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Weapons and drug use on the rise in colleges, staff warn

More than a quarter of college support staff feel unsafe at work as the number of weapons and cases of substance abuse on campus increases, FE Week can reveal.

Unison surveyed 780 college and sixth-form support staff such as librarians and learning-support assistants and found learners were bringing in real and fake weapons and taking drugs in class. Gangs were also creating no-go areas.

Staff also reported being “threatened at knifepoint” and suffering from injuries. One was stabbed in the back with a screwdriver while a student suffered multiple fractures, concussion and severe bruising.

A similar Unison survey five years ago found a fifth of staff reported feeling unsafe. This has now risen to a quarter, according to the results of last month’s survey shared exclusively with FE Week.

More than seven in ten (73 per cent) respondents said they had no training on how to deal with students who brought weapons or drugs into college. Ninety per cent said the same thing in 2019.

“I regularly smell cannabis, but don’t feel able to confront the smokers,” one said.

Seven in ten support staff workers said student drug abuse was a problem in their college, flagging drugs such as cocaine, MDMA and the synthetic cannabis drug Black Mamba.

Two-fifths (40 per cent) said they had dealt with students who were under the influence of drugs.

“One overdosed on ketamine and had a seizure,” one respondent said, while another noted an incident when a student “left a bottle of methadone in our office”.

Eddie Playfair, senior policy manager at the Association of Colleges, said the incidents were “unacceptable”.

“Every member of a college community has a right to feel safe at all times.”

Students carrying knives ‘for protection’

The survey found just over a third (34 per cent) reported concerns of weapons-related crime at work, an increase from 23 per cent in 2019.

Weapons included machetes, hammers, crossbows, knuckledusters, air rifles and homemade weapons.

“A learner brought a sharp blade she used to self-harm on site and ‘lost’ it,” one staff worker said. “It then got into the hands of someone else who threatened to use it on another student.”

Another said: “The most recent incident was earlier this week, where a member of support staff had a knife pulled on them.”

In yet another case, a staff worker said a student brought in weights from a gym that they used to “smash up a computer keyboard in the library”.

Students told support staff they carried weapons “for protection”.

But Unison general secretary Christina McAnea said students who thought they needed to carry weapons for protection or “come to college intoxicated” were putting their own futures at risk.

The data also revealed half of the respondents were unaware of their employer’s policy on dealing with students in possession of weapons. More than half (53 per cent) thought incidents were not resolved appropriately.

But Playfair said colleges would have clear policies and codes of conduct covering behaviour, harassment, weapons and drugs.

McAnea said: “The tremendous strain placed on college staff means they’re forced to put safety and discipline over students’ academic development.”

Unison has called for more training, and better security with searches and metal detectors. Fewer than one in ten (9 per cent) said their workplace used detectors.

It also called on leaders to impose stricter punishments for students breaking college rules and increased staffing levels to deal with the problem.

Playfair added: “The report is right to highlight the need for consistency, support, training and updating for all staff about how to deal with a range of issues that can arise and ensure the maintenance of a culture where everyone is safe and feels safe.”

EPI: Parties fail to address ‘most important’ education challenges

There is a “genuine risk” that the most pressing challenges facing education will not be addressed with “sufficient urgency” by the next government, analysis of party manifesto commitments suggests.

The Education Policy Institute has delved into each party’s election pledges to provide an independent, evidence-based assessment of their education plans.

Here’s what the think tank found for FE.

Striking lack of funding commitments

EPI said the “wider situation of government finances”, and a position from the main parties not to increase personal taxes has resulted in a policy offer that is “exceedingly limited and does not address the challenges that schools and colleges are facing”.

The commitments to funding for sixth forms and further education colleges – as opposed to specific policy interventions in the phase – are “even more limited”, with no commitment from the Conservative Party or Labour.

The Liberal Democrats do pledge to increase per-student funding in real terms, but there is “nothing to suggest that this will be of the scale needed to reverse long-term cuts”. However, the EPI does welcome the Liberal Democrat proposal to introduce a post-16 student premium.

Elsewhere, the Green Party said it would increase funding for sixth-form education by £3 billion over the course of the next parliament.

Beyond this, none of the parties have made specific commitments to changes to how FE revenue funding is allocated.

EPI’s report reminds readers that over the last decade, 16 to 19 funding has fallen in real terms while participation in full-time education has been on the rise. Cuts in 16 to 19 education have been at twice the rate of those in other school phases.

Expected boost for higher technical education

Parties have increasingly focused on technical and vocational education in efforts to up- and re-skill workers in the economy.

The Conservatives and Labour have indicated that they will continue with the lifelong learning entitlement if elected, while the Liberal Democrats have said they would provide every adult with £5,000 for lifelong education and training.

Labour would also establish Skills England and introduce a set of coordinated policies that will support local skills development.

Assuming successful implementation, these policies are likely to increase take-up of higher technical qualifications, EPI said. However, comparatively little has been said about increasing the take up of level 2 and level 3 qualifications amongst adults.

Widening disadvantage 16-19 gap not addressed

There has also been “little attention” paid by parties to the disadvantage gap amongst 16- to 19-year-olds, except the Liberal Democrats who have proposed a “young people’s” premium.

The attainment gap between disadvantaged students and their peers was stable before the pandemic, but the gap has widened by nearly a third of a grade since 2019, EPI said.

Its report added: “Even more concerningly, the gap for persistently disadvantaged students widened even further, and was an entire grade wider than the main disadvantage measure, with disadvantaged students 4.5 grades behind non-disadvantaged students in 2022.”

EPI praised the Conservatives’ plans to implement the Advanced British Standard to broaden the 16 to 19 curriculum and increase the offering of maths and English until age 18.

But to “guarantee the success” of the ABS, there will need to be “significant changes to the workforce and more detail on whether students will have the flexibility to study at different levels”.

The think tank pointed out that Labour has offered to conduct a curriculum review but did not specifically address the narrowing of post-16 choices nor how to improve basic skills amongst young people.

Labour’s apprenticeships plan won’t reverse falling starts

On apprenticeships, the Conservatives have proposed increasing starts and funding this by cutting some degree courses, while Labour and the Liberal Democrats have proposed increasing the flexibility of the apprenticeship levy so it can be used more widely for skills and training.

Labour plans to create a growth and skills levy that would allow employers to use up to 50 per cent of the levy to fund approved training courses besides apprenticeships.

A concern of this proposal, according to EPI, is that the additional funding for other training will divert funding away from apprenticeships, which have already fallen dramatically amongst under-19s.

Additional funding for apprenticeships will be necessary if the Labour Party intends to maintain or increase apprenticeship starts.

The think tank added that increasing the flexibility of the levy increases the possibility for “deadweight” where employers use the levy to fund training which they would have originally funded themselves, but now subsidised by the taxpayer.

Labour has proposed introducing an approved list of training courses to partially address this concern.

What about teacher pay?

Despite issues of teacher pay, recruitment, and teacher-pupil ratios all appearing in headlines over the past two years, this election has “not seen the scale of these challenges meaningfully addressed in party manifestos”, EPI said.

No party has pledged to improve pay rates for teachers or support staff and address the real terms pay cut that the profession has seen over the last decade, particularly for “senior staff” and further education teachers.

“Stronger commitments on pay are required to ensure teaching remains competitive in both schools and colleges”, EPI concluded.

The pay gap between FE and school teachers is currently £9,000.

The verdict

Conservatives: Few commitments that seek to address the key challenges facing education and a number of commitments that are largely unnecessary distractions and unlikely to have any real impact on improving outcomes or tackling inequalities.

Labour: Seeks to tackle more of the immediate challenges facing the system. But there are key omissions, particularly around school and college funding.

Liberal Democrats: Have the most number of commitments that are rooted in evidence, but lack detailed plans on how these commitments will be funded and delivered.

Greens: Made substantial commitments for additional funding, but their proposals for ending formal assessments and abolishing Ofsted are not supported by research evidence and may lead to falling standards overall and widening attainment gaps.

Reform: Education-related commitments are limited in nature and do not address the challenges in the education system today in any substantial way.

102 winners scoop silver at 2024 Pearson National Teaching Awards

Outstanding teachers, support staff and leaders from across the UK’s schools and colleges have been honoured in the Pearson National Teaching Awards.

A total of 102 winners have scooped silver awards, and their names have been announced to coincide with national Thank a Teacher Day – the largest celebration of educators.

The silver winners (full list below) will now be shortlisted to win one of 16 gold awards. Winners will be announced at a glitzy bash later this year.

This year’s winners include an Olympian using sport to support vulnerable students, a primary school partnership bringing opera to the community and a lecturer championing diversity and inclusion.

Author Sir Michael Morpurgo, a former Children’s Laureate and president of the Teaching Awards Trust, said: “The work and devotion of all of those who play a role in educating young people is phenomenal.

“Not only do they play a vital role in shaping minds inside the classroom, often they continue to encourage, support, motivate and inspire beyond. That’s why it is important for us to take a moment on this National Thank a Teacher Day to recognise their efforts.”

Sharon Hague, managing director of school assessment and qualifications at Pearson UK, added: “We’re delighted to recognise this year’s silver award winners on their outstanding achievements. The contributions they make and the impact they have on young people’s lives every day is truly exceptional.”

FE lecturer of the year

Mark Campbell, Ada, the National College for Digital Skills

Sally Taylor, Sunderland College

Charlie Moore, Blackpool Sixth Form College

Maria Thorne, Basingstoke College of Technology

Greg Cheeseman, South Hampshire College Group

Alexis Dabee Saltmarsh, Blaenau Gwent Learning Zone,

Darren Turner, Herefordshire, Ludlow and North Shropshire College

FE Team of the Year

The Culinary Arts and Hospitality Team, Westminster Kingsway College

The Creative Media Team, North East Surrey College of Technology

The Sixth Form Team, North Liverpool Academy

The Quality Team, Hopwood Hall College

The Engineering Education Team, South Eastern Regional College (Bangor)

The Landscaping and Eco Construction Team, Gower College

Digital innovator of the year

Rachel Walker, Sneinton St Stephen’s CofE Primary School

Zaitoon Bukhari, Achievement Through Collaboration Trust

Antoinette Hamilton, Chilmington Green Primary School

Natalie Hagan, Cockshut Hill Technology College

Deb Millar, Hull College

Early years team of the year

Becky Aldous and Julie Iannelli, St Pancras Catholic Primary School

Venture Kindergarten

Little Westbourne Nursery

Outwood Primary Academy Woodlands

Carlton Mills Primary School

Performatots Pre-School @ Northern Performance Academy

Excellence in special needs education

Robert Bell, Consilium Evolve

Stacey Evans, Oak Trees Multi Academy Trust

Tracy Whitehurst, Aurora Hanley School

Becky McClean, Special Steps Ltd

Primary school headteacher of the year

Emily Gyimah, Haberdashers’ Hatcham Primary

Andrea Rosewell, Braintcroft E-Act Primary Academy

Dawn Ferdinand, The Willow Primary School

Naheeda Maharasingam, Rathfern Primary School

Sarah Hanson, St Barnabas CofE Primary School

Carrie Green, Bramley Park Academy

Andy Rhodes, Spring Cottage Primary School

Shazia Azhar, Spring Grove Junior Infant and Nursery School

Secondary school headteacher of the year

Chris Fairbaim, The Totteridge Academy

Mark Thomas, Brymore Academy

Jason Bridges, Cockshut Hill Technology College

Phil Davis, Wingfield Academy

Impact through partnership

Woolenwick Infant and Nursery School

Ealing Learning Partnership, Ealing Council, Ealing Learning Partnership

Alloa Community Around The School, Clackmannashire Family Wellbeing Partnership, Alloa Academy

The Bluebell Federation of Schools Intergenerational Projects Team, Bluebell Federation of Schools

The #WeWill Programme Team, Ormiston Academies Trust

Secondary school teacher of the year

Samantha Toman, Ortu Hassenbrook Academy

Edward Allen, Royal Hospital School

Rachel Hindley, Outwood Academy Hindley

Alisha Senior, North Liverpool Academy

Ana Sánchez Motos, King’s Leadership Academy, Liverpool

Kate Hytner, Ridgeway High School

Amy King, Aureus School

Matt Buck, Chances Educational Support Services

Oli McVeigh, Ferndown Upper School

James Vause, Castleford Academy

Primary school teacher of the year

Gethin Edwards, Pierrepont Gamston Primary School

Nathan Shortland, St. Thomas’ CE Primary Academy

Beccy Werrin, Sir John Heron Primary School

Daniel McLoughlin, The Divine Mercy RC Primary School

Jane Stanton, Our Lady & St Paul’s RC Primary School

Meshelle Headlley, Sharnbrook Primary

Alasdair Williams, Ernesettle Community School

Gemma Bradshaw, Holbrook Primary School

Leanne Bryant, Christ Church CofE Primary School

Natalie Poornomansy, Woodlands Primary School Nursery Class

Misba Mir, Carlton Junior and Infant School

Teaching assistant of the year

Carla Horton, Oakwood Academy

Julia Bowers, North Liverpool Academy

Gail Montgomery, King’s Park Primary School

Margaret Bawden, Hordle CofE VA Primary School

Sharfa Chohan, Ninestiles, an Academy

Allan McFarlane, George Pindar School

Lifetime achievement

Debbie Rogan, HEARTS Academy Trust

Andy Taylor, Brent Knoll School

Andrea Arlidge, Futura Learning Partnership

Shan Kenchington, Mount Street Infant School

David Kershaw, Central Academies Trust

Making a difference – primary school of the year

Surrey Square Primary School

Woodpecker Hall Academy

Cambrai Primary School

Marine Academy Primary

Tor Bridge Primary School

Beacon Primary School

Making a difference – secondary school of the year

Rushey Mead Academy

All Saints Catholic School and Technology College

Norham High School

The Derby High School

Heartlands Academy

Wingfield Academy

Outstanding new teacher of the year

Amelia Hampton, Eltham College

Isabella Twaite, The Royal Liberty School

Ciara Mulholland, Saint Patrick’s College

Dylan McCaig, The Warriner School

Josef Feiven, Tudor Grange Academy Redditch

Ciara Daley, Carlton Junior and Infant School

Unsung hero

Greg Smalley, Aurora Brambles East School

Patricia Gawthrope, Park View Primary School

Mo Osman, Burnage Academy for Boys

Hesta Dalton, Priory School

Adam Etherington, Court Fields School

Josh Bray, Outwood Academy Shafton

Lee Turner, Cavendish Junior School

IFS: Colleges face £400m funding shortfall for rising 16-18s

The next government will have to find £400 million just to sustain 16 to 18 education funding at current levels, according to the Institute for Fiscal Studies.

While predicted school pupil numbers are forecast to fall over the next four years, the number of 16- to- 18-year-olds is set to rise by 118,000.

Yet election manifestos published by the Conservatives and Labour parties last week contained no commitments on post-16 education funding.

Labour, currently in the lead in the polls, pledged a £1 billion education package of measures for schools. Meanwhile the Conservatives committed to protect per-pupil spending in schools.

The Liberal Democrats though did pledge to increase per-student funding rates in colleges “above inflation” every year, alongside extending the pupil premium to 16- to- 18-year-olds, as part of a total education spending package worth £2.2 billion.

New analysis from the leading think tank forecasts that even if per-student funding is maintained, the 16 to 18 funding rate would still be 9 per cent lower in real terms than in 2010.

Unlike in schools, where pupil numbers are expected to fall by 400,000 by 2028, the population of sixth-form-age students is expected to rise by 118,000, or 5 per cent, by 2028.

IFS economists modelled three post-16 funding scenarios facing whoever wins the general election on July 4.

Keeping per-student funding at today’s levels in real terms, so adjusting for inflation, would cost £400 million. The analysis found “this would keep spending per pupil constant in real terms at its current level, which – astonishingly – would be around 9 per cent lower than in 2009-10″.

Another option for the new government would be to freeze the overall 16 to 18 education budget in real terms. Factoring in the growth in student numbers, this would see per-student funding rates drop by 5 per cent over the next parliament. That per-student funding would be 13 per cent lower in real terms than in 2010.

Alternatively, a cash-strapped government could freeze 16 to 18 education spending completely in cash terms, meaning it would not rise with inflation. Under this scenario, per-student funding would fall by 11 per cent by 2028 and be 19 per cent lower than in 2010.

These alarming forecasts come as “colleges have faced sharper budget cuts than all other stages of education since 2010,” IFS research economist Imran Tahir said.

“But while the main political parties have emphasised the importance of further education, particularly for young people, none has set out a clear plan for funding colleges,” he added.

Funding for 16 to 18 study programmes has been increased by the Conservative government in recent years, but much of that funding has come with conditions, such as the delivery of 40 extra teaching hours.

Colleges leaders will be hoping for a better per-student settlement than the current funding levels as they struggle to close the £9,000 pay gap between college and school teachers and struggle to meet rising demands for student welfare services.

The Association of Colleges (AoC) estimates £600 million extra per year is needed to fund rising demand and improve teacher pay, alongside capital funding to build extra teaching spaces.

David Hughes, chief executive of the AoC, said funding saved from falling school numbers should be redirected to colleges.

“We know that budgets will be tight going forward, but the next government must commit to investing in the FE workforce and estate to ensure that the education and training needs of 100 per cent of the population can be met,” he said.

“As this report shows, the reduced numbers in schools will reduce costs; the next government needs to recycle those savings into colleges for the growing number of young people, plus reinstate the severe cuts made since 2010 in adult learning.”

Bill Watkin, chief executive of the Sixth Form Colleges Association, said: “Real terms funding for sixth form colleges is far lower than it was 14 years ago, but the needs of students have increased significantly over the same period.

“We are convinced that raising the rate of funding is the best way to do this, and as London Economics found last year sixth form colleges will require an additional £710 per student in 2025 to keep pace with inflation and provide young people with the level of student support and non-qualification time required to support their studies,” he said.

This is the second warning in two weeks of possible cuts to further education from the IFS.

Last week, IFS director Paul Johnson accused Labour of engaging “in a conspiracy of silence” on where cuts to unprotected budgets would come based on already-agreed so-called “fiscal rules” to reduce the national debt.

Estimates on potential cuts needed to unprotected government budgets, which includes further education, local government, courts and prisons, are £18 to £19 billion over the next parliament.

Learning and Work Institute chief executive Stephen Evans predicted the adult skills budget’s share of the unprotected spending cuts would be about £380 million, on top of the £1 billion already cut from the sector since 2010.  

The Liberal Democrats were the only party to respond to IFS’ analysis. A Lib Dems spokesperson said: “The Conservative government has let down our young people and underfunded school sixth forms and colleges.

“It is high time we valued them properly by extending the pupil premium, protecting student choice, and fostering a culture of lifelong learning. This is what our post-16 education budget should be delivering.”

‘Frustrating’: ESFA extends ASF contracts 6 weeks before delivery

National adult education procured contracts are to be extended, the Education and Skills Funding Agency has finally announced.

Training providers that were successful in the government’s £75 million tender for 2023/24 will have their allocations renewed into 2024/25 for one year.

Providers will receive a rollover of their allocation that was agreed as of May 2024, which includes any increases or reductions on their original contract received through in-year performance management reviews.

There are just six weeks before the extended contracts kick in. Provider bosses had been left frustrated at being kept in the dark over whether there would be an extension.

One contract holder who did not wish to be named told FE Week: “We are trying to budget and plan for the next academic year across the mayoral combined authorities and the EFSA, yet we are still in the dark on around 50 per cent of our contract values.

“My chief financial officer comes from out of sector, and she is literally dumbfounded by the fact that with only six weeks of the year to go we still have little idea what our contract values for next year are going to be. If we do have to make redundancies etc then it is not fair on our staff to tell them at the last minute.

“The irony is that come August 1^st we will be expected to be firing on all cylinders.”

Simon Ashworth, director of policy and deputy chief executive at the Association of Employment and Learning Providers, added: “This short notice does not provide the certainty and reassurance that procured providers need to make informed planning decisions, especially considering the wider challenges posed by a new devolution deal and the significant change of funding methodology that the adult skills fund also brings.”

From the 2024/25 academic year, the adult education budget will become the adult skills fund (ASF), which involves higher funding rates for some courses.

The ESFA said it has not adjusted procured allocations to account for previous delivery in the new North East Combined Authority, which is now a devolved area. This means that providers previously delivering in this area should “use their provision to deliver to learners based in non-devolved postcodes”.

Procured contract holders have been told they can submit a business case to request increases and decreases to their awarded allocation amount for 2024/25.

The ESFA had always intended to confirm whether there would be an extension by June. The agency declined to comment on why it could not communicate their decision earlier in the year.

Fifty-six providers were handed contracts in last year’s controversial tender, which is currently being challenged through the courts by major training group Learning Curve, after it missed out on a contract. A trial is set for December.

How can we prepare learners for their future in an ever-changing world?

I’m sure you would agree that change is happening in the vocational education sector – and in the world of skills and work generally – at an unprecedented pace.

As Senior Product Director for Vocational Qualifications here at Pearson, I was actively engaged in designing our new BTEC 2025 (AAQ) qualifications. Our insight and data on the future of skills tells us that if we are to give learners the best chance of finding their brightest and best future, we must think differently about how we evolve and update vocational qualifications to reflect the changing landscape.

BTEC qualifications have existed for over 40 years and over that time we have worked with educators, HEIs and professional bodies to evolve the qualifications to ensure they remain current and future-facing. I know our college and school partners have always taken incredibly seriously their responsibility to ensure learners are equipped with the knowledge, skills, and attitudes they need to thrive in an ever-changing world.

Transferable skills: All together now

According to our Pearson Skills Outlook 2022 research, while technical skills remain highly valued, the top five most sought-after skills by employers are all human skills. These include communication, collaboration, attention to detail, leadership, and customer service.

Transferable skills are essential for a changing workforce and bring about personal and social benefits for individuals and society. However, there is a gap between the skills that employers seek and the skills that graduates possess. This highlights the need for an approach to developing transferable skills that goes beyond just aligning skills to the curriculum.

In response to this insight, we have identified transferable skills as one of the three critical skill areas and have integrated them into all our new BTEC qualifications.

Digital Skills: For the connected world

In addition to transferable skills, digital skills are essential for effectively operating in an increasingly digital and technology driven planet. However, the digital skills gap is widening, with over 80% of all jobs advertised in the UK now requiring skills that over half of the UK’s workforce lacks *Lloyds Bank UK Consumer Digital Index 2020

To address this gap, we have integrated digital skills into our new BTEC National qualifications.

Sustainability: Learning that supports our planet

Despite the growing importance of sustainability education, only a small percentage of FE students are enrolled in qualifications with significant sustainability content.

At Pearson, we are responding by incorporating sustainability education throughout all our new BTEC National qualifications. We have used the UNESCO Sustainable Development Goals as a frame of reference and worked closely with sector experts on this.

Putting skills front and center

Our Pearson Skills Outlook 2022 research has given us the opportunity to embed these all important human skills into our most recent qualification developments. The current Level 3 reforms have meant that we have embedded these in our new BTEC 2025 (AAQ) qualifications should any changes be made.

By focusing their curriculums on transferable skills, digital skills, and sustainability, colleges and schools can be confident that learners will have the knowledge, skills and behaviours to thrive in the rapidly changing world we are all navigating. My sincere hope is that, using the very latest insight and research, together we can deliver future–proofed vocational qualifications that properly prepare learners – helping them to flourish no matter how fast the world changes.

Explore our new approved Level 3 BTECs

Election: FE and skills leaders react to party manifestos

Further education leaders have expressed their “alarm” at the lack of detail on education funding in the main party political manifestos.

Closing the end of ‘manifestos’ week, leaders of the Association of Employment and Learning Providers, adult education body Holex and the Association of Colleges told FE Week editor Shane Chowen what they thought about the pledges and promises, as well as what was missing.

See below for a recording of the discussion from this morning’s free webinar sponsored by NCFE.

The leaders unpicked Labour’s plans to transform the apprenticeship levy and analysed what would make Labour’s proposed new skills body, Skills England, a success.

The Conservatives’ planned apprenticeships boost was broadly welcomed, but there was consensus on the need for the party to do more to improve access for young people.

Visit FE Week’s dedicated general election webpage for the latest news, analysis and opinion.

King’s Birthday Honours 2024: Damehoods for Wolf and ex-UCAS boss

A former skills adviser to the prime minister and author of a major FE review has been made a dame in the King’s birthday honours, as has a former UCAS chief executive.

Baroness Alison Wolf, author of the 2011 review of vocational report, and Clare Marchant, who left the University and College Admissions Service last year, are among more than 20 people recognised with links to further education and skills.

Other well-known figures honoured include former Department for Education apprenticeships director Peter Mucklow, college turnaround specialist Martin Sim, and the current UCAS boss Jo Saxton until last year led exams regulator Ofqual. They each received a CBE.

The honours list, published today, awarded FE and skills individuals with two damehoods, five CBEs, three OBEs, nine MBEs and four British Empire Medals.

Wolf was a key figure in the Number 10 policy unit during the pandemic, where she advised the prime minister on skills and workforce until last year. She was also a panel member of the Augar review of post-18 education and funding and the Sainsbury review which led to the creation of T Levels.

She previously led the Wolf review in 2011, which led to major 14 to 19 reforms in vocational education.

Dame Alison told FE Week she was “deeply honoured” by the recognition and is now supporting the rollout of the lifelong learning entitlement.

“I’m deeply honoured by this recognition of my work on skills, which also, of course, involved a very large number of wonderful and dedicated colleagues. The LLE, in particular, could transform the relationship between further and higher education, and the opportunities open to adults. I very much hope that the cross-party support it enjoyed will mean it fulfils its potential in the years ahead.”

Saxton said: “I will continue championing parity and opportunity for students as UCAS’ chief executive. I am also absolutely delighted to see my predecessor, the inspirational Clare Marchant, honoured today.”

Martin Sim is currently leading Bath College after several troubleshooting jobs at West Nottinghamshire College, Barnfield College, Gateway College, Nottingham College and most recently City College Southampton.

After hearing of his CBE, Sim said: “I am deeply honoured and humbled to receive this prestigious award. I am fortunate and privileged to be a part this fantastic further education sector. I am eternally grateful to the many talented individuals who have supported and guided me along the way.”

Mucklow, who left the civil service last year after 25 years in education and skills, said of his CBE: “I am surprised and of course very pleased to have been recognised in this way. I want to pay tribute to everyone who has worked to build the quality and sustainability of apprenticeships and FE over the last decade – you are the heroes of the skills system.”

Arinola Edeh

Meanwhile, Westminster Adult Education Service principal and head of service Arinola Edeh was also awarded a CBE for her services to adult community education and London.

“I am truly humbled and share this honour with all my colleagues and all our inspirational learners,” she said.

Sue Pember, chief executive of Holex, said Edeh was an early adopter of the Multiply programme and championed skills for life courses and skills bootcamps.

“We are delighted that Arinola has been awarded a CBE for her exceptional contributions to adult learning. Arinola has positively impacted thousands of students and staff through her 30-year career in the public sector, with a focus on adult education.”

Also receiving a CBE was Bridgwater and Taunton College principal Andrew Berry.

Individuals in the apprenticeships sector were also recognised in the King’s birthday honours list.

Amy Marren, a solicitor apprentice from BPP Holdings, was awarded an MBE for services to further education and apprenticeships while Thomas Culley, co-vice chair of the Apprenticeship Ambassador Network accepted a medal of the British Empire (BEM) for services to apprenticeships and skills.

Carole Thorogood, who has been Nottingham College chair since 2017, was recognised with a BEM for her services in FE over the last 18 years.

“I’m truly thrilled to have been included in this year’s the King’s birthday honours list and I draw a huge sense of pride knowing that I have played my part in a much larger ensemble cast, throughout the last 18 years, who have led the charge for further education in this city,” said Thorogood. “I’ve loved every minute of it.”

Alan Twiddy, a technician team leader who has worked at City College Norwich for 36 years, also received a BEM.

He said: “The news that I will be getting this honour came out of the blue, it was quite a surprise. I’ve just been doing my job to the best of my ability, supported by a great team of technicians. It really is a team effort. I’m not one for fame and glory, but it is appreciated.”

See the full list of honours below:

Character education is vital and should be explicitly taught

The scope and purpose of education is vast.

On the one hand, we are preparing learners for a rapidly changing workplace where automation, artificial intelligence and technological advances are reshaping the very fabric of employment where machine-to-human relationships may become as important as human-to-human ones.

On the other, we are fostering a lifelong love of learning, widening horizons and guiding students to recognise what they need to live a flourishing and purposeful life.

In this brave new world, the ability to adapt, to pivot and to stay curious, resilient and determined while retaining our sense of humanity are not just advantageous – they are imperative. And that means character education is more important than ever.

Character education has its roots in Aristotelian ethics and philosophy. In practice, it is a much more down-to-earth set of practices than this origin suggests. We recognise it in FE as the host of things we do to develop our learners into young adults who have the wisdom to make good choices and to live good lives.

What we are doing when we focus on these ‘power skills’ or ‘employability skills’ is providing deliberate opportunity for learners to develop positive character traits that they can then use in all aspects of their life.

Every time we get our learners to work as part of a team, we provide an opportunity for them to develop empathy, reflection and confidence. Every time they have a go at something new, we develop their courage and resilience. And every time they volunteer or take part in community events, we foster their civic virtues.

Foregrounding this type of work into a more formal character education curriculum enables us to be more deliberate. Done well, it offers us a roadmap to more effectively meet their needs.

It nurtures a growth mindset – instrumental for learners’ wellbeing

The Jubilee Centre for Character and Virtues has created a framework for developing character that means we don’t have to leave it to chance. It offers a clear, evidence-based and deliberate pedagogy that follows a three-step approach.

Character caught

Character can be caught through the college culture: by seeing good character role-modelled by all members of the community, through positive relationships between lecturers and learners and through the implicit ways we show them we care about their futures.

Character taught

This part of the approach requires subtle shifts to the tutorials and subject curriculum courses, but it is something that can easily be implemented with deliberate design.

Once learners have a vocabulary to talk about their own character development and understand how to practise traits such as critical thinking, optimism, resilience and compassion, it’s easier for them to reflect on which character trait might help them be their best selves in any given situation.

Character sought

This means providing opportunities for students to develop their character through leadership roles, volunteering opportunities or learning experiences that challenge them. A rich extra-curricular programme, trips and charity weeks all contribute to this.

Character education enables learners to develop the skills and attitudes they need for the changing world they face – to adapt to it and to shape it to their priorities. It nurtures a growth mindset through which they are more likely to view challenges as opportunities, which is instrumental for their wellbeing.

It also prioritises the development of critical thinking skills, enabling students to analyse complex problems, evaluate information rigorously and make well-informed decisions. In an era marked by online misinformation, disinformation and harms, this ability to think critically is essential.

Finally it can foster creativity and innovation by encouraging students to cultivate curiosity, imagination and perseverance. These traits empower students to generate novel solutions and contribute fresh perspectives to their professional and personal endeavours. In a competitive and innovation-driven economy, this is paramount for driving progress and maintaining a competitive edge.

The world of business has always been clear that whilst academic achievements can help get young people through the door, it is their strength of character that will often get them the job.

So let’s teach it, deliberately and explicitly, so our learners flourish in the workplace and in their wider lives.