Landex - Land Based Colleges Aspiring to Excellence

Landex - Land Based Colleges Aspiring to Excellence

Landex - Land Based Colleges Aspiring to Excellence

Landex - Land Based Colleges Aspiring to Excellence

Landex - Land Based Colleges Aspiring to Excellence

Landex - Land Based Colleges Aspiring to Excellence

Landex - Land Based Colleges Aspiring to Excellence

Landex - Land Based Colleges Aspiring to Excellence

Landex - Land Based Colleges Aspiring to Excellence

Key Issues and Activities

In line with the continuing growth in membership, Landex has recently increased its staff to allow closer working relationships with a wide range of other membership organisations, and provide a rapid response to the challenges faced by member colleges and universities.

This allows us to help members achieve the highest standards of teaching, learning and student experience.

Our activity in key areas of our strategic plan continues, and in particular:

  • engaging with a range of government departments and agencies to raise the profile and promote the importance of land based education and training.
  • working particularly closely with the funding agencies to ensure that the cost of meeting the specific needs of education and training for the land based industries is reflected in the various funding methodologies.
  • working with the quality assurance agencies to ensure that inspection and audit processes are as effective as possible in improving the quality of both teaching, learning and assessment, and student experience.
  • responding to a wide range of public consultations on behalf of its members.
  • working with industry leaders on the direction and content of the Agriskills Forum strategy “towards a   new professionalism”, and continuing to participate actively in the work of this forum, and the various initiatives emanating from it.
  • building on the model of quality improvement Landex completes over 120 site visits to member Colleges annually, spanning well over 150 on-site days in order to provide structured analysis and guidance through peer review and the Landex model of quality improvement.
  • working in partnership with GuildHE and AoC to ensure that the service it provides meets effectively the needs of specialist land based providers with respect to both further and higher education issues.
  • working closely with the Government officers responsible for policies on ‘Discretionary Learner Support Funding’, ‘Residential Bursaries’, and ‘Residential Care Standards Funding’. This provides the opportunity to reinforce the importance of appropriate support for students attending land based courses and to highlight students’ ability to participate in land based education and training.
  • providing an extensive range of continuous professional development (CPD) events and conferences each year, often at Landex colleges, and involving a wide range of delegates from Landex Colleges and other providers of specialist land based programmes.
  • providing through its annual conference, the opportunity for members to meet and share good practice, and for national leaders to share emerging policy issues with members.

Quality Improvement

Each year members make significant progress towards our goal, of at least good quality teaching, learning and assessment being delivered in all Landex colleges and universities.

Peer review, linked to structured improvement plans, continues to be our main method of effectively sharing good practice and forming shared views of the required standards.

Landex colleges have freely and willingly shared performance data and this has been used to more accurately identify high and less well performing areas in member colleges, and to support action planning for improvement.

Landex delivers its quality improvement activity through visits to member institutions by a Landex quality officer accompanied by a senior member of staff from another Landex college. This activity is directed towards:

  • supporting self-assessment
  • improving planning
  • preparing for inspection
  • identifying topics for Landex CPD events.

To further support members, significant volumes of data and case students are collected both nationally and from Landex colleges. Once analysed these provide a range of additional ideas for improvement.

Although there were relatively few curriculum level inspections in the last round of inspections, the trend observed in previous inspection rounds, where land based provision was judged consistently higher quality in member colleges, than in the rest of the sector was repeated. This reinforced the pattern that emerged in the previous Ofsted cycles (between 2001 & 2005 and between 2005 & 2009).

Confidence in college management was expressed in every one of the Landex colleges that received either an ‘Institutional Audit’ (higher education institutions) or an ‘Integrated Quality and Enhancement Review’ (Further Education Colleges with Higher Education provision) of the quality of learning and for the standards of awards that they offer on behalf of awarding bodies.

Under the HER/QAA process introduced in 2013, Landex member Colleges performed on-average much better than the rest of the sector, with the proportion of ‘commended’ judgements being very impressive.

There is evidence that land based provision is best where the college places a clear strategic emphasis on offering a range of provision, supported by good and extensive practical resources, together with a commitment to continual quality improvement.

A Self-improvement/Regulation Model

Regular discussions, consultations and considered debate takes place to adapt the Landex Quality Improvement Strategy and develop it in a way which will accelerate improvement towards a position where members entitled to use the Landex logo will be identified with high quality provision in all its manifestations. The ambition being to reflect the strap-line: Land Based Colleges Aspiring to Excellence.