In support of a maintenance loan revolution for FE

Maintenance loans are everywhere in higher education, so why aren’t they available for those in technical education, asks Mark Corney.

The three great challenges for education policy as I seem them are increasing productivity, extending social mobility, and enhancing the skills base of the resident population as recruitment of EU workers is restricted due to Brexit.

The natural order of things is to accept that higher education can make a significant contribution to these challenges. The problem is that policy makers fail to explain the most basic of reasons why people can and cannot enter higher education.

Eighteen is the peak year for applications to, and acceptances from, higher education at universities and colleges. An estimated 37 per cent of 18-year-olds in England applied to start higher education this September, and acceptance numbers could beat the record of 31.3 per cent set a year ago.

However, the number of initial entrants into higher education tails off significantly by 20, from 173,000 at 18 to 23,500 two years later. Crucially, more than 95 per cent of under-21-year-olds in higher education enrol on full-time courses.

What makes full-time higher education possible is access to maintenance loans

But what makes full-time higher education possible is access to maintenance loans. From this September, all maintenance support for full-time students took the form of loans, at a cash cost of £5bn per year.

If maintenance loans weren’t available, the contribution of full-time HE to social mobility, skills development and productivity would cease before freshers’ week even began. Full-time HE students don’t learn on fresh air; they need a bed, food and water!

Meanwhile, participation in part-time higher education has been in decline for a decade. To expand participation, including by those in employment, the Cameron government announced the introduction of maintenance loans from 2018/19, with a planned cost of £0.6bn by 2020/21.

Maintenance loans are everywhere in higher education.

Recently, the Sainsbury Review explained how technical education could contribute to increasing productivity, enhancing social mobility and reducing youth unemployment.

Yet the obvious question is this: will technical education, outside of apprenticeships, be able to make a significant contribution to these challenges without a comprehensive system of full-time and part-time maintenance loans?

Politics is the art of possible

What is a necessity for higher education is surely also one for technical education.

Maintenance loans should be available to students on full-time and part-time technical education courses at levels four and five.

In addition, fee and maintenance loans for technical education at these levels should be available from 18 rather than 19, in line with higher education.

Politics is the art of the possible

Lord Sainsbury argued that the financial rates of return to individuals and the benefits to the wider economy of higher-level technical education will be greater than from many traditional degrees. If this is the case, the Treasury should be prepared to back fee and maintenance loans for those in level four and five technical education.

Maintenance loans are not required, however, for 16- to 19-year-olds on full-time courses up to level three, as support takes the form of grant-based means-tested child benefit, child tax credit and bursaries. The cost of provision is fully funded and fee-loans, rightly, do not apply.

This leaves level three technical education for 19-year-olds and over. Fee loans at level three are already available; maintenance loans should be available as well.

Politics is the art of the possible. Loans are so much easier to sell to the Treasury than grants – especially when the fiscal deficit remains at £55bn and the national debt continues to rise – and getting the chancellor to agree at least to maintenance loans for technical education would be a good starting point.

The Autumn Statement on Wednesday 23 November is the perfect opportunity for the May government to signal the introduction of 18+ fee and maintenance loans for full-time and part-time technical education.

If maintenance loans for technical education increases participation, the case can be made later in parliament – or in manifestos prepared for an early general election – to extend them to other areas of ‘adult’ further education.

 

Mark Corney is a policy consultant

How do you spot signs of radicalisation?

After Ofsted’s thematic review into Prevent found “a worrying number of providers struggling to implement the duty”, Zubeda Limbada and Lynn Davies explain how to spot signs of radicalisation.

The actual wording of the Prevent duty on educational institutions is that they need to have ‘due regard to the need to prevent people from being drawn into terrorism’. For the FE sector this has a number of strands – being careful about visiting speakers, having a risk assessment policy in place, thinking about internet safety. But one of the most difficult areas is the implied need for surveillance of students, to be able to spot the signs that someone is being radicalised.

Mistakes and overreactions over this have been among the reasons the Prevent strategy has been criticised. Is it the job of teachers and lecturers to be policing students? When is it appropriate for colleges to escalate concerns around extremism by referring students to the government’s Channel scheme? Is this what ‘due regard’ means?

In fact it is, under the duty of care that every educator has. Just as there is no one path into violent extremism, there is no one set of signals to indicate risk. From our research with former extremists, we’ve found that it’s always a combination of behaviours, different for each individual.

It’s always a combination of behaviours, different for each individual

In our training courses on Prevent, we draw on a useful Behaviour Barometer devised by the Canadian Centre for the Prevention of Radicalisation leading to Violence. This distinguishes between ‘insignificant’, ‘troublesome’, ‘worrisome’ and ‘alarming’ behaviours.

Many behaviours that teachers may wonder about – such as increased arguing, dressing in a particular way, being active on social media or becoming more religious or political – might be typical of any teenager searching for their identity. When it becomes particularly worrisome is if when there is a combination of some of the following:

When a person cuts off ties with friends and family to keep company with a new circle and adopt a whole new lifestyle;

When they start to support violence for a cause;

When they suddenly become uninterested in study or college activities;

When they express hateful views or use derogatory terms towards other individuals or groups, or avoid being with them;

If they are spending time on their computer looking at extremist groups; or

If they are posting pictures of fighters on their Twitter or other accounts.

The problem for educators – who may additionally worry about potential Ofsted consequences as part of the Prevent duty – is that the really alarming signs may not be visible at all. It is at the pre-radicalisation, ‘worrisome’, stage that a teacher can be particularly insightful, especially if they know a student fairly well, and can start to see changes as they occur. Other students may express concerns too and can be consulted.

It is at the pre-radicalisation, ‘worrisome’, stage that a teacher can be particularly insightful

This observational duty has to be set within college procedures, i.e. that there is a place and system for concerns to be logged and discussed with other people, and for deciding when contacts with parents or authorities should be made. This procedural framework is not just to keep Ofsted happy, but to provide a safety net.

Once a concern is noted and fully discussed, institutions should know about the external mechanisms for referral. Through police or FE Regional Prevent Coordinators (RPCs), a student (or colleague) may be referred to Channel, the government multi-agency scheme.

A local Channel panel will look for three things: engagement, intent, and capability. So if a student simply sounds off or makes extremist or racist remarks, or even sports something as innocuous as a Free Palestine wristband, this is not on its own a reason to think about referral. But some combination of changed behaviours might well be, and it is up to the panel to investigate further. It is important to note that anyone can refer, and parents or relatives do not have to be informed, but that the final participation in the scheme is voluntary.

To come back to the question of whether we can spot radicalisation – the answer is not easily. But FE institutions can take the initiative by ensuring their staff have received good Prevent training. When concerns arise, it is the combination of conversations with colleagues, safeguarding leads, governors or community leaders, together with awareness around internal and external processes that provide the optimum tools for sensitive safeguarding.


Co-authored by Lynn Davies, Emeritus Professor of International Education, University of Birmingham

FEATURE: College lecturer breeds deadly frogs

Poison dart frogs are known for their minute size, bright colours and highly toxic skin that can result in a trip to A&E – but one daring lecturer at North Shropshire College is on a mission to breed them. Samantha King reports.

At 2.5cm in length and available in a wide variety of colours, the poison dart frog could be considered the perfect pet – if it weren’t for the fact that it’s one of the most poisonous animals on the planet.

Originating from the rainforests of South America, the tiny creatures range in toxicity, with the larger golden variety harbouring enough poison to kill 10 grown men.

The larger, golden variety harbours enough poison to kill 10 grown men

Laura Pugh, an animal care lecturer at the college’s Walford campus, started her unconventional project 12 months ago, overseeing the delicate process from egg, tadpole and froglet, all the way through to fully-fledged frog.

The particular species bred by Ms Pugh is known as the blue poison dart frog. Discovered in 1968, it is also referred to as the poison arrow frog, after rainforest hunters’ practice of rubbing toxins from the frogs’ skin on the end of their arrows.

This isn’t the first time the species has been bred at the college. Three years ago, a donation of two blue poison dart frogs from an ex-student who was joining the marines inspired Ms Pugh and animal technician Simon Metcalfe to attempt to breed the frogs, but they only managed to rear one.

 

Ms Pugh with an adult and baby poison dart frog
Ms Pugh with an adult and baby poison dart frog

Now, Ms Pugh has kicked the project off again with great success, so far rearing three blue poison dart frogs, with seven tadpoles waiting in the wings.

She said: “The process takes a few months, whereas a normal, average frog takes about two to four months. They also have to learn to breathe as well on land after they’ve been in the water that whole time.”

The agonising process involves keeping the eggs perpetually moist, monitoring the tadpoles as they develop their front and back legs, and assisting them as they attempt to leave the water and take their very first breath. Ms Pugh has even invested in a special tadpole flake to feed to the youngsters, with a helping hand from students.

“Students have been involved with watching and transferring tadpoles into the water, helping with feeds, and topping up the water when they need to. They’ve also helped in choosing what would best mimic a natural environment,” she said.

Their diet determines their toxicity

Despite the frogs’ poisonous disposition, students, staff and health and safety officials alike need not worry, as it’s their diet that determines their toxicity. In captivity, they are fed on the likes of micro crickets and fruit flies so they remain safe to handle – a milder dinner option than their usual cocktail of fire ants and termites.

Despite their tiny size, the frogs have a life span of up to 15 years in captivity, and Ms Pugh is keen to add more varieties to her collection, saying: “I’d like to breed more,
and I’d like to actually trade in for some different colours of the dart frogs. Maybe even a strawberry poison dart frog, something like that.”

FE Week asked the poison dart frogs for a comment, but they politely declined.

 

Main picture: A blue poison dart frog in its natural habitat

Student aims to break the world record for biggest collection of UK rail tickets

A Barnsley College student is aiming to break a world record for the biggest collection of UK rail tickets.

17-year-old James Connelly, a travel and tourism student at the college, was inspired to set the record after hearing news that the traditional rail ticket will be phased out in favour of a paper receipt.

The current world record holder for the largest collection of rail tickets is German, Frank Helker, who has a collection of 163,235 Edmondson railway tickets that he has amassed since the 1980s. He was awarded the title in 2004.

James is aiming to collect a total of 163,235 train tickets – which will match Frank’s record. He already has 6,953 in his collection, and is now requesting help from fellow college students and staff to help him reach his target.

Collection boxes will be placed across the college’s Old Mill Lane and Honeywell campuses for train ticket donations.

Programme leader of travel and tourism at the college, Clair Victory, said: “James is interested in the rail industry and hopes to travel in the future. We will do all we can to support James with his challenge, and wish him the best of luck.”

 

Picture: 17-year-old James Connelly has just the ticket

Holocaust survivor shares her story with students

A-level history students at Weston College have heard a harrowing first-hand account of the Holocaust, during a talk from Polish survivor Janine Webber.

Webber was born in Poland in 1932 and after Germany’s invasion of the country, she and her family had to endure living in one of the many ghettos set up for Jewish people.

In the years that followed, Webber went into hiding in order to survive and lost numerous family members along the way, with both her father and brother killed by
SS officers.

Following the talk, a question-and-answer session was held with students, allowing them to further understand the Holocaust, and understand the emotional impact of the events that unfolded.

The visit was organised by the Holocaust Educational Trust’s outreach programme, which is available to schools across the UK.

Karen Pollock MBE, chief executive of the Holocaust Educational Trust, said: “At the Trust, we impart the history of the Holocaust to young people, to ensure that we honour the memory of those whose lives were lost and take forward the lessons taught by those
who survived.”

 

Picture: Janine Webber shares her story with students

A £10m STEM training centre has opened at the Colchester Institute

A £10m STEM training centre at the Colchester Institute in Essex has been launched by a humanoid robot with help from a human MP.

The new South Wing centre, funded by the Colchester Institute and the Skills Funding Agency, will focus on training for skills gaps across construction, engineering and healthcare, and is based at the college’s Sheeden Road campus.

The launch was attended by the Conservative MP for Colchester, Will Quince, alongside Pepper the robot – a £16,000 piece of engineering that can recognise emotion and adapt his mood based on those around him.

With an estimated 44,000 recruits needed to fill construction roles in Essex by 2021, the opening of the centre has come at a key time
in order to develop a workforce with the relevant skills.

The centre will offer qualifications including City and Guilds qualifications, BTECs, honours degrees and a range of apprenticeships.

Mr Quince said: “It’s amazing to have this sort of facility in this town. It’s going to provide and contribute significantly to the education of thousands of young and adult students in full and part-time education and apprenticeships from across the region.”

 

Picture: MP Will Quince opens the STEM Centre with Pepper the robot

Stoke-on-Trent student slam-dunks his way to national squad

A 17-year-old athlete has been chosen to represent his country after being selected to join England’s Under-18 National Basketball Squad.

Stoke-on-Trent College student Rhizwahn Harris is one of 38 boys chosen for the squad, following a gruelling Under-17s regional development tournament at Manchester’s National Basketball Performance Centre, which saw players observed closely and assessed on their performance.

Recruits for the England Under-18 women’s squad were also announced at the event.

Rhizwahn, who studies level three business at the college, will attend the first national camp in December.

He said: “It’s a great honour to represent my country. I love playing basketball, and being able to join an elite team while continuing my studies at Stoke on Trent College is ideal.”

Rhizwahn has been coached by professional American basketball player Shawn Jamison, of Harlem Globetrotters fame, who will take up the position of head coach at the college this month.

 

Picture: 17-year-old Rhizwahn Harris

Mr Halfon, please correct the record

As editor of FE Week I’m used to skills ministers being economical with the truth.

I’m used to questions going unanswered or hearing non-answers to the question being asked.

What has come as a new surprise, though, is the new minister claiming in a DfE blog something that simply is not true.

Essentially, he argued that FE Week has been selectively emphasising only those 16-to-18 frameworks in which the funding rate has been falling.

Robert Halfon’s exact words were: “While FE Week has highlighted some frameworks will be losing some funding, there are some that will have increased funding, and not just in science, technology, engineering and maths.”

I was immediately sceptical because the Skills Funding Agency has applied a consistent approach to the new framework rates.

It set the new rate for all 16- to 18-year-olds at the current, much lower, adult rate, while later admitting it had removed both the disadvantage and area cost uplift.

So I asked the DfE to provide some examples in which the 16-to-18 framework funding will rise from May 1, to justify the minister’s claim in his blog.

After a bit of prodding, it replied with three: logistics operative at level two, accounting at level three and farriery at level three.

Naturally I had to do the analysis myself, and even after including the proposed £1,000 provider incentive, I calculated that the logistics framework funding has fallen between three and 34 per cent, that accounting fell between 29 and 51 per cent, and that farriery dropped between 41 and 60 per cent.

In all three cases, far from the funding going up, it fell across the board, and as much as 60 per cent.

How does the DfE explain this?

I sent back my analysis and prodded again for a reply, and was told that in fact these examples aren’t about 16- to 18-year-olds at all. In fact, they “refer to 19+ frameworks” – while “the op-ed was written with a broader scope in mind”.

Surely this means the DfE would want to correct Mr Halfon’s blog? Surely the minister would want to amend the record?

However, neither the DfE nor Mr Halfon took the opportunity to correct the blog, which I find immensely disappointing.

The simple fact is that we are campaigning against this government’s decision to fund 16- to 18-year-old frameworks at the much lower adult rates.

I was really grateful the minister came and spoke at the FE Week campaign event, but I repeat my request to him, this time in the pages of FE Week.

Mr Halfon, please correct your blog to remove the untruth about the way these rate cuts have been applied.

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Concerns raised over Lauener’s new IfA post

Concerns have been raised about the impartiality of the Institute for Apprenticeships, following the announcement that senior civil servant Peter Lauener will take on the role of the new body’s shadow chief executive.

The Department for Education announced on Monday (September 26) that top skills civil servant Lauener had been appointed as to the role, until a permanent appointment can be made at some point “in 2017”.

He will take on the role on a part-time basis – working two days a week alongside his existing responsibilities as head of the SFA and the Education Funding Agency.

However, critics of the appointment are wondering how the IfA will remain “independent of government” as originally planned, now a civil servant will take the helm.

Mark Dawe, chief executive of the Association of Employment and Learning Providers, said: “The fact that Peter [Lauener] is now in three very important leadership roles for skills raises concern about capacity issues in the DfE and SFA when proposed reforms are being challenged.”

His words were echoed by Mick Fletcher, the founder of Policy Consortium, who also warned that Mr Lauener’s new gig raised serious questions about impartiality.

“It will be, to all intents and purposes, another arm of the civil service, decorated with a few employers on the board and promoting government policy behind a fig leaf of ‘employer ownership’,” he said.

A DfE spokesperson said: “Peter Lauener brings extensive skills and experience in setting up and running organisations in this policy area, as well as his knowledge of apprenticeships.

“Peter has strong credibility with employers and with the skills sector and will work closely with Antony Jenkins, the shadow chair, and an independent, employer-led board.

“This is a short-term appointment, focused on the work that is needed to set up the organisation.”

The institute is due to launch in April 2017 and is designed to help to police employers as apprenticeship reforms take effect.

When the IfA was announced during George Osborne’s Autumn Statement last November, the government said it would be an “employer-led body” that would be “independent of government”.

Mr Lauener, who has been in charge at the SFA since November 2014, and at the EFA since it was formed in April 2012, is the second person to have taken on the role of shadow chief executive of the institute.

The previous post-holder, Rachel Sandby-Thomas, announced in May – after just two months in the job – that she would be leaving in September.

The former Barclays chief executive Antony Jenkins was announced as shadow chair by the Department for Business, Innovation and Skills on June 9.

At the same time it was also revealed that Nicola Bolton, the former managing director for trade at UK Trade and Investment, was already in post as shadow chief operating officer.

In its statement on Monday, the DfE said that Mr Lauener would be supported in post by Michael Keoghan, the current director of FE at the DfE, who was made deputy chief executive of the IfA.

David Hughes, the boss of the Association of Colleges, said he looked forward to working with Mr Lauener in his new capacity.

“There is a big job to be done and we need a phased, manageable implementation which does not destabilise the system,” he said.

Pippa Morgan, head of education and skills policy at the Confederation of British Industry, also welcomed Mr Lauener’s appointment.

Another stakeholder, who did not wish to be named, quipped: “In other news, Peter Lauener will also manage the England football team and host Bake Off when it moves to C4.”