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First skills white paper in 10 years faces delays

The government has delayed publication of a new skills white paper that is supposed to spell out its technical and professional education (TPE) reform plans, FE Week has discovered.

The last 14-19 education and skills white paper to be released by the government came out over 10 years ago, in 2005.

However, in February the Skills Funding Agency (SFA) released a document labelled ‘The Legal Entitlements for 2016 to 2017’, which referenced an upcoming skills white paper for this year.

The document said: “The 2016 to 2017 funding year is part of a transitional period as we move towards full skills devolution and the implementation of Technical and Professional Education (TPE) reforms.

“This transition gives time to move to new entitlement qualifications as well as make any changes to curriculum that come out of the reform of TPE. More information will be available when a skills white paper is published in the spring.”

But the release of the paper appears to have been delayed, as an updated version of the same document appears to have removed the reference to when it would be unveiled.

The link to the first version of the document has also been altered to redirect straight to the new updated copy.

It highlights the recent TPE reform work of an independent panel, led by Lord Sainsbury (pictured) and set up to help the government create “up to 20 specific new professional and technical routes, leading up to employment or degree-level”.

Other contributors on the panel included Professor Alison Wolf (pictured), whose landmark 2011 Review of Vocational Education sparked the introduction of the study programmes; Simon Blagdon, non-executive chairman of Fujitsu UK; and Bev Robinson, principal of Blackpool and the Fylde College.

FE Week understands the panel will not now be reporting its findings until mid-to-late May — even though this was supposed to have been completed last month — which may be delaying the release of the white paper.

The ‘Legal Entitlements for 2016 to 2017′ documents also highlight a hold-up in agreeing “the process for adding new qualifications”.

The first version promised that by March a “final list of qualifications that can be delivered as part of the entitlements” and that a “process for adding new qualifications to the entitlement” would be agreed with the Department for Education.

This, it said, would follow a “consultation with colleges, other training organisations and awarding organisations”.

However, the March version indicated this had still not been carried out.

It said: “We will agree the process for adding new qualifications to the entitlement with the DfE. We will confirm this following the publication of the skills white paper.”

The DfE and SFA declined to comment on the delay, or when the skills white paper would be released, or whether further information about reforms to technical and professional education would be provided.

Featured: Marathon effort for caped crusaders

A North Shropshire College (NSC) lecturer proved he was a superhero by raising thousands of pounds for children who suffer from cancer by completing the London Marathon last Sunday, writes Billy Camden.

North Shropshire College sport lecturer Paul Clark has completed the mammoth 26.2 mile London marathon and helped raise nearly £4,000 for a cause close to his heart.

He was part of a sea of nearly 40,000 people who took part in the race on April 24.

Mr Clark ran with his brother Mike, who works in a children’s cancer unit in Liverpool, with both wearing superhero-style capes.

They raised almost £4,000 together for Children with Cancer.

“My brother has been witness to the pain and suffering children and families have gone through,” said Paul.

“No parent should ever have to lose a child, especially to cancer, and that inspired us throughout the run.”

This was the second marathon the brothers had completed together, “so we knew what we was letting ourselves in for”, said Paul.

The pair started side-by-side at Greenwich Park and kept together for the first third of race, high-fiving spectators and “getting the crowd going” in their costumes, which they wore to symbolise their status as “superheroes” in the eyes of the children and families they raised money for.

But the pair, who wanted to cross the finish line arm-in-arm, were eventually split up when variables including restroom breaks and the sheer amount of runners separated them.

Paul explains: “You go through a number of different stages throughout the run.

“The first six miles is joy and excitement and elation and you’re just involved with the crowd. After that you start paying more attention to your body as your legs start to ache.

“You notice little hotspots appearing, you ache, your breathing starts playing up and you get hot so you have to consider what to take on board to get through it.

“I wanted to stop around mile 18 because of the pain but you just have to keep going.”

But he said the physical pain was all worth the emotional reward when he reached the famous finish line at the Mall.

“Your determination and effort is rewarded straight away because you touch the clock as you go through and you know you have been part of something ridiculously special.

“All the pain for about three seconds disappears and you’ve got loads of adrenaline and you’re buzzing.”

Mike finished 10 minutes ahead at a time of 3hrs 50mins, while Paul completed it dead on 4hrs.

This year was a special occasion for the London marathon as one lucky runner would have become the millionth finisher in the history of the race, which was first held in 1981.

Their identity will be revealed in May, and they will also enter the record books.

Whether he was the actual millionth runner or not, Paul said it was a “great achievement” to be classed as “one in a million”.

He returned to college on the Monday just a day after the gruelling race and said the feeling was like “waking up still drunk”.

NSC’s principal, Jackie Doodson, said: “The college is really proud of Paul. It is a brilliant charity he’s supporting and it is fantastic he finished dead on four hours. Well done Paul.”

You can still donate to Paul and Mike’s marathon effort by visiting: http://goo.gl/3TfHA9

Main pic: Superheroes Paul Clark (Left) and his brother Mike raise their fingers to show they are one in a million at the London marathon

Warnings over finances for three colleges and council’s adult education provision

Three more colleges have had concerns raised over their finances, alongside Wakefield council’s adult education provision, according to the latest reports from the FE Commissioner.

The reports for Telford College of Arts and Technology (TCAT), Richmond upon Thames College (RUTC), Warrington Collegiate, and Wakefield District Council were published on April 21, following visits by the Commissioner, Dr David Collins’ (pictured), team to each of them between December and February.

His report into TCAT recommended placing the college in administered status.

Dr Collins’ advisers visited the college from December 7 to 11 after it was issued with a financial notice of concern by the Skills Funding Agency (SFA) in November.

He said in his report that “the college has experienced a rapid decline in its financial health in recent years”.

In his letter to TCAT chair Rick Tyrer, dated January 27, Skills Minister Nick Boles said: “The financial recovery plan is incomplete and there are still serious concerns over financial planning and forecasting.”

Jo Lomax, TCAT’s interim principal, whose appointment was one of a number “significant changes” to its senior management following Dr Collins’ visit, said the college had been “disproportionately affected” by funding cuts to adult education provision.

“We welcome the support from the FE Commissioner in helping us to overcome difficulties,” she added.

The FE Commissioner’s intervention at RUTC came after the college was assessed as inadequate for financial health for 2015/16 by the SFA.

In his report, dated January 2016 and based on a visit by his team from December 7 to 11, Dr Collins said the college’s staff-costs-to-income ratio was too high, and reducing it could save the college £1m.

As a result, he recommended that “the college should revisit its decision not to take forward further staff restructuring during 2015/16”.

An RUTC spokesperson said the college acknowledged the findings of Dr Collins’ report.

The college’s strategy “is supported by a robust financial plan which will deliver outstanding financial health through continual review of revenue opportunities and management of costs,” she added.

Dr Collins’ involvement at Warrington Collegiate was also prompted by a judgement of inadequate financial health by the SFA in November.

In his report, based on a visit by his team from December 15 to 17, the FE Commissioner praised the “prompt action” taken by new principal Nichola Newton.

But he added: “The college faces a difficult financial situation, and needs to strengthen its recovery plan.”

Ms Newton said the report was “not reflective of the college’s current position” and that feedback they had received from his team, who revisited the college on April 26 and 27, “indicates good progress against all the recommendations”.

The Commissioner’s report on Wakefield District Council’s Adult and Community Education Service (ACES), based on a visit by his team from February 23 to 25, said that subsequent action taken by the council after the service had been branded inadequate by Ofsted in November was “very positive”.

But he said “there is no proof so far these changes have benefited learners”.

John Wilson, the council’s corporate director for children and young people, said a governing improvement board established “to focus on increasing the speed of improvement in the quality of teaching and performance of learners” was bearing fruit.

Main pic: David Collins

College and council responses in full:

Telford College of Arts and Technology (TCAT)
TCAT said it had already made significant changes to its senior management team since the Minister of State’s letter, including the departure of principal Chris Scott.
Interim principal Jo Lomax said: “These are challenging times in the Further Education sector, particularly for colleges with a large adult education provision, where funding has fallen significantly.

“Here at TCAT, we have one of the largest adult education provisions in the region, so we have been disproportionately affected. So we welcome the support from the Further Education Commissioner, in helping us to overcome difficulties that we are facing.

“It can only assist us in our quest to ensure that we continue to be a vibrant college playing a positive role in helping great futures to begin for our learners.”

The college has this month begun talks with its near neighbour, New College Telford, with a view to a possible merger – in line with recommendations from an area review of further education provision.

Richmond upon Thames College
The college acknowledges the findings of the FE Commissioner endorsing a college led recovery process which started with the arrival of a new leadership team in 2014/15.

We continue to deliver improvements in our financial position reflected in the improved outturn for 2014/15 and are committed to delivery of our strategic plan Richmond 2020. The strategy is supported by a robust financial plan which will deliver outstanding financial health through continual review of revenue opportunities and management of costs. The FE Commissioner’s report fully recognises the significant upside of the college redevelopment which in turn has the full backing from the Greater London Authority.

The college welcomes the area review process and the estate redevelopment not only provides for specialist facilities and resources but also demonstrably delivers a significant return to the public purse through estate rationalisation, creation of new schools and housing. The corporation board is regularly refreshed and continues to appoint members with considerable industrial and financial expertise, notwithstanding the reports acknowledgement that the chair has considerable capital and estate management expertise.

Warrington Collegiate
Nichola Newton, Principal and CEO of Warrington Collegiate, said: “The FE Commissioner’s report published only recently was the outcome of a visit from the FE Commissioner’s team in December 2015 and, having made good progress against the recommendations contained within it, is not reflective of the college’s current position.

“The FE Commissioner’s team has just completed a follow up visit (26th and 27th April) and, whilst we await the final report, we are very pleased with the positive verbal feedback we have received which indicates good progress against all the recommendations in the original report. We expect to receive the FE Commissioner’s report formally outlining the findings from the follow up visit in the next few weeks.”

Wakefield District Council
John Wilson, corporate director children and young people at Wakefield Council said: “The report confirmed the areas of concern which we had already identified and were already seeking to improve.

“Further to the Ofsted report we have established a Governing Improvement Board, with an independent chair to focus on increasing the speed of improvement in the quality of teaching and performance of learners. The board meets fortnightly and we are already seeing improvements in both these areas.”

Another brick in the wall

A former Walsall College construction student has proven her quality after claiming the rising star honour at this year’s Women in Construction Awards.

Claire Brittain (right) being presented with her rising star award by Sue Pollard, principal geotechnical engineer at Atkins Construction

Claire Brittain, assistant site manager at BAM Construction, was presented with her award at a glittering awards ceremony at the Palace Hotel in Manchester.

In between having her two children, Claire decided to build on her skills and enrolled onto a level three BTec in construction and the built environment course at Walsall College.

She then landed her dream job with BAM, who sponsored her to complete her level four higher national certificate, which she completed in 2014.

After receiving her award, 27-year-old Claire said: “It shows that you can be a woman, have children, and have a career in construction. It’s important that if women want to get into the construction industry, they follow their dream and let nothing stand in their way.”

Claire has now continued onto the BSc Honours in Construction Management qualification to achieve her full degree, which she is due to complete in 2017.

Balls bounce for Buckingham

An inaugural cup competition between Bridgwater College and Richard Huish College, set up in memory of a staff member who died last year, has raised nearly £500 for Bloodwise UK.

The Luke Buckingham Varsity Cup between the two colleges in Taunton was contested over the best of three sporting fixtures in netball, basketball and football.

The tournament was established in remembrance of Luke Buckingham, creator of Team BC Sport at Bridgwater College who died in October 2015.

Huish took the netball crown, beating Bridgwater 26-44, followed by an “epic” game of basketball where Team BC won 71-67 leaving the Varsity Cup all-square at 1-1.

The final fixture, football, went down to a winner-takes-all game under the floodlights at Bridgwater Town FC.

And it was Huish who sealed victory with a 3-1 win on the night to claim the Varsity Cup.

Sam Reilly, head of sports, outdoor education and public services at Bridgwater College said: “The standard of sports and the excitement of the day was outstanding and made a fitting spectacle for the Luke Buckingham Varsity Cup.”

Main pic: The netball teams from Bridgwater College (blue kit) and Richard Huish College after their match in the Luke Buckingham Varsity Cup

Bronze for team GB

A South Gloucestershire and Stroud (SGS) College student has returned from the Acrobatic Gymnastics World Championships in China with a bronze medal for Team GB.

SGS student Vada Finniear celebrates with partner Kennedi Cross after winning a bronze medal at the Acrobatic Gymnastics World Championships

A-level learner Vada Finniear competed in the mixed pair category in the 13-19 age-group with his partner Kennedi Cross.

Going up against 12 other partnerships, the pair got off to a shaky start with their first routine but “calmed down” for their second which saw them qualify for the final.

After a nervous final round, they placed third with Russia in second and America
in first.

Vada said: “The competition was so exciting, and we never imagined we would get a medal, so that made the competition even more memorable.

“Whenever someone has asked me what I want to achieve with gymnastics in the future, the one thing I’ve always said is to compete in the world championships as a member of Team GB — I’m ecstatic to have actually done it.”

The 18-year-old, who studies classical civilisation, design technology, film studies and product design at SGS, is a member of Harriers Acrobatic Gymnastics Club.

A walk on the wild side

A rtistic students from Sussex Downs College have teamed up with a local children’s charity, Rockinghorse, to create a special mural for sick children.

The team of five, all studying applied art and design, spent six weeks creating the wildlife-themed artwork in the children’s emergency department at the Royal Alexandra Children’s Hospital in Brighton.

Samantha Clark working on the tiger painting

The vibrant mural features a variety of wild animals and insects.

It is hoped the painting will relieve anxiety for children and parents when they have been admitted to the A&E unit.

Student Vita Measure-Hughes, 17, said: “I am hugely grateful for this opportunity and being able to give back to such a fantastic hospital that helped me a lot when I was younger.

“I hope our mural helps patients and families by making their stay a little bit easier, along with the wonderful staff who are still just as engaging and caring as they were for me 15 years ago when I was an inpatient.”

Main pic: From left: Sussex Downs College students Isabel Macpherson, Vita Measure-Hughes, Amy Godfrey, all aged 17, and Archie Benton and Samantha Clark, both 18, with the finished mural

Young refugees need emotional as well as academic support

Victoria Leney explains how the findings of her study into support procedures for 16-18-year-old unaccompanied refugee learners can be applied to FE.

The media has shared the difficult situations refugees endure to make the journey to the United Kingdom.

But as a society we are less aware of the struggles and challenges they face after they have settled in a new country, and how their past experiences affect their educational needs, an area which desperately needs to be addressed.

I undertook a research study, with 16-18-year-old unaccompanied refugee learners, to determine what support procedures teachers need to put in place to ensure that they are engaged in education.

There are lessons to be learned for FE and our teaching strategies that I would like to share.

They often need emotional support from their teachers and guidance about how to function in society

My research identified three main elements needed for student success — emotional support, consistency and differentiation.

The first issue, and the most important one is awareness of the emotional needs of the learner and how to be prepared to support them with pastoral matters, as well as educational ones.

For many unaccompanied refugee learners, the only consistent and responsible adult in their lives is their teacher, and this often leads to the teacher being viewed as a parent figure.

For refugees, it is important to remember that their needs go beyond learning English.

They often need emotional support from their teachers and guidance about how to function in society, because they are not just learning a language, they are learning an entirely new culture and way of life, which can be incredibly stressful and frustrating.

When teaching a group of students with complex emotional needs, having a disrupted timetable and constant changes in rooms and teachers can be unsettling to their routine and add further stress to their lives.

Students rely heavily on a consistent timetable and on their teacher being there and available to talk to about any issues.

With the migrant crisis comes long-lasting emotional issues which are inevitably brought into the class.

One student commented that when lessons are particularly challenging for him, it increases his stress and causes physical symptoms, such as severe headaches.

We cannot expect students suffering from PTSD to bounce back as quickly, or in the same manner, from a challenging activity as a non-migrant learner might.

To ensure that students are supported, differentiation is a crucial teaching strategy and should be well planned and executed in a manner which stimulates the students without overwhelming them.

The migrant crisis is not going to go away.

We will continue to see an influx of refugees and asylum seekers into the country, who, provided with the right language and skills, can become self-reliant and valuable members of our society.

By engaging refugee learners in an FE college, we are not just exposing them to the language, but to the culture of education, and bringing them into an environment which offers other courses, such as IT and maths, giving them more opportunities to build their skill set in an environment in which they feel safe and secure.

Despite this initial stage of my research focusing on teenage learners, I shifted to adult refugees and soon realised that the same support needs to be in place for them.

Imagine being a refugee parent with your youngest children just starting school in England, being unaware of how the education system works, or unable to communicate with their teachers about their progress, or what to tell the doctor if your child falls ill.

Many times I have been asked by adult students to explain school or bank letters. Who else would they turn to?

Learning English is not just about learning a language.

It is about teaching citizenship, giving people the ability to find employment to integrate into society, and giving them a chance to start a new life in a country where they feel safe, many of them for the first time in their lives.

With that comes the responsibility to understand the complexity of their situation and the importance of emotional support, consistency and differentiation, because without that understanding, we, as educators, are failing them.

Setting the scene for a devolved future

Shane Chowen looks at how the upcoming local elections and devolution could affect FE.

More than 475 elections will soon be taking place throughout the UK, with thousands of candidates trying to reach millions of voters.

I was a candidate in a by-election in Milton Keynes last year (I lost).

It’s exhausting, but also exciting, because once you’re over that initial apprehension about knocking on the doors of complete strangers, people are generally respectful of the fact you’re putting yourself out there.

Generally. I was desperate for a doorstep conversation about adult education, or apprenticeships or lifelong learning. It never happened.

This year’s elections feel somewhat overshadowed by peripheral but more dominant political issues, most notably the upcoming referendum on the UK’s membership on the European Union, which is dividing political parties as well as the public.

Demanding even more power from central government is a common theme

Because of this, and the potential for a lengthy, painful and dominant aftermath whatever the result, this could cause even further delays on the Government’s programme for the sector on things like the Digital Apprenticeship Service and devolution.

In some parts of the England, devolution and the introduction of new ‘Metro-Mayors’ is becoming an increasingly visible and divisive issue, particularly in the largely rural and Conservative parts of the country whose devolution deals were announced at the Budget — places like West of England, East Anglia and Greater Lincolnshire.

Local MPs are beginning to get tetchy about losing power to a new type of local politician with a larger electoral mandate.

So with a make or break referendum casting doubt over the very fundamentals of our politics, and new domestic democratic devolution developments meaning even more elections in a year’s time for some of us, is it any wonder that policy – what all these people standing for election actually want to achieve – is not easy to come by?

As no major devolution of learning and skills has taken place just yet, the sensible place to start would be the manifestos of mayoral candidates and national parties.

In the future though, even within five years, there could be mayors of Greater Manchester, Liverpool City Region, Tees Valley, West Midlands, North Midlands, Greater Lincolnshire, East Anglia and West
of England.

Hopefully this won’t trigger Game of Thrones style power trips but will mean locally tailored skills and employment policy.

In London, policy from the two main candidates for the Iron Throne at City Hall, Zac Goldsmith and Sadiq Khan, could give us some indication about what other devolved mayors could pledge to achieve in the future.

Demanding even more power from central government is a common theme throughout both candidates’ manifestos.

Sadiq Khan wants FE funding for 16-19 year olds as well as the adult education budget, while Zac Goldsmith wants powers to fund smaller courses, for example.

Both candidates have also responded to concerns around local skills gaps and are committed to establishing new groups and organisations to help tackle the problem.

Data and accountability also seem to come hand in hand with devolution.

London has led the way on open data, such as how Transport for London has made tube and bus timetables open, leading to a proliferation of new (and better) apps for people planning journeys around the capital.

Both candidates commit to more open data which could link to things like outcome agreements, learner satisfaction and earnings to provide learners and employers with better information about what and where to study.

With more flexibility and powers, more local politicians could choose to prioritise basic skills which are inhibiting local people’s access to public services.

A good example of this is in London, where both candidates have committed to establishing a chief digital officer to lead on digital inclusion, ensuring residents have the digital skills needed, and that adequate provision is on offer.

So while the elections this week won’t be game-changers for our sector, in England at least they do set the groundwork for the devolved future of FE and skills.

And of course please do all you can to ensure your staff and learners go out and vote.