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Sharp rise in degree starts at FE colleges, HEFCE report shows
The number of students starting degree courses at further education colleges in England has risen by almost 60 per cent in the past three years, a report has revealed.
According to data published by the Higher Education Funding Council for England (HEFCE), the number of people starting undergraduate study at FE colleges (FECs) in 2013/14 was 10,000 higher than in 2010/11, a 57 per cent rise.
In the same period, the number starting at higher education institutions (HEIs) fell by 16,000.
It also shows that the larger decreases in starts at higher education institutions were at those with medium of low average tariff scores.
The report says: “Figure 23 shows that overall there has been a shift between 2010 and 2013 of increasing numbers of entrants going into institutions asking higher grades for entry.
“There has also been growth in numbers of entrants registered at further education colleges, reflecting broader shifts away from provision franchised from HEIs towards more colleges offering higher education directly.”
Traineeships are making a difference despite slow uptake
Traineeships should not be dismissed just because of low take-up rates, says Fiona Aldridge.
We now know that in the six-months between August and January, 3,300 16 to 23-years-olds have enrolled on to a traineeship. Compared to the ongoing high levels of youth unemployment – 912,000, according to latest figures – it is no surprise that many have criticised this ‘flagship’ policy as failing to address youth unemployment.
Whilst it is off to a slower start than many hoped for, development work recently undertaken by NIACE – in consultation with over 50 staff, employers and trainees – demonstrates that the programme is making a difference and has real potential to deliver the focussed and individualised support that many young people need to make the transition into stable employment.
These include young people such as Ross, who spoke at a recent NIACE event – Traineeships: Learning from Practice. Before starting his traineeship at Weston College, Ross struggled with English and was not prepared for the world of work.
He said: “When I went for the first interview at Weston College I couldn’t even look the tutors in the eye, I had no confidence, no idea what to wear to a job interview or how to talk to employers. I thought I’d never be able to improve my English and didn’t know how to improve my job prospects.”
Following a period of work-preparation training, tailored support around English and maths, and a work experience placement with Sainsbury’s, things have really changed. Ross has started work, has aspirations to teach and has the confidence to speak publicly about how his traineeship has helped him.
Ross is not the only traineeship success story. During the last few months NIACE has spoken to many young people who are making significant progress on their journey to employment as a result of a traineeship.
Importantly, many employers welcome the opportunity to give a young person a chance and to see what potential they have, before offering them a job or apprenticeship. They recognise that young people are part of their local community and often their customers too – so it makes good business sense to engage them.
Providers across the sector recognise that traineeships meet a real need; the programme has a clearly defined outcome, yet provides a flexible approach to meeting Trainees’ needs. For many providers, traineeships have filled the gap in provision – targeted support for young people who were not quite ready for an apprenticeship, many of whom were knocked back time and time again, with little support to develop the skills, experience and attributes that they need and that employers are looking for.
Our work has shown two main models for delivering traineeships emerging within the sector. Firstly, a re-engagement model – where providers develop provision to bring young people back into learning, offering work placements with a range of employers, across a range of occupational areas and sectors. Secondly, a business-led model – focused around working with a single employer or group of employers to design and deliver a traineeship programme, which meets their specific needs and the needs of young people.
However, a number of factors have emerged that are hindering the success of the Programme. Firstly, the different eligibility criteria for 16 to 18-year-olds (prior achievement must be below level three) against those aged 19 to 23 (prior achievement must be below level two). Almost all of the providers we spoke to reported turning away young people aged 19-plus from Traineeships because they had already gained a level two qualification.
Secondly, benefits rules affecting JSA claimants are also restricting take up of the Programme. Whilst the removal of the 16-hour rule for Trainees from March is welcome, traineeship policy and benefits policy are not yet fully in-sync, particularly around the length of work experience placements – limited to eight weeks for JSA claimants, with a possible extension to 12 weeks.
Similarly, providers continue to report differing levels of support from Job Centre Plus across the country. Some recognise the value of traineeships, have a good understanding of the programme and work in partnership with providers to refer the right young people. Others, however, show a lack of awareness (often referring ineligible young people) or unwillingness to engage with the programme and with providers who are seeking to recruit young people as trainees.
The traineeship programme has the potential to enable a wider range of young people – including care leavers, ex-offenders and young parents – to gain a foot on the ladder and a route into stable and rewarding employment. There is enthusiasm and commitment from employers, providers and most importantly, from young people. Taking the action now to widen rather than limit the scope and potential of traineeships, will enhance the employment chances of some of our more disadvantaged young people considerably and set them on the way to fulfilling and rewarding careers.
Dr Fiona Aldridge is Head of Learning for Work at the National Institute for Adult Continuing Education.
Schools to be forced to tell learners about FE and skills options
Schools will be forced to tell learners about vocational study and apprenticeship options by law after the government published statutory guidelines on careers advice.
For the first time, schools have been told they have to offer independent, impartial careers advice including the full range of options available to learners, and prove they are doing so in the best interests of pupils.
The guidance, published this morning by the Department for Business, Innovation and Skills, is directed at governing bodies, school leaders and school staff in maintained schools and local authorities which maintain pupil referral units.
Announcing the guidance in the Commons, Skills Minister Matthew Hancock said: “Building links between the worlds of education and work is a vital part of our reforms and I can announce to the House today that we are publishing the revised statutory guidance for schools on careers guidance and inspiration.
“This will drive links between schools and colleges and employers to inspire and mentor pupils and there will be no excuse for schools and colleges not opening their doors to employers and no excuse for employers not to engage with schools and colleges.”
The document says: “The statutory duty requires governing bodies to ensure that all registered pupils at the school are provided with independent careers guidance from year eight (12 to 13-year-olds) to year 13 (17 to 18-year-olds).
“The governing body must ensure that the independent careers guidance provided is presented in an impartial manner, includes information on the range of education or training options, including apprenticeships and other vocational pathways [and] is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.”
It also says: “The duty on schools, to secure independent careers guidance for all year eight to 13 pupils, is intended to expand advice and guidance for young people so they are inspired and motivated to fulfil their potential.
“Schools should help every pupil develop high aspirations and consider a broad and ambitious range of careers. Inspiring every pupil through more real-life contacts with the world of work can help them understand where different choices can take them in the future.”
The document clarifies that when the word “must” is used, as in the case of independent impartial advice, it means the school, body or organisation in question is required to do something by law.
The guidance has been cautiously welcomed by Rob Wall, head of education and employment policy at the Confederation of British Industry.
Mr Wall said: “The new guidance is a step in the right direction, but it’s a long road to mend our broken careers system and inspire the next generation of engineers, entrepreneurs and scientists.
“All of us – schools, Government and businesses – have a role to play in fixing the problem, but it is the Government that must lead from the front to make it a reality.
“We need a new system to build relationships between schools, colleges and local companies, allowing firms to get more involved.
“Vocational training should never be seen as second best, as it offers many young people routes to high-quality, well-paid and skilled careers.”
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Former chair Hughes calls for equality and diversity action at ETF
Former Education and Training Foundation (ETF) chair and board member David Hughes has called for more to be done to promote equality and diversity in the new organisation.
Speaking as the chair of a panel at the ETF-sponsored equalities consultation live debate at Morley College on Tuesday, Mr Hughes, also chief executive of the National Institute for Adult Continuing Education (NIACE) said some groups bidding for work from the Foundation might need more leeway to tick diversity boxes.
It comes after the ETF and NIACE’s equalities pop-up tour – a consultation and awareness-raising exercise focused around a yellow campervan – finished today at the National Union of Students annual conference in Liverpool.
Speaking on Tuesday night, Mr Hughes, said he wanted to see more action from the ETF board.
He said: “One thing the foundation should do is get its commissioning right. It has got to allow for the fact that some organisations need some extra space to be able to win contracts, in order to get the diversity in delivery right and we need to make sure there is diversity in delivery.
“Progress for me will be when the board of the foundation talks about equality and diversity, not because it is the 13th agenda item on a 13-item agenda, but when somebody on the board says we really do need to start addressing this issue, and we have a proper conversation about it.”
Kathryn James, ETF team Leader for leadership governance and management, who was also on the panel, said she welcomed Mr Hughes’s comments.
She said: “We welcome board members like David Hughes being vocal on the need to push equalities and diversity up the agenda. It’s already embedded in our strategic plan and the championing of this by our board members ensures we don’t lose sight, become complacent or tokenistic.
“The equalities pop up tour finished today at the NUS conference in Liverpool, and the whole thing has been really enlightening. Now we have the important job to do to make sure it genuinely informs what we do next whether this be the way we procure work, structure agendas, or recruit.
“We are taking equality and diversity seriously through our current expert panels and are extending this approach to our own staff, and collection of data so that we can see how effectively we are being inclusive in the delivery, take up and impact of the support and development we provide to the sector.”
NUS’s first FE president Toni Pearce wins second term
Toni Pearce, the first president of the National Union 0f Students (NUS) from a further education background, has been elected for a second term.
She finished more than 300 votes ahead of her nearest challenger at the NUS annual conference in Liverpool.
A former president of the students’ union at Cornwall College, Ms Pearce has earned a reputation during her first year in office for being an outspoken champion of FE.
Speaking to the conference, she said: “Never let anyone tell you that we’re not already a fighting, campaigning, winning movement.”
She also shared her vision for “a student movement that’s more representative than we’ve ever been… A student movement that listens, that campaigns from the classroom to the boardroom – on the streets and in your communities”.
Ms Pearce won 454 votes, while Labour candidate Aaron Kiely received 150 votes. University of London Union vice president Daniel Lemberger Cooper won 90 votes, while UKIP’s Jack Duffin won just 18 votes. 16 delegates voted to re-open nominations.
Toni Fazaeli announces retirement from IfL chief role
Institute for Learning (IfL) chief executive Toni Fazaeli has announced plans for her retirement after six years in the role.
She will hand over the reigns to Dr Jean Kelly, currently director of professional development at the organisation.
In a statement released this evening, Ms Fazeili said she was proud of what the IfL had achieved under her stewardship.
She said: “At a time of great change in our sector, IfL has made considerable strides in raising the profile and status of the teaching profession across the diversity of the sector, supporting members to achieve excellence in their professional practice, and giving teachers and trainers a voice to influence policymaking.
“Following a period of regulations, IfL has gone back to our proud roots as a voluntary professional membership body, with a distinctive role to play in supporting tens of thousands of individual practitioners.
“I know from my visits around the country and evidence from teachers, trainers and leaders that IfL has had an impact on the way the sector recognises and thinks about the central importance of professional development and the idea of teachers and trainers being empowered to drive their own professional learning.
“With many thousands of teachers and trainers choosing to engage with IfL and one another, as fellow professionals, IfL will continue to make a difference for the profession, and for the benefit of learners. It is a good time for me to move on as we have reviewed and built up excellent services and engagement with our members.
“I am delighted that Dr Jean Kelly, a distinguished educator, will take IfL forward after Easter. It has been my privilege to lead IfL for the last six years, and to work directly with very large numbers of teachers and trainers, and many others across the sector who share our passion for the highest quality teaching and learning.”
Sue Crowley, whose term as chair of the non-executive board has been extended for a year, said: “We would like to thank Toni for everything she has done for IfL and the teaching profession, before and during her six-year tenure as chief executive.
“Under her leadership, and thanks in no small measure to her persistence, IfL won a long-fought battle for further education teachers and trainers with Qualified Teacher Learning and Skills (QTLS) to be recognised in law as having parity with teachers holding Qualified Teacher Status (QTS), and as being qualified to teach in school settings.
“Through IfL, teachers and trainers have been given a strong voice: tens of thousands of members have taken the opportunity to share their views, experience and evidence, to help inform policymaking and thinking about pedagogy and to enhance their practice across the further education and skills sector.
“Toni has fought tirelessly for teachers and trainers across a very diverse sector to be recognised as professionals – dual professionals who are expert and stay up to date in their subject or vocational area, as well as in teaching methods, through continuing professional development. Her strong belief, which IfL shares, that all learners are entitled to have trained and qualified teachers and trainers has shone a spotlight on the issue of initial teacher qualifications and the need for a clear national policy.
“Toni and her executive team have also worked to establish key partnerships with other sector bodies, the inspectorate and several leading universities to ensure a much greater focus on teaching and learning; practitioner research; professional development programmes; evidence-based practice; and vocational pedagogy.
“I would wish Toni a long and happy retirement, but know only too well that she will be working hard, continuing to make her valuable contribution to a sector and profession about which she cares very much –as chair of governors at an FE college; as a commissioner on the Skills Commission; as founder of a not-for-profit organisation that provides learning opportunities to older people in care homes; as a writer; and as a highly respected Fellow of IfL.”
New £2.9m research centre for adult literacy and numeracy
The government is investing £2.9m in a new research centre that will focus on improving adult literacy and numeracy.
Skills Minister Matthew Hancock announced the launch of the Behavioural Insights Research Centre for Maths and English during a Business, Innovation and Skills Select Committee hearing on adult numeracy and literacy this morning (Tuesday).
It will receive a three year start-up grant of £2.9 million from the Department for Business, Innovation and Skills (BIS).
Speaking after the hearing, Mr Hancock said: “This new centre will team world leading academic researchers with our best and brightest policy makers to give scientific insights into how adults best gain skills in English and maths and the ways in which government can apply these methods to benefit the highest possible number of people to help them reach their potential.”
The centre will be tasked with finding out the most effective ways of motivating people to improve their English and maths skills.
Joy Mercer, director of policy at the Association of Colleges (AoC), said: “AoC is very encouraged by BIS’s commitment to investment in research that will demonstrate why people engage in improving their skills in literacy and numeracy.
“We would be very pleased to see how the evidence this produces can influence policy to develop sustained improvements in national literacy and numeracy.
“It will also help colleges to target those most in need, particularly those who are unemployed.”
Andy Ganon, director of policy and research for the 157 Group, said: “This announcement recognises that the reasons why people of all ages engage in learning are complex.
“Understanding motivation and behavioural barriers will enable all of us to better serve learners.”
David Hughes, chief executive of National Institute of Adult Continuing Education, said: “I am looking forward to working with the new centre, to build on the work NIACE and others have done to move our thinking forward.
“Our recent inquiry into family learning showed great examples of nudging people back into learning. It will be great to understand how other solutions might be used to tap into the motivation of adults.”
Joe Vinson, NUS vice president (further education), said: “This is something that we would welcome particularly because it recognises that not everybody learns in the same way.
“It’s a positive move for students who are, at the moment, being failed by the current education system.”