| Background
The Consortium for Post Compulsory Education and Training (CPCET)
consists of 32 FE college and HEI partners. Details are available
at http://consortium.hud.ac.uk. In August 2002, the Consortium
became a HEFCE Recognised Funding Consortium (HRFC). The scale
and complexity of the collaboration, serving 2,000+ students
in 2002-03 throughout N England, is unusual. A few of the colleges
have more than 100 students; others have less than 20.
CPCET effectively originates from 1966. Since
then, the development of the partnership has been characterised
by the progressive transfer of responsibilities from a single
HE institution to the dispersed local college providers. The
programmes represent a relatively small proportion of the work
of each participating institution.
Although CPCET owns its own student numbers
as a HRFC, it is not altogether independent of the University
in the distribution of resources and student numbers. The key
management body of the Consortium is its Board that meets at
least annually.
Purpose
CPCET delivers high-quality professional training and qualifications
for staff in the PCET sector. provides awards of the University
of Huddersfield that recognise the professional development
of teachers, trainers and support staff who work in the post-compulsory
education and training (PCET) sector. These are all in-service
programmes. The colleges provide the key sites for practice
and offer a huge store of knowledge and expertise.
Good practice
There are several characteristics of the partnership that have
contributed to its endurance and success. The quality of the
professional relationships based on mutual respect, established
between all involved in programme delivery, have been singled
out. These are reflected in monthly, all-day meetings of leaders
of the teaching team in each college. Focused occasional workshops
are provided for staff in partner colleges. There are designated
University liaison tutors acting as the link person for the
programmes in each college. The University has a collaborative
approach to curriculum development that genuinely values the
experience and expertise of practitioners in the colleges. An
annual conference brings together all tutors and there are regular
newsletters.
Drawing on funds allocated by HEFCE for Rewarding
and Developing Staff, support is given for scholarly activity
and research among the staff of FE partners. There is a research
and study leave allowance and support for cross-institutional
collaboration.
Achievements
The open nature of the relationships between partners is a key
characteristic of CPCET. Consolidation had largely been achieved
by the end of 2001-02 through establishing a hub to manage financial
and administrative processes that support partners in delivery
of designated awards.
Further development
Through a major project sponsored by HEFCE, a platform linking
various browser-based functions in a Managed Learning Environment
(MLE) will be in place by the end of 2003-04. It will include
direct access for both students and staff to a central student
record system, to the Blackboard VLE, to a digital repository
of shared learning materials and to specialised on-line learning
communities.
Conclusion
Collaboration between FE and HE in delivering HE programmes
can be of great benefit financially, strategically, academically
and culturally to both sides of the arrangement, as well as
to the students who are the ultimate benficiaries. A consortium
offers greater potential than other forms of partnership in
that it is essentially more democratic in ethos. With this democracy,
come new ways of operating, new opportunities, and new tensions
in terms of consultation and accountability. A clear vision
and strong commitment on behalf of everyone concerned are pre-requisites
for success, but by no means do they guarantee it.
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