Fall in unemployed adults learning

The chief executive of NIACE has said some of the results of the 2012 Adult Participation in Learning Survey “paint a very worrying picture”.

The survey showed the proportion of unemployed adults learning had fallen by six percentage points from 41 to 35 per cent since last year (highlighted below), the lowest level since the survey began in 1996.

It also showed a seven per cent fall in the proportion of young people aged 17 to 24 taking part in learning.

NIACE chief executive David Hughes (pictured) said: “Obviously for a survey like this all you get is bald statistics and you have to speculate as to why.

“This could be a sign that some unemployed young people and adults are becoming hopeless about their prospects to get proper, sustainable work, and think it’s not worth getting skills because they’ll never get jobs, even with skills, that will be fulfilling, rewarding and pay them enough to live well,” he said.

“I’m not saying I know the reasons for these figures, but if you start thinking about it, you paint a very worrying picture at the very least.”

Paul Warner, director of employment and skills at the Association of Employment and Learning Providers (AELP), agreed the drop in unemployed people learning was “concerning”.

“It’s why we support real flexibility within the adult skills budget for providers to offer skills training to the unemployed, despite the pressure on budgets,” he said.

“Providers across the country are making strenuous efforts to join up their skills and employability provision and it’s important that the funding system doesn’t discourage this.”

The AELP has previously expressed disappointment that traineeships would not be on offer to 19 to 24 year olds, arguing the programme could act as a stepping stone to lifelong learning.

Mr Hughes agreed there could be a benefit to extending traineeships to up to the age of 24, or even beyond.

“There are older adults, particularly in a position where they haven’t got much work experience or their job prospects are in a different sector to their previous experience, and it seems very logical to give them work experience in a sector where there are jobs,” he said.

“Used in a targeted way it could be quite powerful in helping them get motivated and to think about the skills they might need to think about getting a job in that sector.”

He added that enabling those on traineeships to receive benefits or wages would encourage them to access learning in this way.

The Association of Colleges (AoC) joined calls for traineeships to be extended to adults, but pointed out that its own survey, published in April, showed on average 82 per cent of colleges saw the number of unemployed students increase in 2011/12 and 75 per cent anticipated a further increase this year.

Julian Gravatt, AoC assistant chief executive, acknowledged the two surveys had been measuring different things, with NIACE taking account of self-supported, as well as government-funded learning.

“The fact that participation by unemployed people is down is probably a sign of the pressure they are now under to find work,” he said.

He said the AoC’s findings reflected colleges’ efforts to engage with and design programmes for the unemployed.

“Colleges are keen to do more for unemployed adults and look forward to the point where they can use traineeships for young adults to support these efforts,” he added.

Mr Hughes added the problem was not solely up to the government to solve.

He said: “We are also calling on employers to play their part in this.

“We genuinely think employers need to do more to offer and provide meaningful work experience and that’s going to be a major part of the solution.”

Graph caption: Participation in learning by employment status, 2013 – “Since 2012, there has been a substantial increase in the proportion of part-time workers who are taking part in learning (from 42% to 48%) while the proportion of unemployed adults learning has fallen from 41 to 35 per cent.”

Report points at skills system’s six ‘key problems’

Six “key problems” in the skills sector have been identified in a new Labour report called Talent Matters — why England needs a new approach to skills.

The interim report of the party’s skills taskforce — made up of Creative Leadership and Skills Ltd managing director Jacqui Henderson, South East Midlands Local Enterprise Partnership chair Dr Ann Limb and UnionLearn director Tom Wilson, among others — launched today.

Taskforce chair and Institute of Education director Professor Chris Husbands was at the launch, which took place at London’s Westminster Kingsway College.

He was joined by Shadow Education Secretary Stephen Twigg and Shadow Business Secretary Chuka Umunna, who said: “Our challenge is to ensure that the skills that people are getting from the non-academic route are aligned to, and keeping pace with, the changes that we see happening in business and industry.

“The world out there is changing at a pace that I don’t think any of us contemplated and one of the central recommendations in this interim report is to ensure that there is that better alignment, so that what is happening at places like this fantastic college is actually keeping pace with what is happening in the real economy and the real world.”

The 20-page report says “problems” include a damaging divide between vocational and academic education; and, low levels of employer involvement in the skills system.

Further problems it identifies are a fragmented education system; the need for a new vision for FE; lack of high quality apprenticeships; and, poor quality advice to navigate the transition between education and work.

“Although governments have often talked of the importance of skills, skills policy has in practice often been created in isolation from industrial policy, with too few connections between education and the labour market,” the report says.

It adds: “Almost every country struggles with the challenge of skills training: there are complexities in drawing together employers, training providers, schools, colleges and universities to create high quality progression pathways, and real challenges in responding to rapidly changing labour markets. We are confident that we must and can do better.”

The report was welcomed by Lynne Sedgmore, executive director of the 157 Group, who described it as “thoughtful”.

“We are pleased that the Labour Party has placed what is refers to as the ‘damaging divide between vocational and academic education’ at the heart of its thinking, as we have long argued that those who are successful in both work and life have a balance of theoretical and applied skill, and our education system should reflect this,” she said.

“Today’s report presents a vision where FE colleges, such as those represented by the 157 Group, remain central to the provision of education and training, and recognises the broad and extensive work going on in colleges to develop those in every part of society, including for young people, for those who are employed, and for those who are unemployed or in need of a career change.

“We applaud the report’s emphasis on the importance of further education for adults and for learning throughout life.”

Peter Roberts, chief executive of Leeds City College and chair of the 157 Group, said: “It is important that we concentrate energy on building and developing a system that already performs well for learners and employers.

“The focus in this report on guidance for young people to enable them to make the right decisions in their education is most welcome.

“The 157 Group looks forward to continuing to work closely with the taskforce as the ideas in this interim report are further refined.”

 

The damaging divide between vocational and academic education

“Successive governments have viewed vocational and academic education in silos, leading to a focus on the latter at the expense of the quality and status of the former.”

Low levels of employer involvement in the skills system

“Many of the problems outlined in this paper, including inadequate access to good work experience and high quality apprenticeships, the weak links between vocational qualifications and the labour market, and the mismatch between supply and demand at local level, stem from the failure to involve employers in the design and delivery of vocational training.”

A fragmented education system

“The focus on competition between schools, colleges and universities, rather than collaboration, and the lack of planned area-wide provision results in reduced opportunities for young people to study high quality vocational education and training alongside their core academic learning.”

The need for a new vision for FE

“A reinvigorated role for FE in the local economy, centred on the delivery of quality education and training to meet the needs of local industry and employers, would provide a significant boost to our skills system. To fulfil this role however, standards of teaching and learning in FE need to be improved.”

The lack of high quality apprenticeships

“Various government reviews — most recently the Richard Review — have highlighted that the apprenticeship ‘brand’ is at risk from the low standard of some apprenticeships, particularly those created in recent years. 

Poor quality advice to navigate the transition between education and work

“Too many vocational qualifications do not provide clear progression routes to work or further study … The need for quality, impartial advice and to equip young people with the tools to make the right choices throughout their education and into employment has therefore, arguably, never been greater.”

 

X-traordinary achievements honoured at City Lit

This year’s City Lit awards saw more than 30 adult learners receive recognition for their accomplishments. Chris Henwood went along to find out more

Dozens of adult learners enjoyed a touch of Hollywood glamour as they collected prizes at an annual awards bash in London.

Gillian Anderson, who played FBI special agent Dana Scully in The X-Files, dished out certificates at the City Lit ceremony.

She said: “I get asked to do a fair number of these sort of events throughout the year, but based on my schedule and a very real fear of public speaking, I generally respond with a polite ‘no’.

“But when I was asked if I would consider this event I started to look through the breakdown of what City Lit does and the lives that it impacts and I thought most certainly this was one event I should attend.

“And being here, hearing how City Lit has extended opportunities to people, I’m overwhelmed — it’s an extraordinary gift to the community.”

More than 30 awards were handed over, including two special presentations to two ‘outstanding learners’ picked by the national Adult Learners’ Week judging panel.

Learning for adults can and does change lives for the better”

One of these winners was 45-year-old Usman Choudhry, who has overcome a stammer having taken a number of speech therapy courses.

“Since attending courses in areas such as assertiveness and public speaking, I have helped set up a public speaking group aimed at stammerers, arranged an awareness-raising course for staff at the bank, raised money for the British Stammering Association, and helped organise their London open day in 2012,” he said.

“With the help of my fellow City Lit students, we have given people who stammer the confidence to speak out and be heard.”

Rachel Everard, City Lit speech and language therapy coordinator, said: “Usman first attended in 1985 as a 17-year-old and as the result of this life-changing course, started a successful career at the Bank of England.

“Over the intervening years he has returned to City Lit for various different courses and it has been my pleasure to get to know Usman and see him develop into a highly articulate, self-motivated person, full of energy and purpose striving to improve the lives of others who stammer.”

And Jason Putman, 39, received the other ‘outstanding’ learner award. He had been homeless for more than 20 years, before studying for a level two certificate supporting vulnerable people.

Gillian Anderson presents Fadua Laaouiti a City Lit adult learner award. Also pictured is City Lit Fresh Horizons programme manager Anne Hartree. Picture courtesy of City Lit

“I was so fearful when I arrived that I nearly didn’t walk through the door,” said Jason.

“But I’m so happy now that I did. By the end, I had a qualification, experience, confidence and, most importantly, a job.”

He added: “I’ve been able to transform all that negative life experience into something positive.”

Wendy McKaig, head of programme for community projects, said: “Jason was one of the students who could be a complete nightmare and an inspiration in the space of half an hour — he was exhausting and invigorating in equal measure.

“But he was definitely worth the effort, because what really shone through was a real motivation to learn and improve; a passion to work with homeless and vulnerable people.”

Left: City Lit principal Mark Malcomson speaking at the ceremony and Jason Putman accepting his award from Gillian Anderson

Among the evening’s other learners to come in for praise, having been nominated for the outstanding student gongs, was grandfather James Anderson, 66, who has studied Italian, Spanish and French at City Lit having left school more than half a century ago with no certificates.

Also recognised were 26-year-old Aimee Stein, who battled personal health issues with fatigue as she achieved a distinction in her City & Guilds qualification in structured jewellery, and Fadua Laaouiti, 34. She balanced single-handedly raising three children while doing GCSEs and then an access course in pursuit of her dream to become a teacher.

City Lit principal Mark Malcomson said: “Learning for adults can and does change lives for the better, and hopefully this evening shows that through our award winners. Learning can be inspiring and challenging, but it can also be fun and that’s something we at City Lit hope permeates through.”

The awards took place at Mayfair’s Royal Institution of Great Britain on Wednesday, May 1.

Featured image caption: Gillian Anderson presents Aimee Stein her City Lit adult learner award. Also pictured is Aimee’s tutor, Joanne Haywood. Picture courtesy of City Lit

The NIACE adult participation in learning survey 2013

Adult Learners’ Week offers much to celebrate, explains Fiona Aldridge, but the results of a national survey also provide a sober reminder of the ongoing need to make the classroom an attractive proposition

Adult Learners’ Week has two main highlights for me. Firstly, the compelling stories we hear from award winners about how learning has enabled them to transform their lives.

Secondly, the findings of our annual survey on adult participation in learning which show, at a national level, what proportion of adults take part in learning, alongside details of who participates and who doesn’t.

I am particularly excited about the inspirational stories of the three learners who have won our Learning for Work Awards (supported this year by the National Open College Network).

Many nominees we heard from had left full-time education with a sense that learning was ‘not for them’, not enjoyable and not relevant to their lives.

Having returned to learning as an adult however, they have experienced the success and benefits, both at work and in their wider lives, and are hungry for more.

Each one of these stories illustrates what the survey tells us year after year — that the majority of adults who are engaged in learning plan to continue in the future.

Most people with little or no experience of learning as an adult have no intention of taking part.

The 2013 survey shows that around two-fifths of adults have taken part in learning in the previous three years, while a similar proportion have not done any learning since leaving full-time education.

This level of engagement is not evenly spread across the adult population. Participation is determined by a range of factors — age, employment status, social class and prior learning.

While this year’s survey shows no change in the overall levels of participation and little change in the patterns of participation from last year, two particular sets of figures do stand out. Firstly, while it is generally true that older people are less likely to be learning, the 2013 survey shows a surprising and substantial fall in the proportion of young adults taking part (a fall of 9 percentage points among those aged 17 to 19 and 5 percentage points among 20 to 24-year-olds).

In a climate of high levels of youth unemployment, these figures are of considerable concern.

Research shows that for young adults who are not in education, employment or training the impact can be devastating and can continue well into their adult lives.

Secondly, while the survey shows a welcome increase in participation among part-time workers (from 42 per cent to 48 per cent) there is a worrying decline among unemployed adults (from 41 per cent to 35 per cent).

A greater appetite for learning among part-time workers might reflect, in part, the growing number of ‘underemployed’ adults who are looking to improve their skills to enable them to take on further part-time employment or move to full-time employment. If this is the case, then it is will be important to ensure that relevant learning opportunities are offered on a flexible basis in order that they are accessible to adults who may have other substantial commitments.

Much more challenging though is the decline in participation of unemployed adults (to the lowest level since the survey series began in 1996).

Given the vital role that learning and skills play in helping unemployed adults to gain and progress in work — as outlined in NIACE’s recent publication The Work Programme: What’s the role of skills —this is of particular concern.

As is often the case with large quantitative surveys, the data provides us with as many questions as answers. We will be undertaking further analysis of the data, which we will publish later on in the year. Meanwhile we can only hope that those who think learning is not for them will be inspired by this year’s award winners and take the step towards a brighter future.

Fiona Aldridge, head of learning for work, National Institute of Adult Continuing Education

Building a career through education

Paul Cano-Lopez won an individual learner award in 2001, and since then has completed two masters’ degrees and now runs his own successful training company.

At 28 Paul, from Essex, was diagnosed with arthritis in his hands and arms, making it difficult for him to continue in his job as a plasterer, so in 1990 he decided to go to Chelmsford College to train for a Chartered Institute of Building (CIB) site manager qualification.

He said: “At first it was difficult to get back into it, probably the first six weeks were quite hard, your brain’s not open for it and you do feel like the class idiot.

“Part of it was that I was older than a lot of the people in the group — I was nearly 30 and they were 20 and their knowledge was different to mine.

“My knowledge had come from working on sites, whereas theirs had come through the college system, but after a few weeks I realised I did know a bit more than I originally thought.”

The first set of exams, he recalled, were difficult.

“I hadn’t passed any exams before so that was a bit scary, and they were make or break really. I thought ‘If I don’t pass these exams that’ll be the end of it’, but I did and it went on from there,” he said.

When he completed the course, Paul became an associate member of the CIB and decided to become a full member by enrolling on a degree in building at Chelmsford College, which he was awarded in 1999.

He then took an MSc in construction management through distance learning, which he was working on when he won his award.

“I did a speech at the national ceremony in London which was nice because it was good to get up and tell people about my history,” he said.

The following year he set up Cano Training Services, an NVQ centre which trains people in the building industry to become assessors.

Now 52 and a father of two, Paul said education had changed his life.

“I’m definitely more confident now. The main thing I’ve got from is it not feeling I have to prove anything to anyone — I know what I can do and what my weaknesses are and I don’t feel pressured into anything I don’t need to do,” he said.

“Also home life is easier because you haven’t got the stress. I run my own business and I wouldn’t have what I’ve got now if I hadn’t been involved in the learning.”

His own experience with further education inspired him to find out more about education and how people learn.

He started a PhD on learning in industrial settings, which he later converted into a M.Phil and graduated from in 2007, as well as completing a postgraduate certificate in education as part of his research.

“I’m keen to pass the benefits of learning on to others,” he said.

“From my own experience and
research I found people working in a construction environment don’t really want to come in a do a lot of reading straight away, it’s just not what they do,
so you have to work it round a different way to make learning relevant to their work and a bit of fun as well, rather than just ‘back to school’, which what they perceive it to be.

“It’s breaking down the barriers, that’s what we work on as a company, to be able to get people back into education more comfortably.”

Featured image caption: Paul Cano-Lopez managing a construction project in 2001 

Overcoming adversity through adult learning

A beauty apprentice from Somerset has battled against dyslexia, won a national skills contest, started her own business, looked after a young child – and won this year’s Apprentice of the Year award.

Twenty-year-old Emma Rogers struggled at school but began to thrive when she enrolled on an NVQ level two beauty apprenticeship at Weston College. The Cheddar apprentice found that the balance of learning on the job and the support she got from the college allowed her to blossom.

“They just supported me more and helped me to get through the theory, because… you quickly fall behind if you’re not helped. It did an awful lot for me,” she said.

Emma had baby at the end of 2010, but returned to college just three months after giving birth to Charlie.

“A lot of people said ‘do you wish you didn’t have him so you could do more?’ But he’s really just inspired me to work even harder, so I don’t agree with that at all,” she said.

She completed her level two and moved on level three, working in at a top Bannatyne hotel and spa (owned by Duncan Bannatyne of Dragons’ Den) in between.

In 2011 Emma won her first UK skills competition and has since been shortlisted to represent the UK in Europe, which fuelled her desire to set up her own business.

She said: “I think I always had it at that back of my mind but I was just getting more successful and better at my job, and I was getting better than the people I was working with who had been training longer than me. I was getting so frustrated that I couldn’t use my skill to the full level that I wanted to.

“So about a year ago I started searching for premises and working two jobs to try to get the money so I could practise in my own way.”

Emma finally achieved her goal in November, opening her salon, Beauty by Emma, in Wedmore.

She says: “This feels like the start of my life. I’ve not hit my goal yet — I’ve so many. I want to specialise in skincare, be really specialised in my beauty therapy career, but then I also want to do other things like helping younger people by promoting education.”

This latest ambition, she said, is fairly recent and is a result of the respect she has for “what the people around me have done for me. I think I can do that for a lot of other people.”

She said she was “really pleased” to have won the Adult Learners’ Week award.

Graham Hasting-Evans, NOCN managing director, said, “Emma’s inspirational story is proof that with hard work and determination apprenticeships really do work.

“When learners are given real hands-on experience at the same time as learning the theory, they can go on to achieve great things.

“I’m sure Emma’s former employer, Duncan Bannatyne, will be very impressed with her tenacity, as I am. I hope she goes on to open many more salons — who knows? Maybe one day she’ll be in competition with the Dragon himself.”

Taking the holistic view

Adult education is about more than employability skills; it impacts the economy in all sorts of ways, says Ruth Spellman

While Adult Learners’ Week celebrates the achievements of students whose lives have been changed by adult education, providers need to reflect on whether the FE sector is achieving its goals. These are tough economic times. As providers, we have to focus on the impact we are having and the benefits of adult education to UK plc. The government recently highlighted in its policy paper, Rigour and Responsiveness in Skills, that we are in a global skills race and an effective FE sector is vital to making the UK competitive.

However, the policy focus should not be entirely on employability skills. The effects that adult education can have on community cohesion, social mobility and families are enormous and often go unrecognised.

A few weeks ago I met one of our learners, Lisa Harrington. She went through a few difficult years after she left school at 15 without any qualifications. But with our local partners, BEST, we gave her the opportunities that helped to turn her life around.

It was not just that Lisa was able to look for work for the first time. It was the impact on her children that struck me the most. She has become a role model for her family, breaking a cycle of education failure and creating a positive learning environment at home.

Family learning courses include cooking, learning through play, and supporting children with English and maths. The adults who achieve maths and English levels one and two are then in a much better position to help their children with homework and to understand any learning difficulties. Teaching reading skills, helping in sentence construction and composition and general written communication is proving a real boon to young people – all the more because their learning is reinforced by positive role models at home and time committed by their parents towards their education.

For adults, getting involved boosts self-confidence, encourages involvement in other volunteer activities, enables the acquisition of qualifications and enhances their own health and wellbeing. Headteachers have themselves reported children attending school more regularly along with improvements in behaviour and higher levels of achievement in academic studies.

At the Workers’ Educational Association we have created four course themes – employability, health and wellbeing, community engagement and cultural education – to see what effect we are having on the lives of learners.

Our research shows that all types of education have a positive impact.

Employability courses helped those in work progress their careers while giving those out of work the confidence to find a job. Our health and wellbeing courses reported a 98 per cent improvement in social and health impacts, with ‘life satisfaction’ ratings higher than the national average.

Community engagement courses gave people the chance to make new friends and many progressed on to volunteer work. In cultural education, 84 per cent said they improved at least one skill, such as communication or literacy skills, and 94 per cent of disadvantaged students said they were likely to undertake future learning or training as a result of the course.

We can’t achieve these results on our own. That is why we are focused on developing our already extensive links with universities, colleges, trade unions and employers. This will provide new opportunities for learners and raise educational aspirations so that the UK can have a truly world-class FE system. We are also engaging through new social media channels and mobilising support for adult learning to generate more public support for our work.

Policymakers need to take a holistic view of how adult education impacts the economy. As providers, we need to give them the evidence to show adult learning works. Together we can justify government investment in FE and community learning while continuing to meet the skills challenges of a competitive global economy.

Ruth Spellman, chief executive of the Workers’ Educational Association

Chutney for change

A woman who is running a social enterprise while studying for a degree has won a North West Regional Individual Learner Award.

Rachel Gilkes, 37, from Chorley, enrolled on a degree in social science at Blackburn College in 2011 to help her to return to paid work after having children.

She had done voluntary work with families of offenders, but realised that experience on its own might not be enough.

“I’d had lots of really interesting jobs, lots and lots of experience, but I was always working alongside people who were far more educated than me. You reach a point when you realise that you need to have a  bit more paperwork behind you,” she said.

“I also wanted to show my children that mums can go to school too – and hopefully inspire them.”

Learning gave her the skills and confidence to start Chutney for Change, a social enterprise that engages disadvantaged people from the community by teaching them to make chutneys and jams from surplus fruit and vegetables donated by growers, markets and retailers.

Rachel first thought of the project, which raises money for the community while helping participants gain new skills, before she started her degree.

Going back to learning has absolutely changed my life — it’s been full on, but I love it

“The local community centre ran a playgroup and a unit where older people could come and have lunch. They were about to lose their bus service and so we thought ‘what can we do to try and get that money?’” she said.

“By the time we got our act together they’d managed to reinstate the bus. I loved the idea of Chutney for Change though, but couldn’t find anyone to come along with me.”

While studying a community research project for her degree, Rachel decided to have another go at setting up the enterprise – and it won her last year’s National Student Entrepreneur of the Year Award.

Rachel said: “Going back to learning has absolutely changed my life — it’s been full on, but I love it.

“It’s opened so many doors and it’s helped me with Chutney for Change because I’ve had to stand up in front of people and talk. I feel more confident, and I’ve gained research and analytical skills.”

Rachel hopes to go on to study for a Master’s once she has completed her current course.

Unfortunately she couldn’t collect her award herself this week, as she had an exam the following day.

“The award is a really nice recognition. I’m touched by it, because there are so many other people my age, in my circumstances, doing this kind of thing.

“I think all adult learners with families deserve an award.”

‘I’m just a normal guy with a passion for the film industry’

A former soldier who left the army to pursue a career in film and is now working for Pinewood Studios has won the Learning through Arts, Craft Skills and Culture Individual Award.

Dean Short, 24 and from Manchester, left school with one GCSE but later returned from the army to start a film and television foundation degree at The Manchester College in 2010.

“I didn’t have a great time at school because I was getting bullied and I didn’t really socialise with anyone. I really didn’t open up and begin to discover myself until after leaving school,” said Dean.

But, Dean said, he wasn’t nervous about returning to education, because his time in the army had helped him to “open up”, and given him the confidence to go after his dream job.

“I had a lot of enthusiasm and passion because I wanted to get into the film industry so much. Everyone was saying ‘slow down a little bit’, it was kind of like shooting a gun — I felt like ‘I’ve got to do this, got to do that, right now’,” he said.

“I found the practical learning on the course more helpful than the classroom stuff because I’m an outgoing person compared to how I was at school.”

Danny Boyle was the person who inspired me to get into the film industry”

While doing his foundation degree, Dean was diagnosed with dyslexia for the first time.

“That was very intriguing because I didn’t realise what effect it had been having on me throughout my life but when I was told the symptoms, everything that I was confused about when I was at school and in the army made sense.

“It was this hurdle, this invisible wall that I’d never seen before… and it made me think ‘OK, what do I need to achieve to get over those hurdles?’”

With support for his dyslexia and a speech impediment, Dean achieved a distinction when he completed his foundation degree and also managed to get a paid experience on the set of Danny Boyle’s Great and Glorious film which played at the beginning of the Olympic opening ceremony.

“Danny Boyle was the person who inspired me to get into the film industry because I met him one day while I was in the army, just a couple of weeks after he’d won his Oscar for Slumdog Millionaire and he made me think ‘you’ve got to get into films’, and then my first ever work experience was working with him and it was so much fun.”

Dean is now splitting his time between working at the famous Pinewood Studios and doing a BA in film and television at the same college, where he mentors his fellow students.

Winning the award he said, was “amazing”.

“It’s my first award or recognition for doing something like this and I’m very proud, more than proud, it’s still weird, I can’t my head round it sometimes.

“When I talk to people they’re always saying I deserve this award, and you think ‘wow, I do actually’, “It’s a momentous occasion for me but it’s a momentous occasion for others as well, because I’m just a normal guy working who’s got a passion for the film industry, so I hope people say ‘if he can do it, we can give it a try’.”