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									                             Strategic Plan


     (Incorporating College Operational
               Plan 2009-10)

Approved by Board of Management
6 October 2009                     1

College Vision, Mission and Core Values Statements

The Board of Management of the College has revisited these statements
during the development of this Plan.

The Board has decided to carry these forward into the new planning period
with only a small number of refinements to those that featured in the 2008-
09/2010-11 Strategic Plan.

i         Vision Statement

          To be a college of the highest reputation.

ii        Mission Statement

          Moray College provides accessible, high quality, lifelong learning
          opportunities in a safe and supportive environment.

iii       Core Values

          Moray College is an organisation which will:

         Put the needs of our students and other customers first.
         Support all students in the challenge to achieve their full potential.
         Welcome all students irrespective of their race, gender, disability, age,
          sexual orientation, religion or belief.
         Expect students and staff to work in partnership and respect each
          other’s needs and well-being.
         Work co-operatively and productively with other organisations.

Approved by Board of Management
6 October 2009                             2

Planning Context/Environmental Analysis

1       Political Context

Preparation of this Strategic Plan takes cognisance of the fact that the
Scottish Government that was elected in May 2007 has now articulated a
clear set of expectations relating to the Scottish further and higher education

In her letter to John McClelland, Chair, Scottish Funding Council, in
November 2008, Fiona Hyslop, Cabinet Secretary for Education and Lifelong
Learning, emphasised the following:

 “The Scottish Government has a single Purpose to create a more successful
country where all of Scotland can flourish trough increasing sustainable
economic growth. Our Economic Strategy sets out the approach we are
adopting to delivering our Purpose through the National Performance

In the specific context of further and higher education, Mrs Hyslop highlighted
the following as being key:

       The publication of Skills for Scotland: A Lifelong Skills Strategy

       Developments in respect of A Curriculum for Excellence

       Implementation of Promoting Excellence (i.e. the Scottish
        Government’s response to the Review of Scotland’s Colleges)

       The setting up of the Horizon Fund for Scottish Universities.

       The need for colleges and universities to play their part in responding
        to the economic downturn.

       Employability and skills.

       Widening access and progression.

       Knowledge transfer and innovation.

       Institutional collaboration.

Approved by Board of Management
6 October 2009                           3
2      Economic and Financial Context

The development of this Plan arises in a context of a major deterioration in the
performance of the UK economy in Gross Domestic Product terms.

The Moray economy has, so far, escaped the level of economic turmoil that
has been experienced in other parts of Scotland but it is nevertheless the
case that there has been a significant increase in unemployment, even
although this currently remains at a level which is low in historic terms and
well below Scottish norms.

The College has become well accustomed to preparing its Strategic Plan
without having the financial certainty that would allow for it to be fully aligned
with a well-informed financial strategy. However, this problem has become
even more acute now and this Plan has had to be prepared within a context of
considerable speculation in respect of the precise financial fate of Scotland’s
colleges and institutions of higher education.

What can be gleaned with reasonable certainty is that the resources available
to the College by the end of this planning period will almost certainly be lower
in real terms than those that are at our disposal as we start session 2009-10.
This prospect will have a major bearing on what the College will be able to
achieve in the foreseeable future (as against what we might have hoped to
achieve) and will require management and leadership of the highest quality if
we are to be avoid these new constraints casting a pall over the entirety of
College operations.

3      Internal Context

i      Student Activity Levels

The College experienced another session of significant growth in enrolments
in session 2008-09. Expansion of our student numbers has been deliberately
arrived at by the Board of Management as the College seeks to bring about a
significant improvement in Moray’s performance in respect of its participation
rates in further education in particular.

Full details of this expansion are set out in Appendix 1 on page 17.

ii     Student Performance Indicators

Recent data issued by the Scottish Funding Council indicates that the College
is above average for both full-time and part-time Early Student Retention
(ESR) and for those completing programmes (Student Retention – SR).
Equally the College matches the average for successful and progressing
students. However, the College acknowledges a particular problem with
programme success and that this is linked to a need to improve Student
Achievement Ratio by Unit of Learning specifically in respect of the core skills
subjects of Communication and Numeracy. Notwithstanding this scenario it
is nevertheless the case that performance is rather uneven in respect of these

Approved by Board of Management
6 October 2009                          4
core skills, which indicates that the problem is not necessarily with the
integration of core skills rather than with core skills per se.

The College is committed to improving retention and attainment and to
regarding such improvement as multi-faceted. Course teams are generally
good at supporting students and scheduling the curriculum effectively but
there remains a need to regard developments in learning and teaching
approaches as being a key way of improving attainment.

With this important objective in mind, Individual staff, subject teams and
course teams are now using retention and learner outcome information to
evaluate provision through a revised annual course reporting system and the
learning and teaching evaluation process. Learner attainment is monitored at
individual module level, subject level and by course. Information is also
available for each lecturer. At the module level comparisons are made with
sector data.

These performance indicators also now play a more meaningful role within
our further education review processes where poor performance can and will
continue to place the future of some course provision in doubt. Outwith the
four year review cycle performance indicators are used to highlight to the
Quality Committee where an early intervention approach may be required to
identify problems and agree appropriate actions by the course team.

iii    Learning and Teaching

As can be evidenced from the huge investment that the College has made in
staff development to bring about a marked improvement in the teacher
education profile of our lecturing staff, the quality of learning and teaching is of
the utmost importance to the Board of Management.

In addition to this, as was outlined above in the previous section, important
steps have recently been taken to bring about a step change in the extent to
which lecturing staff are individually and collectively undertaking more
searching and rigorous evaluations of their learning and teaching
performances. However, essential though these are, it is the Board’s view
that another evidence base needs to be established that provides for a third
party perspective on classroom practice and it is for that reason that the
College will be introducing mandatory classroom observation in session 2009-
10. This will support staff as reflective practitioners and provide an enhanced
basis for professional dialogue intended to underpin improvement of the
students’ learning experiences.

Staff are now engaging with extensive use of information and communication
technology to enhance the learning experience and to widen access to that
experience, although it is recognised that there remains much to be done. All
further education courses are now located within the Blackboard Virtual
Learning Environment (VLE) and course teams are working to populate this
with relevant learning materials. As we move forward the focus shifts to
making materials interactive and to supporting self-directed learning with the

Approved by Board of Management
6 October 2009                           5
tutor as an more of an enabler of learning and less of a transmitter of
knowledge – the emphasis being on active and experiential learning.

iv     Research

Important steps have been taken to bring about the changes that are
necessary if the College is to play its full and effective part in the development
of a `University of the Highlands and Islands` that has active researchers in all
of its constituent organisations and not just in its specialist research

The College commissioned a short study to ascertain how it should best
proceed in bringing about a research culture and a number of
recommendations for change were made. These are now being
implemented and are being overseen by a Research Board that was set up
during session 2008-09. Following on from the Board of Management’s
decision in June 2008 to `ring fence` £10k funding in support of this, both
Highlands and Islands Enterprise and UHI Millennium Institute matched this to
leave the Board with £30k to disburse. The invitation to bid for funds to
support small-scale research projects was extended to all staff and a total of
17 bids were received and 11 funded. These projects are now all under way
and the outputs from these will be the subject of presentations in November
2009. At the same time, a new round of bids will be invited to either extend
existing projects or to develop new areas.

The College is also working with partners with a view to appointing the first
UHI PhD student to be based at Moray and we expect to achieve this during
session 2009-10. If we do, this will allow us to claim that we will have
students in the College who are studying at every level of the Scottish Credit
and Qualifications Framework (i.e. Level 1 through to Level 12). The Board
regards this as a remarkable achievement that we have such diversity `under
the one roof`.

v      Estates Developments

a      Campus Re-development

A considerable effort was expended throughout session 2007-08 to develop
an Outline Business Case for consideration by the Scottish Funding Council.
The services of external consultants experienced and successful in the
preparation of the development of such cases was secured and what was
regarded as a very good Outline Business Case submitted on time. The
Council’s Property Development Committee did not give the Case its full
support at the first time of asking but, instead, asked for it to be resubmitted.

With the Scottish Funding Council’s knowledge and encouragement therefore,
the challenge in session 2008-09 was to revise the Outline Business Case
and in this regard the College and its advisers worked very closely with the
Funding Council’s Property Services Support team to bring this about. The

Approved by Board of Management
6 October 2009                          6
revised Outline Business Case was submitted in June 2009 and was
considered by the Funding Council in August 2009.

It was therefore a considerable shock and disappointment to the College that
the Funding Council decided not to back the case that was made and
discussions are taking place with them to ascertain the reasons underlying

b      Moray Life Sciences Centre

Although the College was aware of the proposals emanating from NHS
Grampian for a “Lifesciences Centre”, this was not a development that the
College was involved with in the early stages. As it became known that it
would be impossible for this development to be sited at Dr Gray’s Hospital in
Elgin, the knowledge that the College was thinking of developing its main
campus in Elgin led to the identification of the campus as being a possible
suitable alternative for the new Centre.

Following an exercise which involved consideration of eleven potential sites,
the Moray Health and Social Care Partnership eventually chose Moray
College as the new preferred site. As a result of this, the case has been
developed that would see the `Moray Life Sciences Centre` forming part of
the re-developed main campus of the College (although phases 2 and 3 might
not now be proceeded with because of SFC’s decision discussed above.
However, this is no longer merely about the College hosting such a facility as
it would actually house much of our own activity in the areas of Health and
Social Care.

c      Student Accommodation

In respect of the increasingly important matter of student accommodation, a
Highlands and Islands Enterprise funded study into the need for such a facility
was published in June 2008. Following on from this, the College has held
discussions with several local developers who have shown an interest in
responding to the need set out in the report. The indications are that at least
one of the developers intends to come forward with plans to meet the growing
need that exists for high quality accommodation. If achieved, this would
allow the College to expand its international recruitment activities which are
being constrained by the absence of accommodation for prospective entrants.
A development such as this is also vital if Moray College is to capitalise on the
expected surge in interest in studying in Moray that should arise consequent
upon UHI attaining university title.

d      Moray Regional Sports Centre

Although the redevelopment of the main campus and the provision of high
quality student accommodation are considered to be essential to making Elgin
an attractive alternative to more established Scottish seats of higher
education, there are other developments that we must look for and possibly
assist with before Elgin can begin to offer the `package` that is on offer

Approved by Board of Management
6 October 2009                          7
elsewhere. One such need is that of high quality sports facilities and the
College has therefore welcomed the steps that are being taken to develop a
Regional Sports Centre in Elgin. The College has expressed a strong
interest in this development as it could also offer an excellent environment in
which our growing sports and fitness courses could be part-located.

e      Continuing Improvements in Facilities

In the meantime, the College continues to invest heavily in improvements to
the existing accommodation but mainly to new equipment. A further
£700,000 has been spent in the course of session 2008-09 and the same
amount committed for session 2009-10. Given the uncertainties associated
with the existing buildings, much of this has gone into improving equipment
and a very significant share to continuing the enhancement of our IT facilities
for students and staff, as well as significant enhancements that have been
made to the educational technology provided within the College’s classrooms.

However, in light of the rejection of our Outline Business Case by the Scottish
Funding Council, the College appears to have been left in a position whereby
most of any future allocations of such capital funds will have to be used to
address the important deficiencies that were identified within the Outline
Business Case, e.g. in relation to Disability Discrimination Act compliance and
to dealing with the major problems that lie ahead in respect of the various flat
roofs that are to be found within our existing estates.

vi     Financial Context

The College has continued its impressive financial performance of recent
years and the published accounts for the financial year ending in July 2008
revealed a surplus of £211k. This led to another marked improvement in the
General Reserves by way of a reduction in the accumulated deficit to £258k,
consisting of an unfunded early retirement pension liability of £2,849k and an
accumulated historical cost surplus of £2,591k.

The College’s liquidity position also benefited considerably from the 2007-08
performance and led to a Net Current Assets position of £1,634k. As recently
as July 2004 the position had been one of a Net Current Liability of £292k.

The indications are that the financial year that will end on 31st July 2009 will
reveal another strong underlying performance, although the official surplus for
the year is likely to come in at much lower than budgeted surplus because of
the need to increase our provision for pension payments by a significant
amount. However, in spite of this, the College remains hopeful that we will
be able to report an accumulated surplus for the first time since 2000 and a
further improvement in our liquidity as per our Net Current Assets.

As was mentioned earlier, the strong expectations are that the financial
constraints faced by the further and higher education sectors during the
period covered by this Plan will be severe and that effective financial

Approved by Board of Management
6 October 2009                         8
stewardship will need to be maintained if the College is to come through this
testing period without experiencing a deterioration of its financial position.

vii    Key Staffing Issues

A major challenge for Moray College has been to improve the teacher
education profile of its lecturing staff following publication of the Scottish
Funding Council’s Performance Indicators for Students and Staff for Session
2005-06 which revealed that the proportion of full-time, permanent, lecturing
staff with a teaching qualification was the lowest in the Scottish Further
Education Sector. .

As was flagged up in the Strategic Plan 2008-09/2010-11, in order to build on
and then sustain the improvements that were made to this during sessions
2006-07 and 2007-8, it was essential that the College took more formal action
and this led to a change of policy, with effect from 1st August 2008, whereby
the salary placement of lecturing staff on appointment is now solely on the
basis of whether they have a relevant teaching qualification or not. Lecturers
who do not have such a qualification are now contractually obliged to become
so within three years of appointment.

The dramatic effect that these measures have had cumulatively is evident
from the fact that the percentage of permanent lecturing staff with a Teaching
Qualification in Further Education, or its equivalent, has increased from 68%
in session 2005-06 to 88% in session 2007-2008 as shown in the Scottish
Funding Council’s Student and Staff Performance Indicators.

Another major challenge facing the College exists in relation to gender
equality and the need for the College to demonstrate the lack of any gender
bias in its pay arrangements. In furtherance of this, the College has now
contracted with Northgate Arinso to introduce a new job evaluation scheme
and the related pay modelling.

An external evaluation has recently been undertaken into the changes to the
College’s management structure that were made during 2007 and provides a
strong endorsement of these, although it also leaves the management of the
College with a few issues to respond to.

The fourth annual staff survey was held during session 2008-09.           Following
a dip in staff attitudes that was recorded in the 2007-08 survey, these have
largely recovered to the high levels of satisfaction evident in the first two
surveys. However, further improvements are sought and in particular relating
to staff views on communication and planning within their Directorates and
Sections which is patchy according to the 2008-09 survey.

viii   Changes to External Quality Arrangements

The revised quality framework and arrangements for annual engagement,
annual reporting, subject based aspect reports and external review reflect
new thinking nationally within the Scottish Funding Council and this has had

Approved by Board of Management
6 October 2009                           9
an obvious and immediate impact on how Moray College manages its quality
processes. Three key principles have been established relating to high
quality learning, learner engagement and quality culture and the related four
confidence statements underpin our activity and those of the Board of
Management who are assuming a more significant role.

The initial baseline report was submitted in December 2008 and our first
annual engagement visit took place in May 2009. While largely positive, it did
identify some aspects including examples of poor learner attainment and
incomplete monitoring of equalities at course level that are being addressed.

The expectation is that the College will engage in much more of a continuing
dialogue with HMIe through the annual reporting process and play an active
part in individual subject aspect reports on an annual basis.

The College’s first external review under the new arrangements is to take
place in October 2009.

ix     UHI Millennium Institute

The College has continued to play its full part in ensuring that UHI moves
closer to attaining university status.

The College had previously taken on the development and running of an
Examinations Centre on behalf of the UHI partnership which has been
deemed to be a considerable success and is now regarded as an exemplar of
how an individual partner can run a key service on behalf of the partnership
as a whole.

Following on from this, the College has also assumed a key cross-partnership
role in relation to staff development and success in this regard is important to
UHI’s title aspirations.

x      Moray Community Planning Partnership

The College has continued to invest considerable senior management time in
ensuring that it is making a significant and effective contribution to the Moray
Community Planning Partnership. The College was again heavily involved in
the discussions that led to the development of the Moray Community Planning
Partnership’s Singe Outcome Agreement for 2009/2010 and were one of the
signatories to this on the occasion of the formal signing of this on 18 th August
2009 when Keith Brown MSP, Minister for Schools and Skills, signed the
Agreement on behalf of the Scottish Government.

The Agreement makes a number of references to the College and its recent
contributions to delivery of the 2008/09 Single Outcome Agreement. The
College will continue to lead on various Local Outcomes and these will be
monitored via the re-establishment of the Moray Lifelong Learning Forum
which has now been recognised as being a formal part of the Community
Planning Partnership’s sub-structures.

Approved by Board of Management
6 October 2009                         10
xi     Equality and Diversity

The College has now established a schedule for Equality Impact
Assessments and an Equality Impact Procedure, which addresses the need to
remove barriers to access as well as the need to promote all groups in a
positive manner. A very successful Diversity Day was inaugurated in session
2008-09 and this will be repeated in 2009-10. The key focus of this day was
to raise awareness in students with a view to projecting the College as a
welcoming and safe environment. The 2009-10 event will de delivered to
both students and staff. This will allow staff to reflect on analysis of equalities
at course level completed earlier in the session (and reported in Annual
Course Reports) with a view to ensuring that all barriers to access are
challenged. One of the main imperatives here is to attempt to attract males
and females into course provision where either gender predominates.

Equalities are now being addressed as part of the citizenship agenda and are
being delivered to all further education courses along with employability as an
aspect of the essential skills with which we aim to equip students.

The College recognises that equalities issues should be addressed
collaboratively and the College is represented on the Moray Equalities Forum
(MEF) as well as the UHI Equality and Diversity Group.

In developing its services the College is listening to service users (including
students) on the grounds that quality improvement depends on learner
engagement particularly for learners with disability, health or medical
conditions or from a background, which has historically been disadvantaged.

Approved by Board of Management
6 October 2009                          11
Approved by Board of Management
6 October 2009                    12

Strategic Aims and Objectives 2009-10/2011-12 and Key Actions 2009-10

Strategic Aim 1

A college that is responsive to the lifelong learning needs of the students and
communities that it serves.

Strategic Objectives for 2012 are to:

1.1    Ensure that the curriculum and related activities of the College are in
       clear alignment with Scottish Government expectations.

1.2    Develop the curriculum in such a way as to offer the maximum possible
       flexibility for students and prospective students.

1.3    Ensure that the College is an inclusive organisation that makes every
       effort to be accessible to all who wish to study with us.

1.4    Bring about a significant change in the level of research and knowledge
       transfer that is undertaken.

Key Actions by July 2010 are to:

i      Undertake the periodic reviews of those subject areas that are
       identified in the review schedule for session 2009-10.

ii     Undertake a review of all further education courses to ensure
       alignment with Curriculum for Excellence capacities.

iii    Ensure actions are taken within Directorates to identify greater
       opportunities to progress the use of electronic communication and
       technology-enabled learning and teaching.

iv     Redevelop the College web site and staff and student intranets
       ensuring full accessibility.

v      Establish the use of a Customer Contact System with stakeholders and
       provide training for relevant staff in its use.

vi     Recruit and register at least one PhD studentship.

vii    Develop greater opportunities within the College’s Learning Centres for
       accessing higher education courses.

Approved by Board of Management
6 October 2009                         13
Strategic Aim 2

A college that provides learning and teaching of the highest quality

Strategic Objectives for 2012 are to:

2.1    Improve learner attainment and achievement at College and individual
       course level

2.2    Ensure that the learner experience and College life is enhanced
       through high quality and systematic student engagement

2.3    Ensure the systematic and comprehensive evaluation of learning and
       teaching across all College provision.

2.4    Create a high quality and fit for purpose flexible learning environment.

Key Actions by July 2010 are to:

i      Ensure and evidence the enhanced learner engagement procedures
       embedded within the Quality Calendar.

ii     Bring about a comprehensive and consistent approach to Personal
       Development Planning encompassing employability and citizenship.

iii    Ensure challenging attainment targets for each course are set by
       course teams.

iv     Introduce a mandatory classroom observation scheme.

v      Improve and ensure consistency of learner attainment of
       Communication and Numeracy/Maths across all relevant courses.

vi     Introduce revised student induction arrangements and evaluate their

vii    Ensure clear articulation between school and college provision in the
       context of Curriculum for Excellence.

viii   Revisit and revise the College’s Estates Strategy in furtherance of the
       need to redevelop the main campus.

Approved by Board of Management
6 October 2009                         14
Strategic Aim 3

A College that works efficiently and effectively with partners to meet the
lifelong learning needs of the communities that it serves.

Strategic Objectives for 2012 are to:

3.1    Support UHI Millennium Institute to achieve university title.

3.2    Realise the full potential for networking courses and the sharing of
       services within UHI Millennium Institute.

3.3    Lead the Moray Lifelong Learning Forum to ensure that the key
       agencies in Moray provide a coherent response to the Scottish
       Government’s Lifelong Skills Strategy.

3.4    Deliver on those elements of Moray’s Single Outcome Agreements for
       which the College is identified as the lead partner by the Community
       Planning Partnership.

Key Actions by July 2010 are to:

i      Achieve the objectives set out in Moray’s Single Outcome Agreement
       for which the College is the lead partner.

ii     Work with the Moray Council to bring about improvements to the
       transition arrangements for school pupils.

iii    Bring about a greater level of coherence to the Adult Education
       opportunities provided in Moray.

v      Introduce greater flexibility to the English for Speakers of Other
       Languages courses offered to the Moray community.

v      Lead the staff development initiative on behalf of UHI to a successful
       conclusion by way of the necessary improvements being made.

vi     Work in partnership with Moray Council to bring the plans for a
       Regional Sports Centre to a successful conclusion.

vii    Progress the development of the Moray Life Sciences Centre as per
       the relevant Business Case.

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6 October 2009                         15
Strategic Aim 4

A college that is financially secure and sustainable.

Strategic Objectives for 2012 are to:

4.1    Maintain college financial sustainability through generation of positive
       cash flows.

4.2    Ensure effectiveness, efficiency and economy of college operations
       through a systematic application and review of processes relating to
       value for money, bench marking, business planning and partnership

4.3    Maximise income from non Grant-in-Aid sources.

Key Actions by July 2010 are to:

i      Refine the existing reports on the contribution to overheads of each of
       the College’s curriculum areas to allow for analysis at course level.

ii.    Model the impact of future SFC funding on curriculum provision and
       College services.

iii    Engage fully with UHI’s business transformation agenda and in
       particular the work being undertaken on shared services, student
       number planning, networking and student contact time.

iv     Ensure that the student activity targets for session 2009-10 are met.

Strategic Aim 5

A college that operates to the highest standards of quality, leadership and

Strategic Objectives by 2012 are to:

5.1    Develop a learner-centred approach to quality and standards

5.2    Implement in full the College’s Equalities Action Plan

5.3    Fully embrace Corporate Social Responsibility considerations within
       College planning activities.

5.4    Develop a College-wide and fully integrated management information

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6 October 2009                         16
Key Actions by July 2010 are to:

i.     Review and revise as necessary College academic and support area
       self-evaluation processes.

ii.    Undertake the specific actions for session 2009-10 as per the
       Equalities Action Plan.

iii.   Establish and implement a schedule for the Equality Impact
       Assessment of policies and procedures.

iv.    Ensure that equalities data is more fully and comprehensively analysed
       at course level.

v.     Develop a Records Management Policy including a Record Retention

vi.    Review and improve HR information systems and reporting.

vii    Introduce the revised Job Evaluation arrangements within agreed

viii   Ensure a greater consistency of staff involvement in planning
       processes across all Directorates/Sections and an improvement in
       internal communication where this is necessary.

ix     Ensure the College Travel Plan is fully endorsed by staff and students.

x      Develop a 5-year Climate Change Action Plan.

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6 October 2009                        17

Following a 10.5% increase in enrolments in session 2007-08, enrolments in
session 2008-09 grew by another 16%. This results in an accumulated
growth of 28% in two sessions.

Enrolments achieved in session 2008-09 are the highest this decade
(exceeding the 8264 achieved in session 2000-01) and might well be the
highest in the College’s history.


Total Enrolments 2004-05/2008-09

2004-05        6997
2005-06        6764
2006-07        6815
2007-08        7531
2008-09        8734

a      Further Education

Table 2 below sets out further education enrolments by head count.


Further Education Enrolments 2004-05/2008-09

                                  Full-time        Part-time   Total

2004-05                           756              4997        5753
2005-06                           811              4691        5502
2006-07                           858              4587        5445
2007-08                           842              5262        6104
2008-09                           866              6371        7237

Further education enrolments have grown by 18.5% in session 2008-09 and
this follows on from the 12% increase recorded in session 2007-08. This
growth is at a level well beyond anything that the College has achieved in
recent years. Full-time enrolments have grown consistently (with a minor dip
in 2007-08) to a 5 year high. However, the major movement has been in
part-time enrolments particularly over the last two sessions where the
increase equates to 1,784 (39%).

This growth in enrolments is very much what the College has set out to
achieve given the low participation rates of Moray compared to many parts of
Scotland. In significant part, this growth can be put down to the rapid growth
in school-college activity and, following advice from the Scottish Funding
Council, we have enrolled pupils during session 2008-09 who would
previously not have been eligible to be enrolled. However, looking forward,

Approved by Board of Management
6 October 2009                                18
the Funding Council has recently decided to review the eligibility criteria and it
is highly likely that for the purposes of counting as part of our fundable activity
that students will need to have been enrolled on a course of at least 10 hours
duration as against the existing requirement for this to be just 3 hours.

Following the additional 6% funded activity from the Scottish Funding Council
in the period 2006-08, there was no additional funded activity in session 2008-
09 and there will no be any additional funded activity in session 2009-10
either. Nor can it be expected that there will be any more funded activity
made available within this planning period.

In this regard, it was a major disappointment to the College that the £7.7m of
additional funding distributed to Scotland’s Colleges in July 2009 excluded
Moray College and indeed all of Scotland’s Rural Colleges. This was in spite
of the fact that the College had led evidence of a dramatic increase in
applications for entry in August 2009.

Table 3 shows the trend in further education as measured by WSUMs (i.e.
weighted student units of measurement).


Further Education Enrolments 2005-06/2008-09 (measured by WSUMS)

                       Target       Achieved      Difference (%)

2005-06                24951        24750       -0.8
2006-07                26124        25597       -2.0
2007-08                26437        27213       +2.9
2008-09                26437        26814 (est) +1.4

Consideration of the patterns in student recruitment continues to take place at
course level, as well as at the more macro levels discussed in the foregoing
sections. At any one time, in all colleges, there are courses that continue to
recruit to target with ease whilst others struggle to the extent that they do not.

Experience tells that there can be significant fluctuations in enrolments
between sessions and it is not always possible to explain these away. On
that basis, it is essential that the College doesn’t engage in `knee jerk`
responses to downturns (or indeed to sudden excess demand for a particular
course/s). However, it remains the case that all provision eventually has to
make sense in financial as well as educational terms and measures will have
to be taken to bring about an improvement to the efficiency level where all
provision is operating in a manner which is sustainable. This will be pursued
by way of undertaking course income and expenditure comparisons building
on the subject area calculations undertaken during session 2008-09.

As was reiterated in the letter sent by Fiona Hyslop to John McClelland
referred to above, increasing the opportunities for school pupils to have

Approved by Board of Management
6 October 2009                          19
vocational opportunities is a key priority of the Scottish Government. After a
slow and sometimes difficult start to the development of closer working
relationships with the local secondary schools, these are now on a much
better and more productive footing. This has led to a very dramatic increase
in activity levels.

b      Higher Education

The College again set itself an ambitious target for growth in its higher
education activity. This followed successive years where it managed to
achieve significant growth in its higher education enrolments.

The projected increase for session 2008-09 was not particularly speculative
given that it mainly amounted to an assumption that the College would be
able to recruit to new courses and to the new levels of existing courses whilst,
at the same time, maintaining its 2007-08 recruitment.


Higher Education Enrolments 2004-05/2008-09

                       Full-time   Part-time    Total

2004-05                533         708          1244
2005-06                551         711          1262
2006-07                584         786          1370
2007-08                585         842          1427
2008-09                633         864          1497

This table tells us that higher education enrolments have increased by 20%
over this period of time. Most recently, full-time enrolments grew by 8.2% in
session 2008-09 and part-time enrolments by 4.5%.


Higher Education (Full-Time Equivalents)

                       Target      Achieved

2004-05                686         726
2005-06                808         801
2006-07                838         850
2007-08                899         865
2008-09                888         923

UHI expresses is higher education activity in terms of “full-time equivalents”
(FTEs). This table demonstrates that these have grown by 27% during this
five year period.

Approved by Board of Management
6 October 2009                           20

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