Providing modular study for HTQs in rural areas

Providing modular study for HTQs in rural areas
How a provider in a rural area enrolled significant numbers of learners studying higher technical qualifications (HTQ) on modular acceleration programme (MAP) modules.
Background
Herefordshire, Ludlow and North Shropshire College (HLNSC) wanted to offer learners the chance to study modules of higher technical qualifications (HTQ) through the modular acceleration programme (MAP).
This programme was a pilot for the Lifelong Learning Entitlement (LLE).
Issues faced by the college
The HLNSC estate spans rural Herefordshire and Shropshire (The Marches) with campuses located in mostly rural areas.
As the college has sites in rural areas, this meant that:
- raising awareness among potential learners could be difficult
- providing outreach to eligible learners could be challenging, as the community of learners is sparsely spread throughout the catchment area
- transport could be an issue for learners to reach providers – this presents a barrier to learner accessibility
HLNSC also found that limiting tutors to teach their subject at only one level, or in only one form, can restrict expansion into different types of courses. Progression between qualification levels can also be a challenge if teaching staff lack experience of delivering a subject across all levels and modes of delivery.
What the college did
Marketing
HLNSC already had a well-established marketing strategy for adult provision, as they already offered:
- higher level learning
- part-time study
- evening provision
- short courses
- distance learning
- apprenticeships
HLNSC also had the organisational capability to promote learning provision that was outside its usual offer. They set up a MAP marketing plan to work alongside their usual established marketing activity of:
- open days
- campaigns
- website and social media content
- billboards
They produced subject-specific flyers and distributed these widely, including through employer referral links and apprenticeship networks.
On using existing links, HLNSC said: “We have longstanding relationships with post-16s in the local community, which puts us in a strong position to offer new forms of higher-level learning.”
Specific marketing meant that:
- learners who enquired were immediately able to decide whether modular learning was right for them
- maximum numbers of potential new learners were informed about the availability of MAP modules and the option to study at a time that was accessible to them
- existing learners found out about modular learning
On learner information, HLNSC said: “We find that our adult learners’ priority is to know as soon as possible when provision is running and how much it is. This is typically the case for all post-16 provision.”
Timetabling
HLNSC designed timetables to be as accessible as soon as possible to meet learners’ needs. Where timetabling allowed, tutors delivered their subjects across levels. This enabled staff to have a broad understanding of differing learner needs and positioned them well to promote informed progression opportunities across programmes.
On timetabling, HLNSC said: “In a rural community, transport can be a challenge, so we make timetables as accessible as possible for learners.”
Outcome
HLNSC successfully delivered modules in:
- security and cyber security in computing
- networking
- mechanical and electrical engineering
- training, fitness, testing and nutrition
- digital business and marketing
- construction technology
Overcoming obstacles
HLNSC’s tips to overcoming potential obstacles:
- make sure that core information is clear at the enquiry stage: timetabling, financial commitment and progression routes should be easy to find and clearly explained
- capitalise on established relationships with adult learners and employers to support recruitment, retention and progression
- use proven awareness‑raising methods to promote modular provision, particularly those already used successfully for non‑standard or flexible learning offers
- consider bespoke, subject-specific promotion of modules, focused on one individual module at a time and distributed widely in appropriate settings
On modular provision overall, the college said: “Enabling people to study an accredited course that is short in length but carries higher level credentials is positive. The degree of flexibility is good.”