Take a moment to empathise with the Central Delivery Service (CDS) advisers at the Skills Funding Agency.
As if what must feel like annual restructures at the Agency were not stressful enough, they represent the front line in communications with embattled providers.
On the 23 December last year they dutifully emailed colleges and training providers to “confirm the outcome of any 16-18 growth requests” would occur as planned, by 8 January.
Yet as FE Week went to press, nearly a month later, there remains little to no news about when or whether the apprenticeship growth requests will be granted.
What we now know is an unrelated budget mess at the DfE is to blame.
Do civil servants at the DfE know what damage this does to the relations between providers and their SFA CDS adviser?
And even if they do, will they even care?
History has shown that these growth requests are granted in the end, but at what cost to the very human relationship between funder and provider?
Communication is key, and a DfE claiming to be committed to transparency should practice what they preach.
Questions remain over the future of the UK’s largest employer skills survey, with indications that responsibility for labour market information could fall to local enterprise partnerships (LEPs) in the future.
The Employer Skills Survey (ESS), published every two years by the UK Commission for Employment and Skills, examines the skills challenges facing employers and is based on interviews with around 90,000 UK businesses.
Its future has been in question since the government’s spending review in November, when it was announced that the UKCES would have its budget cut. Earlier this month the Skills Minister, Nick Boles confirmed that the government would be withdrawing funding during 2016-17.
No announcement about the future of the survey has been made. When asked by FE Week if this year’s UK-wide survey would be the last one, a UKCES spokesperson said discussions were still ongoing.
Speaking at a parliamentary evidence session on Monday, Mr Boles said it was the “obvious role” for LEPs to have responsibility for labour market information.
“Who should take responsibility for knowing more about the labour market at which level?” he was asked by Neil Carmichael, joint chair of the sub-committee on education, skills and the economy.
“It always seemed to me at least that it’s the absolutely obvious role for a local economic partnership to be gathering the data and then translating it into various conclusions,” Mr Boles replied.
“I would have thought it was a good use of their time and their budget,” he added.
David Hughes, chief executive of Learning and Work Institute, warned that it would be a “backward step” if the ESS did not continue to be UK-wide.
“As devolution quickens, the need for a single, consistent, comparable set of data about the labour market heightens,” he said.
Jo Lappin, chief executive of the Northamptonshire Enterprise Partnership, agreed with Mr Boles.
“Having a really good handle on both growth and replacement demand will mean that LEPs, working with their education and training providers, will be able to collectively deliver properly planned provision,” she said.
Ann Limb, chair of the South East Midlands LEP, agreed that it would “make sense” for LEPs to take over responsibility for gathering data on the local labour market.
“All LEPs base their strategic economic plans on evidence drawn from local labour market intelligence and so it would make sense for us to continue and develop this practise in the future,” she said.
The ESS 2015, published on Thursday, said vacancies that go unfilled because employers can’t find workers with the right skills are a “growing challenge” to UK businesses.
It found that 23 per cent of vacancies went unfilled because of skills shortages – a proportion that has not changed since 2013, despite 42 per cent growth in the number of vacancies in the UK overall.
Companies in the electricity, gas and water sector had the biggest shortage of skilled workers, the survey found, with 36 per cent vacancies last year, up from 23 per cent in 2013 (see table, right).
The 243-page report, made up of interviews with businesses across all sectors of the UK, revealed that jobs in skilled trades, machine operating and professional roles were most affected. Reading, writing and numeracy were among the skills the employers said prospective employees were lacking, with around 25 per cent of applicants falling short in those areas.
The skills gap within employment has fallen since 2013, but 14 per cent of employers still report that they have employees who don’t have all the skills they need to do their job. The survey also revealed “over two-thirds of employers that had difficulty filling their vacancies solely as a result of skill shortages had experienced a direct financial impact through either loss of business to competitors, or increased operating costs.”
A spokesperson for the Department for Business, Innovation and Skills (BIS) said: “We are discussing the future of the valued Employer Skills Survey with UKCES and other stakeholders, including other government departments, devolved administrations and LEPs.”
Should LEPs be responsible for the ESS in future?
YES
Jo Lappin, chief executive, Northamptonshire Enterprise Partnership
“The availability of a skilled workforce is essential to the economy, with almost every employer seeing skills as one of the most important issues for the continued growth of their business.
“LEPs therefore really need to understand what is happening in their labour market and make sure that the education and training system is delivering the skills needed by businesses and the wider economy.
“Having a really good handle on both growth and replacement demand will mean that LEPs, working with their education and training providers, will be able to collectively deliver properly planned provision. This takes on an even greater importance as skills funding is increasingly devolved.”
NO
David Hughes, chief executive, Learning and Work Institute
“The Employer Skills Survey provides a rich set of data which is invaluable to all sorts of organisations and people across the UK. It provides good evidence to policy makers and commissioners about what’s needed from public investment to support employer and individual investment.
“We are keen that this research continues in the future, whatever that future holds for UKCES. A national survey, carried out once every two years and accessed by hundreds of organisations is a very efficient way to gather this intelligence and it would be a backward step if it did not continue in some form.
“As devolution quickens, the need for a single, consistent, comparable set of data about the labour market heightens.”
Oscar the robot helped host the official unveiling of £2m-worth of hi-tech engineering facilities at Nelson and Colne College.
The new department features a subsonic wind tunnel, along with workshops equipped with the latest technology and software, such as computerised numerical control machinery.
It is aimed at helping the college’s engineering students learn the skills needed to help them get jobs in Lancashire’s manufacturing sector.
On the launch night, interactive robot Oscar spent time talking to guests about apprenticeships and giving out canapés from the college’s restaurant and bistro.
Nelson and Colne College’s assistant principal for enterprise and engagement, Alison Rushton, said: “This is such an exciting time for the college, and we are looking forward to seeing school, college and adult learners, as well as employers, benefit from this outstanding skills facility.
“Manufacturing forms the largest private sector employment for Pendle, so there really is no better time for students to get ready for their future with Nelson and Colne College.”
Main pic: Oscar the robot hands out canapés to principal of Nelson and Colne College Amanda Melton
Public services learners at Suffolk New College had their leadership skills put to the test when they were tasked to deal with the aftermath of a serious road accident.
The group were given different roles in the simulation which tested the knowledge learned on their level three course.
Some students played the part of those injured in the “accident”, while others took on the role of paramedics, police, journalists and members of the public.
Tutor Martin Memory said: “The students attended a scenario where the driver of a car suffered a heart attack and crashed into two pedestrians.
“They each had various roles to play and the purpose of the simulation was to learn how to deal with a serious situation.”
Mr Memory, who previously served as a sergeant with Suffolk Police, said the exercise was useful for the students who are likely to use their qualifications to pursue careers in the emergency services.
“Exercises such as this bring the classroom to life,” he added. “It’s always important to learn by doing and using role play helps students to put their skills into practice.”
Main pic: Public services students deal with the aftermath of the road accident simulation
Photography learners at Central College Nottingham have launched their own commercial photo-agency.
The young snappers will run Focus Central out of the college’s photography department and will give up to 20 students on the photography foundation degree course real-life work experience of how a business operates.
A shot of Newark Castle in Nottingham which the college snappers were commissioned for
Students will take on assignments such as family portraits, weddings and events including PR and product launches.
“We are really confident that we are going to be able to deliver a professional service,” said 21-year-old foundation degree learner Samantha Dawn. “We have already got two weddings booked even though we officially launch next month, which is really great for us.
“Everyone hopes that the business will build up and we want to be doing as many jobs as possible.”
The money the learners generate through any bookings is put back into the agency to fund student trips to see other creatives’ work and put on future exhibitions.
Main pic: From left: Central College Nottingham photography learners Klaudia Tomiak, aged 20, Samantha Dawn, 21, and Aaron Greco, 20
Duchy College learner Megan Giles chipped her way to victory in the golf Andalucía Junior European Open in Spain.
The 16-year-old qualified for the Open, which is widely regarded as one of the biggest honours in junior golf, by winning the regional final based in the UK.
The individual strokeplay championship in Spain was played over five rounds.
Megan finished with a total of 227 after rounds of 77, 72 and 78, the same score as Spain’s Carlota Sanchez.
It went down to a sudden-death play-off against Sanchez where Megan emerged victorious on the first extra hole.
Megan, who is currently on the tournament golf college development programme at the college in south-east Cornwall, said: “It was amazing really, the other players were so good and so I wasn’t expecting to be anywhere near the top.
“The course that I’m studying at Duchy College is great because it means that I get to practice so much more than I would do at school, and I’ve really improved.”
Curriculum lead for sport at the college, Kym O’Mara, added: “It was a nail biting few days, especially going into the final round, but she [Megan] showed the grit and determination that all successful sports people need, if they want to succeed.”
Pic: Megan Giles back on familiar territory outside Duchy Home Farm
The National Skills Academy for Financial Services (NSAFS) has appointed Peter Pledger as its chief executive, taking over from the outgoing Sylvia Perrins who has retired.
Mr Pledger brings more than 20 years’ experience of working in the education and training sector to the role, with much of this in collaboration with the financial services industry.
Prior to this, Mr Pledger was chief executive of the London College of Beauty Therapy and before there he was chief executive of South London Business.
Mr Pledger was also the executive director of the London West Learning and Skills Council responsible for the planning and funding of post-16 education across west London. He has also served as a governor of St. Mary’s University for nine years.
Commenting on his appointment at NSAFS, Mr Pledger said: “I look forward to developing the NSAFS to continue to meet the needs of employers in financial services, create opportunities for access to jobs in the sector and expand the range of services to improve knowledge and understanding of financial services.”
Meanwhile, Lawrence Kenwright has joined the board of governors at City of Liverpool College.
Mr Kenwright is the co-founder, with his wife Katie, of Signature Living, a new chain of city centre hotels.
The college hopes the entrepreneur will bring expertise in construction, digital and social media to the board.
Mr Kenwright said it is an “honour” to join the college.
“I am proud to have been appointed governor to offer my expertise within the different industries I am involved in,” he added.
“The college does fantastic work to develop local talent so it is a real honour that they have asked me to join the board. I am relishing the opportunity to get involved and help the college grow and become more successful in the years ahead.”
Peter Grieve, chair of City of Liverpool College board of governors said Mr Kenwright’s appointment is part of ongoing work to “build a curriculum around key growth areas like the visitor economy, identifying what the job and skill needs are
for these sectors and shaping courses to match.
“This strategy will ensure that the education we provide will lead to real jobs for our students.”
And John Laramy has been appointed as the new principal of Exeter College, replacing Richard Atkins who will retire in March.
Mr Laramy, who has been vice principal of Exeter College since 2009, will take up his new post at the start of April.
He said he was “delighted” to have been chosen.
“I am privileged to have the opportunity to lead one of the best colleges in the country. Exeter College is exceptional, and I look forward to working with students, staff, governors and stakeholders to build on its success in the future,” he added.
In the past, Mr Laramy has also worked part-time at North West Kent College and in a number of roles at North Devon College, including in the senior management team.
He sits on the Exeter Mathematics School Board, a partnership between Exeter University and Exeter College, and is a member of the Chartered Institute of Building.
The Equality and Diversity Good Practice Fund was the source of 29 innovative projects in 2014/15, but providers hoping to access funding this year will be disappointed to find it is no longer available.
The fund, previously known as the Equality and Diversity Inclusion Fund, has been available for five years so far and was established to encourage and support innovate work that promotes equality and diversity.
But a spokesperson for the Skills Funding Agency (SFA) has confirmed to FE Week that there are “currently no plans to fund new equality and diversity projects in 2015/16”.
She added that it was not anticipated that the fund would run year on year, saying: “The 2015 fund focussed on embedding and sharing the good practice learned from previous and current projects, with a focus on being self-sustaining in the future.
“Over the last five years the funded projects have created a wealth of information and guidance for providers that will continue to be available.”
The closure of the fund comes after the government said it would address recommendations made in a report from the House of Commons Women and Equalities Committee’s Transgender Equality, which found evidence of “unacceptable” bullying of transgender adult learners — a topic that some of the projects funded last year aimed to address.
The fund was initially managed by the Learning and Skills Improvement Service, and then taken over by the National Institute of Adult Continuing Education when the service was shut down in 2013.
The Equality Challenge Unit (ECU) won the tendering process for the most recent round of funding in 2014/15.
Jonathan Gascoigne, performance and planning manager at the ECU, said; “From conversations with the SFA I think this is pretty much the last fund of this type for equality and diversity wok in the FE sector in England.
“There were three priorities really for the SFA, which were embedding, sustaining and spreading good practice, and I think because they thought that this might well be the final fund they wanted it to have more of a long lasting impact.
“The emphasis of this fund was to identify and develop good practice that FE providers could embed into their existing processes.”
Students with learning difficulties, particularly those on the autistic spectrum, sometimes have difficulty understanding relationships. Gloucestershire College’s project provided these students with activities and resources adapted to their learning requirements, to help them understand sexual orientation, recognise diversity in their communities and be able to make informed choices about their own sexuality.
Gloucestershire College partnered with National Star College, a specialist college for learners with physical or learning disabilities, to develop four activities aimed at building an understanding of sexual orientation. These included flashcards, games and YouTube videos, and the resources are available for download here: www.equalitiestoolkit.com/content/sexual-orienteering-ecu-gpf
Kirsty Floran, project leader and Gloucestershire College head of school for foundation studies, said the scheme had helped students have a greater awareness of relationships, diversity and sexual orientation, but had also boosted teacher confidence in working on these themes.
Jane Griffiths, project manager at National Star College, said: “It is great to see these resources being used in learning sessions at National Star College, encouraging an inclusive dialogue and supporting students with learning difficulties to feel more confident and self-aware about sexual orientation and their own sexuality.”
Abingdon and Witney College
Abingdon and Witney College’s project resulted in the first example of an organisation in Oxfordshire employing people with learning disabilities as apprentices.
The SEN [special educational needs] learners were part of a best practice model, in which they worked in a cafe run by employer partner and local charity Yellow Submarine. This successful example of how to help SEN students access pathways to apprenticeship training will now be rolled out to employers and providers across Oxfordshire.
“How to” guides for training providers and a film for employers, training providers and learners were created to explain best practice for apprentices with SEN, and the project’s success was highlighted in a news report by BBC South Today Oxford.
Jacqui Canton, assistant principal, employer engagement and marketing, at Abingdon & Witney College said: “SEN learners are chronically overlooked within the apprenticeship market, both by employers and by training providers and colleges.
“These funds made this pilot work. We were able to demonstrate that through careful planning and innovative tailoring of training packages it is possible to offer high quality apprenticeships to SEN learners.
“We are very proud that these apprenticeships are at the same standard as any other level 2 customer service apprenticeship in the
country.”
Plumpton College
Dr Tim Strickland, CEO of FE Sussex
Plumpton College’s project researched the barriers to achievement for apprentices and work based-learners who belong to minority characteristic groups. It aimed to remove these barriers and address stereotyping and underrepresentation.
The learners’ performance was assessed in the context of their peer group, and data was used to develop a workplace and online Continuing Professional Development (CPD) programme for staff.
Managed by FE Sussex, the consortia organisation of colleges in Sussex, the project also established a virtual peer support network to allow the exchange of best practice in addressing race, gender and disability issues between staff and with learners.
Tim Strickland, chief executive of FE Sussex and leader of the project, said: “As a result of the project good practice has been embedded through collaborative working of cross sector groups to develop resources that are both age and cognitive level appropriate.
“The resources provide awareness raising and appropriate challenge for learners with a range of learning difficulties and or disabilities.
We are now working on YouTube backup videos as part of sustaining the project’s success and outputs.”
Working Men’s College
At the Working Men’s College in Camden, Laila El-Metoui, LGBT (Lesbian, Gay, Bi-Sexual, Transgender) education consultant and teacher, coordinated a project bringing students and staff together to promote greater understanding and respect.
The work led to the college celebrating LGBT History Month for the first time and students took part in a six week course on labels and language use.
They created artwork and performances to show what they had learned and made videos about the perception of LGBT at the college.
Other outcomes included an anti-discriminatory staff development training package that offered methods for tackling challenging behaviour and a vocational module for hairdressing students that demonstrated inclusion of all gender and sexualities, through features such as a genderless pricing system.
The work concluded with a conference aimed at senior equality and diversity managers in the sector to share good practice.
Ms El-Metoui, who has worked on LGBT projects over the last ten years, said: “The Working Men’s College is outstanding; I had support from staff and students … In other colleges it has been much more challenging.”
A student’s competition-winning logo intended to be the sign of Chartered Status for FE providers has been dumped by the sector body.
Lisa Cassidy (pictured above and below), who studied a foundation degree in graphic design and advertising at The Manchester College, was given the award for her winning design by the then Skills Minister Matthew Hancock in March 2013.
The competition, launched by the Department for Business, Innovation and Skills (BIS), asked FE students to produce a logo for the quality mark, which is finally set to be granted to a number of “excellent” colleges later this year.
At the time, Chris Thompson, deputy director for performance management at BIS, said: “Students will be the main customers for the chartered status so we wanted something they could identify with – having them involved is important and could be powerful.”
But the Chartered Institution for Further Education (CIFE), which in October 2015 took over from the Institution for Further Education (IFE), the company set up in 2013 to pave the way for the Charter, told FE Week on Thursday that the logo would no longer be used.
A spokesperson for the body said: “The competition to design a logo pre-dated the establishment of the IFE. The Institution is now an independent body and the branding it uses appears on its website.”
Ms Cassidy told FE Week she had not heard anything from the CIFE since she attended the awards ceremony with Mr Hancock in London.
“I didn’t even know the logo wasn’t being used,” Ms Cassidy added.
At the time of winning the competition, Ms Cassidy said she was “amazed to win such a high profile competition.
“As a student you never think your work is good enough so this is a real boost to my confidence.”
As a result of the competition, Ms Cassidy also won an iPad and a work experience placement at FE Week.
The first FE providers to be offered Chartered Status are expected to be announced towards the “spring/summer” of this year. Colleges and independent learning providers could start applying for membership from 17 November.
So far, discussions have been held with a number of organisations who are preparing applications, but none have yet reached the stage of a formal submission.
BIS declined to comment on the changing of the logo.
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Main pic: Matthew Hancock presenting a certificate to Lisa Cassidy (pictured left), a graphic design student at The Manchester College, who created the winning design for a chartered status logo
