Ayub Khan, interim CEO, Further Education Trust for Leadership

Ayub Khan finds it ironic that he has spent a good portion of his working life developing careers advice given how bad his own experiences have been.

“My careers advice was being asked, aged 15: ‘What do you want to do?’ and I said: ‘I like mucking around with cars’ and the chap turned round, got a booklet on how to be a motor mechanic, dropped it in front of me and bang that was it, over,” says Khan, who was appointed interim chief executive of the Further Education Trust for Leadership (Fetl) in June.

So in 2003, when Khan found himself as interim chief executive of Connexions South London, his aim was “to make sure that didn’t happen, and that if it did it was quickly dealt with because it shouldn’t happen.”

Khan, aged 50, when Connexions South London became into a shared commissioning partnership working across six local authorities led by the Royal Borough of Kingston upon Thames where he was the Director of the Unit until 2013 and also sat on the government’s Careers Profession Taskforce.

Connexions in itself was a good idea but it was probably trying to solve the ills of the world, without being focussed

And although he admits it wasn’t perfect, he’s a fan of the now largely defunct Connexions service.

“Connexions in itself was a good idea but it was probably trying to solve the ills of the world, without being focussed,” he says.

“Ultimately, it doesn’t matter about structure, it doesn’t matter about organisation. If you’ve got poor leadership at the top the whole thing fails.”

And he says that “some really crazy examples of poor leadership and management” in some branches had led to everyone being “tarred with the same brush.

“In my experience, even when it was running it was being rubbished across the board, not constructively,” he says.

“But if you go back to user satisfaction, there are some really good reports hidden in the depths of the Department for Education’s archives now which have young people saying ‘actually Connexions is making difference for me, and I’m content with the service’.”

Khan with his wife Julie on their wedding day in June 1990
Khan with his wife Julie on their wedding day in June 1990

As is often said, a key source of careers advice for young people is their parents, and for Khan, the youngest of five, that meant a heavy push towards university.

“I’m very proud to say I’m the first person in my family not to have gone to university — because I think we put such an emphasis on it, particularly children and young people at such an early age,” he says.

But, he adds: “My dad was very driven to get his children to university.

“He came over from India in the late 50s, early 60s, and as is the case with many parents, he felt university was important for his family — and of course it is, but not going to university doesn’t mean you can’t be successful.”

However, Khan’s father, Noor, did have an impact on his awareness of politics — Noor was a security guard at the Houses of Parliament, and used to take the young Khan into work with him.

“We used to get Christmas cards personally signed by Margaret Thatcher, and I never really understood why they were there,” Khan remembers.

Khan, a true Cockney born within earshot of the Bow Bells, grew up on the Ocean Estate in Mile End — one of the most deprived council estates in East London.

He has never met his mother and, he says, has “no idea who she is or was, whether she’s still alive”.

He adds: “It probably did have an impact on me — being a parent now, you appreciate having a two-unit family so I think it probably has had an impact, but how it’s manifested itself I don’t know.”

Despite this, he describes his early years in East London as “enjoyable” and “secure”.

However, when he was 12, the family moved to North Chingford, which was an entirely different experience.

“At the time it was Norman Tebbit’s constituency, and it was when the National Front were at their height,” he says.

“And at the age of 12 or 13 that was the first time I’d experienced racism, and it was real shock to me because where I’d come from we’d had friends of all different colours.

“I remember walking along station road and a grown man spitting in my face and saying go back home and I looked at him and I thought, quite ridiculously: ‘What, round the corner?’ — but that was the kind of hate that you had to deal with.”

Looking back, Khan says, encounters like that have helped to shape him.

“It built the resilience in me — it allows you to suffer setbacks, but also to challenge things head on,” he says.

“And we haven’t solved this problem yet have we? I still go to meetings where I add colour in more ways than one, and I think to myself, this cannot be right still.”

At the time however, the impact of being one of only two students from the black and minority ethnic community at his school left Khan “turned off” by education.

“School was a really bad experience for me. I hated it and left with little or no qualifications — I was what we would describe as a Neet [not in education, employment or training] today,” he says.

Khan got himself a job in a clothes shop but slowly began to realise that what he wanted was a career, and so moved into recruitment.

It was during his 20s that he re-met his now wife Julie — having first encountered her at a family wedding, aged five.

“My brother is considerably older than me and he married a lovely young woman, my sister-in-law Mary, and Julie was bridesmaid and I was page boy — Julie remembers me chasing her across the stage at the reception,” he says.

“I didn’t see the family again until I was in my late 20s and things just developed from there.”

The couple have two daughters, Alexandra and Megan, and a grand-daughter.

In 1993, Khan landed himself a job at the South Thames Training and Enterprise Council (Tec) as a training adviser, before moving to North West London Tec as head of training and quality, before becoming director of post-16 learning at the Essex Learning and Skills Council.

“I just seem to have been within the post-16 sector wearing a number of different hats — not as a practitioner but in a supportive role,” he says, adding he’s never been tempted to try teaching himself.Ayub-pic-3

“I don’t think I’d be a very good practitioner — I can see how stressful it is and I think my skills and gifts come from supporting people in a different role.”

From there he was seconded to Connexions, and when the funding cuts on local government “began to bite” in 2013 and the shared services he ran was wound up, he became chief executive of the Rochester Diocesan Multi Academy Trust.

And when Mark Ravenhall stepped down as Fetl chief executive in June, Khan, previously a Fetl trustee stepped into the role.

Since its inception in May 2014, he says the FE leadership thinktank has “made a good start”.

But, he adds: “We’ve got a lot of work to do.

“The problem in the sector is if you’re getting government funding then you’re busy doing whatever the government is telling you to do with taxpayers’ money, and you don’t have time for anything else.

“We are saying yes you can do that, of course but what about thinking about what needs to be done? How can we put the time and space in? How can we provide the energy and space for you to do that?”

And although Khan has moved away from direct involvement in careers advice provision, he’s still doing his bit.

“My granddaughter says she wants to be a vet,” he says.

“And I say: ‘Well, what do you know about being a vet?’ so we’re already talking
about it — not at any great depth but children at that age have aspirations and you’ve
got to channel that aspiration in the
right way.

“I’m a great believer that you start to have that conversation, and nurture it, not put it off and have it for the very first time when you’re 16.”

 

Uncertainty over deadline for switch from old apprenticeship frameworks to Trailblazer standards

Uncertainty around the deadline of the apprenticeship frameworks is growing after the Department for Business, Innovation and Skills (BIS) refused to confirm they would cease come 2017/18.

Adam Harper, BIS head of apprenticeship legislation, was non-committal when questioned about the deadline for the end of apprenticeship frameworks and move to Trailblazer standards, at London’s Capita apprenticeships and traineeships conference, on September 23.

With providers keen to find out if BIS was sticking to its planned cut-off for frameworks, FE Week asked BIS if it was now planning to allow them to continue beyond August 2017.

However, a BIS spokesperson declined to comment on the issue directly, saying instead that “there will be one new standard for each occupation identified byemployers as requiring an apprenticeship, and the standards will replace existing apprenticeship frameworks.”

He would not be drawn on a timescale for when this process should be completed by.

The government had confirmed the date for when it wanted old frameworks to be scrapped in an implementation plan for apprenticeship reform back in October 2013.

It stated: “The Trailblazers will provide clear examples of effective practice and approaches which others can build on as we move towards full implementation of the reforms during 2015/16 and 2016/17.

“Our aim is that from 2017/18, all new apprenticeship starts will be based on the new standards.”

But the government was forced to defend progress with implementation of Trailblazer apprenticeships in June, after FE Week reported that official figures indicated there had been just 300 starts on the new programmes in nine months.

Another FE Week report on August 6 revealed that frustration was growing among Trailblazer apprenticeship designers, with many of the new standards still awaiting government approval for delivery almost a year after they were published.

Just 24 standards had been published by BIS at that time as ready for delivery, and that figure still only stood at 54 as of September 24.

Yet the government said in August that more than 350 standards had either been delivered or were being developed.

It led to claims in FE Week on September 4 that Skills Minister Nick Boles had broken a promise made to the House of Commons Education Select Committee in January that there would be “many fewer” new apprenticeship Trailblazer standards than the frameworks, of which there were 334 at the time, they will replace.

The story saw FE Week editor Chris Henwood, in edition 145 of the newspaper, on September 7, raise the prospect of the frameworks deadline being put back.

CBI calls for Low Pay Commission-type body for levy rate

The Confederation of British Industry (CBI) wants the rate for the government’s planned apprenticeship levy to be controlled by a new independent board with the Low Pay Commission (LPC) as the “blueprint,” FE Week can reveal.

It made the proposal as part of its submission to the government consultation on the levy plans, which closed on Friday, October 2.

A CBI spokesperson said its consultation response called for “the rate to be set by a new levy board, independent of government and providers”.

“It must be set based on sound evidence with the potential for the introduction of a cap on the total levy paid by any one business,” he added.

The CBI also called for the LPC, an independent body that advises the government about national minimum wage rises, to be treated as a “blueprint” for the new levy board.

The spokesperson said that its consultation response also stated that the levy “must give employers real control — signing off new standards, setting time rules on spending to the [levy] board”.

The consultation document was criticised after its publication on August 21 by Neil Carberry (pictured above), as reported in FE Week, CBI director for employment and skills, for failing to explore the cost involved or the minimum size of “larger employers” that the levy is set to apply to.

The Association of Colleges’ consultation response said the levy “should be set at 0.5 per cent of payroll, paid by all public and private organisations with more than 250 employees, and used to support high quality training”.

It added that the government “must not be seen to be using the levy as a reason to reduce its own £1.5bn annual spending on apprenticeships, because this will leave average funding at just £2,000 per apprentice and stall the necessary progress towards a high quality programme”.

The University and College Union response said that the lack of detail in the consultation document on “the size of employers in scope of the scheme, the levy rate and sectoral considerations” were “glaring omissions”.

“As this is a scheme for large employers only, we do not believe that smaller companies should be eligible for support by it — these firms should continue to receive SFA funding,” it added.

In its consultation submission, the National Institute of Adult Continuing Education said: “We believe any underspend within the apprentice levy budget should be made available to fund digital vouchers for apprenticeships in smaller businesses who have not paid the levy.

“To deliver 3m apprenticeships by 2020, the government needs to continue to support the expansion of apprentice places within small and medium sized businesses.”

The National Union of Students said in its response that “it is absolutely vital apprenticeship funding from the levy is used to support training by smaller companies”.Mary Bousted cut out

“Restricting funding to large companies who have paid the levy will only limit scope and access to apprenticeships,” it added.

Dr Mary Bousted (pictured right), general secretary of the Association of Teachers and Lecturers said: “We are making it clear in our consultation response that the protection of government funding for 16 to 18-year-old apprenticeship programmes is imperative.”

A spokesperson for the Department for Business, innovation and Skills said: “We will provide our response to the consultation submissions in due course.”

The Association of Employment and Learning Providers and Federation of Small Businesses were unable to provide their submissions at the time of going to press.

 

Levy ‘double whammy’ not issue for 2/3

Almost two thirds of large construction employers would support paying a “double whammy” of charges after the government’s apprenticeship levy is launched, a new survey has indicated.

Building trade bosses already pay a levy that allows the Construction Industry Training Board (CITB) to develop qualifications and standards and give out £150m a-year in grants to employers to fund training.

But the CBI told FE Week on September 21 that employers should not have to pay a “doublewhammy” of CITB and apprenticeship levies.

The issue was addressed by a CITB survey that asked 100 large construction employers if its levy should continue alongside the apprenticeship charge.

Steve Radley, CITB director of policy and strategic planning, said that the survey option “favoured by nearly six out of ten (59 per cent)” respondents would involve paying “the new levy plus CITB’s at a reduced rate, with a modified level of CITB services”.

Only 24 per cent of employers questioned backed paying the full CITB charge and apprenticeship levy, while 17 per cent opted for only paying the proposed apprenticeships levy.

 

Click here for an expert piece on the survey findings by Stephen Radley.

Leaked BIS memo raises questions about SFA future – again

The future of the Skills Funding Agency (SFA) is once again in question, with a leaked Department for Business, Innovation and Skills (BIS) memo suggesting it plans to more than halve the number of its partner organisations by 2020.

Details of the leaked document were revealed in the Guardian, and include proposals to reduce the number of its partner organisations — of which the SFA is one – to 20, cut operating costs by 30 to 40 per cent and consolidate the “BIS family” from around 80 sites into seven or eight “centres of excellence”.

The proposals are based on recommendations from consultancy firm McKinsey, after Business Secretary Sajid Javid reportedly called them in to carry out an “efficiency and effectiveness review” of BIS in late July.

According to the Guardian article, by James Wilsdon, professor of science and democracy in the Science Policy Research Unit (SPRU) at the University of Sussex, BIS staff are now being consulted on the proposals, with a detailed implementation plan expected to follow in January.

Mr Wilsdon writes: “The case for radical change is set out in stark terms. Despite ‘huge strides in the last five years’, BIS is ‘too complex’, with ‘45 partner organisations and 80+ locations’, such that ‘those who deal with us find us hard to understand and navigate’.

“BIS ‘currently costs too much to run’, and its users ‘need a better service’ with ‘faster and more efficient access to advice and funding’.”

It’s not the first time that doubts have been raised over the future of the SFA. In 2012 a report by Lord Heseltine, one time deputy prime minister, questioned the role of the SFA and called for apprenticeship and post-19 education funding to be devolved to local areas, via a single funding pot.

Further questions were raised in November, when Peter Lauener was appointed chief executive of the SFA in addition to his existing role heading up the Education Funding Agency. Rumours of a planned merger of the two bodies were later met with denial by the government and by Mr Lauener himself.

A BIS spokesperson said it did not comment on leaks.

Edition 149: Movers and Shakers

David Sykes has officially started in his role as managing director of FE and skills solutions specialist FEA.

He joins at a time of change for the organisation as it rebrands from FE Associates and brings together the company’s performance improvement division, BW Consultants.

Under the new brand, FEA will concentrate on transformational solutions for quality, management information systems, curriculum, finance, interim management and executive search, among others.

Mr Sykes, who moves from his position as managing director of training provider The Skills Network, said: “With the announcement of area reviews, a prolonged period of funding cuts, and the introduction of a new inspection framework the FE and skills sector is undergoing change on a scale not seen since incorporation in 1993.

“By changing the way we operate and bringing together all our services under one united entity, we believe we will be in an even stronger position to help FE and skills providers not only deal effectively with change but also improve outcomes for their organisations and, most importantly, their learners.”

Mr Sykes has previously held roles as a partnership director at The Learning and Skills Council and was a lead inspector with the Adult Learning Inspectorate. He is a current Ofsted inspector.

In Ipswich, Perry Perrott has been appointed director of business development at Suffolk New College.

The 49-year-old will work to develop the college’s commercial activities. His aim is to develop initiatives and build relationships with the local business community to generate increased revenue.

“Our vision is very clear: we need to engage the community, we need to engage businesses, be honest, be up front, and deliver on time, ahead of expectations,” said Mr Perrott, who previously worked at South Worcestershire College as director of curriculum and then director of business.

“A big part of that is stakeholder management. It’s talking to people, getting to know people, giving them what they want, not what we want to deliver, and also being a college which is versatile and can adapt, one that can work within business timeframes and business service level agreements.”

As well as totting up more than 18 years in the FE sector, Mr Perrott has held an array of high-level positions in different professions, including sport with Gloucester Rugby, where he was employed as a video analysis coach.

And awarding organisation (AO) NCFE will welcome former Loughborough College principal Esme Winch as its first managing director come January.

Ms Winch said she was “delighted” at her appointment “at a time of such rapid change and development” in the sector.

“NCFE’s well-recognised strengths underpin an ambitious and confident outlook on the future,” she added.

Heather MacDonald, who was principal of Sheffield College until June, replaced Ms Winch at Loughborough College as interim principal on October 1.

The Newcastle upon Tyne-based AO has also unveiled chartered accountant Phil Murray as commercial and financial director. The role was previously known as director of business services, and was most recently held by Graeme Walker, who left the post in September last year.

Planning a new build and not aware of the impact of new CDM Regulations on FE?

Alexandra Reid explains how the new CDM regulations will impact FE building projects.

The Construction (Design and Management) Regulations 2015 (CDM 2015) come into force on October 6 as the latest update of the CDM Regulations. They have the goal of ensuring that health and safety issues are properly considered during a project’s development so as to reduce the risk of harm to those building, using and maintaining the developments.

Compliance with CDM 2015 is vital and failure to do so can have serious and far-reaching consequences. These include criminal sanctions, fines and even imprisonment.

A “client” under CDM 2015 is an organisation “for whom a construction project is carried out”. In the vast majority of cases, therefore, FE colleges will be “clients” for the purposes of CDM 2015. CDM 2015, perhaps unfortunately, assumes a level of industry specific knowledge for clients which FE colleges and other educational institutions may understandably not have.

This position can be contrasted with that of a client undertaking a “domestic” project where a lesser level of knowledge is assumed.

Specifically, under CDM 2015 the duties of FE clients are enhanced compared to those under the previous CDM Regulations published in 2007.

The new regulations will require FE colleges in their role as “clients” undertaking construction work to appoint duty-holders — client FE colleges must ensure that other duty-holders are appointed, for example designers and contractors, including a principal designer and principal contractor on projects involving more than one contractor. If a college fails to do this it will have to carry out these roles itself.

Under the new regulations the duties of FE clients are enhanced

Colleges must also ensure that the parties they appoint have the relevant skill-set — the necessary skills, knowledge and experience to manage health and safety risks.

Clients, themselves, must further ensure they are fully equipped to carry out their duties. They must also ensure compliance by others — colleges must ensure that their principal designer and principal contractor carry out their duties.

They must also ensure clear roles of others — that the roles, functions and responsibilities of the project team are clear; that sufficient time and resources are allocated and effective mechanisms are in place to ensure good communication, cooperation and coordination between all parties.

Colleges must prepare a health and safety file — colleges must ensure that their chosen principal designer prepares a health and safety file for the project.

The various duties required of an FE client coupled with the obligation to ensure compliance by others is potentially daunting. This is particularly the case since these duties cannot be transferred back to the principal contractor in the same way that they can for domestic clients.

This burden can, however, be eased by ensuring adequate assistance from the project manager/ project team by, firstly, appointing an adviser — a college can choose to appoint a “CDM compliance adviser” to assist and advise in respect of their duties. The college would still carry out the role of ‘client’ but would have guidance and support along the way.

Secondly, appoint a project manager/employer’s agent — a college can also choose to appoint a project manager or similar party tasked with assisting with carrying out its duties, similar to the role of a CDM compliance adviser, or choose to delegate those responsibilities entirely to their project manager. In these circumstances, the appointment letter between the college and project manager would need to very clearly set out the extent to which this role is being delegated and any fee arrangements would need to reflect this. Importantly, the project manager would need to be comfortable and have the expertise to carry out this role.

Finally, managing project meetings to ensure compliance — FE clients are recommended to arrange frequent, for example fortnightly or monthly, project progress meetings as well as other reporting requirements in order to ensure that all parties are carrying out their roles as required.

Aishah turns to adult education to make a human rights difference

Having fled persecution in Afghanistan as a trainee human rights lawyer, Aishah Saried turned to English FE so she could one day return to make a difference to others in need of help, writes Billy Camden.

Having a voice in places of war and terror can often lead to persecution — and that is what Aishah Saried found as an outspoken trainee human rights lawyer in her native Afghanistan.

She fled the country in 2011 and found asylum in the UK with her three children, Fatemah, Farzin and Mohammed.

But she said she “suffered from humiliation” when she had to bring an interpreter to school events such as parents’ evening because she could not speak English.

Determined to change her life from “happening behind a thick glass screen” and to one day return to her home country as a fully qualified human rights lawyer to fight social injustice, Aishah enrolled on an English for speakers of other languages (Esol) course at Birmingham Adult Education Service (BAES) in 2012.

She progressed onto level one and then level two before excelling in English and maths GCSE, meaning she could go on to study a degree in social work at Wolverhampton University.

Her journey is described as “incredible and remarkable” by BAES GCSE tutor Lucy Ellenor (pictured below).

Feature4

“When Aishah first started she was nervous and timid with it being a new country, but the person I see today is completely different,” said Ms Ellenor.

“She has made great progress in her language and has her feet on the ground.”

Aishah’s achievements were topped off earlier this year when she won an outstanding learner achievement award at BAES.

Ms Ellenor said: “I am beyond words proud of Aishah and how far she has come, she has done incredibly well. She is the sort of student to really make the most about learning opportunity.

“She attended all of the support workshops we put on and was inquisitive in every lesson, showing absolute determination to achieve her goals.”

And Aishah cannot thank BAES enough for her progress.

“From that first ESOL course to my recent GCSEs I have been treated with nothing but respect and kindness by the staff at BAES,” she said.

“I’ve learned more, so much more than the English language and I have re-gained my self-respect.”

Aishah added that when she first arrived in the UK she felt “somehow less of a mother than I had been in Afghanistan”.

But her children are now “absolutely thrilled” by the changes they have seen in her since she became a learner.

“We now regularly settle down to our homework together and I love it when they ask for my help,” said Aishah.

“When my son, Mohammed, kissed me for luck the night before my GCSE English exam I felt I could look him in the eye, secure in the knowledge that, I’ve given him back the mother he deserves.”

Main pic: From left: Fatemah and Aishah Saried at the BAES end of year awards

Taking centre stage for FE research

Paul Grainger outlines the new University College London (UCL)/Institute of Education (IOE) Centre for Post-14 Education and Work, which was set up last month.

Each year I tell my students that this year has been a turbulent one for FE. And each year it’s true. Stability is never on the agenda. It’s the price that FE pays for being dynamic, responsive, and crucial to both economic prosperity and social mobility.

Globally there is increased interest in transitions from school to work, training and higher education. There are different patterns across the world, even across the nations of the UK. FE in Britain has unique features and strengths, and these continue in a state of flux as leaders respond to changes in technology, learning and the nature of work; policy pressure to downsize the state; and regional pressures for increased productivity and civic integration.ach year I tell my students that this year has been a turbulent one for FE. And each year it’s true. Stability is never on the agenda. It’s the price that FE pays for being dynamic, responsive, and crucial to both economic prosperity and social mobility.

It is vital that there is a strong academic centre dedicated to further and continuing education. For those of us of advanced years Coombe Lodge used to provide such a focus, with a rich stream of scholarship to inform policy decisions. Fortunately its library was saved in the nick of time, as reported by FE Week in May, and now resides at the University College London/Institute of Education.

Institutional and system leadership, governance, and professional identities, central to the future of FE, are evolving rapidly and should be aided by a strong narrative of support

The overarching aim of this new centre, building on the legacies of the Centre for Post-14 Research and Innovation and the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), is to support improvement and stimulate debate around the relationship between education, working life and active citizenship.

Our research and consultancy is supported by a dialogue between practitioners, policy and research communities, and through collaboration with government agencies, local organisations, higher education and employers.

Over the next five to 10 years there will be a major international, national and regional policy focus on research concerning the
relationship between learning and work, including the development of literacy, language and numeracy across diverse communities.

There are fascinating and important topics to explore including relationships between employers and the education system, issues of educational participation, progression and life transitions for an inclusive and aspirational society. Disengagement continues to concern us; the high cost of frustrated lives, welfare and incarceration. It is vital that policy making is informed, and implementation and impact measured in an informed way.

Institutional and system leadership, governance, and professional identities, central to the future of FE, are evolving rapidly and should be aided by a strong narrative of support. Local learning systems are increasingly the focus of attention, and may prove the basis for pivotal College activity as state intervention reduces.

The team at UCL/IOE are developing ideas and models around local learning ecologies and systems. Professional, vocational, community and work-based learning are fundamental to local prosperity, and a better understanding on how they relate to employment and productivity levels something we are grappling with.

Are curriculum, qualifications and assessment to remain a national, statutory requirements, subject to the whim of volatile ministerial reflexes, or could they become devolved, local in nature and partnership driven?

The Centre will explore these ideas by keeping in touch with the sector and those within it. Any bone fide practitioner can join our network — http://tinyurl.com/poskw62 — and contribute their perspective.

Turbulence and uncertaintly may have been the norm for many years, but the present level of threat is high and potentially fatal. When aspirations for a literate, numerate, inclusive society and an efficient economy are banking on a strong FE sector, that very sector is at the sharp end of austerity.

Colleges serving our economy and the future of our learners need informed and influential friends. The new Centre is our contribution to both a sustainable scholarship and a durable sector.