Centres for Excellence in Teaching and Learning (CETLs)- Community Briefing

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In January 2003 the government published its white paper 'The Future of Higher Education' and in July 2003 the Higher Education Funding Council for England (HEFCE) published their Strategic Plan 2003-08. This plan included proposals to establish Centres for Excellence in Teaching and Learning which have since been further developed into a policy consultation document.

HEFCE have committed over £300 million to fund the establishment and operation of at least 70 CETLs over a five year period. Each will receive an initial capital investment of up to £2 million, and a recurrent annual grant of up to £500,000.

The proposed CETL scheme is still at the consultation stage but this is nearing completion and it is likely that the first stage bids will be required by the end of April 2004. This is a short time frame and institutions will need to act quickly to prepare bids for these new centres. This document provides a brief overview of the scheme and outlines the support we can provide in bid preparation.

Characteristics of a CETL

Each CETL proposal must clearly set out the intended focus of activity and the way in which it will be structured.

Activity Focus

Proposals will need to define the focus of the CETL in terms of a distinctive approach to learning and teaching, that has delivered excellent learning and that the proposers wish to identify as a model of excellent practice. Examples given in the consultation document include:

A form of teaching (e.g. lecturing, distance and online learning, research-led teaching, mentoring).
A way of conceptualising, organising or supporting student learning (e.g. small group discussions, laboratory, studio work, study skills support, student-centred learning, games and simulations, peer tutoring).
A way of designing the curriculum, including its assessment (e.g. problem-based learning, work placements, work-based learning, personal development plans, online assessment, formative assessment).
A goal of higher education (e.g. employability, creativity, critical thinking, widening access and/or participation, enterprise, social inclusion, autonomous learning).
An identified issue or problem area in teaching HE (e.g. addressing the needs of ethnic/cultural minorities, internationalising the curriculum, plagiarism, mental illness, student feedback).

Structure

The consultation document suggests that CETLs are not necessarily expected to exist within a single department but could be based across subject, department, faculty or institutional boundaries. The document suggests a high degree of flexibility in the CETL structure but appears to point towards two principal types:

Within one institution but across several disciplines
- for example PBL in Medicine, Engineering and Physical Sciences at University of Loughborough.
Across a number of institutions but with a single subject focus
- for example the use of VLEs in Engineering at the Universities of Liverpool, Manchester and Bath.

The emphasis of the document appears to favour the former although this is not explicitly stated. Seven examples of possible CETLs are given at Annex C of the consultation document.

Who Can Bid

Any HEFCE funded institution is eligible to bid for CETL funding. As yet there is no facility for involving institutions from the other UK countries but we believe this is under consideration.

There is a limit on the number of bids any institution can make dependant on the number of FTE students registered:

Fewer than 5000: 1 individual bid
Between 5000 and 15000: 2 individual bids
Over 15000 3 individual bids

Each institution will also be allowed to be involved in 1 collaborative bid with other institutions.

This limit on the number of institutional bids will mean that any department wishing to apply for funding will first need to go through some form of internal selection process.

Level and Purpose of Funding

There are two elements of CETL funding:

Recurrent: Between £200k and £500k per year for five years
Capital: Between £800k and £2M

This funding is intended to:

reward practice that demonstrates excellent learning outcomes for students
identify 'beacons' of good teaching practice and encourage development of this practice so that the benefits are delivered more widely
enable institutions to develop approaches to teaching and learning that encourage a deeper understanding within the sector of methods of addressing student learning needs
encourage collaboration and sharing of good practice and so enhance the standard of teaching throughout the sector
to contribute to the information available to inform student choice

Timetable

A provisional timetable has been defined but this may be liable to change:

Publication of Invitation to Bid: January 2004
First stage submissions by: mid April 2004
Recommendations to proceed by: end June 2004
Second stage submissions by: end October 2004
Recommendations for funding by: January 2005
Commencement of funding: March 2005

Our Support

LTSN Subject Centres are not permitted to lead bids themselves but will provide close support to bids from within their discipline communities. CETLs will be required to develop close working relationships with relevant Subject Centres and to draw on their expertise during bid preparation and throughout the CETLs' lifetime.

Until the details of the scheme are finalised (in January 2004) we can only offer general advice and guidance on the CETL scheme and cannot discuss the development of individual bids. However as the process progresses we will be working closely with our partner centres, LTSN Engineering and LTSN Physical Sciences, to provide a comprehensive programme of support.

If you have any questions on the CETL scheme in general or on the details of the proposed bidding and selection processes then please contact Adam Mannis.