Peers have passed an amendment to the Technical and Further Education Bill, which would extend child benefit and financial support available to higher education students to make it accessible to apprentices.

The amendment – passed this week at reporting stage – is designed to ensure that any person taking an apprenticeship can apply to qualify for child benefit or access a one-off bursary of £2,000 for care leavers.

It was moved this week by Lord Watson and Lord Hunt, opposition education spokesmen, during the House of Lords reporting stage on the bill, which still needs to go back to the House of Commons for third reading approval.

The peer insisted during the debate that if the government’s target of three million new apprenticeship starts by 2020 is to be reached “it cannot be in anyone’s interest for doors to be closed to young people keen to embark on an apprenticeship”.

He added: “In some circumstances, parents may prevent young people taking up apprenticeships because the economic consequences for the family of loss of benefit payments in various forms could be considerable.”

This comes after the Liberal Democrats’ House of Lords education spokesperson Lord Storey tabled an amendment to the bill to protect future learners from being left with huge debts but no qualifications – a key aim of FE Week’s #SaveOurAdultEducation campaign. 

Under the existing system, families lose child benefit for children who take up apprenticeships, on the grounds that they are in paid employment.

In contrast, the families of A-level students continue to receive benefit payments if they qualify, even when the child is earning in their own time. 

The new amendment would change these rules to enable families eligible for child benefit to receive it for children aged under 20 on an apprenticeship.

It would also benefit care leavers by opening access to a bursary traditionally only applicable to university students.

Currently, young people in local authority care who move into higher education can apply for a one-off bursary of £2,000 from their local authority. The amendment would ensure that care leavers who take up apprenticeships would be able to access this financial support as well.

Responding to Lord Watson’s proposal, parliamentary under secretary of state for schools Lord Nash said he welcomed the sentiment behind the amendment, but added that “sufficient safeguards and support” had already been established.

“From April this year, undertaking an apprenticeship at minimum wage will pay more than five times the maximum child benefit rate,” he said.

“Therefore, an apprentice’s parents are not eligible for child benefit for supporting that employed young person.”

Lord Nash added that “is not correct to equate being on an apprenticeship to being in higher education, where a student is making a substantial investment in their education and has appropriate access to student finance”.

He said: “Apprenticeships, by contrast, are real jobs and those undertaking them are employees who earn a wage.”

Speaking to FE Week about the amendment, Lord Watson said: “We are basically trying to make sure through this that young people don’t have to give up apprenticeships because of financial hardship.

“It will also hopefully help ensure that as the government pushes for its target of three million starts by 2020, a good number of people doing them will be from disadvantaged backgrounds with a fair level of financial support.”

Lord Hunt  said many members of the Lords had remarked on how young people are treated differently when they go to university, compared to choosing FE and apprenticeships.

“This amendment is about achieving parity of esteem,” he said.

Shadow skills minister Gordon Marsden told FE Week the amendment covered an “issue which needs to be addressed”, adding that the currently system is “unfair”.

“It will be over to the minister Robert Halfon and others to do the right thing,” he said.

Shane Chowen, head of policy and public affairs at the Learning and Work Institute, said: “There are currently participation penalties for low income and disadvantaged young people who take an apprenticeship compared to an academic pathway.

 “This amendment would help towards treating apprentices and students in further and higher education equally in the student support and benefits system.”

The amendment will now go back to the House of Commons for its consideration before it can be fully approved.

 

A new FE principals’ leadership programme has been announced – backed with more than £1 million of government cash.

The new training programme, which will be delivered by the Saïd Business School on behalf of the Education and Training Foundation, was unveiled today by the foundation’s associate director for leadership, Sir Frank McLoughlin.

It is designed to boost the capacity of individual principals and CEOs, as well as their colleges or training providers and the sector as a whole, and funded to the tune of £1.27 million for the first year by the Department for Education, although participants will have to pay an additional fee, estimated to be around £3,000.

It’s understood to be the first new leadership programme specifically for the FE and skills sector since the demise of the former Learning and Skills Improvement Service in 2013.

Former City and Islington College principal Sir Frank told FE Week that the DfE’s investment in the programme reflected the growing importance of FE and skills to government policy.

“Skills are centre stage, colleges are centre stage, training organisations are centre stage,” he said.

“This is a recognition that the key to the success of any organisation is its leadership, and if you’re going to get the best leadership you need to invest in it.”

He described the involvement of Saïd Business School, one of the top-ranked business schools in the world according to the Financial Times, the Guardian and Times newspapers, as a “major coup” for the sector.

Involvement in the programme is designed to boost participants’ skills in a number of key areas, including an enhanced capacity to operate at a senior level in a complex and fast-changing environment, and a greater ability to plan, lead and implement strategy for long-term sustainable advantage.

The exact programme is still being worked out, but will include input from the FE commissioner, among others.

It’s being developed in partnership between the business school and the ETF and will include three modules.

The first and third of these will be three-day residential units at the business school, while the second unit will be delivered digitally.

There will be some extra work for participants “to optimise their learning”, Sir Frank said, “but we don’t want so much that it becomes onerous”.

Participants will also benefit from additional coaching and mentoring support, as well as peer support through ongoing ‘action learning sets’, made up of fellow principals and CEOs.

A total of 100 people will be able to take part over the first year, split into three cohorts.

A start date for the first cohort is expected to be announced around Easter, Sir Frank said, along with details of how to apply to the programme.

LSIS, which came out of the former Centre of Excellence for Leadership, ran a number of programmes for FE leaders including a senior leadership and management development programme and a new principals’ programme.

A programme for Chief Finance Officers to help them to become commercial leaders was also announced by the ETF today.

That programme, which is funded through a £0.5 million investment from the DfE, is being run in partnership with the Institute of Chartered Accountants in England and Wales.

Delegates on that programme will also be expected to pay a fee, although this has yet to be set.

An ETF spokesperson said: “We are charging for the programme because DfE grant funding is only year by year, and we wish to develop the programmes the sector needs.

“The sums raised will help us refine and deliver the programme in future years.”

The Skills and Education Funding Agencies are merging and Peter Lauener is stepping down as boss of both, the government has just confirmed.

The moves, which FE Week exclusively revealed would be happening back on March 3, have been announced online by the Department for Education.

The new, single body – to be called the Education and Skills Funding Agency – will sit within the DfE and begin to operate from April.

Current chief executive of both agencies, Mr Lauener (pictured above), has announced that he intends to retire following the merger and plans to recruit a successor at the new agency are under way. He will also stand aside as shadow chief executive of the Institute for Apprenticeships, once a permanent replacement has been found.

A DfE spokesperson said: “Mr Lauener will carry on as chief executive of the Education and Skills Funding Agency until a permanent replacement has been recruited and is in place.”

Education Secretary Justine Greening said: “Creating the Education and Skills Funding Agency will mean we are able to provide a more joined-up approach to funding and regulation of schools, colleges and other providers, with improved accountability and better service.

“We will be working closely with our staff, unions, stakeholders and the education sector to finalise and deliver our plans for the new agency.”

The EFA previously managed funding for 16 to 19 provision, while the SFA financed training for older learners. The merger to a single agency, which will also cover the management of school building programmes, has been broadly welcomed by FE sector leaders who hope it will help cut out confusion and duplication that previously existed between the two agencies.

But the timing of the move, before huge administrative changes coming with the April apprenticeship levy launch, has also caused consternation – with concern expressed that skills and adult education could now drop down the list of priorities at a merged agency also focused on schools.

Former top skills civil servant Dr Sue Pember, who is now director of policy at adult learning provider membership body Holex, told FE Week: “It was inevitable that the ‎SFA and EFA would merge and is the right way forward for managing 16-19 funding.

“However, there is a risk that adult funding will be marginalised and lose focus. It is important that the new chief executive prioritises and re-energises the work on the adult education budget, including creating the right framework for devolution.”

She added: “Peter has been a wise and secure leader of funding. He holds the corporate funding policy memory and will be hard to replace.”

Former SFA provider services director David Hughes, now chief executive of the Association of Colleges, said: “Merging the EFA and SFA provides the perfect opportunity to simplify the system and make it more efficient and cost-effective.

“The reality is though that the two agencies have been operating as a shared service for two years so we don’t expect colleges to see much difference.

“We are keen to work with DfE and the newly-merged organisation to address some of the overlaps, inconsistencies and differences between regulations, rules and policies which have grown up across the old EFA and SFA divide. Streamlining some of the rules will help students, some will save money.”

Commenting on the chief executive of EFA and SFA stepping down, he added: “I would like this opportunity to thank Peter Lauener for his work at EFA and SFA. He has always been a true champion for FE .”

Another former senior skills civil servant Mark Dawe, now chief executive of the Association of Employment and Learning Providers, also told FE Week: “The merger makes a great deal of sense particularly for providers delivering apprenticeships and traineeships for both 16 to 18 year olds and adults.

“All of us have to make sure however that FE and skills are not overwhelmed by the combined agency dealing with the challenges faced by the school sector.”

He added: “Our sector is indebted to Peter [Lauener] for many years of uninterrupted service and dedication to working with providers and colleges, to transform the working lives of thousands of people across England though education and training.”

The DfE announced that Mr Lauener had been appointed shadow chief executive of the IfA, the new policing body for reformed apprenticeships, last September.

The IfA will play a key role in policing the development of new standards, as well as the quality assurance of apprenticeship assessments, once widespread reforms come into effect from May.

Stephen Evans, chief executive of Learning and Work Institute, told FE Week: “Merging the two funding agencies makes sense, and I hope the transition to a single organisation will be seamless for providers and learners.

“We hope this is the first step in a much needed simplification of the learning and skills system – we look forward to clarification of next steps and clear delineation between the responsibilities of different bodies so providers, employers and individuals know who is responsible for what.”

Reflecting on Mr Lauener’s departure, he added: “Leading two major public funding bodies at a time of such significant change in education and skills, not to mention also establishing the IfA, would have been unenviable challenges for three chief executives.

“Peter Lauener has successfully steered the sector through political and financial turbulence and has done so expertly.”

Mr Lauener reflected on the possibility of an SFA and EFA merger during an interview with FE Week editor Nick Linford in February last year, saying at the time he was trying to put the question “to one side”, although he accepted that “at some point we may come back to question of whether there should be a merged agency”.

 He had already overseen significant moves to share workloads between the SFA and EFA.

Previous comings-together between the agencies have so far come via a joint area review delivery unit and intervention team.

The SFA press office effectively ceased to exist last July, when ownership for older FE learners passed from the former Department for Business Innovation and Skills to the DfE, which already spoke for the EFA.

The number of permanent staff at the SFA fell from 1,241 in April 2014, to 899 by October 2015, though staff numbers increased at the EFA over the same period, from 753 to 837.

A serious blow has potentially been dealt to plans for a rigid post-16 divide between academic and vocational education, after it emerged the government is retaining Applied General qualifications.

The Department for Education had privately briefed stakeholders on the decision, and confirmed it to FE Week this afternoon.

Retaining AGs, for example BTECs that lead to university in creative industries, will be viewed by many as a blow to the academic and vocational divide at 16 concept, introduced through Lord Sainsbury’s influential review that inspired the subsequent new skills plan last summer.

The apparent change of heart over AGs, which had been widely tipped for the chop, will be welcomed by awarding organisations that provide BTECS.

Rebecca Grayson, OCR head of vocational products, said: “OCR welcomes this latest DfE announcement.

“AG qualifications, such as Cambridge Technicals, give learners the option of a broader post-16 programme of study, equipping them with the relevant knowledge and skills that they need to succeed in higher education and beyond.”

Rod Bristow, president of Pearson in the UK, said: “We are pleased by the support that BTEC and other AG qualifications have received from schools, colleges, universities, employers and Government. 

“BTEC AG qualifications provide a broad but highly applied, career-driven education which delivers skills that will be vital in adapting to the jobs of the future.

“The new BTEC Nationals, designed alongside employers and universities include task-based external assessments, not just exams. In setting higher standards, they will ensure even greater success for BTEC students when they progress to university or into work.

“Around 100,000 students enrol at university every year with a BTEC, and these students are more representative of society than A level so this is a good decision for social mobility. 

“We look forward to working with the government and Ofqual to ensure that all AGs meet high standards. “

When asked about the decision, a DfE spokesperson told FE Week today that its “current position” is to retain the AGs category in official performance tables, but a review this is “ongoing”.

Catherine Sezen, senior policy manager for 14-19 and curriculum at the Association of Colleges, said: “We are delighted that the government has made the decision to retain AGs.

“Qualifications, such as BTECs, meet the needs of a variety of students in subjects such as performing arts and sport.

“They allow for a broader range of study of a particular subject, and these qualifications are vital in improving social mobility and raising young people’s aspirations.

“AoC will continue to work closely with the DfE and Ofqual to ensure that the value of AGs continues to be recognised.

“It’s vital that these qualifications continue to be robust in providing appropriate skills and knowledge.”

It had been anticipated that AGs would be scrapped, as the government moves towards a two-pronged post-16 education landscape – with learners channelled to either academic A-levels or vocational T-levels.

Officially in the Post-16 Skills Plan, unveiled last July in the wake of the Sainsbury Review, AGs are in the academic route – because of their link to university entry.

However, it’s not really that clear cut. Currently the biggest number of students not following an A-Level route is AGs, actual true technical provision is currently very small.

Reflecting on the value of AGs, Association of Employment and Learning Providers boss Mark Dawe said: “You could argue that they are qualifications that develop a range of generic skills in a more vocational context.

“Many rightly argue that many learners need a mixed economy of academic A levels and applied qualifications at school and that they lead to progression for many to university.

“This is the role of the AG, as we see the technical qualifications becoming 900 hour full time programmes in their own right.

“What we must watch out for, however, is that learners are not persuaded that these qualifications are full vocational options and therefore the student can stay at school, when actually they would be better off in an apprenticeship or full time TPE course [T-levels].

“It emphasises once again how vital independent advice and guidance will be to underpin the success of the government’s education and skills reform programme. Without it the whole agenda is likely to fail.”

The government will make a major u-turn over the much-derided condition of funding rule, FE Week can reveal.

From August 2015 all 16 to 18-year-old students with a GCSE grade D have had to study and resit the GCSE as part of the condition of funding, rather than a functional skills qualification at level two. But once this policy has been scrapped, no student will be forced to resit GCSE English and maths.

The latest revelation follows scathing criticism of the policy from Ofsted in December, and publication of a letter from education secretary Justine Greening to Neil Carmichael, chair of the Education Select Committee, advising on changes to the numeric GCSE grading system.

The letter revealed very little new, but FE Week has been told by multiple sources that the current policy to force some students to resit GCSEs will be scrapped – so all students can study functional skills, as was the case before 2015. Although not mentioned in the letter, this will be confirmed in the funding guidance for 2017/18, due for publication shortly.

It comes just a few weeks after the government finally confirmed another u-turn on the requirements for early years educator apprenticeships. Currently early years learners must achieve at least a grade C in English and maths GCSE to pass the level three course, but FE Week reported in early March that from April this will be broadened to include functional skills.

Reflecting on the latest news of an end to forced GCSE resits, Association of Employment and Learning Providers boss Mark Dawe told FE Week: “If there is going to be a U-turn on this, then we welcome it.”

He added: “The new chief inspector for Ofsted has quite rightly joined many stakeholders in the FE and skills sector and employers, in raising the possibility of the policy being abandoned altogether, and we feel that Ms Greening could have responded to this challenge more positively [in the letter].

“Young people without good grades should be encouraged to carry on learning the core subjects, but with the option of doing so via functional skills.”

Ofsted was highly critical of forced resits in its 2016 annual report published in December, as reported in FE Week.

It said: “While the policy’s intention to improve literacy and numeracy levels is well intentioned, the implementation of the policy is not having the desired impact in practice.

“Inspection evidence shows that, for some students, having to retake their GCSE can be demotivating and that attendance at these lessons is lower.

“For many students, an alternative level two qualification may be a more appropriate means of improving their English and mathematics and ensuring that they are ready for work.”

Commenting today on Ms Greening’s letter, Catherine Sezen, senior policy manager at the Association of Colleges, said it was useful to “finally have clarity” over the new GCSE grading.

“This will give guidance to colleges on entry requirements and GCSE resit policy and to universities and employers for their entry and job role requirements,” she said.

Ms Greening said in the letter that “under the new system, a grade four and above will be equivalent to a C and above.

“Where employers, FE providers and universities currently accept a grade C we would expect them to continue recognising a grade four.”

She previously gave strong hints about a change of heart towards the English and maths resit policy, at last November’s AoC conference (pictured).

As reported in FE Week, she told delegates that students must not be spending “time running upwards against a brick wall that they’re not going to get over.”

Apprenticeships and skills minister Robert Halfon also conceded to delegates that GCSEs are not always the best option for FE students.

“It is clear that we need a credible, high-quality option for students for whom GCSEs are not appropriate or achievable,” Mr Halfon said.

“This is why we are reforming Functional Skills to make sure that they are genuinely relevant to employers, and consequently have credibility and prestige in the jobs market.”