Apprenticeship funding consultation launched

A “radical” overhaul of apprenticeship funding has been outlined by the government in response to a review by former Dragons’ Den investor Doug Richard.

Three funding ‘models’ have been proposed by the Department for Business, Innovation and Skills in A Consultation on Funding Reform for Apprenticeship in England, around nine months after the Richard Review of Apprenticeships came out.

Mr Richard was tasked with looking at how apprenticeships in England could meet the needs of the economy. He said the National Insurance or tax credit system should be used to give employers breaks as payment for training and said such changes should be “at the heart” of apprenticeship reform.

The suggestion figures among those going out to a ten-week consultation (see table below).

Key difference between the models (table from page 18 of the consultation document)

The first of the proposals is for a direct payment model where businesses register apprentices claim government funding online.

The second is for a PAYE payment model in which businesses register apprentices online and then recover government funding through their PAYE return.

The third option, although all could be amended as part of the consultation, is a provider payment model where government funding continues to be paid to training providers, but it can only be drawn down when the employer’s financial contribution towards training has been received.

Business Secretary Vince Cable said: “Employers are the best people to judge what training is worth investing in. These radical reforms will mean just that.

“It gives them the power to train their staff to make sure their skills are relevant to the company, instead of having to rely on what courses are available in the local area.”

The government also revealed it was looking at funding 16 to 18s “more generously”.

“We must recognise that younger apprentices have less labour market experience, which means the costs of getting them to the industry standard are potentially higher,” it says in the consultation document.

The first two models would both need the “time-consuming” construction of a new online system, but could be in place by 2016 “at the earliest”.

However, common to each of the models is for “the employer and provider negotiating the content and price of eligible apprenticeship training”. It would replace a system of government-set national funding rates.

Skills Minister Matthew Hancock said: “By radically reforming the funding system we will allow employers to agree with training providers the content and price of training ensuring greater competition both on quality and on price.”

The proposal to use the tax system follows calls for reform from the UK Commission for Employment and Skills.

Its chief executive, Michael Davis, welcomed the consultation.

“The commission’s perspective is that we must return apprenticeships to their founding principle — a contract between the apprentice and the employer, valued and funded as such,” he said.

It sits alongside a review launched by Deputy Prime Minister Nick Clegg into the employment, education and training of 16 to 24-year-olds announced at a Confederation of British Industry dinner on Monday, July 15. The review is due out in the autumn.

However, the Association of Employment and Learning Providers’ chief executive, Stewart Segal, warned against the apprenticeship funding consultation’s PAYE model.

“We have considerable doubts over whether the PAYE proposal would actually bring more employers into the apprenticeship programme,” he said.

“In fact, it might put smaller businesses off. The co-funding option [model 3] might have merit if it properly recognises the contributions which employers make towards an apprentice’s framework achievement.”

Responses to the consultation should be sent to apprenticeships.consultation@bis.gsi.gov.uk by October 1. Visit www.gov.uk/government/news/government-sets-out-radical-plans-to-shake-up-apprenticeship-funding for further details.

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Editorial: Making employers pay

The truly ‘radical’ element of the government’s apprenticeships consultation is not, as it might first appear, in the different funding mechanisms of the three suggested models.

Nor is it that the employer would ‘own’ the delivery.

What is radical is that, in each of proposals, the employer would have to make a cash contribution.

Public co-investment already stands at 50 per cent of full funding, yet anecdotal evidence is that few employers currently put their hand in their pocket at all.

This lack of a cash employer investment must restrict the quality of delivery, which in turn does little to encourage employers to invest.

It is a cycle of underinvestment that has seen the Skills Funding Agency battle declining quality evidenced by short programmes and Train to Gain-type assessment-only delivery models.

So I applaud the government for considering a funding system that requires employers, and I hope particularly large ones, to make a cash contribution.

However, the policy makers would be wise to dust off the Banks Review of Fees — an independent review commissioned by the previous government and published in July 2010.

Within the daunting 110-page document, Chris Banks’ first and central recommendation was for the government to “match co-investment contributions received from employers up to a published maximum contribution”.

Sound familiar?

It’s a policy calling for the employer’s cash contribution that is long overdue and, using the third proposed funding model set out today, it could be fairly easy to implement for 2014/15 using current systems and rates.

In many ways it could operate like loan fees for the 24+ Advanced Learning Loans, where providers are currently charging the Student Loans Company up to a published maximum.

There are however three extra questions I would like to see in the consultation.

1. How would the government avoid over-spending the limited funding pot?

2. Should the apprenticeship minimum duration policy continue to be applied?

3. Can you avoid setting national funding rates where 100 per cent government-funded (e.g. 16 to 18-year-olds)?

Nick Linford, editor

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FE Week 2012/13 round-up

FE Week has quickly built a reputation for being a high quality weekly printed newspaper, but we also publish many of our articles and all our supplements online.

Between August 2012 and July 2013 the FE Week website received 871,895 page views from 197,859 unique visitors.

Links to the ten most viewed news articles in 2012/13 Views Published
1 Newcastle College boss accusses Ofsted of flaws in their good inspection grade 5,944 Aug 16, 12
2 Colleges given green light to recruit full time 14 and 15-year-olds from Sep  5,607 Dec 7, 12
3 Elmfield Training tells 400 staff their jobs are at risk 4,599 Nov 11, 12
4 Exclusive: Leading college falls from outstanding to inadequate 4,554 Mar 15, 13
5 Elmfield boss quits over Ofsted’s inadequate grading 4,475 Jul 12, 13
6 FE colleges urged to adopt new flag and anthem 3,737 Apr 1, 13
7 Principal defiant after ofsted grade four 3,732 Apr 25, 13
8 Providers appalling pass rate 3,599 May 2, 13
9 Government reveal plans for traineeships 3,550 Jan 10, 13
10 Functional skills funding to double 3,171 Nov 22, 12

(more…)

Finding the right recipe to work with LEPS

For colleges, FE providers and all those involved in the ever-changing local skills system, Local Enterprise Partnerships (LEPs) can be seen as everything from bewildering, complex, risky, threatening, to opportunities for influence. But, says Tom Stannard, the sector must be active in seizing these opportunities.

LEPs are different beasts from their predecessors, the Regional Development Agencies.  But they will be powerful players in local skills systems over the years ahead.

At the recent NIACE seminar on the 2013 spending review we recognised positive news delivered for the sector — expanded apprenticeships, protected adult and community learning funding, traineeships and more — and the clever politics that enabled this.  But we also signalled caution.  The prognosis for considerably less publicly funded adult learning provision by the end of 2017, and potentially beyond, now appears a given.  The lack of system-wide remodelling on skills, and the consequences of this for learners’ choice and navigation, is a challenge and an opportunity LEPs can now seek to address.

It is this individual perspective on the learner that provides the most powerful opportunity for the FE system to engage with the new landscape LEPs now oversee.  In its continuing national squeeze on “non-participation spending”, the spending review forecasts fewer financial incentives in the interests of “more expensive” learners with, for example, higher childcare costs or significant learning disabilities.  Advanced learning loans are still likely to be extended in the future.  And the pilot “skills funding scheme” for three LEPs in England will seek to further adapt these incentives.

Colleges, providers, local authorities and LEPs have a shared interest in securing labour market participation by adults of all ages.  Emerging best practice across many LEP areas marks an encouraging start.  This powerful coalition can ensure adults with learning needs that may be “more expensive” in the short term are not disenfranchised in seeking such participation.  This is one of many challenges local skills strategies, overseen by LEPs, now need to tackle.  Despite the limited nature of the £2bn single pot for LEPs delivered by the Chancellor in the spending review, LEPs will aim to craft the much needed skills system architecture, enabling a stronger connection between local growth and skills strategies, with colleges and providers central to that debate.

The sector needs to be an active player in that debate.  LEPs may be strange creatures with unusual and artificial boundaries.  They are regarded with scepticism by some local authorities, variously critical of LEPs’ democratic deficit, or the recent allocation of former district council New Homes Bonus money directly to LEPs under the single pot.  SMEs and large corporates wonder variously what LEPs can achieve alone.  Councils, colleges, and employers, who have historically worked together extremely well, have a wariness of this new landscape in common.

Back in 2011, we argued in our Colleges in their Communities Inquiry for the “new generation of entrepreneurial college leaders, working closely with local employers, within a new community curriculum”.  This remains key to ensuring colleges’ and providers’ shared interest in adaptable, local provision remains a feature of the skills systems LEPs are now designing.  This needs to enable all ages participation, linked to systematic understandings of local labour markets and local employer demand.

NIACE is already working with partners at national and local level including Councils, LEPs, colleges and providers to develop this agenda.  We will be continuing to support these partners in developing a coherent approach to remodelling local skills systems across the country over the coming months, with a focus on partnerships for learners rather than individual institutions, and we welcome the discussions colleges and providers are having with us to enhance and spread national best practice.

This work recognises the new institutional significance of LEPs and our growing partnership with them individually, as Core Cities and through the national LEP Network.  But more importantly it will recognise the overriding importance of colleges and providers remaining at the heart of their local communities, and the huge opportunity that connecting this system with local economic growth strategies represents for that most important constituency of all – adult learners themselves.

Tom Stannard is director of communications and public affairs at NIACE

 

Monthly webinar funding clinics

Details and registration links for monthly webinar funding clinics (Lsect Gold Members only)

Date Day Time Registration link
05-08-2013 Monday 4-5pm  
02-09-2013 Monday 4-5pm  
07-10-2013 Monday 4-5pm  
04-11-2013 Monday 4-5pm  
02-12-2013 Monday 4-5pm  
06-01-2013 Monday 4-5pm  
03-02-2013 Monday 4-5pm  
03-03-2013 Monday 4-5pm  
07-04-2013 Monday 4-5pm  
06-05-2013 Tuesday 4-5pm  
02-06-2013 Monday 4-5pm  
07-07-2013 Monday 4-5pm  

How does our traineeship programme compare with other schemes across Europe?

So how does Britain’s traineeship plan compare with other schemes across Europe?

According to Kari Hadjivassiliou (pictured), a policy expert from the European Social Fund apprenticeship and traineeship helpdesk, comparison is difficult because there isn’t a single definition of traineeships.

However, there are similar programmes across Europe, she said, although they may be thought of as pre-vocational training programmes, rather than traineeships.

“Quite of lot of features that [UK traineeships] promote are currently promoted across Europe, particularly that traineeships should be part of an education and training programme and that’s important,” said Ms Hadjivassiliou.

“The other common feature is the specific and rather limited duration because the evidence shows that, say, three weeks are not enough… but then young people can get caught into successive internships which can go on for years — this is a problem in Italy, for example.”

The focus on quality is important, too.

The UK programme has some distinctive features, but the elements which are common compare well”

“This is a big thing in Europe at the moment, and this is why the commission is putting together a quality framework which will be published in late 2013,” she said.

“The UK programme seems to meet a lot of criteria which will be in the framework, such as the content — the fact that it has to be meaningful work experience, and the acquisition of functional skills, good literacy and numeracy.”

However, there is great variation across Europe over payment for trainees.

“In the current climate it’s very difficult to introduce official trainee compensation, although in some countries, like in France, any placement above two months has compensation attached to it, so trainees have to be paid,” said Ms Hadjivassiliou.

But she added that, even where employers are not obliged to pay compensation, governments, “should at least ensure there is some social welfare provision”.

In terms of incentives for employers, she continued, countries such as Greece, Cyprus, Italy, Spain, Belgium and Luxembourg offered a subsidy to employers and sometimes a year’s exemption from national insurance contributions if the trainee was kept on for six months after the end of the traineeship.

Overall she said, it seemed the UK programme had been designed with previous experience in the UK and Europe in mind, drawing on features which have “come up time and time again as crucial to the success of the scheme”.

“I wouldn’t like to offer a better or worse comparison because it’s a new programme and we haven’t seen how it’s going to be implemented or any results,” she said.

“The UK programme has some distinctive features, but the elements which are common compare well.”

Youth unemployment

Austria had the second lowest youth unemployment rate of the European Union in July 2011 with 7.8 per cent of young people aged 15 to 24 unemployed.

Similar types of traineeship offered? 

Work training funded by national employment centre (‘Arbeitstraining’) is aimed at providing participants with an opportunity to gain practical experience at an organisation, usually, but not always, during or after an educational programme. Lasts one to twelve weeks, and participants receive a daily allowance from the employment centre.

This is a way of funding traineeships rather than being about a particular type of school, study programme or educational stage.

Traineeships as mandatory part of VET schools and colleges

Traineeships are included in the curricula of VET schools and colleges for all fields except business. The length varies between fields but is usually several months distributed over the holidays between school years. Trainees from VET centres are not legally entitled to remuneration but some do receive a voluntary allowance.

How many trainees?

134,611 attended VET schools and colleges in 2009/10, so would have taken mandatory traineeships. No data is available for the national employment centre training.

Youth unemployment

22.4 per cent (higher than EU average)

Similar types of traineeship offered? 

There are work placements in enterprise as well as social support for registered unskilled job seekers. The scheme is unpaid, but trainees remain entitled to their unemployment allowances.

Similarly, “plan formation insertion” traineeships target young skilled job seekers. No remuneration is offered, but trainees are entitled to benefits during the four to 28-week traineeship and must be hired by the company at the end of the scheme for at least as long as the placement.

In the Flemish community there are also traineeships for over 18-year-olds enrolled at secondary VET centres. They receive €676 to €922.

There are also traineeships for registered job seekers of any age or part-time VET students which can last up to a year. They receive €9.60 daily, can keep their benefits and get hiring priority if the company they work for is recruiting.

For recent VET graduates there is also a scheme involving a compulsory traineeship agreement between the training provider, the enterprise and the trainee. The trainee is given a €500 lump sum which has to last between three months and a year.

How many trainees?

No data

Youth unemployment

Youth unemployment was at 23.2 per cent in 2010

Similar types of traineeship offered? 

A new apprenticeship programme where people with low levels of education and entry school leavers receive an allowance, as well as the companies who employ them, to cover their salaries and contributions for a maximum of 12 months.

Anti-crisis programme

Part of this programme included a component for six months employment provided by private employers for secondary education graduates.

Apprenticeships and traineeships for drop-outs

This programme provides six month subsidised apprenticeships or traineeships for young unemployed people.

The remuneration and costs of traineeship are regulated by the individual contracts between the company, educational institution and/or trainees. However, in recent years the Bulgarian government has given subsidies for employers taking on trainees (usually those with lower levels of education covering their salaries and contributions.

It also encourages the trainees themselves by giving them an allowance for a maximum of 12 months.

How many trainees?

No data

Youth unemployment

Unemployment was at 14.2 per cent in the second quarter of 2011 with young people hit hardest.

Similar types of traineeship offered?  

There are many traineeship-style programmes available.

Back to Education Initiative (BTEI)

Increases the participation of young people and adults with less than upper secondary education in flexible learning opportunities.

Many BTEI courses offer access to work experience. Students getting benefits before joining a course continue to receive payments.

FÁS Community Training and Community Employment Programme

These offer vocational skills training to school leavers or long-term unemployed and socially excluded people. The Community Employment Programme contains an element of basic training, while FÁS Traineeships combine formal training with workplace coaching with an employer. On successful completion of both on- and off-the-job training, learners receive a level five or six nationally recognised award. Course lengths vary but are generally between 20 and 43 weeks.

Local Training Initiative

The programme allows local communities to carry out valuable projects and train unemployed people aged 16 to25 in areas related to the project work so they can go on to gain employment or progress to further training.

National Internship Scheme – JobBridge

JobBridge provides up to 5,000 six or nine month work experience placements for people who have been on Jobseekers Allowance for at least 78 days. They continue to receive benefits, plus an extra €50.

Skillsnet

State funded upskilling programmes across a range of sectors, but which must include at least 10 per cent of unemployed participants to train with those in employment.

Specific Skills Training 

Provides job seekers with employment-led training opportunities leading to specific job related skills and formal vocational qualifications.

Return to work training

Aimed at the long-term unemployed. The courses facilitate entry to employment or progression to higher level programmes  or traineeships.

Youthreach

Offers second chance education and training to 16 to 20 year olds. Targets early school leavers and designed to give young people opportunities to engage in the formal certification process in an ‘out-of-school’ setting. Learners receive a weekly training and travel allowance.

How many trainees?

Full-time training programmes for unemployed people and job seekers in Ireland were completed by 36,650 people in 2010.

Youth unemployment

At the end of the second quarter of 2011, the French unemployment rate for young people (15-24 years old) was 22.8 per cent, 2.3 percentage points higher than the EU average.

Similar types of traineeship offered? 

Second Chance School (E2C-Ecole de la Deuxième Chance)

The E2C provides vocational education and training to young people aged between 16 and 25 without professional qualifications or certified diplomas, with the aim of facilitating their access to employment.

How many trainees?

Between June 2009 and June 2010 about 403, 760 alternance-based traineeship placements were created, 82.4 per cent of the target of 490,000.

Youth unemployment

The youth unemployment rate in Sweden is among the highest in Europe. In the second quarter of 2010 the unemployment rate for individuals aged 15 to 24 rose up to 29.7 per cent from a 2008 unemployment rate of about 10 per cent.

Similar types of traineeship offered? 

‘Youth employment guarantee’ is for young people aged 16–25 years old who have been registered with the public employment service continuously for three months.

The scheme aims at helping young people find a job more quickly, or enter the regular education system.

The scheme focuses on jobsearch activities which can be combined with work experience placements and education. Participants in work experience schemes receive unemployment compensation.

How many trainees?

In Sweden 98 per cent of those leaving compulsory schooling enter immediately upper

secondary schools years, and around half of those, 192,856 people in 2010/11,  will take a vocational qualification which includes a traineeship.

There is no data for those on the Youth Employment guarantee scheme.

Get advice from the Traineeships helpdesk

With more than 5m people aged 15 to 24 in the 27 EU member states unable to find a job, traineeships and apprenticeships have become an important part of helping young people go from school to work.

A new Helpdesk service, offering advice on setting up, running and improving traineeships and apprenticeships has been set up by the European Social Fund (ESF).

The Helpdesk offers:

  • Enquiry service via a website form, email or phone
  • One-to-one advice and tailored consultancy from specialist policy experts
  • Regularly updated Frequently Asked Questions

Who is it for?

  • Policy makers at national, regional and local level in the areas of youth employment, education and training policies
  • ESF Managing Authorities
  • Relevant national and regional agencies
  • Social partners

The helpdesk will run until the end of next year and can be contacted by emailing youthtrainingdesk@uk.ecorys.com or phoning 0121 212 8933 on Tuesdays and Thursdays between 2pm and 6pm Central European Time.

Preparing learners for work

With just four weeks to go until funding for traineeships begins, providers gathered at the Houses of Parliament to share their experiences of preparing for the first cohort.

A panel including Shadow Skills Minister Gordon Marsden MP, OCR chief executive Mark Dawe and new Association of Employment and Learning Providers president Stewart Segal addressed questions about the flexibility of the traineeship framework.

They also looked at developing a relationship with employers and ensuring each learner had the right experience.

John Hyde, executive chair of HIT Training, and Karen Taylor, work-based training manager at Bedford College, were also on hand in the Parliament committee room, to give provider perspective.

Mr Marsden warned traineeships, “mustn’t be… a return to low quality” and to prevent this, he said, they “need to be underpinned by key principles of progression”.

“The skills young people pick up on them must be suitable to improve their job prospects and their ability to take on apprenticeships as opposed to merely offering employers subsidised work placements,” he said.

“That principle of progression, the journey from school to college, or college to work is a key one and that’s the perspective we should use to frame the application for traineeships.”

Gordon Marsden speaking on the panel

Mr Segal agreed, warning that traineeships should not be seen as being solely a pre-apprenticeship training programme.

“A lot of young people will get work that doesn’t have an apprenticeships association with it, and we have to be careful that this is preparation for work, not just preparation for apprenticeships,” he said.

“We mustn’t forget that this is a cultural shift and that we need to be out there convincing employers that young people are good to employ and the traineeship is the route to a no-risk opportunity to do that.”

For Mr Hyde, progression into employment was particularly important in the service industry, where he predicted around 40 per cent of new jobs between now and 2020 were likely to be created.

“Fifteen years ago we had over 6,000 16 to 18 apprentices on our hospitality programmes. We are struggling today to place 600,” he said, pointing to an influx of trained labour from other parts of the EU.

“I think the traineeship programme could be the opportunity to get over that because it takes the risk from the employer of taking somebody on.”

At Bedford College, the employer response to traineeships had been “mixed”, according to Ms Taylor.

“We’ve got some who are going to be quite happy to provide placements, then we’ve got some who feel they’re a little unsure at the moment,” she said, although she added she was optimistic that those who could provide placements would eventually do so.

We need to be out there convincing employers that young people are good to employ and the traineeship is the route to do that”

Like many of the speakers, Ms Taylor stressed the importance of having a strong relationship with employers.

“Externally, it’s being promoted by our business development team — they’re actually in contact with employers each and every day, going out on visits, over the telephone, networking meetings and various events,” she said.

She added that the college would maintain contact with the employer and trainee throughout the programme, to address any “emerging issues” for each individual trainee.

“We do see it as being a very flexible programme and almost a bespoke programme for each trainee,” she said.

“We will do our best to meet their particular needs, so we do see that ongoing contact, that advice and guidance and emerging issues as being very important.”

The college began asking potential learners to register interest shortly after traineeships were announced, said Ms Taylor, so for colleges the immediate step would be to begin interviewing and testing those who wanted to be involved.

Mr Dawe said issues of flexibility and tailoring had been paramount in designing OCR’s offering of small, “pick-and-mix-style” units, enabling the provider and the learner to create a programme suited to their level and needs.

“Traineeships need to be focussed on the learner so there needs to be some flexibility for the individual learning for the trainee — you’re going to get different individuals coming in with different needs, so this is going to have to be a flexible programme as well,” he said.

Like Mrs Taylor, Mr Dawe argued classroom learning needed to support trainees’ development on placement, in order for the programme to be successful.

“It’s about the whole experience of the individual, it’s not just about qualifications,” he said.

The employer’s point of view

Amanda Charlton, head of workforce development at 1610 charitable leisure trust, which runs 20 sports and activity centres across South West England, emphasised the importance of provider and employer communication.

How did you find out about traineeships? 

I’ve got an FE background, but we haven’t had a single call from a training provider about them.

We’ve written an employer ownership of skills (EOS) bid around traineeships along with two providers, but there’s another seven or eight other around us and we haven’t heard a peep out of them. That’s disappointing, because we were expecting people to be hammering on our door.

We’ve got 32 apprentices. We see them as an investment, and fundamental to our future growth… and 85 per cent of our apprentices stay on with us.

If we don’t get our EOS bid and this isn’t being promoted, where are our future employees going to come from? That is the concern for us.

Do you think the government should be promoting traineeships?

Absolutely. I haven’t found anything on any of our nearest training providers websites about traineeships, so even if employers do get to hear about traineeships, where are they going to get additional information?

What would you like to see done?

I think training providers have to be much more able to engage employers.

Some colleges and training providers are absolutely superb, but I think an awful lot more could be done with the vast majority of training providers.

Lots of training providers talk about employer engagement, but that’s just sending a leaflet out or making the odd call. Without proper engagement, traineeships will fail.

But actually what’s going to make traineeships work won’t necessarily be the English and maths; it will be the work placement.

That’s what will get young people engaged.

Less than three per cent of colleges will recruit 14 to 15-year-olds

Only seven colleges will be taking up the opportunity, for the first time, to directly enrol full-time 14 and 15 year olds in September, the Education Funding Agency told FE Week today.

Of 283 colleges which meet the criteria laid out by Skills Minister Matthew Hancock in December last year, only these seven (2.5 per cent) are planning to recruit 14 and 15 year olds full-time.

The agency declined to the name the colleges or to indicate how many students were likely to be enrolled, but said it would be publishing a list of the colleges on its website before the end of the month.

An agency spokesperson said: “We are pleased that these seven colleges will be acting as early pathfinders and will be working closely with them to learn early lessons and share good practice.”

He added: “The funding they receive will be based on the actual numbers they recruit.”

FE Week understands that more colleges are planning to offer 14 and 15 provision in 2014-15.

The criteria for direct recruitment of 14 to 15-year-olds required colleges to have an ‘Outstanding’, ‘Good’ or ‘Requires Improvement’ with improving results.

Mr Hancock’s announcement last year followed a recommendation made in Professor Alison Wolf’s report on vocational education in 2011.

He confirmed his decision in a letter dated December 6, 2012 to Mike Hopkins, principal of Middlesbrough College, and Tony Medhurst, principal of Harrow College, both members of the 14 to 16 College Implementation Group, which was set up to investigate the possibilities of the recommendation.

Mr Hancock wrote that he was “delighted” with the work and findings of the group.

He added: “As you know, I am keen to ensure the best possible provision for young people that meets their needs.

“In some cases that means enrolling them in FE colleges full-time from the age of 14.”

Colleges who do take on 14 and 15-year olds will be required to provide a dedicated area for them within the college estate, as well as separate 14 to 16 leadership.

Colleges will also be subject to an Ofsted inspection under the schools’ framework within two years of their 14 to 16 centre opening.

Helping hand for traineeship pilot scheme

With traineeships looming on the horizon, OCR and the Kent Association of Training Providers (Kato) have given themselves a head start by launching a similarly-themed pilot scheme. Rebecca Cooney went along to find out more

The 15-week Step2Work programme began in May and, like traineeships, includes work experience alongside basic maths, English and employability training provided by SET Training, in Dartford, and Profile, in Broadstairs, East Kent.

“The idea of the pilot is to see what works and what doesn’t work, and to get feedback from the employers, providers and learners,” said Lindsay Jardine, Kato director of operations.

The 35 trainees are working in placements ranging from insurance claim handling to frozen yoghurt making.

At Levicks Chartered Accounts, in Broadstairs, I met firm partner Michael Collier and Alexander Foster, 19, who has been training two days a week for around a month.

Alexander has been unable to find employment since completing his level three ICT qualification — and a key problem has been his lack of work experience.

“I’m sick and tired of sitting at home,” he said.

“Since I started the course I’ve had something to do in the week — it’s constructive… I’ve learned a lot in just eight days and enjoyed meeting knew people.”

We always get them doing real work, relevant to the rest of the business, not just tea making”

The firm has a history of providing work experience.

“For young people who don’t have much work experience, I think it’s good to come into an office environment,” said Michael.

“We always get them doing real work, relevant to the rest of the business, not just tea making, which is beneficial to them and to us in the long run.”

Steve Revell, managing director of freight insurance company The International Claims Agency, has also seen benefits from taking on a trainee.

“We’ve had issues with employing school leavers in the past,” he said.

“We’ve had people leave after the first morning, or they’ve been out the night before and we find them asleep in the toilets… and some have terrible grammar and write in text speak.”

He added: “If they’re learning English and maths as they’re applying it, I think people see a point to it.”

Scott Denham, 23, and Terri Ann Blyth, 19

His biggest problem with the scheme is that he can only take trainee Claire Moore, 22, on for two days a week without affecting her benefits.

“She has potential but she’s got some growing to do,” said Mr Revell. “It would be great to have her in for three days to get her learning more. It needs to be more flexible.”

The Broadstairs employability class is eagerly planning an impressive family fun day in aid of CRY, Cardiac Risk in the Young —they’ve even added to their £50 budget with sponsorship from local companies.

Yazmin Muir, 19, a trainee at a Broadstairs seafront café, was enthusiastic about the scheme.

“It feels endless, looking for jobs and being told you don’t have enough experience,” she said. “I’m not going to stay stuck in this cycle.”

In the Dartford employability class, students role play job interviews.

Tutor Bev Neave said: “It’s a different style of teaching — some students have become disengaged since they left school so it’s about building self-esteem.

“They may not have been exposed to a work environment before… they’re bringing what they’re learning on placement into the class.”

Harry Cuthbertson, 18 

And the scheme has already had some successes.

Harry Cuthbertson, 18, has been offered an apprenticeship at Joov, a frozen yoghurt shop in Bluewater shopping centre, when his traineeship there finishes.

“It’s really helped me a lot,” he said.

“I have so much more confidence that I can go in and know what I’m talking about.”

Profile tutor Nicki Kelly said the response from employers has been positive.

“I think employers have an image of what a young, unemployed person is, because many said they weren’t interested but now word’s got around people are asking if they can get involved,” she said.

“Hopefully, what these guys are doing will change that image.”