Sector needs clarity on levy prospects and wider apprenticeship reforms after Brexit vote

Sector leaders have called for clarity on whether the government will still press ahead with apprenticeship levy plans following the British public’s decision to leave the European Union.

The referendum result was confirmed this morning, provoking the resignation of Prime Minister David Cameron.

It will throw into doubt the viablilty of plans for the levy due to be launched next April.

This is particularly resonant because Skills Minister Nick Boles warned recently that Brexit could kill-off the plans.

Nick Boles
Nick Boles

He entered the Brexit debate during an event on June 13 in Westminster, organised by Policy Exchange, warning: “As skills minister I am responsible for the introduction next April of a new apprenticeship levy on large employers.

“But do you think the chancellor will feel it is prudent to introduce a new payroll tax in the middle of a recession, when business confidence has been shattered by a decision to leave the single market and unemployment is rising?”

Confirmation that Britain will indeed be leaving the European Union prompted calls for swift decisions on how it will affect the sector.

Mark Dawe
Mark Dawe

When asked if he now feared for the levy, Mark Dawe, chief executive of the Association of Employment and Learning Providers, told FE Week: “We need clarity on what we’re meant to be doing.

“I can understand they’ll pause for a moment and think, but if we don’t know what’s going to happen it’s going to by default not happen in April. So really this week we need some clarity.”

Martin Doel, chief executive of the Association of Colleges, said: “Specific areas of concern relate to the money pledged for training via the European Social Fund (ESF) and the Skills Minister Nick Boles’ comments that the apprenticeship levy may need to be postponed.”

Martin Doel
Martin Doel

He added: “The government must make it clear as soon as possible how it will continue to fund education and training for the good of everyone.”

Current Learning and Work Institute boss David Hughes, who will start as chief executive of the Association of Colleges at the start of 2016/17, added: “Prior to the vote there was already some unease about the lack of details about apprenticeship reforms.

“Now we need decisive action from BIS to provide certainty about the reforms. More delays will lead to more caution by colleges, providers and employers.”

It is believed that there will now be a two-year negotiating period over the terms of Britain’s departure from the European Union.

This has raised questions, reported on by FE Week in February and still unresolved, over what would happen to ESF contracts— with the current round running from 2014 to 2020 worth about €3bn (£2.3bn) across England.

The ESF is cash that the UK receives, as a member state of the EU, to increase job opportunities and help people to improve their skill levels, particularly those who find it difficult to get work.

It is partly administered through the Skills Funding Agency (SFA) and its allocations in 2014/15 showed that 107 different providers received a combined total of £305,267,633 in ESF cash.

There will also be wider concern about education and skills funding, with the future of Chancellor George Osborne also thrown into doubt.

He published a draft budget before the referendum reflecting on what would happen with public finances in the event of Brexit, which indicated education funding could be drastically cut by £1.15bn.

A Department for Work and Pensions spokesperson said: “It is too early to tell what will happen with ESF. For the time being it will be business as usual.”

The Department for Business, Innovation and Skills was unable to comment ahead of publication on how leaving the European Union would affect the levy and wider education and skills funding.

SFA could shoulder up to 90% of training costs for non-levy employers

The government plans to slash the amount smaller firms will have to pay towards the cost of apprenticeships training after the levy launch.

Employers of all sizes currently have to pay a third of training costs with the Skills Funding Agency agrees to covering the rest, under the pilot for new apprenticeships.

That means a £1 employer cash contribution returns £2 funding – up to a cap – for the relevant standard.

But FE Week has learned the government is looking at a making a much bigger contribution after April 2017 for employers not using their apprenticeship levy pot — either because their wage bill is too small to pay into it, or because it has run out.

For every £1 invested by such employers, we understand that the SFA will paying up to £9, according to plans set to be announced later this month.

This would mean providers are to be paid as much as 90 per cent from SFA coffers — although employers not paying the levy would still have to contribute around 10 per cent in cash first.

The news was welcomed by Mark Dawe, chief executive of Association of Employment and Learning Providers.

He said: “This sound like good news, as we believe smaller employers should pay as little as possible.

“We have been lobbying ministers about the need for a high-level of coinvestment by the government in respect of non-levy paying employers.

“These small- and medium-sized enterprises are needed to provide apprenticeship opportunities to young people in the big cities and smaller towns, or rural areas where the levy-paying employers are not always present.”

But he also cautioned: “For many small organisations, any contribution will be prohibitive and we hope the government will consider how it might support these smaller employers.”

The apprenticeship levy, first announced by the government last July, is due to be introduced in April 2017, and will be set at 0.5 per cent of an employer’s payroll.

Only businesses with a payroll of more than £3m – about two per cent of employers – will actually pay the levy.

But there has been widespread concern that non-levy-payers would be put off apprenticeships altogether, if they still had pay large sums towards training.

John Hyde, executive chairman of independent training provider HIT Training Ltd, who was given a CBE in the Queen’s birthday honours list, said: “If the 10 per cent contribution is confirmed, this is excellent news for smaller companies who already contribute substantially to the apprentices’ wages, lost opportunity costs, trading costs and more.

“The growth in the economy is through small- and medium-sized enterprises and the growth in apprenticeship numbers will follow.”

Teresa Frith, senior skills policy manager at the Association of Colleges, said the plan “could encourage employers, previously put off apprenticeships by the cost, to take on a young person and provide them with the skills to begin a career”.

“Small businesses are the lifeblood of our economy and the government must ensure they, and their staff, can also benefit from the funding created by the levy,” she added.

A BIS spokesperson would only say: “We set out earlier this year that more information would be available in June 2016. There is nothing further to add at this time.”

Wilshaw calling for every major multi-academy trust to include a UTC

Ofsted’s chief inspector is set to call on the government to insist that every major multi-academy trust (MAT) includes a university technical college (UTC).

Sir Michael Wilshaw will speak out on the issue during his speech, starting at 1:30pm today, at the Festival of Education.

He will say: “The government should insist that every major multi-academy trust should have a UTC.

“Every multi-academy trust should be inspected to ensure that the UTC does not become a dumping ground for the difficult or disaffected and that it delivers high quality pre-apprenticeship programmes to the age of 19.”

Sir Michael Wilshaw previously told MPs on the education select committee in March that school and UTC clusters provided a “really great opportunity” to ensure high quality vocational education.

He said at the time: “If I was running one of those I’d have primary schools, I’d have secondary schools and I’d have a couple of UTCs [university technical colleges] as well.”

But this latest call for the 14-to-19 vocational institutions to be part of the furniture in all MATs will be seen as further indication of his support for UTCs becoming integral to the delivery nationwide of skills training.

Nick Boles, the Skills Minister, also said in March that “UTCs are stronger inside MATs”, during a speech to the House of Commons.

The chief inspector’s speech at the festival in Wellington College, Berkshire, will also reflect on school leavers’ general lack of vocational skills.

Sir Michael will ask: “What about those youngsters who would benefit from a technical education?

“What about those employers who, year after year, say that school leavers are not equipped with the technical skills that they are crying out for?”

He will refer to the latest figures as “shocking”, saying: “In the UK as a whole there are now 210,000 vacancies as a consequence of skills shortages across the economy – an increase of 43 per cent from 2013.

“I have taught in disadvantaged communities for most of my professional life. And I can tell you that there will always be some children who will respond better to a technical curriculum than others.”

Sir Michael’s support for UTCs comes after FE Week reported in May that UTC Lancashire would be the fourth of its kind to close, since they launched in 2010.

Central Bedfordshire UTC announced in March that it would close in August — after admitting it had not been able to attract “sufficient pupils”.

Hackney UTC closed in July 2014, also following problems attracting learners, and Black Country UTC shut last summer after a “disappointing” Ofsted inspection and, again, low student numbers.

FE Week also reported that, shortly before Central Bedfordshire UTC announced that it would close, Mr Boles informed UTC chairs and principals of a “new centrally funded package of educational and financial support”, which will be accessible to UTCs in their early years.

It will be available to those that have not yet been judged ‘good’ or better by Ofsted, but not to those that are subject to intervention.

But in February, FE Week revealed ongoing problems for UTCs, finding that 40 per cent of those that opened between 2010 and 2013 saw student numbers fall for the current academic year.

Exclusive research through Freedom of Information requests found that six of the 15 UTCs opened between 2010 and 2013 saw their learner numbers decrease for 2015/16.

AoC looks forward to ‘new era for Ofsted’ under leadership of Amanda Spielman

The Association of Colleges is looking forward to “a new era for Ofsted” — after Education Secretary Nicky Morgan confirmed the government’s approval of Ofqual chair Amanda Spielman as the next chief inspector.

Ms Morgan made the announcement on Friday (June 10), and ministers will now wait on agreement from the Commons education select committee for final approval.

The Department for Education (DfE) also told FE Week that it had started recruiting for three new Ofsted board members and “the advert for the roles listed FE experience as one of the desirable criteria”.

Martin Doel, chief executive of the Association of Colleges welcomed the news, and said: “We offer our congratulations to Amanda Spielman.
“This will be a new era for Ofsted and we look forward to working with her in the future and helping her to gain an understanding of colleges and a sector that she has not worked closely with in the past.

Martin Doel
Martin Doel

“We are also interested in how the Ofsted board, that supports the new chief inspector, might be refreshed in order to ensure that it has more substantive further education expertise than is currently the case.”

Mr Doel has been scathing of the current chief inspector Sir Michael Wilshaw, who told MPs in March that he believed 16- to 19-year-olds should be taught in schools rather than colleges, and that the FE sector was “in a mess”.

Sir Michael’s comments, made during an appearance before the Commons Education Select Committee, provoked widespread anger across the FE sector.

The education secretary said: “From helping to set up one of the country’s top academy chains, to acting as a council member for the Institute of Education, to overseeing our ambitious qualification reform programme, Amanda has extensive experience
at the frontline of the education system.

I know she is the right person to deliver.”

Current Learning and Work Institute boss David Hughes, who will start as chief executive of the Association of Colleges at the
start of 2016/17, also welcomed Ms Spielman’s appointment.

He said: “Ofsted needs someone who can lead a large organisation and be independent on policy issues – which I think Amanda has shown well as chair of Ofqual.”

Mark Dawe
Mark Dawe

Mark Dawe, the chief exec of the Association of Employment and Learning Providers, added: “I found it easy to have very constructive discussions with Amanda when she chaired Ofqual, so I look forward to working with her in her new role.

“There is a good and honest dialogue between Ofsted and AELP on how the delivery of work-based learning is inspected, and we hope that this will continue under Amanda’s leadership.”

The Commons education select committee will now hold a “pre-appointment hearing” with Ms Spielman, on June 29 June.

Its chair Neil Carmichael MP said: “The chief inspector has an important duty in raising standards in education and skills.

We want to make sure that the government’s preferred candidate has the necessary independence, skills and experience to be effective.”

UKAEA apprentices power their way to Brathay Challenge victory

Five months of tough challenges culminated this week for the final of the fifth annual Brathay Apprenticeship Challenge, writes Billy Camden.

Nine apprentices from the United Kingdom Atomic Energy Authority (UKAEA) have had their skills tested to the limit since February to be named the country’s team of the year.

They fought off tough competition from seven other teams in a final three-day showdown this week, in which UKAEA narrowly beat HMRC Digital Newcastle into second place and HSBC, who finished third. Teams from Apprenticeships Norfolk Network, Hampshire County Council, HMRC Surge and Rapid Response, IBM and QinetiQ also competed in the final.

To get there, the teams had to prove their logistical, team building and communication skills by visiting nearly 400 schools, careers fairs and youth groups to raise awareness of apprenticeships, as well as completing a project in their community.

An HMRC Surge and Rapid Response  apprentice takes a leap of faith at the  Brathay challenge
An HMRC Surge and Rapid Response
apprentice takes a leap of faith at the
Brathay challenge

In the final, held at youth charity Brathay’s headquarters on Lake Windermere in the Lake District from Monday, they also faced the challenge of a series of team building tasks — from orienteering and coracle boat building to an assembly line puzzle.

UKAEA team leader and electronic engineering apprentice, David Godden, 21, told FE Week the team was “ecstatic” and “shocked” to win.

He said: “It feels great because we’ve worked hard for a good few months now and to finally get some recognition for it is amazing.

“The three days have been intense. We’re all aching but it has been great fun. We have been out on the whaling boats, climbing up fells, but we are all looking forward to a bit of a rest now.”

David said the hardest challenge was the final whaler boat race — a timed five-mile rowing and navigation trial around the lake.

“We were rowing for a good hour and a half so it was keeping the rhythm going and keeping it all going as team through the stress of physical and mental exertion as well as navigation.”

Stephen Hall, apprenticeship training manager at UKAEA, said the apprentices’ victory made the company “very proud”.

The scores from the community project and awareness-raising element, the assembly line puzzle and the whaler boat race were combined to give the final ranking.

For their community project, the UKAEA team volunteered with Helen and Douglas House Hospice and took part in a radio drive which raised £35,000.

Apprentices go rafting in the mission  accomplishment task at the Brathay challenge
Apprentices go rafting in the mission
accomplishment task at the Brathay challenge

David said this was “one of the most enjoyable things” about the whole Brathay challenge process.

Over the course of the year, teams reached out to young people to discuss apprenticeships and recruited more than 400 new employers to offer apprenticeships as part of the challenge.

The apprentice teams have also reached out to their local communities and delivered 45 community projects to benefit young people.

Sue Husband, director at the National Apprenticeship Service which supports the challenge and a judge of the competition, said all participants would take away “effective personal skills” as a result of the process.

She told FE Week: “I think most important thing for the participants is the impact it has on them as individuals and how it will affect other people around them.

“We’ve had past winners go on to cohost the apprenticeship awards, spoken at events at National Apprenticeship Week and chosen to be involved in the current apprenticeship Get in Go Far campaign. It brings loads of potential for themselves and building their confidence.”

Main pic: Brathay Apprentice Challenge 2016 winners. Pictured with their trophy are Tom Cox, Elliott Taylor, Emily Swatton, Dave Goddon, Jake Payne, Peter Blowfield, Joe Woodley, Matt Sayer and Sam Cullen

Approaching vocational learning like a craftsman

Professor Bill Lucas reflects on the findings of City & Guilds research into craftsmanship, and what lessons can be learned across FE.

Craftsmanship is in decline today for a number of reasons.

We live in a throwaway world where being good enough has replaced doing your best, where hands are mainly used only to type on keyboards rather than make things, and where multi-tasking and short-termism are the name of the game.

In colleges and schools these societal forces are further accentuated.

There are pressures on time within some qualifications, lessening opportunities for practical craftsmanship.

And, importantly, there is insufficient understanding about the pedagogies and cultures likely to cultivate craftsmanship.

City & Guilds has published an overview of research I carried out with Dr Ellen Spencer, A practical guide to craftsmanship.

Our research shows that it is indeed possible to acquire the necessary attitudes and skills

Drawing on interviews with expert practitioners and on evidence from many decades it offers practical advice to leaders and teachers.

Unsurprisingly, we found that craftspeople do things differently.

They are passionate. They go the extra mile. They are highly attentive and often self-absorbed.

They notice things more precisely than others, set demanding personal goals are reflective and particularly enjoy giving and receiving feedback.

Three things emerged clearly from our research.

Firstly, you can learn to be a craftsman or craftswoman. Second, it’s about ‘becoming’ as well as doing. Thirdly, the culture of organisations really matters.

Clearly, it is only worth trying to teach students to develop the habits of craftsmanship if it is technically possible! Good news.

Our research shows that it is indeed possible to acquire the necessary attitudes and skills.

Best pedagogies require learners to focus on how they use their efforts, to watch their language (‘I can’t yet do this’ rather than ‘I can’t do it’) and to remain optimistic (seeing setbacks as something over which they have control).

Apprentices and students need to learn to concentrate, focus and practise, all the while tracking the development of their own expertise.

We sometimes forget that part and parcel of vocational education is the sense in which learners are learning to become, to acquire an identity associated with their vocation as they internalise its roles, responsibilities, and tacit knowledge.

Craftsmanship must be similarly internalised. This calls for real-world experiences, authentic assessment, an openness to change and regular mentoring from more skilled workers and teachers.

Context and culture also matter hugely.

Craftsman-like behaviours are promoted when leaders model their commitment to excellence and when ‘second best’ or ‘good enough’ are never tolerated.

Such leaders value effort. They see making ‘mistakes’ (proto-types, drafts) as at least as valuable as outstanding end-products.

Learners need to be surrounded by positive role models. At every stage they need to see the value of group critique and the benefits of sharing work-in-progress.

There are many promising practices across the FE sector and the UK is proudly world class in several vocational areas.

But in a good-enough culture nothing short of a sea change in attitudes is required.

Institutions need to have policies and practices which actively reward everything which has been touched on here.

A massive development in staff’s professional capabilities is called for if we are to produce a generation of craftsmen and women.

Colleges and training providers will thrive where they work with each other to share and promote their shared expertise in craftsmanship.

Best pedagogical practices need to become second-nature in educational and work-place settings.

As one of our interviewees, Jason Holt from Holts Academy of Jewellery, put it, we are talking about nothing less than “a connection between humanity and pride and integrity and applying that in a tangible way to an object or a process or discipline or an output”.

Such a blend of attributes is already evident in pockets within the sector.

But with a more detailed understanding of the leadership and learning methods which work, the ethics of craftsmanship can be spread far and wide.

Hitting the peaks for Guyana gap year

Four friends at Priestley College have tackled the Three Peaks Challenge to raise funds for one of them to spend a gap year teaching in Guyana.

Students Gregory Horne, Laura Nicholson and Charlotte Whittaker scaled the highest peaks in Britain — Ben Nevis, Scafell Pike, and Snowdon — along with Scott Kingsley who is hoping to teach in South America when he finishes his A-Levels.

From left: Priestley College friends Laura Nicholson, aged 17, Scott Kingsley, 18, Gregory Horne, 18, and Charlotte Whittaker, 18
From left: Priestley College friends Laura Nicholson, aged 17, Scott Kingsley, 18, Gregory Horne, 18, and Charlotte Whittaker, 18

The four managed to complete the monumental challenge in two minutes under the 24 hours that people generally target — raising £1,000.

Scott, who studies chemistry, physics and maths, needed to raise £6,200 to cover the costs of his travel, accommodation, food and insurance for the trip.

The group’s efforts brought his total to nearly £4,000.

Scott said the trip to South America would be a “fantastic opportunity” to give something back to a community other than his own.

He added: “It will be the first time I will have to write a letter. I’ve been told there’s no phone signal or internet where I will be going so a letter is the best way to get a message home.”

You can donate to Scott’s bid at www.virginmoneygiving.com/scottkingsleyguyana.

Main pic: The three peaks: (clockwise) Ben Nevis, Scaffel Pike, Mount Snowdon

Car repaired for injured ex-serviceman

Mechanic students at Sussex Downs College used their skills to repair and donate a car to an ex-serviceman.

Dean Roberts, who served as a logistics driver for different regiments until a motorbike incident in 2008 meant he had to leave the military, received the newly restored Renault Clio earlier this month.

The group of level two motor vehicle bodywork and repair students worked on the car, restoring it to its former glory with £2,500 worth of work.

Among the work included a full service and valet, a new cam belt, repaired heating fans, and its front bumper repainted.

The students spent one session a week working on the car over six weeks, totalling around 34 hours shop time.

Mr Roberts said he was “at a loss for words” as he received the key to his new car. “Thank you doesn’t quite cut it but it’s all I can say to everyone involved.”

The project was part of a collaboration between Soldiers off the Street charity, local motor businesses and motor vehicle staff and students from the college.

Pic: Dean Roberts (front left) is passed the keys to his new car thanks to Sussex Downs College students