ECBC’s Access and Participation Statement

1. ECBC’s mission and impact on widening participation.

East End Computing and Business College (ECBC) is a private higher education college in London. It was established in 2001 to deliver affordable UK education to local and international students. It has been providing quality courses in Business Management, Health & Social Care, Accountancy, IT and Hotel & Tourism since its inception.

ECBC is located on the brink of the City, the capital’s financial centre, and is yet only a few minutes walk from the bustling Banglatown, the heart of the Bangladeshi Community in London. Banglatown is one of London’s famous Asian attractions, hosting events such as the Brick Lane Festival and Baishakhi Mela.

ECBC was accredited by British Accreditation Council (BAC) in 2009. In 2011, it was accredited by Independent Schools Inspectorate (ISI). From 2013 onwards it is has been reviewed by Quality Assurance Agency (QAA). ECBC has received ‘commendable progress’ report from QAA in its monitoring visit in September 2015.

ECBC has been an Edexcel (now Pearson) approved centre since 2009. It can run a host of different credit bearing BTEC Level-3 to 7 diplomas in Business and in other disciplines.

From August 2013, ECBC has received course designation for its Level-5 HNDs from BIS which enables its learners to apply for students’ loan from SLC.

ECBC is also a subscriber of the Office of the Independent Adjudicator (OIA) since 2015. As a result, students have an opportunity to complain to OIA about any unresolved matters with us.

In the last 15 years ECBC has made excellent progress in its academic provisions, standards and quality in teaching and learning and adding value to learners as evidenced by successful completion of the past three QAA reviews.

The college currently has 358 students following HNC/HND programmes in Business Management and Health & Social Care.

The majority of ECBC’s students are first generation UK nationals (83%), largely coming from the local Bangladeshi community (50%). In addition, (86%) of students are mature students, often with a range of work and family commitments. As a result, it can be seen that the college is already making a major contribution to the local widening participation agenda in Higher Education.

2. ECBC’s approach to Access and Participation

As a Private Further Education college, we believe that the students and their development must be the primary focus of our work. To that end, the ECBC is committed to four core values which underpin the college mission of providing high quality higher education at affordable prices delivered in a manner that meets the learning needs of the local community.

Core Values

a) Learning for all b) Collaborative and innovative teaching and learning c) Equal Opportunity for all d) Excellent student services

3. Content of ECBC Access and Participation Statement

Our Access and Participation Statement includes:

a) an initial assessment of our widening participation performance across the student lifecycle, covering access, student success and progression

b) the provider’s approach to access, student success and progression

c) examples of access activities, including evidence where it is available

d) the desired outcomes of the work described in the Access and Participation Statement.

e) Access and Participation Data Set -including acceptance and progression rates of our students, broken down by gender, ethnicity and socio-economic background.

3.1 An initial assessment of our widening participation performance across the student lifecycle, covering access, student success and progression:

The College has successfully participated in the National Student Survey (NSS) with 89.7% of students participated in it before the deadline of 30th April 2017.

Using the Contextual Data approach, the following information has been summarised for the academic year 2017/2018 in the table below:


Full-time


Total




Headcount

%

Headcount

%

Headcount

%

Level of study

Level 4

122

34%



122

34%



Level 5

236

66%



236

66%

Age


Under 21

7

2%



7

2%



21 to 30

72

20%



72

20%



Over 30

279

78%



279

78%

Ethnicity


White

126

35%



126

35%



Black

25

7%



25

7%



Asian

203

57%



203

57%



Other

4

1%



4

1%



Unknown







Sex


Male

124

35%



124

35%



Female

234

65%



234

65%



Other







Disability


Yes









No

358

100%



358

100%

Entry qualifications

High tariff









Medium tariff









Low tariff









Non tariff

358

100%



358

100%

Domicile


UK

358

100%



358

100%



Other EU









Non-EU







Local students

Yes

358

100%



358

100%



No







3.2 ECBC’s approach to access, student success and progression:

As can be seen from the core values of the college and the initial contextual data, ECBC is highly committed to widening participation of the local community in higher education. The approach adopted by the college is to be fully engaged with the local community and provide access to Level 4 and Level 5 programmes in ways which meet the needs of individual students. For example the college has close links with local schools and with community groups. The teaching methodology is student focused with delivery suited to the practical requirements of students. In particular, a block approach to teaching has been developed which allows students to attend lectures in a way which is compatible with the constraints faced by mature students with work and family commitments. The success of this student focused approach can be seen both in the high number of students enrolled on the programmes offered by the college and the very high completion rate for these programmes. The college also offers important support to the cultural and religious requirements of the students, together with a strong ethos of individual student tutoring.

3.3 Examples of access activities, including evidence where it is available:

ECBC has recently (Dec 2016) entered in to a partnership with the University of East London to enable students who have completed HNC/HND studies in Business Management to progress to a UEL Level 6 programme delivered at ECBC by academics from UEL. It is expected that this will increase widening participation by enabling around 60 students to obtain full honours degrees from UEL in Business per year.

The college has developed close links with a number of local schools and colleges (eg Tower Hamlets College) and a number of Health Care Organisations with visits being made by staff from the college on a regular basis to ensure that ECBC meets the needs of its local community.

3.4 The desired outcomes of the work described in the Access and Participation Statement:

ECBC has established itself as a college with widening participation at the core of its mission. The current Access and Participation Statement builds on this strong foundation. An initial review of widening participation has been undertaken by ECBC for this academic year. The following table provides the previous academic year’s data and the target performance for the next 3 years covering student access, student success and progression.

Metric

2015/16 actuals

2016/17 target

2017/18 target

2018/19 target

% of local, disadvantaged students to total

Not Known

% of mature (over 25 years) students to total

343 (91%)

91%

91%

91%

% of mature (over 25 years) students successfully completing Level 4 studies to total

159 (78%)

80%

80%

80%

% of students progressing from Level 4 to Level 5 studies

168 (82%)

85%

85%

85%

3.5 Access and Participation Data Set -including acceptance and progression rates of our students, broken down by gender, ethnicity and socio-economic background:

This information is given in Section 3.1, demonstrating the excellent record of widening participation achieved by the college.

4. Conclusion:

ECBC has established itself as a high quality college focusing on the widening participation needs of its local community. The current Access and Participation Statement builds on this strong performance. In particular, the growing partnership with the University of East London, whose corporate objective to be London’s leading University for civic engagement, will enable the college not only to develop a wider portfolio of widening access educational programmes, but will also provide a mentor for developing the overall widening participation ethos of the college which is fundamental to meeting the higher educational needs of the local community.