FOUNDATIONS

Foundations

Foundations

Introduction

The foundation degree provides a new model of vocational higher education based on close collaboration between employers and providers of higher education (QAA, 2002).

Foundation degrees are a major plank in UK government policy for widening participation in higher education over the first decade of the twenty first century, and for developing the vocational skills of the workforce. The white paper, The Future of Higher Education (DFES, 2003), emphasizes the need to expand higher education, but asserts:

We will not compromise on quality. We want the bulk of the expansion to come through new types of qualification, better tailored to the needs of students and the economy.

Nevertheless any innovation is risky, the level of risk being related to the familiarity of the providers with the product that they are seeking to deliver, and the marketplace in which the product will be offered. The riskiness of foundation degrees would appear to be high, because there is a high level of unknowns in both of these dimensions.

As a product, the foundation degree is a new departure. It has a number of unique features:

Employer involvement, in relation to design, review and demand.

The development of vocational sills and knowledge, including technical and work specific skills, key skills (communication, team working, problem solving, application of number, use of information technology, and improving own learning and performance), and generic skills (such as reasoning and work process management).

Application of skills in the workplace, through work experience.

Credit accumulation and transfer, with foundation degrees having at least 240 credits, 120 at level 1 and 120 at level 2.

Progression routes, either within work, and/or to an honors degree, or other vocational or professional qualifications, promoting lifelong learning.

Accessibility demonstrated through delivery mode, learning, teaching and assessment strategies, and, where relevant, location. Teaching and learning is likely to take place in three spaces: classroom, workplace, and virtual (HEFCE, 2000).

This philosophy will have a significant impact on the academic rationale, curriculum, modes and learning experiences associated with foundation degrees.

Foundation degrees are also characterized by new partnerships, and ways of working in partnership. There is an expectation that a significant proportion of foundation degrees will be delivered by further education institutions (FEIs) in partnership with, and under the validation of higher education institutions (HEIs) (a glossary of acronyms used in this paper can be found in the Appendix). Whilst such relationships may build on existing franchise relationships, the partnership will need to evolve to support an increased level of activity, and a different nature of program. Such innovation suggests the need for an explicit and proactive approach to partnership building.

Many of the students that are to be encouraged to enroll on foundation degrees would not otherwise have considered higher education, and do not come from family or community backgrounds in which there are models or expectations of higher education. Many may have little experience of education beyond compulsory school education to age 16, and many may have found that experience aligned poorly with their approaches to learning, development, and ...