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ILAFS Impact

In each year since its launch in 2005, ACA monitors the provision and performance of the ILAFS programme (formerly known as HEFA) in order to ensure that it meets its objectives in full, that new challenges are met as they are encountered, and that new opportunities are made the most of as they become available.

In order to monitor ILAFSeffectively and thoroughly, all ILAFS participants are asked to complete feedback forms before and after each field school to monitor its immediate impact and effectiveness, and longitudinal tracking is carried out to establish the long-term legacy of ILAFS on participants. A record is also kept of anecdotal (free-text) written comments made by participants which relate to their experience of ILAFS. Formal monitoring and anecdotal feedback at each stage have shown that the field schools are extremely successful in providing participants with an inspiring and valuable learning experience that has a very significant positive impact on their attitudes and aspirations regarding Higher Education.

The report below provides figures for participation, impact and learners' and teachers' responses to ILFAS (known as HEFA) via both formal and informal feedback collated over two years (2009 and 2010). The sections on learner attainment, participant views and tracking impact are also available to view separately.

Feedback statistics for earlier years (2005-2008) and later ones (2011-14) have also been collated, assessed and retained by the ACA team each year and are very similar in all respects, indicating that the ILAFS programme is very consistent in the way in which it delivers on it aims. Data and reports covering the old HEFA programme in 2005-14 can be obtained by contacting ACA.

HEFA Report 2009-2010








Below is a report about HEFA from Aimhigher Norfolk in 2011:

HEFA Report from Aimhigher Norfolk 2011








Below is a report about HEFA in English Heritage's Winter Issue of Conservation Bulletin on the theme of 'Children and Place' in 2014:

'Teenagers, archaeology and the Higher Education Field Academy 2005-11' by Dr Carenza Lewis