(1) This may be a naive question, but what is the geographical definition of the Heads of the Valleys? I can't easily locate a map or similar graphical definition. I know it has somethign with the A465! But is there a reasonably clear demarcation as to what is inside the HOV and what is outside? (The statistics used in this document and others imply a well-delineated region).

(2) I wonder if we should not include employers as one of the target audiences on page 4? I guess that many employers in the HOV region are themselves members of the under-educated/qualified population; thus as employers they are a doubly interesting audience because of this. No special qualifications are required to become an employer and many will be or have been underachievers in the education race with consequent attitudes and beliefs. Equally, it is true that some employers in the region are not members of this under-class but yet are not necessarily more enlightened or knowledgeable about the educational drivers for regional development and growth. They are therefore an important target audience for the UHOVI project - there is a real need to educate employers of all types about their role in and contribution to elevating the attainment of the regional population.

I am aware that this may not be politically expedient - 'employers' are usually treated as if they are an enlightened socio-economic group (though hardly homogeneous) and politically speaking no-one likes to suggest that they may have deficits that might impede regional development. Yet, if we are to deal with innovations in pedagogy we should surely be explicit about the crucial and integrated role that 'employers' will play in regional growth through education and be honest enough to address some of the problematic aspects of this role.

In relation to learning innovations , am I right that this group is mainly dealing with 'second order' innovations? That is, by drawing together thinking about learning innovations from secondary sources are we concerned to identify what is already known and possibly tested?

What about ‘first order’ innovation? That is, genuinely new ideas that the group may have and which could be fed into the UHOVI project.

For example, I have in mind a design concept for a new approach to a VLE. Such new ideas need to be shared in order to test viability but this needs to be done in an appropriate way so as to ensure 'ownership' and 'priority'.

How do we support the development of first order innovation?

Hi David,

In response to your questions:

1 - The UHOVI area in HEFCW/EU terms is the one outlined in the map on slide 22 of my SOTL presentation above. I believe there is a wider area in some of the School focused projects, so we may be using more than one definition.

2 - Agreed, employers are a key change agent - and only if we are able to deliver employable people for employers already in, or ready to invest in the region will the UHOVI project be seen as a success. We will need to train employers as faciltators of learning and as assessors too. While some of our provision will be about individuals, the real impact will be in rasing the skill levels of existing workers - Lietch (already referenced elsewhere) makes the point that if the UK if to meet its skills targets the 30 - 70 year olds need to be more of a target (as there are more of them) for development than the 18 year olds (though we can't forget them either).


As regards your next post - I think we are looking for second order innovation which has not yet been delivered in the HoV context and first order innovation - though I'm not sure how the latter may be financed, planning it should be part of the task of the wiki.

Engagement with employers, particularly in the design and delivery of qualifications is critical. The creation of the Green Business Skills Forum is a clear indicator of our intended direction of travel. Employers indicate the 'what' and the 'how' so that FE and HE can develop qualifications in ways that meet local economic need.