Apprenticeship rush

Government proposals on apprenticeships include one in which funding goes through employers. It’s a principle John Allan agrees with, but he thinks the options on the table still aren’t right.

The Federation of Small Businesses believes the best approach for apprenticeships would be a more demand-led system that ensures training is tailored to suit the needs of businesses.

The FSB has long said that the best way to make the system more effective is for government funding to be routed through employers rather than being paid directly to training providers.

The current apprenticeships system has been subjected to constant change which has undermined its brand and led to confusion.

While the current system is not ideal, it is vital not to rush into an imperfect solution. Indeed, detailed thought must be given to ways in which apprenticeship candidates, employers and training providers will be affected by any changes.

The FSB has said government must take its time with any reforms. It must think through the implementation in order to get it right first time and create a system that will last for decades to come.

Unfortunately, proposals laid out by government in the current consultation take a simplified view of apprenticeships. Furthermore, in their current form they appear to breach some of the key points we consider imperative to make this system work for small and micro businesses.

Proposals may potentially lead to a sudden and significant increase in costs which small and micro businesses cannot absorb”

Current proposals seem to suggest government aims for the employer to pay the full costs in advance of government payback.

The reality is many small businesses cannot afford to pay the full cost of the training upfront, even though some of it will be recovered. This would damage cash-flow and put small firms off engaging in the system.

We are also concerned that current proposals may potentially lead to a sudden and significant increase in costs which small and micro businesses cannot absorb.

Moreover, we are concerned about the proposals for payment on results. Small businesses are already left out of pocket if an apprenticeship ends prematurely, and payment on results could compound the financial pain felt by businesses in these circumstances.

Routing funding through employers should offer many long term benefits. It would make employers more involved in vocational education, and lead to providers being more businesslike and cost conscious.

We believe government must continue to be as generous as it currently is in its contribution towards apprenticeships, while also fully-funding the training element of apprenticeships for 16 to 19-year-olds. This group in particular can be seen as far riskier to take on for a small firm as they lack experience and skills of older apprentices.

Establishing government funding through the business puts the employer in charge and we believe that over time this will make them more engaged. The FSB believes they will have much more success at getting the training they want, rather than what a training provider can deliver cheaply.

To sum up, the FSB is a keen supporter of the principle of routing apprenticeship funding via employers. However, combining this change with a requirement to prefund providers and potentially increasing costs will reduce employer’s engagement in the apprenticeship programme.

We urge government to take its time with this proposal and ensure the best possible outcome, not just for the apprentice but for the small business too.

 

Planning to change a careers culture

The National Careers Council called for a ‘culture change’ in careers guidance in the summer and made seven recommendations to improve the service. Dr Deirdre Hughes says she’s happy with the government’s new action plan on the issue.

For too long, careers provision has been a Cinderella service. Many people have their own anecdotes about the careers advice they personally received.

Now is the time to think more earnestly about how to improve careers provision,
moving beyond anecdotes to evidence of positive impact, including good and interesting policies and practices in our local communities. There is an urgent need to take collective action.

I welcome the Skills Minister Matthew Hancock’s call for ‘a culture change in careers guidance’ which requires government, education, employers, training providers and career development professionals all to play their full part.

As teachers and lecturers have so often said, young people need clearer pathways into the workplace through schooling, tertiary education and training.

Having careers support to help with navigating options and making well-informed decisions based on labour market realities
is essential.

The government’s new Careers Action Plan for England is a major step forward.

This is the first time the government has had such an action plan.

It is heartening that the government has acknowledged careers provision needs to be radically improved, responding to repeated calls from people working in schools, colleges and local communities.

As with all plans, the real work lies ahead to support schools, colleges and universities to provide impartial and independent careers guidance.

Ofsted’s findings are unsurprising given major structural changes in the delivery system are ongoing in this transitional period for schools.

But we now have a new focus and direction of travel — improving careers provision, regarded by government and its partners as a social and economic priority.

In England, a revision of guidance to schools and colleges and improvements in destination measures are a step forward.

Also, innovative developments such as the UK Commission for Employment and Skills’ (UKCES) LMI [Labour Market Information] for All initiative will improve access to labour market intelligence.

But significantly more work needs to be done between education, employers and career development professionals. I would also like to see more emphasis on engaging with the voices of young people and parents in local communities.

The Minister’s Inspiration Vision sets a challenge for more businesses to step up and work more closely with education, extending the delivery of the best that exists and more.

Partnerships at a local and national level have been commonplace for some time, but the new emphasis is to make an exceptional partnership the new norm.

Clearly more people, especially young people, need access to career insights to the world of work, but it is essential that this is combined with proper access to impartial and independent careers guidance.

The National Careers Service (NCS) has to strengthen its links further with employers.

There is significant potential with its partners to harness existing and new resources to reach out and connect with young people (and parents) in local communities.

Getting people closer to ‘the line of sight to work’ and/or suitable opportunities is a common goal that involves a multiplicity of players.

We know investment in addressing the youth employment challenge now comes in many different forms, including Local Enterprise Partnerships (LEPs), who are beginning to work more closely with the NCS and National Apprenticeship Service.

With the government’s formal endorsement of all seven recommendations of the National Careers Council (NCC), the implementation of NCS ‘practical steps’ now begins.

The culture change is underway. The NCC will continue to work with government, the UKCES and other interested parties to look ahead and find practical solutions that help support and improve careers support services for young people and adults.

 

Technology in FE and Skills

Download your free copy of the FE Week 16-page supplement on Technology in FE and Skills. In partnership with Tribal.

Click here to download (11mb)

Introduction

This year, the Association for Learning Technology (ALT) celebrates its 20th anniversary and its 20th conference.

The technological landscape has shifted dramatically, in two decades, from computer labs with floppy disks to smartphones and tablet computers carried by students in their pockets.

With this shift has come new possibilities, and learning technologists are seizing the opportunity to work out new and innovative ways to reach and engage with learners.

The three-day ALT conference showcased a huge range of ideas and themes around how technology interact with and impact upon teaching and learning.

It also provided “a unique opportunity for members to share and be inspired by each other’s experience and expertise” as the event chair Malcolm Ryan said in his welcome to delegates (p.3).

On pages 4 and 5, we took the chance to get out and about at the conference and find out more about how technology is being used in education, from an app which teaches maths in everyday life, to using social media to engage students and the increasingly popular Moocs (massive open online courses).

We interviewed the new ALT chief executive Maren Deepwell to find out what she thought of the event (p.4).

Back in January, FE Week reported on the Further Education Learning Technology Action Group (Feltag), set up by Skills Minister Matthew Hancock to find out how the FE sector could embrace different learning technologies.

We caught up with Feltag at their open consultation at the conference (p.6), as well as speaking to Matthew Hancock to find out what they’ve been getting up to so far (p.7).

It’s not just the technology that’s evolved since computers first started appearing in colleges, but the thinking on how to use it as well, as Geoff Rebbeck explains on page 10.

However, this changed thinking has not yet expanded to include research into the FE sector — in fact, as Nigel Ecclesfield explains (p.10), the amount of research done by the sector has fall in recent years.

Emma Procter-Legg also picks up on this theme on page 11, as she examines the potential benefits of changing that situation around.

Educational institutions can often be caught out by rapidly changing technological innovations, leaving their practices and programs obsolete, and on page 11 Bruce Chaloux and Larry Ragan explore how a more responsive system could stop this happening.

One of the more obvious benefits of technology is the increased opportunities for communication, and this, says Sheila MacNeil (p.12) is how support and innovation can be developed.

Shaun Hughes (p.13) looks that the ways that, by replicating the underlying mechanics and principles, games can be used to engage and teach learners, while on page 12, Chris Pegler checks out the learning materials available online.

On page 14, our roving reporter Shane Mann got chatting to some of the delegates on his mission to find out what the next big thing in learning technology is going to be.

Finally, we go out with a bang at the conference gala dinner where, along with fireworks, delegates saw the winners of the Learning Technologist of the year award (p.15), where teams from FE scooped the team prize and a learner of the year prize.

Don’t forget, as always, there are a couple of tech-savvy ways to getting on touch with us — you can add your own experiences on the FE Week website or you can tweet us @FEWeek.

Careers plan after wrath of Wilshaw

The government has announced an action plan to tackle poor careers advice after Ofsted boss Sir Michael Wilshaw attacked schools saying “too few are doing enough” on the service.

Tutor sacked after college sex talk complaints

A college in the North East has sacked a female tutor after she allegedly talked to her class about sex acts, prostitution and fetishes.

Northumberland College (pictured right) principal Stuart Cutforth said the behaviour of the tutor, who has not been named, came to his attention after the college received a letter of complaint in July.

The woman, who was running an employment skills course in Bedlington, was immediately suspended while the matter was investigated by a member of the college executive team.

The college, which achieved a good rating from Ofsted in March, said it dismissed the woman following a disciplinary hearing.

Unemployed Paul Cocallis had been sent on the course by the job centre and told the Evening Chronicle local newspaper that he had been “horrified” by the tutor’s actions.
He claimed that, during the three-week course run by Northumberland College hosted at Bedlington Community College, the tutor discussed prostitution, fetishes and other graphic content.

“It was disgusting really, other members of the class were not happy,” said the 25-year-old.

Mechanic Mr Cocallis added: “It got really out of hand at times but you could not walk out because then it would be reported back that you had not completed the course. You had no choice but to stay and listen.”

Mr Cutforth said: “The college received this complaint on July 29 and put our complaints policy and procedures into place directly. The tutor was suspended with immediate effect.
“The Skills Funding Agency and Job Centre Plus were also notified of the complaint immediately.

“The issues highlighted within the letter of complaint were investigated thoroughly by a member of the executive team and a disciplinary hearing held.

“The outcome of the hearing resulted in the tutor no longer being employed at the college.

“In short, every action possible was taken to ensure that the complaint was dealt with in a thorough and efficient manner and our external agencies are satisfied with the outcome of the actions taken.”

A Department for Business, Innovation and Skills spokesperson said: “The department takes safeguarding matters seriously.

“All publicly-funded providers are responsible for the safety and well-being of their learners and for the professional conduct of their staff.

“In this case the college acted decisively in investigating this matter.”

The Institute for Learning declined to say if the tutor was a member. FE Week was unable to contact the tutor.

College backs down on veil ban

Birmingham Met defended its ban after media attention but has now ‘listened’ to students and ‘modified’ the controversial policy 

A Midlands college has backed down on a security policy that banned Muslim students from wearing face veils.

Birmingham Metropolitan College revised its policy late on Thursday night, ahead of a protest at the college the following day and in light of mounting criticism from the likes of the NUS, local councillors and MPs.

We are concerned that recent media attention is detracting from our core mission of providing high quality learning”

Even Deputy Prime Minister Nick Clegg appeared to be against the ban.

“We are concerned that recent media attention is detracting from our core mission of providing high quality learning,” said a college spokesperson.

“As a consequence, we will modify our policies to allow individuals to wear specific items of personal clothing to reflect their cultural values.

“The college will still need to be able to confirm an individual’s identity in order to maintain safeguarding and security.

“The necessity to comply with national regulations, examination board requirements and applicable legislation will remain an overriding priority in all circumstances, as will the need to ensure that effective teaching and learning methodologies are applied.

“We have listened to the views of our students and we are confident that this modification to our policies will meet the needs of all of our learners and stakeholders.”
The college hit had the headlines when a prospective Muslim student was told of the policy preventing learners from wearing a niqab.

The girl, who did not want to be named, branded the policy “disgusting” and said she was being “discriminated against”.

Protestors angry at the policy were set to visit the college on Friday, September 13, but the demonstration was called off at the 11th hour in light of the college back-down.

But college principal Dame Christine Braddock (pictured) had appeared to be refusing to give in to pressure on the policy in an interview with FE Week on Wednesday, September 11. However, at that point she declined to comment on whether it would be reviewed in light of objections and media coverage.

“Birmingham Metropolitan College actively engages with our stakeholders and users of our buildings to review our policies on a regular basis,” she said.

Prime Minister David Cameron had also stepped into the row late on Thursday, September 12, apparently in favour of the ban. His spokesperson said: “The point I would make on this is that we back schools being able to set and enforce their own school uniform policies.”

It came just hours after the Deputy Prime Minister said on his LBC 97.3 phone-in radio show: “I’m really quite uneasy about anyone being told what they have to wear and I certainly would need to understand why.

“I think I’ve set the bar very high to justify something like that because one of the things that is great about our country is that we are diverse, we are tolerant.”

The rule preventing use of niqabs — a veil which leaves a thin slot for the eyes — also meant hoodies, hats and caps were banned.

The policy at the college, which had more than 26,000 students just over two years ago before merging with the 12,500-student Stourbridge College this summer, is that individuals should be “easily identifiable at all times”. A college spokesperson said the policy was eight years old.

A Department for Education spokesperson said: “Schools and colleges have the freedom to set their own uniform policies. We expect them to act reasonably in accommodating the needs of different religions.”

————————————————————————————————————-

Editorial

Safe AND inclusive 

It was inevitable that Birmingham Metropolitan College would bow to the weight of public pressure.

Clearly, ensuring a safe environment for all learners, employees and visitors is of paramount importance.

And the college policy at Birmingham Met was never intended to offend or discriminate.

Whatever your opinion is about whether this is right or wrong, the college has now listened and seems to have found a way to balance the need for a safe environment with the freedom to wear a veil.

I sympathise with the college’s position and congratulate its principal, Dame Christine Braddock, on being brave enough to modify the policy.

I wish the students and staff both a safe and inclusive start to the year.

Nick Linford, editor 

Commissioner: only the brave need apply

These are the tough nuts you’ll have to crack if you want to be the new FE Commissioner, FE Week can reveal.

The imposing interview panel is a fearsome line-up that includes sector chief executives and directors.

They’re all that stands in the way of the £800 a-day job that includes travelling the length and breadth of the country.

Skills Funding Agency chief executive Kim Thorneywork is the Alan Sugar of the bunch, leading the pack as chair during preliminary interviews and assessments. They’re due to take place October 9 to 11 with final interviews on October 28 and 29.

If a college is placed into administered college or administered institution status the FE Commissioner’s role at this point is to conduct a structure and prospects appraisal,”

Ms Thorneywork will be flanked by the Education Funding Agency’s chief executive, Peter Lauener; Association of Colleges chief executive Martin Doel; and, Ofsted’s national director of FE and skills, Matthew Coffey.

And last, but by no means least, will be the deputy director of the Department for Business, Innovation and Skills Bobbie McClelland.

The menacing quintet was revealed on Tuesday, September 10, with the launch of fecommissioner.com to recruit to the post.

It is the second attempt at hiring for the role, after a failed attempt in May when no-one was appointed despite a number of interviews.

Skills Minister Matthew Hancock said: “We are looking for a high-calibre individual to perform this critical role, with a proven track record of successfully leading and driving change in FE colleges, universities, academies, training organisations or similar types of institution.”

The FE Commissioner will review the improvement plans of troubled colleges within a two-week timescale and brief ministers on the competency of principals and governors.

The successful candidate will also have the power to issue notices of concern to failing colleges and close colleges that don’t improve.

“If a college is placed into administered college or administered institution status the FE Commissioner’s role at this point is to conduct a structure and prospects appraisal,” said Mr Hancock.

“The FE Commissioner will aim to complete the appraisal within three months.”

The job specification says the ideal candidate should have experience developing forward-thinking strategies, leading and influencing complex organisational change and the ability to maintain a positive approach in challenging circumstances. The post is offered on a two-year fixed term contract, with an expected commitment of around 80 to 120 days each year.

Visit www.fecommissioner.com before the closing date of September 22 for more details and to apply.

Barclays sticks by Elmfield Training

The Skills Funding Agency has been “working closely” with Barclays Bank over its apprenticeship plans with Elmfield Training after the provider was banned from taking on new learners, FE Week can reveal.

The multinational bank said last month it wanted to double its apprentice intake to 2,000, despite contracted provider Elmfield having been banned from taking on new learners.

The bank said it wanted to achieve its aim — targeting young people aged 16 to 24 not in education, employment or training — within two years.

The announcement came after the agency’s ban for Elmfield, under a notice of serious breach, over its Ofsted grade four inspection result in July.

The agency is committed to working with Barclays to ensure the continuation of this successful programme.”

A Barclays spokesperson said: “Our commitment is unchanged to apprenticeships. We are working closely with the agency and Elmfield to ensure we meet that commitment.”

Elmfield declined to comment, but an agency spokesperson said: “We have worked closely with Barclays to ensure they are aware of the conditions attached to Elmfield’s notice.Future starts at Barclays will be dependent on the agency’s assurance that Elmfield has made satisfactory progress against their post inspection action plan.”

She added: “The agency is committed to working with Barclays to ensure the continuation of this successful programme.”

Ofsted found outcomes for Elmfield learners were inadequate and the majority of its apprentices did not complete their framework within the planned time.

The inspection report came just months after FE Week reported how Elmfield’s success rates showed just 47.5 per cent of its 13,420 leavers in the retail and wholesale sector, aged 25+, walked away with an apprenticeship certificate in 2011/12.

Although Ofsted acknowledged the provider’s success rates were good in newer areas of provision, accounting for around 20 per cent of its delivery and including banking, some elements nevertheless required improvement.

Elmfield said it accepted the education watchdog’s recommendations for improvement and would, “focus on tackling the success factors identified initially in our self-assessment report”.

Barclays said at the time it would stand by the provider.

The agency’s spokesperson said: “The notice of serious breach issued to Elmfield following its inadequate inspection outcome will remain in place until a full Ofsted re-inspection has taken place.

A condition of the notice is that Elmfield cannot start any new learners with either new or existing employers or apply for growth.

“This condition will only be lifted once the agency is assured that Elmfield is making satisfactory progress against their post-inspection action plan.”

Meanwhile, the agency’s requirements of Elmfield under the notice were disclosed to FE Week following a Freedom of Information Act request.

The agency issued its notice to Elmfield chief executive Simon Shaw on July 15.

He replaced former chief executive Ged Syddall after his resignation in light of the Ofsted blow, although it is understood he remains the provider’s majority shareholder.
The notice said a grade three result was needed from Elmfield’s next Ofsted inspection. 

It also set out seven key areas of concern to be monitored at monthly case conferences arranged and chaired by the agency.