Three-legged ferret scoops the top title at exclusive ferret show

Four ferrets belonging to Berkshire College of Agriculture brought home a number of rosettes in a prestigious ferret show, with three-legged Boo scooping a top title.

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The college’s small-mammal team entered five of their ferrets into the Hants & Berks Ferret Club Show, with four: Boo, Josie, and brother-and-sister team Stig and Mouse, returning victorious.

It was three-legged ferret Boo (pictured above) that achieved the highest accolade, scooping first place in the “physically challenged” category.

Becky Stevens, a small-mammal technician at the college, said: “Boo was unfortunately trodden on when she was a baby. If she had been fully grown, we would have been able to splint it, but as she was so tiny, it seemed fairer to take the leg off.

“The show had the physically impaired group to give the ferrets a fair chance, as obviously they couldn’t walk as well as ferrets in the other groups.”

Ferrets were judged on their appearance, ease of handling, temperament and movement.

The college is currently home to 15 ferrets, with a recent renovation of their living quarters meaning they now live in a spacious barn, with indoor and outdoor play areas, and even their own ball pit.

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Featured picture: Boo with her 1st place rosette, right and bottom, two of the other successful ferrets with their 3rd place rosettes

 

Theatrical make-up students simulate injuries for staged firearms incident

Students at City of Bristol College partnered with local police and rescue services to stage a major firearms incident as part of a police training exercise.

Theatrical media make-up students used their skills to provide more than 200 actors with realistic-looking injuries, reflective of those experienced in a serious shooting incident.

Actors were asked to play injured members of the public on a set in Bristol, as ‘gunmen’ took over a shopping centre.

Kate Dowle, a theatrical and media make-up lecturer at the college, said: “Events like this require a large amount of preparation, such as premade prosthetic limbs and wounds, something that would be required in the industry. The event highlighted what it’s like to work on a live brief on a hectic set, and the students all rose to the challenge.”

Avon and Somerset Police, Avon Fire and Rescue service and South West Ambulance Service Trust were all involved in the event, staged by Black Rock Specialist Training Centre, which specialise in training officers in police firearms tactics.

Rheia Roberts Budworth, a student at the college, said: “The actual exercise was scarily real and it was great to see our hard work in action.”

 

Featured picture: Actors show off their theatrical makeup

Student takes on BBC The One Show’s Rickshaw Challenge

A student at Derby College is taking part in The One Show’s Rickshaw Challenge to raise money for BBC Children in Need.

Phoebe Kent, currently studying the level three extended diploma in horse management, was selected for the challenge following her involvement with Treetops Hospice Trust, a project part-funded by Children in Need.

She got involved with the hospice following a close family bereavement, when the charity supported her to understand her feelings and start coming to terms with the loss.  

Phoebe will join five other riders during the televised challenge, which will involve pedalling a rickshaw 470 miles down Britain’s east coast, and which is now in its sixth year.

The journey began on November 11, kicking off from the Scottish border town of Jedburgh, and will conclude in central London on the 18th, in time for the BBC Children in Need appeal show.

Matt Baker, presenter of the One Show, said: “Every year I’m inspired by the young people who take on the Rickshaw Challenge, and this year is no different. The six young riders have faced major challenges in their lives already. Thanks to the charity they have been able to overcome so much; and now they feel ready to give back.”

 

Featured picture: Phoebe, centre, with One Show presenters Alex Jones and Matt Baker

College’s careers advice service opens city centre ‘Job Zone’

A college in Preston has opened a city-centre job shop to help local students secure employment.

Preston’s College opened careers service ‘The Job Zone’ at its Fulwood campus last year, and due to its popularity with students, has now expanded to a building in the heart of the city.

The new city-centre base on Winckley Square aims to match candidates with apprenticeships, and will support students seeking employment both during and post-study, with members of the general public also welcome.

Preston’s College is one of the largest apprenticeship providers in the region, and its relationship with numerous employers will mean a varied choice of vacancies year-round.

Specialist careers advisors will be on-hand to provide advice on CV preparation, job searching, applications and interview preparation.

Andrew Richardson, head of employer engagement and recruitment at Preston’s College, said: “Our candidates get a head start, as they benefit from our careers coaching and the strong links with key employers in the area.

“School leavers and adult learners alike can significantly enhance their career prospects and gain nationally-recognised qualifications in their chosen industry, and we’re here to facilitate that.”

 

Featured picture: The new ‘Job Zone’ on Winckley Square

FEATURE: College attended by band Viola Beach launches scholarship in their memory

The death of the band Viola Beach and their manager in a car crash earlier this year shocked the nation. Now, the college they attended has set up a music scholarship in their name, which has just been awarded for the very first time. Samantha King reports.

Viola Beach band members Jack Dakin, Kris Leonard, Tomas Lowe, River Reeves and their manager Craig Tarry lost their lives in a tragic car crash in Sweden in February 2016.

The band members were all former students at Priestley College in Cheshire, which has now launched the Viola Beach Scholarship, aiming to reward musically talented students and enable them to develop their musical ability.

The scholarship will award one student a year the funds to pursue music, whether that’s through paying for music lessons or even a slot in a recording studio.

Yi Chen Hock
Yi Chen Hock

Yi Chen Hock, a first-year student at the college, has become the first ever recipient of the scholarship, receiving £500 towards furthering her passion for music.

The accomplished musician began learning violin at the age of four, and is currently working towards a grade eight qualification in classical piano, as well as playing violin in a local youth orchestra.

With the scholarship money, she hopes to buy herself a new violin, upgrading from a faulty second-hand one her mum bought her.

Yi Chen, who studies electronics, further maths, physics and music at the college, said: “I currently borrow my friend’s violin as it’s a nicer one than I have myself. My mum bought it second-hand and the chin rest keeps falling off, which I have to keep fixing, so I thought that it would be nice for me to actually get a better violin”.

The scholarship is funded through the college’s registered charity, the Priestley Education Training Trust. Set up four years ago after the education maintenance allowance was taken away, the Trust provides support for both disadvantaged young people, as well as outstanding students.

Matthew Grant, the principal at the college, said: “Each year we allocate around £6,000 to £10,000 a year to help students.

We thought how we could do something that was a long term gesture in terms of marking the lives of those four young people

“Following the tragic deaths of Viola Beach, we got together – certainly the music and performing arts team that knew many of them – and thought how we could do something that was a long term gesture in terms of marking the lives of those four young people.

“We decided to establish the scholarship for a young person or group of young people that needed some funds to help them fulfil their ambition in music.”

Ben Dunne, the father of band member River Reeves, has given both Yi Chen and the Viola Beach scholarship his seal of approval.

“Yi Chen is a remarkable musician and a worthy first recipient of this wonderful scholarship.

“I’m sure the musical talent, potential and achievement of Viola Beach will be mirrored by Yi Chen and recipients of this scholarship for years to come.”

Viola Beach were just launching their music career at the time of the accident; they had appeared on emerging music platform BBC Introducing and performed at Reading and Leeds Festivals in 2015.

Since the accident, their songs have achieved chart status, with Coldplay covering one of their tracks as a tribute during their headline set at Glastonbury music festival
this year.

Movers & Shakers: Edition 189

Your weekly guide to who’s new, and who’s leaving.

Prasanth Panicker has been appointed business development advisor at Truro and Penwith college.

The college, based in Truro, Cornwall, currently holds an ‘outstanding’ rating from its most recent Ofsted inspection.

Mr Panicker’s role will involve engaging with Cornwall-based engineering and motor vehicle businesses, helping them benefit from the expertise and facilities available at the college through training and development solutions.

Prior to his role at the college, he spent 21 years in the Indian Navy, progressing from naval officer to the position of executive officer, where he took over a research and development establishment and turned it into a naval submarine training facility, training marine engineers, officers and apprentices.

After leaving the Navy in 2012, Mr Panicker joined a renewable energy company in Mumbai, before moving to the UK and working as a freelance business consultant.

He said: “The top-notch training facilities, such as the Seaton building specifically built for engineers, and in Penwith where you have the incredible motor vehicle section, really are a class apart.”

He added: “When you walk in, you feel the positivity all around. This is vital, especially for teenagers who can carry this positivity into the job market and well into their careers.”

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Jasbir Dhesi, current Principal of South Cheshire College, has been appointed as principal and chief executive designate of a proposed new FE college in Cheshire.

The Cheshire College will be a result of a merger between South Cheshire college and West Cheshire college, and is due to take place in January 2017 – when Mr Dhesi will take up the role.

The merger was announced in July 2016 following a review of further education provision across both Cheshire and Warrington.

Mr Dhesi has been principal at South Cheshire College since January 2014. Working in the further education sector since graduating university, he has experience in a range of senior management positions, including holding the title of both vice principal and principal at Yale college in Wrexham.

Speaking of the new college, he said: “We have just completed our public consultation on the merger and initial feedback indicates overwhelming support for our proposals.

“This is both an exciting and important time as we continue to develop our plans to ensure we deliver high-quality training and learning for students, the community and employers.”

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Peter Newman has been appointed chair of Derby College’s professional construction employment and skills academy.

The academy aims to ensure learners from the college are prepared to make the transition into employment, while also meeting the needs of employers.

In the role, Mr Newman will chair an advisory board of representatives from 10 local and regional companies specialising in construction, and provide feedback to the college on curriculum design and future education training requirements.

He hopes that his new role will help to tackle skills shortages in the professional construction industries.

“It is vital that employers work closely with education providers to bridge the gap between the skills provided and the reality of what is required in the workplace,” he said.

“By bringing together professionals from across the industry, we are able to share the broader view on skills requirements and offer the learners a wide range of experience as part of their study programmes.”

He takes up the role alongside his current position as an associate director at Morrison Design, an architectural firm in Derby.

 

If you want to let us know of any new faces at the top of your college, training provider or awarding organisation please let us know by emailing news@feweek.co.uk

Area reviews have lost their true purpose

The link between area reviews and their original aim – of matching skills to labour market need – has been lost, says Caireen Mitchell.

When BIS announced the area reviews in March, the process had at its core a complex but noble purpose: to deliver financially viable, resilient institutions, with strong reputations, delivering a high-quality offer to meet an area’s educational and economic needs.

We welcomed an area review process that sought to address the need to ensure that the supply of skills provided by those graduating from FE colleges matched the needs of the London labour market.

However, as we await the review report, it appears it will read like a publication of marriage banns, with about as much chance of success as any partnership these days. Our concern is that the link between the area reviews and their original aims has been lost as the process has proceeded. Instead, it has prioritised the reorganisation of colleges to maintain local provision.

The WKCIC Group was created through the merger of Westminster Kingsway and City and Islington Colleges in August 2016 and is by some way the largest FE organisation in the capital. We were pioneers, embracing a merger ahead of the area review process, and we can already demonstrate how the colleges have continued to thrive.

The direct central encouragement of merger occurred only when austerity measures pushed an increasing number of colleges into financial hardship

When the area review process was announced, the two colleges were already at an advanced stage of discussion. Admittedly, we were rather surprised to be so. Both City and Islington College and Westminster Kingsway College were very successful colleges in their own right: City and Islington with a reputation for educational excellence and Westminster Kingsway as a dynamic and employer-focused college. Both colleges had very strong recruitment and were financially healthy.

We came to the table to discuss some form of collaboration because of a common desire to diversify income and a concern that the comprehensive spending review would see further significant reductions for colleges. We felt collaboration would make us stronger, more ambitious, help us develop new income streams and better equip us to weather any storm.

However, the biggest enabler for our merger was not the willingness of people in the room to collaborate, but the significant shift in government policy on college mergers.

Earlier government policy – despite the “freedoms and flexibilities” provided by the then-skills minister John Hayes – favoured smaller local colleges, and numerous merger proposals were rejected. Mergers were encouraged only to solve quality and financial health problems and there was little incentive for colleges to spend time and resources on merger proposals that were unlikely to be agreed.

The direct central encouragement of merger occurred only when austerity measures pushed an increasing number of colleges into financial hardship and full government support of mergers came only with the area review proposals.

This prompts the question of whether area reviews were necessary across all colleges, or whether a policy change encouraging merger (and the austerity measures) may have sufficed. In London, several colleges announced intentions to explore merger prior to the review, which suggests that resources could have focused on those institutions in poor financial health or with quality problems. Indeed, the area review process has caused a clamour and urgency to merge which could lead to failures.

For years, as a sector, we’ve been told that we don’t meet employers’ skills needs. New initiatives are brought in (Train to Gain, Full level targets); we reform and respond yet employers’ skills needs are still not met.

The area reviews seemed to offer the opportunity to understand exactly what the skills gaps are and how they could better be met, though a comprehensive analysis of supply and demand. Admittedly, the complexity of the London labour market coupled with FE’s complex qualifications structure, means that any attempt to map supply and skills gaps would be very challenging. Perhaps this is why this aim seems to have been set aside, with the focus shifted to creating financially stable institutions.

Area reviews may have brought about mergers, and therefore hopefully greater financial stability across the sector. But it seems unlikely that it will lead directly to significant quality improvement, a narrowing of the skills gap and greater specialisation. Perhaps those tasks are being left to the LEPs.

 

Caireen Mitchell is group director of planning and performance at WKCIC Group

Is there a silver bullet for 14-16 recruitment?

Schools may see 14-16 recruitment as a threat, but there is a way to make it work, says Alison Maynard.

Since legislation was changed in 2014 to allow FE colleges to recruit mainstream 14-16 students, there has been mixed enthusiasm from the education world. And indeed, we are seeing mixed success in the implementation of this new option.

In our current economic climate, it certainly makes financial sense for colleges to expand their potential funding streams and introduce 14- to 16-year-olds. The hope is that these students will then move up onto higher level courses, thus creating a pipeline of loyal and dedicated students to boost current and future college recruitment.

For young people themselves, extra options at the age of 14 are also a great thing. As principal of a vocational college, I see first-hand the many students who thrive in a more practical and hands-on environment. With the national curriculum getting narrower, many 14-16 colleges provide an alternative route, offering subjects that increasingly are being scrapped by schools.

FE colleges will generally have much closer links with employers than schools do – and this real-world input is more important than ever if we are to make young people employable and to help plug the ever-growing skills gap.

It would therefore appear that 14-16 provision at FE colleges is a win-win for both the sector and the students. But why are so many colleges not keen on going down this road?

Teachers owe it to their pupils to share all possible study options

And for those who have taken the plunge, why are so many of them finding recruitment such a challenge?

We launched our 14-16 provision in 2015 when we set up Career College North East – specialising in advanced manufacturing, engineering and computer science.

The biggest challenge for us, and I believe this is the case for many other FE colleges offering 14-16 provision, has been overcoming the reticence of some school leaders to embrace this pioneering education route. Considering the financial pressure being felt across the education sector, it is perhaps understandable that support from local schools has not always been forthcoming in the way we may have expected or hoped.

Recruiting and retaining students is obviously key to a school or college’s success. Adequate funding is subject to enrolling the necessary numbers of students and then ensuring they complete their studies. In essence, schools, sixth forms and colleges are all competing for the same students, and they must choose to go somewhere.

When an FE college sets up 14-16 provision, they are effectively giving young people an extra learning option and the opportunity to follow an alternative learning pathway.

For a local school, this is often viewed as competition and a potential threat to their student numbers and therefore their funding. But in reality, FE colleges will be offering something very different, which will suit some children more than others.

I feel strongly that heads and teachers owe it to their pupils to share with them all possible study options for their futures, even if these may lie at a different institution. They should not, even inadvertently and for what they may see as the overall good of their school, limit these options.

Many school heads already provide all relevant information and may baulk at the suggestion they do not put every learning option on the table. Perhaps they also truly believe that it is entirely in the best interests of their students to stay in mainstream education. But what is important is that they give their students high-quality and relevant information on each and every option and opportunity, including at age 14.

My college confronted this potential issue head on and chose to work together with a local secondary school. Instead of seeing us as a direct competitor, the school embraced our 14-16 Career College provision as a unique opportunity to further the education of some of its most progressively-minded pupils – by meeting their needs in a way the school by itself did not.

There is no silver bullet for recruiting students at the non-standard transfer age of 14. However, with greater collaborative working and a real desire to offer young people new and exciting learning options, I believe we can overcome the challenges and reap the benefits.

 

Alison Maynard is principal of South Tyneside College’s professional and vocational college

Prison learning needs more staff to succeed

While prison reform is to be welcomed, simply dealing with the staff shortages would solve many of the barriers to learning, says Sally Alexander.

Prison reform has been a hot topic of conversation since Michael Gove was appointed as justice minister back in May 2015. With his sudden exit earlier this year, the sector has been waiting to see how Liz Truss would take forward Dame Sally Coates’ review of prison education, commissioned by Gove, as well as the wider and much needed overhaul of prisons. So the publication of the new white paper was welcomed.

It is key to note that this is a white paper on prison safety and reform, not just reform, and rightly so. Having worked with learners in custody for 25 years, I am well aware of the increase in violence and disruptions to our prison regimes over recent years and as Liz Truss says: “Without safety there can be no reform.”

Liz Truss has committed to raising standards through four purposes that prisons need to deliver well: public protection; safety and order; reforming offenders; and preparing prisoners for life outside prison. These are to be welcomed and I am pleased to see the last two highlighted and not lost in the vital need to improve safety.

Reading more closely into plans for reforming education for offenders, it becomes more interesting.

Governors are given commissioning responsibilities for learning in their prisons, which is absolutely right: they should have both the autonomy and the accountability.

Staff shortages have resulted in whole regimes being cancelled

Assessing all learners’ education needs on entry already happens across the estate, but I welcome the plan to link this formally to prison sentence plans, thereby raising the importance of and focus on this valuable piece of work.

The value of introducing a core common curriculum is less clear, as this seems to go against giving governors flexibility and autonomy to do what they feel best meets the needs of their prisoners. The jury is still out on this one.

I applaud governors working with local employers and linking learning programmes to labour market information. However this does already happen in a number of establishments – in fact, we deliver a range of employer-centred programmes, placing over 100 offenders into work on release in the last year.

The challenge to all organisations working with prisoners, to offer opportunities for prisoners on release, is a good one. We work in a mentoring or support capacity with a number of ex-offenders who have set up their own companies and their expertise and experience is invaluable.

The focus on reform and preparation for life on release is welcome. However, some of this reform is already taking place and it is only not happening more widely due to cancelled or curtailed regimes caused by the staff shortages outlined in the white paper.

These shortages, as well as giving rise to safety concerns, have resulted in prisoners not being able to attend learning, learning being curtailed as they arrive late and leave early, or whole regimes being cancelled.

This is demotivating for learners and staff. Prisoners in custody mostly want to succeed and turn their lives around. Yes, they can be challenging, but most want to engage. And if they are engaging with learning, they are far less likely to be violent and disruptive.

As Paul, a learner working with RMF, one of our construction employers, recently said: “Once in education, life became positive. I started at college, developed skills and worked on site on day-release.

“I completed my qualifications and on release continued in the same job. I got on a course and I got a job”.

Paul is now a supervisor at this company.

I welcome Liz Truss’ plans to make prisons safer and to make them places of reform. Most of all, I hope they will enable the good programmes that are already in place in our prisons to be delivered, get prisoners out of their cells and into activities, and support offenders to resettle on release and not return to prison.

 

Sally Alexander is executive director of offender learning at Milton Keynes College