guidelines for he in fe: learning resources kathy ennis senior adviser department of knowledge &...
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guidelines for he in fe: learning resources
Kathy Ennis
Senior Adviser
Department of Knowledge & Information
fe college survey 2003
The presence of higher education students infurther education colleges places additionaldemands on the library in terms of, forexample: learner support; the number andrange of learning materials required; the costof appropriate learning materials; the leveland range of services; the opening hours.
UK Survey of Library and Learning Resource Provision in Further Education Colleges 2003, CILIP
continued
In all the data collected there was nocorrelation between the number ofhigher education students and libraryprovision within a college
UK Survey of Library and Learning Resource Provision in Further Education Colleges 2003, CILIP
guidelines
• CoFHE Guidelines guidelines for further education
colleges: recommendations for learning resources (february 2005)
• higher education provision in further education colleges CILIP website http://www.cilip.org.uk/professionalguid
ance/post16/heinfe
content
• introduction• delivery • operation• context• indicators of good practice
funding agreements strategy, planning and liaison quality assurance relevance of learning materials availability and accessibility copyright and licensing human resources
case study 1
A further education institution with acombination of directly and indirectly fundedprovisionA large college, with many years experience in the delivery ofhigher education courses, has some 700 higher educationstudents. Of the 700, 445 are directly funded; the remainingstudents are on indirectly funded courses, linked to threedifferent higher education institutions.
Two of the three higher education institutions are located atsome considerable distance from the College; the third is in thesame city. The courses provided include Access and Foundationprogrammes, degrees, higher degrees, professional courses andFoundation degrees.
recommendations
Include: • funding allocation models should be
sufficiently transparent to provide managers of library and learning resources services with a clear indication of the level of resource
• funding allocation models should include the facility for new, and increased, provision to be resourced without any diminution of resource for existing provision
case study 2
Further Education Institution Agreement with a Higher
Education Institution
HE students in this FEI are a mix of directly and indirectly funded.
All students are entitled to use the learning resources facilities of
the College, including the right to borrow 10 items at a time (FE
students can borrow 6). Interlibrary loans are provided whenapproved as essential by teaching staff.
case study 2 contd …
Indirectly funded students experience a wide variety of supportfrom the parent HEI. All have the right to reference use, which isof limited value where the HEI is at some considerable distancefrom the College. Students on some courses are entitled toborrowing rights and access to electronic resources andinterlibrary loans from the HEI to which they are linked. The college has had to produce a chart listing some 13 coursesassociated with the three HEIs. Each course has differingentitlements and facilities available from their HEI, somethingthat causes confusion for students and learning resources staff.The important lesson is to ensure that senior managers in collegeare made aware of the crucial importance of negotiatingsensible and consistent rights for HE students, when developingnew courses
recommendations
include • agreements must specify the
responsibilities of both the higher education institution and the further education institution
• agreements must specify the services, and the levels of those services, provided by the higher education institution to the further education institution
