BOLOGNA PROCESS - UK England, Wales & Northern Ireland

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to £2,700 are available as well as a minimum bursary of £300. Variable tuition fees willbring new income into the HE sector – an extra £1.35bn per year – and are independent ofgovernment decisions about public spending priorities. This means English HEIs canmaintain and improve competitiveness in the global HE market. There is no evidence toindicate that tuition fee contributions have deterred students from entering HE and therehas been no change in the socio-economic background of applicants. These factors arebeing closely monitored because of concerns about the effect of the variable tuition fees onthe uptake of higher education provision, especially by those less well off.• Foundation Degrees have been further developed since the last national report. There arenow around 2,102 courses running with a further 742 planned. Nearly 47,000 studentsstudied for a Foundation Degree in 2005-2006.National organisation2. Describe any changes since Bergen in the structure of public authorities responsible forhigher education, the main agencies/bodies in higher education and their roles.Please include:• whether higher education institutions (HEIs) report to /are overseen by differentministries• how funds are allocated to HEIs• areas for which HEIs are autonomous and self governing.Details of the structure and funding were set out in the previous national report.The Office for Science and Technology within the Department for Trade and Industry has sincebecome the Office for Science and Innovation (OSI); the Teacher Training Agency has becomethe Teacher and Development Agency for schools.UK institutions are responsible for deciding for themselves who is admitted to study, what istaught, who teaches, how the institutions are governed, and what strategies they pursue.3. Describe any changes since Bergen to the institutional structure.Please include:• the number of public/private HEIs• are there different types of institutions delivering higher education (i.e.academic/professional, university/non-university etc.)• the number/percentage of students admitted in academic session 2006-2007 to eachtype of institution• the extent to which different types institutions are covered by the same regulations.Details of the number of institutions were provided in the previous national report.In 2004/05 there were 2.2 million students enrolled on higher education courses at publicly fundedUK higher education institutions, plus a further 200,000 undertaking higher education at furthereducation colleges. Of these: 1,445,000 were mature (25 or over for postgraduates, 21 or over forundergraduates); 896,000 were studying part time.The number of UK domiciled students admitted to UK Higher Education in 2004–05 (the last yearfor which audited figures are available) was 848,940 (source: Table 10b of the HESA Red Bookon students). Currently the University of Buckingham has 814 students (source: University ofBuckingham website accessed 23 November 2006).Partnership
4. Describe the structure which oversees the implementation of the Bologna Process in yourcountry.Please include:• the membership and role of any national Bologna group (for example policycommittee, promoters’ group)• the membership and role of students, staff trade unions, business and social partners inany national Bologna Group.The specific arrangements were set out in the previous national report, but institutional autonomymeans that implementation of the Bologna principles is primarily a matter for the sector itself.The UK HE Europe Unit’s two recent publications, Guide to the Diploma Supplement and UpdateGuide to the Bologna Process, make an important contribution to the implementation of Bolognareforms.In addition to the High Level Policy Forum and European Coordinating Group described in theprevious report, the National Union of Students, the national team of Bologna Promoters andprofessional bodies also participate and inform the policy position of the UK HE Europe Unit.Bologna Promoters have been active in the UK over the last two years and have assisted UKinstitutions on all aspects of the process.The UK has been providing the Bologna Secretariat since May 2005.5. Describe the arrangements for involving students and staff trade union/representativebodies in the governance of HEIs.Please include:• precise references (preferably with web links) to any legislation (or equivalent) in placeto ensure students and staff are represented on HEI governing bodies• the role of students in the governance of HEIs• the role of staff trade union/representative bodies in the governance of HEIs.In England, there are no legislative requirements for HEIs to have student and staff representativeson their governing bodies. However, the Committee of University Chairmen produces guidanceon good governance arrangements and recommends that governing bodies should include studentand staff members. All HEIs do have academic staff representatives on their governing bodies;some also have non-academic staff members. The vast majority of institutions have studentmembers on their governing bodies. Membership of the governing body will be laid down in theinstitution’s governing documents. Student and staff members are full members of the governingbody with full voting rights. The Higher Education Funding Council for England (HEFCE) Guidefor Members of Higher Education Governing Bodies in the UK(www.hefce.ac.uk/pubs/hefce/2004/04_40a ) encourages the adoption of open practices by governing bodies.HEFCE advises that staff and student representatives are fully involved in governing bodies and their expertise fullydrawn on. The inclusion of staff (and student) representatives in decision making adds considerably to the authorityand transparency of the decisions reached.6. Describe the measures in place to ensure the co-operation of business and social partnerswithin the Bologna Process.The Department for Education and Skills’ strategy is one of HE sector growth through employerledprovision. The HEFCE strategy on employer engagement(http://www.hefce.ac.uk/learning/employer/strat/) reflects this, defining ‘employer engagement’ interms of the broad range of collaborations existing between HE and public and private sectororganisations (as explored by the Lambert Report on Business-University Collaboration, 2003).The focus of this employer engagement strategy is on teaching and learning although it has links
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