andresponsive to all needs, avoiding the domi-nance of the needs of one player or another.They also thrive in making these responses tolocal conditions, free to do so in the most bene-ficial way.

11 AN INNOVATION ECOSYSTEM FOR SKILLS DEVELOPMENT

“Technological innovation isabout combining many technologies, not incrementalenhancements on each.”

– Brian Arthur,Santa Fe Institute

“”

35

“Today’s unimaginable istomorrow’s conventional wisdom.”

– Vinod Khosla,entrepreneur

“”


36

66 One of the most obvious encour-agements for developing theIntelligent College is that exam-ples of each aspect of the essen-tial features form the basis for theproposition. Ergo, it can be doneunder the current system. Theoperative word being, ‘can’.

67 This paper is primarily about defining theIntelligent College so that we can be clearboth what it is and how people can create it.But there are some important features of thesystems in which colleges operate that couldbe changed to make the Intelligent Collegeless of a struggle with external forces andmore of an encouraged quest for excellence.

68 The key areas for attention are:

l Rules governing public funding – and theconstraints on innovation

l The adverse consequences of inspection –risk aversion and compliance

l Curriculum and qualifications – qualityover quantity

12 DOES THE EXISTING SYSTEM HAVE TO CHANGE?

37

“We need to ‘lean out’ theprocesses under which weoperate, freeing up curriculumstaff to do their basic job,rather than see creativitystifled by bureaucracy.”

– Jenny Bubb,University of Chester

“”


38

And the constraints on innovation

69 The big change that will driveGovernment reforms for thecoming years is the advent of areal market in the supply ofskills. No longer is theGovernment expected to pay,via initiatives like Train to Gain.

Instead, what is anticipated is real peoplespending real money and demanding realquality – not just the route one, least-costroute for suppliers. Colleges are in a newand different market. The IntelligentCollege will embrace this and advance in anew partnership with employers.

70 What must support this is a new approachto national management of the FE system.Colleges need to enjoy the freedoms, iden-tified by the Wolf Report, to use theirresources far more flexibly to meetemployer needs and to be held to accountfor the impacts they have. This requires amajor shift from measuring volumes andauditing processes to championing (andonly buying) quality and assessingoutcomes.

71 It is a big demand, moving away from micro-managed targets and funding / auditsystems that subtly but decisively drive insti-tutions to think of their own short-termneeds ahead of their real customers’ needsand priorities. It is not certain it can or willhappen. But it really is essential: theIntelligent College will thrive in an intelligent

13 RULES GOVERNING PUBLIC FUNDING

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Co n t i n u o u s I m p r ove m e n t

S u s t a i n a b i l i t y

Ingenuity

Intelligent strategies

and contemporary

learning

learners realand relevant experiences

Develop lecturers as Knowledge

TransferProfessionals

Establish progressive

CPD Strategy

Establishclear USPs

Engage inHorizon

Scanning

Intelligent decision-making

Intelligent priorities

Intelligent behaviours

© NEF 2011

Intelligent economic strategies

Recognised and consistent quality

(less volatile funding)

Intelligent civic leadership

OP

EN

INN

OV

AT

IO

N

Diversi�ed income

system; without one, we will go on seeingglimpses of what could be, but never thereal thing.

72 The necessary change is as much aboutthe details as about the big picture. It isno good proclaiming new freedoms frommicromanagement for colleges when westill have auditors demanding evidence ofthreshold hours of learning to qualify forfunding. So long as we have to havestudents in class for prescribed hours wewill have limited flexibly to extract fullvalue from new technology to supportbetter learning.

Diagram 4The Intelligent College Paradigm


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Risk-aversion and compliance

73 One of the main legacies of theincorporation era has been theculture of compliance built uponthe collection of data.

The origins of this are in the seventeen yearquest for a funding methodology that is fairand therefore reflects the diverse costs ofproviding the full range of courses availablein FE; and, in the equally long-lasting creationof inspection and quality assurance systemsthat have generated huge quantities of datato prove quality – diverting the same effortfrom improving quality.

74 The current regime for quality assurance andinspection is one based on processes ratherthan outcomes. For example, quality assur-ance systems in colleges generate hugeamounts of data about every aspect of thelearner journey from enrolment to comple-tion and progression. They use a significantamount of resource and generate huge self-assessment reports. They tend to address thequestion ‘how are we performing’ rather than‘what are we achieving'? Because they are soreliant on quantified data, they are open tomanipulation and leave colleges susceptibleto ‘hitting the target and missing the point’.

75 College leaders would welcome significantchange here to an approach based onoutcomes that reduces the burden of provingthat processes are in good order and uses farfewer, and different, KPIs (key performanceindicators) to measure outcomes. There is a

14 THE ADVERSE CONSEQUENCES OF INSPECTION

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clear distinction to be made between whatmanagers need to know to improve busi-ness performance and what the externalaudience needs to know.

76 The mistake of the Further EducationFunding Council for England (FEFC) andLearning Skills Council (LSC) years has beento assume that making the internalmanagement information the basis forexternally required information wouldmake things simpler – colleges would justprovide what they had anyway. This is aprofound error. The greater value appearsto be placed on the information the morethe data industry grows, multiplying theresource used to gather, provide, check, (attimes amend) and publish data.

77 So what data is needed if we were to shiftfrom a process model based on manage-ment information to an outcomes modelbased on impacts? It would mean an over-haul of the remit and focus of Ofsted –losing the straight jacket of outstanding,good, satisfactory and inadequate withrespect to planning would be a start. Theneed is for inspection to be capable ofunderstanding and assessing impacts ofcolleges and the extent to which they aremeeting socio-economic needs.


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Quality over quantity

78 The Intelligent College mustoperate an intelligentcurriculum that seeks to provideexcellence in experience, ingenerating expertise, in incul-cating ingenuity and in makingsure that qualifications are to betaken as real indicators ofachievement and ability byemployers and others.

79 One of the main ‘perverse incentives’ of‘new public management’ in colleges hasbeen the restless pursuit of increasedsuccess rates and the associated tail ofassessment wagging the curriculum dog.The curriculum itself has seen somecurtailing; qualifications are taught ‘to thetest’. The practice of ‘assess-assess-assess’has inhibited progress, particularly aroundwork-based learning which is reliant onassessing skills in the workplace. The idea isto make it much more ‘assess-train-assess’.

80 These problems may be a consequence oflimited resources, but it is also a conse-quence of limited ambition and the needfor greater enterprise in teaching andlearning. The Intelligent College needs tograsp the challenges of making the inten-tions of well-thought out qualificationstransfer into the experiences of those whotake them.

81 Operating in this way, and with a new and

15 CURRICULUM ANDQUALIFICATIONS

“Too often we talk aboutthese things but nothingchanges. For the IntelligentCollege to work we need toshow staff what to do andenable them to do it.”

– Mark Dawe,Chief Executive,

OCR

“”

43

better set of impact measures forcolleges, there is much to be achieved.However, the curriculum could also begreatly improved by expecting colleges toplay a stronger part in devising andawarding qualifications to suit the needsof employers and of the employee – whowill need to use the qualification in avariety of contexts.


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82 The new paradigm for FurtherEducation is for institutions tooperate in a market with areduced array of constraints onthe way they can do this. Theobjective is to provide enhancedvalue for money in creating betterservices for people, employersand communities.

83 The Intelligent College embodies the spirit ofthese intentions in a series of steps that canbe taken by any college from its own startingpoint. These steps, (taken in the context ofthe features set out in Annex A) are:

l decide to become an Intelligent College;l understand the current position of the

college in the context of the requirementsfor the Intelligent College: this can bedone in many ways; the STEM Assuredand NEF Diamond processes are geared toachieving this;

l work with governors, leadership team, staffand stakeholders to design plans to deliver:– the college definition of customer

focus and the college plans to deliverit in full;

– staff who are enterprising, innovativeknowledge-transfer professionals;

– structures that support flexibledelivery modes and a culture forlearning and innovation.

l work with stakeholders and partners todesign the college’s horizon-scanning andasset-realising processes;

l design the plan to capitalise on opportu-nities of the digital age.

16 THE NEW PARADIGM FOR FE

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INNO

VATION

ANNEX A: STEPS TOWARDS THE INTELLIGENT COLLEGE

Establish a customer focusand identify clear USPs

Engage in horizon scanning

Establish a progressive CPDstrategy

Develop lecturers as knowledge transferprofessionals

Offer real & relevant experience

Enable flexible & contemporary learning

Ensure recognised quality

Become not reliant on statefunding

Embracing sustainability and low carbon ethos and practice

l Expertise and disciplinesl Capability to deliver (people,

processes, and infrastructure)l Markets & trends

l Products & services l Emerging technologies l Competition

l Secondments to industry l Reflect business context in

teaching & learning l New learning technologies

(learning space)

l Source of solutionsl Engage in applied research l Respond to employers l Embrace innovation (design,

delivery, engagements etc)

l Inventive and exciting l Inquiry based & progressive l Learner centric & personalised

l Delivery modes l Clever use of technology l Collaborative & cross-curricular

l Not just inspection scoring! l Consistency in practice l Impact – increased employer,

learner and community confidence

l Diversified sources of income l Smarter use of assets l Vision beyond the local

catchment

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ANNEX B: Think Tank Delegates

NameMs Jessica AutonMs Denise Brown-SackeyMs Jenny BubbMr Jim CliffordMs Lorraine CollinsMs Judith ComptonMr Stephen CriddleMs Dympna CunnaneMr Mark DaweMr John DevineMr Lambert Dopping-HepenstalMr Terry DowsettMr Philip EllawayMs Finola FitzgeraldMs Carol HarrisMr David HughesMr Tim HulmeMr Gareth Humphreys MBEMr Richard JarraldMr Alex KinderMr Andrew KinseyMs Jean Llewellyn OBEMs Jacqui MaceMr David MartinDr Elaine McMahonProf. Sa’ad MedhatMr Alan MitchelsonMr Tony MoloneyMr Jamie MossMr Jim MuttonDr Sarah PeersMr Mike PilbeamMr Noorzaman RashidMr Peter RobertsMs Melanie SaundersMr Steve SmithMs Wendy StevensMr Andy ThomasMr Andrew ThomsonMr Richard ThoroldMr Markos TirisMr George TrowMr Nick TysonMr Daniel WainwrightMr Peter WebbMr Simon WhittemoreDr Ann Williams OBE

OrganisationAseptikaNewham College of Further EducationUniversity of ChesterBaker TillyUxbridge CollegeUK Commission for Employment and SkillsSouth Devon CollegeLondon Business SchoolOCRCity of Westminster CollegeBAE SystemsBAM NuttallCity & GuildsCarshalton CollegeEdwardsE.ON UKEaling, Hammersmith & West London CollegeMBDA Missile SystemsCity College NorwichLaing O’RourkeBovis Lend LeaseNational Skills Academy – NuclearStanmore CollegeArriva PlcHull CollegeNEFThe Weir GroupNational GridNEFLoughborough CollegeNEFCiscoHarvey NashWalsall CollegeHampshire County CouncilEDF EnergyBirmingham Metropolitan CollegeOxford and Cherwell Valley CollegeNEFGateshead CollegeLSISDoncaster CollegeDeeside CollegeNEFMidKent CollegeJISCWest Suffolk College

The Intelligent CollegeThe Intelligent College

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ANNEX C: NEF Advisory Panel Members

NameMs Jessica AutonMr David BonserMs Angela BormanDr Rosie BrysonMr Bob BusbyDr Terry ButlandMr Robert ButlerMs Lindsay ChapmanDr John Chudley Ms Judith ComptonMs Hazel ElderkinMr Neil FowkesProf. Ken GrattanProf. Alison HalsteadMr David HughesMr Tony IlesMr Andrew JonesMr Richard MarshMr Tony MoloneyMs Rachel MuckleMr Andy PalmerMs Maggie PhilbinDr Allyson ReedMr Phil RomainDr Graham RuecroftMr Graham SchuhmacherMr Iain SmithMr Nigel ThomasMs Jo TipaMr Stephen UdenMr Methilan VivekanandarajahDr John WilliamsMr Tom WilsonMr Simon Witts

OrganisationAseptikaFormerly of WestinghouseSiemens UKBASF PlcOFSTEDMiddlesex UniversityMarshall AerospaceNational Physical LaboratoryNational Apprenticeship ServiceUK Commission for Employment & SkillsUnilever UKRolls-Royce PlcCity University LondonAston UniversityE.ON UKAtkins GlobalBBC Eng & Tech OperationsNational Apprenticeship ServiceNational GridDepartment for Environment, Food and Rural AffairsBTBBCTechnology Strategy BoardOFSTEDProsonix LtdRolls-Royce PlcLondon Underground LtdGatsby Charitable FoundationNational Skills Academy – NuclearMicrosoftDepartment of Energy and Climate ChangeGatsby Charitable FoundationUnionLearn with the TUCFormerly of Flybe

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