Around 150 learners with government apprenticeship ambassador Jason Holt were left “stuck” and unable to register for the start of qualifications because of issues with the Skills Funding Agency’s (SFA) delay-prone Learning Aim Reference Service (Lars),
FE Week can reveal.

Mr Holt, whose influential 2012 review of apprenticeships concluded that a main barrier to small and medium enterprises (SMEs) taking on apprentices was “poor process,” took to Twitter to air his frustration at the situation.

He wrote on November 2: “Hands tied. Learners stuck. We await our prime contractor to sort with @skillsfunding [SFA].”

Learners were unable to start new level two and three jewellery manufacturing, silversmithing and allied trades apprenticeships run by the Holts Academy, with prime contractor the University of the Arts London, on time because of a delay in listing frameworks on Lars.

Mr Holt told FE Week that the issue affected around 150 learners, but had since been resolved with the frameworks appearing on Lars later this month.

He said: “It has been a difficult time for the jewellery industry with delays to the approval of the new apprenticeship, preventing new learners from commencing on these learning programmes.

“We are pleased to see that the issues surrounding this have now been resolved and that the information will appear on Lars from November 20.

“I am very supportive of the SFA. They do as much as they possibly can but they do need to be mindful of making sure that learner experience is not interrupted. Overall, they do a good job of that.”

An SFA spokesperson acknowledged the delay, but stopped short of apologising for the problems, although she did say steps had been taken to allow learners affected by the delay to start as soon as possible.

She said: “Providers will be able to select the new aims for level two and three jewellery manufacturing, silversmithing and allied trades apprenticeships framework from Lars for the R04 data collection, which opens on November 20.

“The implementation date of the new aims and the removal
of existing aims will be backdated to October 2 as per the approval date. This means October 2 will be the first date for new starters on the updated version of the framework.”

It comes after concerns were raised about the ability of the Lars system to cope with a backlog of last-minute submissions from awarding organisations (AOs) after a deadline of September 1 was imposed this year.

Speaking in September Association of Employment and Learning Providers chief executive Stewart Segal accused the SFA of creating a “false deadline” for AOs, which he warned would lead to “risks” for providers.

He said: “The tight timescale means providers take on all of the risk — those looking to expand and deliver programmes can’t make any promises on what they’re going to deliver if they don’t know what funding they’ll be getting.”

No one from the University of the Arts London was available for comment.

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Editor’s comment

Halt holt issue

The SFA has come in for much criticism for its bug-ridden and delay-prone new online systems where providers check and record learner funding.

And there are still MIS officers up and down the country wishing for an end to their Fis and Hub nightmares.

They had thought that their Lars troubles were over and, in the main, they are — other than the backlog of frameworks awaiting entry, as experienced by Jason Holt.

Despite his very understanding take, he must have been left wondering what is going on at the SFA.

Having endured its own jobs losses, perhaps there are simply not the staff numbers for new chief Peter Lauener to ensure the best possible service?

But even his remit, with the sizeable responsibility of the EFA, has been questioned.

With the weight of Treasury to contend with, it’s unlikely he could push back the tide of cuts and job losses that have hit the SFA.

But if he’s unable to act against that, then perhaps an independent review of exactly what has, and what continues to go wrong at the SFA is within his power — Fis, the Hub, cases such as Mr Holt’s and whether overstretching has become an issue need looking at.

The sector must have an SFA in which it has faith. An SFA that provides outstanding service.

Qualifications should remain “as stable as possible,” Ofqual chief Glenys Stacey (pictured) has warned Skills Minister Nick Boles as he considers a major relaunch of Functional Skills qualifications.

Ms Stacey (pictured), replying to a letter from Mr Boles early last month in which he said Functional Skills would “continue to be one of the types of qualification that learners have available,” welcomed the minister’s “clear statement about the importance you attach to Functional Skills qualifications”.

But she had cautious words for his plans for a rebrand of the qualifications, saying: “The brand of a qualification is important. It takes some years for qualification titles to become understood and trusted, particularly by employers and others who are not close to  the education system.

“In general, our view is that we should keep the qualifications system as stable as possible, to allow qualifications time to prove themselves. We did a small survey of employers and others recently and found that employers in the  survey had a broadly positive view of Functional Skills qualifications, as do colleges and other providers.

“So our advice is that you consider carefully the benefits of change balanced against the benefits of stability.”

She added: “If you do wish to rebrand, then perhaps we could work with your officials to test out the views of employers (and others) more widely about the options?

“Assuming the changes are not major, qualification reforms can usually be introduced over a two to three-year period allowing time for consultation, enactment and communication to education providers and students; so colleagues here will also discuss with your officials the options and timing for any reforms.”

It comes after Mr Boles (pictured right) revealed a more supportive view of Functional Skills at a fringe event organised by FE Week at the Conservative Party Conference early last month.

The qualifications, which include English, maths and ICT skills, had previously been described as “stepping stones” to GCSEs by previous Skills Minister, Matthew Hancock.

And in her response to Mr Boles, published this month, Ms Stacey said Ofqual’s review of Functional Skills had so far found areas for improvement.

She said: “In our review of these qualifications we are finding some of them wanting but capable of improvement and we intend to act to ensure they are improved.

“We will say more about our findings later in the year. As with GCSEs, the ownership of the curriculum and the purposes of these qualifications lies  with policy Departments, so while we understand you are not seeking fundamental changes in these areas we welcome continuing engagement with you and your officials in this area.”

 

Computer skills are “not relevant” for tax apprentices enrolling on a new framework at Her Majesty’s Revenue and Customs (HMRC), FE Week can reveal.

Learners on the HMRC’s level three programme do not have to learn ICT skills as part of the “transferable skills” section of the programme.

In contrast, a level two business administration apprenticeship run by Skills CFA requires ICT training.

A spokesperson for HMRC said it had an “entire division of highly skilled IT staff” with “separate development programmes”.

He added: “HMRC requires a vast array of skills to ensure the tax system continues to evolve and operate to meet the needs of our customers.

“While ICT is an essential and greatly valued skill for all roles at HMRC, the tax apprenticeship is specifically tailored to policy work where certain skills are essential to do the job.”

But the lack of transferable ICT skills in the framework has been criticised by the National Institute of Adult Continuing Education (Niace), with chief executive David Hughes warning apprentices might not be getting the most out of the course.

He said: “It is inconceivable that any apprenticeship should not have a good dose of IT skills as part of the programme. An apprenticeship shouldn’t be just about the current job, but should equip each apprentice with the skills they need to guarantee they have a sustainable and fulfilling career.

“To achieve that, we know that digital skills are as essential now as good English and maths. As technology progresses this will only increase. By next year it is estimated that 90 per cent of jobs in the EU will need at least basic computer skills. However around half of adults don’t have them and almost two-thirds of employers (62 per cent) have concerns about the level of IT skills in their workforce.

“So I am surprised that the apprenticeship in ‘tax’ does not recognise this and am concerned that the apprentices are not getting the full and expansive experience in their training to equip them for a career which might span several jobs, different sectors and un-knowable technological change.”

The tax framework was submitted to the Skills Funding Agency by HMRC two days before the August 31 cut-off for schemes not run through the Trailblazer programme.

The HMRC argued the new framework provided “a structured approach to training and developing prospective tax specialists who understand the needs of the organisation,” and was developed “to create a new vocational pathway in tax to attract, develop and retain talent for the future and to professionalise the roles for HMRC”.

The department claims the framework was relevant for tax caseworkers, support risk-based quality compliance checks into businesses, employers and individuals, and for tax/policy specialists, who draft guidance for HMRC and external customers of the department.

A spokesperson for the Department for Business, Innovation and Skills said: “ICT qualifications may be included in an apprenticeship framework or standard, where the developer believes they are necessary for the job. Qualifications in ICT are not a mandatory part of all apprenticeships.”

 

Colleges should be rewarded for specialisation, the Confederation of British Industry (CBI) has said.

In its report A better off Britain: improving lives and making growth work for everyone, published today, the employer body also called for more learners to complete level four apprenticeships and vocational qualifications.

John Cridland (pictured), director general of the CBI said: “We need to refocus the system and refocus the recognition and reward in the system, so that the colleges who are boldest in making sure they’re provision is specialised and is fit for purpose are the ones who are rewarded.

“I see lots of entrepreneurial FE colleges with inspirational principals focusing on unique things they’re good at.

“We’ve got to get a lot cuter in making sure we are delivering those skills in quite a specialised way and rewarding colleges on the basis of outcome.”

He added in the future he wanted to see a skills landscape where “every college becomes different rather than every college being homogenous” which “reflects the reality of the modern business community”.

The report argued that the UK’s economy had evolved, becoming a higher skilled economy, although this did not mean that “middle-skilled, middle-income jobs” were disappearing.

“They are just slightly higher-skilled than they might have been in the past, lengthening the path to these jobs for people entering the labour market at low skill levels,” the report said.

It added: “By 2022, half of all jobs will require workers to have completed some form of higher education”.

The solution, the report said, was to encourage more learners to complete qualifications at level four – such as higher national diplomas, higher apprenticeships, or foundation degrees.

Mr Cridland said: “Twenty years ago, somebody wanting to get out of a minimum wage job perhaps needed to get to level three.

“Certainly the reality of the upskilling of our labour market is they’re now going to need to get to level four to do jobs that their parents or grandparents would have considered craft or technical.”

The report also called for employers to take great ownership of the skills system, and for colleges to develop stronger relationships with local business.

Mr Cridland expressed support for the apprenticeship reforms, which will see funding for apprenticeships routed through employers rather than providers, and said that in order to encourage small employers to get involved “the answer is to make it more like a market”.

“If you empower small firms with the wherewithal to buy provision back I think colleges are in a great position to get that business,” he said.

“If the funding goes the other way with the small company at the end, by the time it gets to them, frankly they’ve lost the will to live never mind train anybody. I would turn the system round.”

The first of three colleges that FE Commissioner Dr David Collins suggested would struggle to maintain their long-term independence has agreed to a merger.

Dr Collins concluded that Devon-based Bicton College, which was visited by the commissioner in March, needed to merge or form a federation with another institution following Skills Funding Agency concern about its “financial health”.

Dr Collins concluded that long-term financial issues meant the college would not have been able to survive as an independent institution without “damaging its long term development”.

A spokesperson for the 2,000-learner specialist land-based college said on Monday (November 3) that it expected to complete a “formal merger” with The Cornwall College Group (TCCG) by August — but it was “too early” to say whether this would lead to job losses.

It comes after Dr Collins told Norton Radstock College, in a report published last month following his visit in June, that it could no longer operate on its own because of issues with leadership, governance and finances.

Dr Collins also questioned “the long term viability” of Stratford-upon-Avon College as an independent institution following a visit in May.

Hope for a continued independent Stratford was restored after Dr Collins gave positive feedback after a follow-up visit, but Bicton’s merger has already been embraced by governors’ chair Jeremy Yabsley.

“After listening to all of the potential partners’ proposals, I have formed a very favourable opinion of the TCCG governors and leadership,” he said.

“Under the terms that TCCG propose, Bicton can be sure of retaining its identity — this is vitally important to our students and the staff at the college.

“We look forward to working together on a joint vision for the development of signature centres of excellence in land-based subjects.”

A Bicton spokesperson said it was “too early to say whether there will be any impact on jobs as a result of the merger. Both colleges have a strong history of consulting with employees [over possible job losses]”.

There were no plans to change the courses currently offered at the college, she added.

TCCG, which was rated ‘good’ by Ofsted in 2010 and has around 35,000 learners, already runs land-based Duchy College which has branches in Stoke Climsland and Rosewarne, Cornwall.

It also has campuses in Newquay, Saltash, St Austell, Camborne, and Falmouth, all in Cornwall.

Philip Rees, chair of the TCCG board of governors, said: “We are hugely excited to be playing a major role in the future development of Bicton College.

“This merger will extend choice and access to land-based training, skills and research for more learners and employers across the region, with Bicton College and Duchy College working very closely together to enhance their reputations for land-based specialisms.”

A Department for Business, Innovation and Skills spokesperson said: “We fully support the decision for Bicton College to partner with TCCG.

“This partnership will work to secure the future of the college and land-based education in Devon and the wider South-West.”

Main Pic: Bicton College board chairman Jeremy Yabsley & Philip Rees Chair of TCCG Board

 

A Somerset college has scored a clean sweep of outstanding headline ratings in a glowing Ofsted report.

Strode College, in Street, became the first college this academic year to achieve a grade one result — and the ninth since the new Common Inspection Framework was introduced in September 2012.

It got grade ones in each of the headline fields and a further 16 outstanding ratings out of 20, with the remaining grades all ‘good’. It won praise from the education watchdog for its English and maths provision, wide range of courses and governors’ “clear and ambitious vision”.

The report, published at the end of last month, bumped Strode College up from grade two. Principal James Staniforth said: “Our teachers and support staff are among the most talented, experienced and dedicated that I have ever known.”

He added he was “particularly delighted” with the outstanding judgement for teaching and learning.