It seems like all I’ve been talking about for the last two weeks (and the last couple of months actually) is the Foster Review, apart from in a BLOG so I’m going to carry on talking about it on here now.

Who is Sir Andrew Foster and why did he write a review of Further Education?

In 2004 the Department for Education and Skills were charged by the Government with writing a review on the future of the Further Education system. Then they asked Sir Andrew Foster to do the review instead so that he could carry it out in an independent and objective manner. Sir Andrew is a public services expert who has previously worked in the NHS.

How has NUS been involved in the consultation before Foster published his final report?

We have been heavily involved in the build up to Foster, we have responded comprehensively to two of Fosters consultation papers (you can read our responses on FE Zone), we received over 17,000 hits to the link to Fosters 10 Big Questions on FE on nusonline, NUS President Kat Fletcher was interviewed by Sir Andrew about where NUS saw the FE sector moving and our key priorities, when I was an FE advocate earlier this year a group of us went to a focus group (one of 16 different focus groups with different stakeholders in the sector) about what we think of FE colleges and what we would like to see in the report and NUS later attended a final focus group with representatives from each of the 16 smaller groups. Plus some NEC members and FE advocates attended a symposium hosted by the Times Educational Supplement (TES), to discuss topics such as what is the purpose and brand of FE and hear a presentation from Sir Andrew.

So what does Foster have to say?

Foster’s report looks at everything from the purpose of the FE system and the way it is marketed to specialisation and contestability. Foster believes that in order for the FE sector “to fully realise its potential, there must be a quality imperative”. This is the reason I’ve been going on and on about it- in the report there is a whole section called ‘the learner perspective’ which recognises that the views of the learner are central to the quality assurance and improvement of colleges. In short Foster says that the FE sector must work: In common with other public services, putting the ‘user’ at the centre of policy and practice. Turning ‘Learner focus’ from words into actions will involve:

• Strengthening learner advocacy at national and local LSC level and college level,
• Offering greater choice, not only between courses but amongst learning modes
• and in relentlessly streamlining qualifications and learner pathways

What does this mean for NUS and colleges?

Foster has set out a clear challenge to the sector to extend and embed the learner voice into the organisation of FE. It’s been a long time coming- NUS and students’ unions have been saying for a long time that learner representation and advocacy are key to an effective and dynamic FE sector but it’s sometimes it feels like your either preaching to the converted or pushing against a closed door. A little while I blogged about an article that someone called Dennis Hayes wrote in the TES, and you may have seen the response article I wrote. Dennis presented the (ridiculous) argument that student evaluations are worthless and colleges should do all they can to resist them. Now, whilst his views do not reflect those of the whole of the FE sector, at NUS we fear that Dennis’ views reflect those of an unspoken minority of those still in power in the sector.

Our recent development survey has shown that in some colleges the learner voice struggles to be heard because it is not supported with time funding or intent. There are good students’ unions across the country putting the voice of students at heart of their institutions but they are too few and far between. Foster challenges the whole sector to make a considerable culture change and for that to happen there have to be organisational changes in colleges. That’s the challenge that NUS is looking forward to meeting and winning!

So what is NUS doing about it?

Fosters recommendations will be a key lobbying topic for the FE campaign over the coming months. We have been hearing very positive responses from players throughout the FE sector about what Foster has to say on the learner voice and we are hopeful that with direction from NUS the learner voice will be heard loud and clear and embedded on a local and national level.

NUS have been working with the Learning and Skills Development Agency (that in 2006 will become the Quality Improvement Agency) on an exciting research project to identify how learners can be best involved in representation. NUS is very proud of the Student Participation project ‘sparqs’ in Scotland and we are working towards a similar project in England. We will be working with students’ unions and colleges on a local level and organisations and the Learning and Skills Council on a national level to ensure that the learner voice is supported, funded, monitored and institutionalised into colleges.

What can you as officers do?

• Download a copy of the Foster Review and have a read
• Lobby your Principals, Vice Chancellors and local MP’s on Fosters recommendations and start o build support for the learner voice- let us know what they say!
• What’s the culture of the learner voice in your college? What ideas do you have to change this on a local and national level? Do you have examples of effective ways you have engaged the opinions of students in your college? E-mail me to let me know at ellie.russell@nus.org.uk
• Keep an eye out for more info from NUS on the progress that is being made and how you can get involved.

The most encouraging thing for me about the Foster Review is that during the consultation students were involved every step of the way and I think this is reflected in the report. Students have something to say and it’s about time people started listening!

Have a brilliant week x

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