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13 August 2026

Latest news from FE Week

Newcastle College massacre plot teen Liam Lyburd jailed for life

A former Newcastle College learner who planned a massacre on campus after being kicked off a course has been jailed for life.

Newcastle Crown Court today jailed 19-year-old Liam Lyburd, stipulating that he will spend a minimum of eight years behind bars for planning mass-murder at his former college in November last year.

Lyburd, who planned to target the college after being ejected from an English and maths course there in 2012, admitted nine counts of making or possessing weapons when he was tried in July, boasting that buying the gun online was “like buying a bar of chocolate”.

He had denied eight charges of intending to use the weapons to endanger life in November, but was found guilty of possessing weapons with intent to endanger life after jurors spent six-and-a-half hours deliberating.

The court heard valium addict Lyburd targeted Newcastle College having been ejected from a maths and English course after just over a month in 2012 due to disruptive behaviour and failing to turn up for class.

The jury was told he spent months in his bedroom making or buying weapons on the internet and posting messages on social media, before a woman he had contacted warned the police.

Officers later searched his home and found a 9mm Luger Calibre Glock gun, 94 jacketed hollow point expanding bullets, CS gas, a “kill bag”, five pipe bombs, including nails, and two handmade explosive devices.

A computer specialist also recovered a deleted file from Lyburd’s computer in which he wrote about getting revenge on the college.

It said: “You people ruined my whole life, don’t expect me to show mercy today. No-one disrespects me and gets away with it. I’ll teach you people a little lesson on respect with my 9mm jacketed hollow points. It’s time for extreme civil disobedience.

“Fantasy will become reality today for sure. Where the mind goes the body will follow and, yes, people will die, there’s no question about that.”

According to the BBC, Lyburd “laughed as he was taken away by police, telling officers they had saved lives and prevented what would have otherwise been a massacre at the college”.

Later starts to continue at Nescot after pilot success

A North East Surrey College of Technology (Nescot) lie-in pilot has won longer-term approval after bosses saw a rise in 16 to 18 attendance rates.

The Epsom college scrapped 9am starts for learners last September, as revealed by FE Week in May last year, in a trial responding to research by the National Sleep Foundation and the University of Minnesota.

The researchers claimed that exam results would improve if providers respected learners’ “circadian rhythms” by starting later in the day.

FE Week cartoon on the Nescot pilot, from edition 103, dated May 19, 2014
FE Week cartoon on the Nescot pilot, from edition 103, dated May 19, 2014

A spokesperson has confirmed to FE Week that Nescot, which had around 8,800 learners last academic year, will be broadly keeping the 10am starts for 2015/16, as “early indications” showed that “it has been a success.”

She said the experiment had worked because attendance rates for 16 to 18-year-olds improved from 88 per cent in 2013/14 to 89 per cent last academic year.

The learner retention rate for the same age group also increased from 90 per cent in 2013/14 to 91 per cent in 2014/15, she added.

She said that while later starts were continuing for most lessons, staff “have the flexibility to start earlier if they feel it would benefit their students”.

“The timetable also gives students the flexibility and responsibility to use the 9am to 10am slot in a way that benefits them, whether that’s studying in the Learning Resources Centre, or getting extra support from teaching and learning staff,” she added.

The spokesperson said that “teaching and support staff are in at 9am” and can carry out development training, team meetings and cross-college briefings before most lessons start an hour later.

A source at the college last year had raised concern at the time that the later starts could undermine learner motivation and was “not overly popular with the staff, particularly as it’s a vocational college and there’s the idea of being self-motivated”.

Has your college adopted a 10am earliest starts policy, or maybe even later? If so, email paul.offord@feweek.co.uk with your experiences.

Shakira Martin, vice president, NUS

Shakira Martin’s first brush with national politics came as something of a surprise — in fact, she didn’t even know it had happened.

In March last year, Martin was a newly-elected member of the National Union of Students’ FE and society and citizenship zone policy committees attending a work summit.

“There was a panel and it was the normal panel — white men in suits, maybe the occasional woman — so I put up my hand and  I asked this man a question,” says Martin, the surprise victor in April’s NUS vice president for FE election.

“I said something about ‘How are you going to build a representation of colleges?’ or something, and the guy, he replied, but he really didn’t answer the question.

From left: Shakira Martin with daughters Kiara, aged two, and Kai’shay, four
From left: Shakira Martin with daughters Kiara, aged two, and Kai’shay, four

“But then afterwards I started getting phone calls and texts saying: ‘Well done, Shakira!’ and I didn’t understand why — I just asked a man a question.”

The man, it turned out, was then-Business Secretary Dr Vince Cable.

Martin only discovered this when she happened to mention the incident during a phone call to her cousin on the bus home — and when she did, she wasn’t impressed.

“If I knew he was that person he wouldn’t have got away with answering the question like that,” she says, tartly.

The past couple of years have been a steep learning curve for Martin, she admits.

“At that time I wasn’t NUS-shaped. I was just going in raw,” she says.

“Now it’s more difficult — since I’ve got this title, it’s like people listen to me. I’m saying the same things as I did when I was just Shakira, but because I’ve got this platform, people take it more seriously.

Shakira Martin speaking at the NUS conference in April
Shakira Martin speaking at the NUS conference in April

“But on the other hand, now I know how to talk to my members and my audience, I phrase things differently now — but I don’t want to lose the authenticity of what I’m saying.”

When Martin, aged 27, was elected to the vice president role in April, the former Lewisham Southwark College student vowed to put FE centrestage in the NUS — where discussion can be dominated by higher education — and her experience of education is one many in the sector will recognise.

“I hated school,” she says.

“Well, I loved school when I got into Year 7, but then when I got to Year 8 there were barriers preventing me from reaching my full potential, as I wasn’t in the same position as some of my peers.”

Martin grew up in Lewisham, a borough with one of the highest child poverty rates in London, with mum Juliet.

“Growing up in a single parent family and being on benefits, it just makes things much more difficult,” she says.

“I never used to bring home those letters to my mum, like the trips to France and stuff like that, because I wouldn’t want to put them in a tough position.”

As a result, Martin began skipping school and was “disruptive” when she was there.

“I didn’t know why I was there, it wasn’t relevant,” she says.

A fortnight after her 16th birthday, Martin moved out into shared council accommodation.

Shortly afterwards, she left school with one GCSE — a B in RE — and moved to the now closed Crossways Academy sixth form to do a business studies course.

“I went there because I was just following friends,” she says.

Shakira Martin at an anti-cuts march in central London in May
Shakira Martin at an anti-cuts march in central London in May

“I didn’t have any aspirations or any end goal, and I dropped out of that course in the first six to 12 weeks.

“My excuse at the time was, ‘It’s winter’ — you know when you wake up and it’s the same moon that you went to bed with? I was like, ‘No, I’m not doing this’.”

Next, Martin enrolled at Bromley College for a legal secretary course, following in the footsteps of an aunt she’d “always looked up to”.

“I thought I liked it but then one week turned into one month and then you’re late, and winter comes and the weather, and the same thing happened again.”

For each of the next two years, Martin enrolled on a social science at Morley College, but once again, winter came and Martin stayed in bed.

“I didn’t understand why I was dropping out of so many courses because I thought I had an interest in it,” she says.

However, while this was going on, Martin got her first paid job at a doctor’s surgery in Camberwell.

“I really enjoyed it,” she says. “I loved the community spirit of it, the types of people, the challenge of working within a diverse range of people within the NHS.”

Martin decided she wanted to be a practice manager, but was astounded when one of the doctors told her she could make it — in 20 or 30 years.

“I was thinking, I could be a doctor three times over and you’re telling me I could be a practice manager in 30 years?” she says.

“I wasn’t disheartened, in fact, I thought, ‘let me tell you, I’ll get there in five’.”

“So it’s kind of like a push because I’m a bit cocky like that.”

So, following the birth of her first daughter, Kaishay, Martin headed back to college, this time at Lewisham Southwark to study a level three leadership and management course, and vowed to see it through — which she did, winning student of the year award for the course.

“It all started to make sense for me,” she says.

“I felt like I was being fed, like I was going home full and it was relevant.”

A job in a development and learning consultancy led to more courses — a 12-week Preparing to Teach in the Lifelong Learning Sector course, which Martin completed despite giving birth to her second daughter, Kiara, two days later, followed by a level five diploma in education and teaching.

Shakira Martin on a demonstration outside Lewisham Southwark College in July
Shakira Martin on a demonstration outside Lewisham Southwark College in July

One day at college Martin noticed a poster for the election of the student union women’s officer.

“I had done a few courses about confidence and communication, those type of things, and I was feeling really empowered,” she says.

“And I realised that, as much as I was a victim I was also a survivor in my own right.

“I wanted to go out and empower other women to understand the importance of knowing their value and their worth and stuff like that.

“So when I saw the poster — I didn’t know what student union was, I just saw ‘women’s officer’ and I was like: ‘Right, that’s what I want to do’.”

She won the position and the following year she won the presidency of the college union and was elected into the zones, where she had her encounter with Dr Cable.

Her move into politics was, she believes, therefore “accidental really”.

“I’ve never been political, but I’ve gone from watching Jeremy Kyle to BBC Parliament and finding it interesting — I’m like, ‘whoa, I’ve changed’,” she explains.

But she says, her politics remain shaped by her upbringing in what she only semi-jokingly calls “the ghetto”.

“So for me, in my role, I’m in a national position and I have the ears of people, decision-makers and stuff like that, but I think it’s important for me to let people know within the sector that I’m adaptable,” she says.

“So when things go down, I’m ready to be at the front of the line, shouting, protesting, occupying, doing whatever I need to do, but I can also articulate myself around a board table.”

And it’s this active view of politics which she brings to her plans to fight for FE.

“Everyone is talking about FE at the moment — but don’t do it because it sounds good because your actions aren’t going to show,” she says.

“FE is a very bespoke institution where the diversity and the experience and the negative and positive things that the students bring need to be understood by the decision-makers. Because if it’s not relevant to the people what’s the point in us wasting time, resources and money?”

Within the NUS, she says, the lack of focus on the 4.1m of the 7m members who are in FE is “frustrating, and almost insulting” she says.

“My overall big piece of work that I want to do is to build student unions within FE colleges. I believe that’s what got me involved, and it allowed me to link my personal and social issues and realise how policy is important,” explains Martin.

“So I want to develop student unions across the FE sector, but also in sixth forms and apprenticeships.”

This work within the NUS, she hopes will lead to “a domino effect of getting FE recognised in society”.

“It’s about general conversations that people have. I want secondary school and Year 11 students to be excited about going to college and not going because they got a U,” she says.

“So it’s one thing changing policy, which mandates organisations to work on it, but it’s another thing changing a mindset — and it’s not until a mindset is changed, that the policy will.

“People like me don’t normally get this type of opportunity so I am going to do what I can to save FE.”

 

It’s a personal thing

What’s your favourite book?

Who Moved My Cheese by Dr Spencer Johnson. I’m not really a big reader, to be honest, but what I did find about the book and it was really easy to read. It was quite descriptive, so you could imagine it yourself. I like that you can read it again and again and get something different from it each time. It’s about anticipating change

What do you do to switch off from work?

I think just chill with my family and friends and watch The Housewives of Alabama

What’s your pet hate?

People that tell lies. I hate lies. Also, my family is from Jamaica and there’s a saying there — Duppy know who fi frighten — which means people take advantage of the people that they think that they can do.

So at certain times in my life, or in situations that have arisen, it kinds of gets me more agitated, because I’m like: ‘You’re only doing that because you think you can get away with it.’ And that’s a pet hate

If you could invite anyone living or dead to a dinner party who would it be?

My grandma. Her name was Cochita. I would ask her a load of questions I didn’t get to ask her when she was alive – I was 10 when she died, so I was still young. I’d like to get some history and for her to see who I am now

What did you want to be when you grew up?

I wanted to dance for Destiny’s Child. And then I realised there was no money in it, and then they broke up. So I used to like dancing

Three more post-16 education area reviews announced involving 34 colleges

Twenty one general FE colleges and 13 sixth form colleges (SFCs) will be involved in three extra post-16 education and training area reviews announced by the government this morning.

They will be for the Tees Valley, Sussex Coast and Solent regions, launching on October 1 and 22, and November 5 respectively — with the government warning that more area reviews will be announced “shortly”.

It comes after FE Week reported on September 8 that 22 general FE colleges and 16 SFCs were to be involved in the first round of three post-16 education and training area reviews announced by the government.

The reviews for the Birmingham and Solihull and Greater Manchester areas launched on September 18 and 21 respectively, while a further one for Sheffield city region is set to begin on Monday (September 28).

And, just like the first round of reviews, those announced today do not list any schools sixth forms or independent learning providers.

A spokesperson for the Department for Business, Innovation and Skills (BIS) and Department for Education said this morning: “We are announcing three further area reviews that are part of the first wave.

“These will be Tees Valley, Sussex Coast and Solent. This statement sets out the scope of six of the first wave reviews. Further area reviews will be announced shortly.”

The reviews will be led by steering groups consisting of college chairs of governors, local enterprise partnerships, local authorities, regional schools commissioners, SFC Commissioner Peter Mucklow (pictured right) and FE Commissioner Dr David Collins (pictured below left).Peter-Mucklow---EFAwpwp

Dr Collins will chair the steering groups for the Tees Valley, Sussex Coast and Solent area reviews.

He is also chairing the Birmingham and Solihull, and Sheffield City Region steering groups, but the Greater Manchester group’s chair is chief executive of Trafford City Council Theresa Grant.

Each review will start with an assessment of the economic and educational needs of the area, and the implications for post-16 education and training provision, also including school sixth forms and independent learning providers.

The reviews will then focus on the current structure of FE and SFCs, although the BIS spokesperson said “there will be opportunities for other institutions (including schools and independent providers) to opt in to this stage of the analysis”.

Regional School Commissioners will consider the implications of the first stage of the analysis for school sixth form provision.

The process has come in for criticism from sector leaders for not directly including school and academy post-16 providers.

David-Collins2wpThey included James Kewin, deputy chief executive of the Sixth Form Colleges Association, who told FE Week: “A genuine process of area based reviews would be extremely welcome, as it would scrutinise the performance and viability of all 16 to 19 providers – including school and academy sixth forms.”

The results of an exclusive FE Week survey published on September 11 also showed that almost 90 per cent of principals affected by the first three area reviews announced on September 8 were unhappy with the government’s guidance.

It comes after five FE colleges and SFCs facing “significant financial challenges” announced on July 21 that they are “actively considering” collaboration plans, following a review of post-16 provision in North East Norfolk and North Suffolk.

It was overseen by Dr Collins and Mr Mucklow during the first five months of this year.

It came a day after BIS announced plans, in its report Reviewing post-16 education and training institutions, for a “programme of area-based reviews to review 16+ provision in every area” of the country.

The North East Norfolk and North Suffolk review and another for Nottingham, which FE Week revealed had been launched on May 1, were pilots for this.

The colleges involved in the latest three reviews are yet to comment.

 

 

Here are the colleges involved in the latest three area reviews announced by the government:

Tees Valley 

FE colleges:

Cleveland College of Art & Design

Darlington College

Hartlepool College of Further Education

Middlesbrough College

Redcar and Cleveland College

Stockton Riverside College

Sixth form colleges:

Hartlepool Sixth Form College

Prior Pursglove College

Queen Elizabeth Sixth Form College, Darlington

Stockton Sixth Form College

 

Sussex Coast

FE colleges:

Central Sussex College, Crawley

Chichester College

City College, Brighton and Hove

Northbrook College, Sussex

Plumpton College

Sussex Coast College, Hastings

Sussex Downs College

Worthing College

Sixth form colleges:

Bexhill College

Brighton Hove and Sussex Sixth Form College

Varndean College

 

Solent

FE colleges:

Brockenhurst College

Eastleigh College

Fareham College

Highbury College, Portsmouth

Isle of Wight College

Southampton City College

South Downs College, Waterlooville

Sixth form colleges:

Barton Peveril College

Havant College

Itchen College

Portsmouth College

Richard Taunton’s Sixth Form College

St Vincent College

Follow key priorities to make FE loans system work

Latest figures show little progress with take-up of 24+ advanced learning loans. Stephen Evans looks at how the system needs to be reformed to encourage more interest.

With our low skills base has long held us back as a nation. We need to do better to improve our economy and boost social inclusion.

Every month, the Department for Business Innovation and Skills (BIS) releases data on how many people have applied for 24+ advanced learning loans.

People are more likely to invest if they can see how learning will lead on to greater earning and link to their life and career goals

And each month we at Niace hope for a dramatic rise in take-up to deliver the skills we need for our future success. So far our hopes have not been realised.

In 2014/15 there were around 60,000 applications for advanced learning loans under an allocation that could have paid for nearly six times that.

For 2015/16, the loans allocation has increased to £498m. We’ve calculated that this would pay for up to 430,000 eligible learners this year, but would require a seven fold increase.

The latest data showed a welcome increase in loan applications, but not on the scale needed to deliver the government’s ambitions.

There were around 16,000 applications in August 2015. Based on past trends, around 100,000 applications would’ve been needed to put us on track to utilise the full loans allocation for this year. And this really matters.

The shortfall in our skills base and how this holds us back as a nation is well-trodden ground. But it is still startling to look at the facts: of the 34 OECD nations, we are 24th for intermediate skills. These are the sort of skills that loans were designed for.

The result of this relatively poor performance is seen in low productivity, falls in social mobility, and lack of individual opportunity.

And yet it is not enough to say that the current system is not working as well as it should.

November’s spending review is likely to bring further cuts to public funding for skills.

Unprotected departments like BIS are expected to face cuts of between 25 per cent and 40 per cent by 2020.

It is therefore highly likely that the loans system will be extended to younger age groups and lower levels of learning.

Part of the rationale is to increase investment by employers and individuals and to put people in greater charge of their learning — as this is not just about cuts.

So there is a philosophy behind the loans system that is important. And it is likely to be a growing feature of our learning and skills system.

So where do we go from here?

At Niace we think we can, and we must, make the loans system work. We argue there are three key priorities to make this happen.

Firstly, people are more likely to invest if they can see how learning will lead on to greater earning and link to their life and career goals — so we’d like to see an open data revolution, giving providers the tools to prove the value of their learning.

People also often want shorter, tailored provision. But you currently can’t get a loan for a module or a unit. We’d like a flexible learning revolution, working in partnership to stimulate demand for learning among individuals and employers.

Also, with regards to devolution, learning and skills will have greater impact where integrated with support for social inclusion and economic growth, in other words matched to employer and local needs.

We, therefore, want to see cities and local areas given power to provide wraparound career advancement support and tailor provision to local need.

Our low skills base has long held us back as a nation. We need to do better to improve our economy and boost social inclusion.

Advanced learning loans will be important in doing this, but they’re not working as they need to at present. We must do better and, working together, we can do better.

 

Action plea for BIS digital skills inquiry from learning tech adviser Bob Harrison

The purpose of a new government inquiry that will look into how the FE sector contributes to the development of digital skills has come in for questioning from a leading learning tech figure.

Toshiba education adviser Bob Harrison (pictured below right), who contributed to the FE Learning Technology Action Group (Feltag) report, published in March last year, said “positive action” was needed “not another report,” after the House of Commons Business, Innovation and Skills Select Committee announced its new probe.

The committee, chaired by Hartlepool’s Labour MP Iain Wright (pictured below left), announced its inquiry into the digital economy on Monday, September 21.

But Mr Harrison said: “How many investigations, select committees and reports do we need before we stop talking about the need for digital skills in the workforce and something actually happens?Bob-Harrison-cutout

“The reforms to the ICT national curriculum and its emphasis on computer science knowledge rather than IT and digital skills falls far short of what the UK economy needs from the workforce.

“Furthermore the FE sector is being devastated by deep cuts at a time when it is struggling to keep up with the demands of a digital future.

“The government response to the House of Lords report on digital skills was spot on when it said: ‘Training and education must keep pace with the ever-changing technological landscape, with the right skills and infrastructure to underpin digital transformation’ — but we need positive action not another report.”

The new inquiry will follow six strands of investigation, including the development of digital skills.

It will also ask, among other things what the major barriers to UK business success in the digital economy are and what steps the government could take to help businesses to overcome these barriers.

And Mr Wright told FE Week that he was sensitive to the need for action identified by Mr Harrison.

wright“I really want to push the fact that something needs doing in this sector and make sure that this inquiry will tackle the key issues with the digital skills sector,” said Mr Wright.

“I want to ask the government what they will be doing and ask if they believe the tech sector is doing enough.

“I want people involved in FE to get involved with this inquiry and send submissions to help new businesses adapt.”

Evidence sessions are yet to be announced, as are witnesses, but Mr Wright said he also wanted to look at the role of the government and its record in helping to produce a skilled workforce for the digital sector.

“I want to really push the government to find out what they will do to make sure apprentices and FE students have the skills to support businesses in the digital economy,” he said.

He added: “I have a broad ambition to look at the FE and skills sector in detail in the upcoming evidence sessions.

“Apprenticeships are of key importance in the digital skills sector of FE and we want to know how traditional businesses are continuing and progressing in this new digital economy.

“Newly qualified plumbers, for instance, should be able to engage with their local FE provider and be able to expand their business on forms of social media in a flexible and fast changing way.”

The closing date for submissions to the BIS digital economy inquiry is Thursday, October 29. Click here to send in submissions to the committee.

 

Clampdown on apprenticeship misuse ‘affects very few’, says AELP

A much-hyped government clampdown on “misuse” of the apprenticeship term will only affect a “very few” cases, the Association of Employment and Learning Providers (AELP) has warned.

It was a view echoed by the Confederation of British Industry (CBI), which urged the government to instead “focus on driving up the quality of apprenticeships”.

New rules contained in the Enterprise Bill will stop providers using the apprenticeship name for courses that do not meet the same criteria laid down for government-funded apprenticeships — such as a 12-month minimum duration.

However, employers running ‘in-house’ apprenticeships will continue to be allowed to ignore the rules, despite the government having been urged to rethink its plans in a three-week consultation that ended on August 19.

And Stewart Segal (pictured), AELP chief executive, told of the limited effect the new rules will have — echoing the government’s own impact assessment of the new rules, which said there was “little evidence to suggest that the existing scale of misuse of the term ‘apprenticeship’ is widespread”.

Mr Segal said: “We support initiatives to improve the quality of the apprenticeship programme but we do not believe that the misuse of the term is a major issue.

“The exemption of employers from the Bill may cause some confusion, so we have recommended that the apprenticeship brand developed by the government is protected rather than the general term which can now be used by employers.”

And the CBI response said: “We have seen little evidence that the terms “apprenticeship” or “apprentice” are being misused — and have received no feedback from businesses that this is a genuine cause for concern.

“Legislation should always be a last resort and, without a solid evidence base, we do not believe that the case for new legislation has been made. Instead, government should focus on driving up the quality of apprenticeships and ensure that the reforms are working.”

The Association of Colleges (AoC) meanwhile, told the government, in its response, that it would “not support” moves to let employers who run in-house, non-statutory, apprenticeships use the proposed large employer levy or any other “government funding to support this training”.

“It would be useful if Government could set out what it will do if non-statutory employer programmes, badged as ‘apprenticeships’, appear to be having a detrimental impact on the brand,” it added.

The government is introducing the new rules as part of its commitment to create 3m new apprenticeships in this Parliament. It is hoping to stop unfunded providers who ignore official apprenticeship rules, such as the minimum duration, benefitting from the increased promotion of the programme. It is also hoping to stop the brand being “diluted” and having a negative impact on growth of statutory apprenticeships.

However, its response to the consultation was published on Monday, September 21, and it revealed how calls to make employers also subject to the new rules — which carry the threat of a Magistrates Court appearance — had been rejected.

“While the government has considered expanding this measure to employers it feels that the potential costs of doing so would outweigh the benefits,” it said in the Department for Business, Innovation and Skills response document.

“There are many employers that offer high-quality apprenticeships of their own and we do not want to prohibit this practice, nor do we want to put in place any measures that could be perceived as burdensome or put off employers from offering apprenticeships.”

Targets for Public Sector Apprentices

Government plans to introduce a target for the number of apprentices in public sector bodies, to help it meet its goal to deliver 3m new apprenticeships by 2020.

The target is one of the measures included in the Enterprise Bill, along with proposals to prevent misuse of the term “apprenticeship”.

The bill contains measures to “provide a power for the Secretary of State to set targets for public sector bodies in relation to the number of apprentices they employ in England” and to “require the public to have due regard to any targets set on them and to report annually on progress against meeting those targets”.

These measures are intended to apply to most public sector bodies with more than 250 employees. There is no detail yet of what the targets will be.

To protect the term “apprenticeship” from misuse, the bill includes a measure to “create an offence for a person, in the course of business, to provide or offer a course or training as an apprenticeship if it is not a statutory apprenticeship” and to exclude employers by ensuring they “cannot commit the offence in relation to their employees”.

The maximum intended penalty for committing the offence is a fine.

The Enterprise Bill was introduced by Business Secretary Sajid Javid in May. It is due to have its second reading in the House of Lords on October 12.

Gazelle bosses slash annual membership fee to £15k after more than half of colleges quit group

The number of colleges in Gazelle has more than halved in the space of just over a year to 10 — with three out of the five founder colleges having also walked away, it was revealed today.

The dwindling numbers were laid bare with the conclusion of the group’s long-running membership review, in which its annual membership fees were slashed from £35k to £15k.

The review was announced by Gazelle chief executive Fintan Donohue (pictured above) in December when four colleges said they were pulling out of the 23-member group just months after FE Week uncovered how it had raked in around £3.5m from colleges in membership and other fees since it was launched around two years earlier.

Further departures hit Gazelle, which claimed to “develop innovative new learning models and new partnerships with business to deliver an improved outcome for students, their communities and the economy”, over the following months including a number of founder colleges, which had, as of last summer, each dished out more than £530,000 to the organisation.Stella Web

A key criticism was that no return on investment (ROI) analysis had been carried out by Gazelle to justify the spending of public money amid shrinking budgets — and the results of the membership review do not indicate any plans for an ROI assessment.

However, Mr Donohue previously argued it was for college members to decide if his organisation delivered value for money as he unveiled an impact review. by the Policy Consortium, which did not look at how public funds had been spent or whether Ofsted grades were affected by membership.

But Gazelle Colleges Group chair Stella Mbubaegbu (pictured right), principal of continued Gazelle member Highbury College Portsmouth, said today that Gazelle “needed to change in order to better reflect the financial pressures facing colleges and to respond to the independent impact report, published earlier this year”.

“However, the need for innovation and enterprise in colleges has not changed,” she said.

“In fact it is more critical than ever given the challenges facing the sector and, even more importantly, those faced by young people looking to enter the job market.”

She added: “By combining expertise and investing shared resources over the past four years Gazelle Colleges have worked together to support staff training, curriculum reform, enterprise competitions and leadership development in order to improve outcomes for students, employers and the local business community. We could not have done this in isolation.”

A Gazelle spokesperson said: “The new structure gives full ownership to members through the mechanism of a not-for-profit company, providing a single type of membership by removing the distinction between founders and other members.”

Despite this, the two remaining founder members — City College Norwich and Warwickshire College Group — will not have to fork out the £15k membership fee for two year “in recognition of their early endeavours and investment”.

“Gazelle Colleges Group will seek to maximise member benefit and minimise costs through the support of partners and sponsors; ongoing supporters include Pearson,” added the spokesperson.

A spokesperson for the University and College Union said: “In the current financial climate it is unsurprising that colleges are thinking hard about where to spend their money. We hope this will bring about a fresh approach from Gazelle and they will now work hard to deliver real benefits for colleges and the sector.”

Dick Palmer

A number of organisations had been linked to Gazelle, including Gazelle Global, Gazelle Foundation and Gazelle Transform, but Dick Palmer (pictured left), group chief executive of Transforming Education in Norfolk (Ten) and co-founder of Gazelle, said: “Gazelle will be ceasing all activities and any residual funds will be shared among shareholders. The challenges facing the sector have inevitably reduced colleges’ capacity to engage in the wider activity generated by Gazelle.

“Nevertheless a group of colleges, together with partners and sponsors, remain dedicated to advancing the enterprise and entrepreneurial agenda through the Gazelle Colleges Group. The Gazelle Colleges Group will, from December 2015, be the only Gazelle entity in existence.  

Gazelle’s collateral and intellectual proerty will be owned by the new group.

It comes with Mr Donohue set to retire in December. Ms Mbubaegbu said: “All of the members, past and present pay tribute to the vision and ground breaking thinking that Fintan has brought to the enterprise and entrepreneurship agenda in our sector.”

 

Gazelle members

  • Activate Learning
  • Amersham & Wycombe College
  • Barking & Dagenham College
  • Cambridge Regional College
  • Cardiff & Vale College
  • City College Norwich (founder)
  • Glasgow Kelvin College
  • Highbury College Portsmouth
  • South West College (NI)
  • Warwickshire College Group