Team UK have a great start to the competition

If Tuesday night was all about the spectacle of the opening ceremony, yesterday it was down to serious business as the first of four days’ competition got under way.

Chris Henwood and I arrived on site mid-morning and the venue was packed with German schoolchildren.

A large proportion of yesterday’s visitors were primary age youngsters that had taken part in WorldSkills’ One School, One Country Initiative.

It was great to walk around and see their faces light up when they first got sight of some exciting machinery or the sparks fly from a welder.

WorldSkills Germany has certainly organised a very slick and impressive competition so far.

We have been on site for three days and the soles of my shoes are in need of being replaced.

The site is huge. Really huge. Officials are having to make use of Segways and kids’ scooters to get around.

So, after a long day of interviews my feet could not handle racking up any more miles, so I borrowed an officials scooter (see the picture).

But back to business, and much of yesterday was spent familiarizing ourselves with the competition venue and the locations of Team UK competitors.
We were fortunate enough to spend some time with WorldSkills president Simon Bartley.

We met him at his makeshift office suite, right next to the competition halls.

Mr Bartley was as enthusiastic as ever about the importance of competitions and certainly looked proud of the event that was taking place under his watchful eye.

You can read the full interview with Mr Bartley in our WorldSkills supplement – published Monday, July 8.

Following the interview it was time to trek through the site over to the competitors’ dining area.

We waited outside with other media for competitors to come out after their first day’s work.

It felt like we were waiting outside the theatre stage door for a glimpse of the lead act.

For the UK we have more than thirty lead acts in Germany and they had put on a stunning performance so far.

We managed to catch around a third of competitors, all of whom were chuffed with their performances.

Some reported back the odd technical challenge they had, but we didn’t speak to one competitor who felt down about their challenge.

Team UK bricklaying competitor Ashley Terron spoke to me just before his dinner.

He was elated by his performance from day one.

“Overall, today has gone really well and I am very pleased with my work so far. Although it has now all gone smoothly today,” he said.

“Earlier this afternoon my saw broke, I was without a solution for about ten minutes. I panicked at first, but quickly composed myself and sorted it out.”

While ten minutes might not sound a great deal of time when competing for more than 22 hours in four days, Ashley said such delay could make all the difference.

“We have three separate project to build over the fours days. It is for us as competitors to decide the time we allocate to each one,” he said.

“I have planned all three between seven and seven and half hours. Ten minutes can make all the difference. Fortunately, I will get those ten minutes back.”

We will back on site today, from around 9am, ready for day two competition. You can follow our updates on Twitter: @shanermann and @chris_Henwood.

Check out this great video of day on of competition for Team UK:

http://www.youtube.com/watch?v=uW84DevThmg&feature=c4-overview-vl&list=PL0D2FA94C3ABC77F5

Below are a few pictures from the day:

Transformational: from inadequate to good in 15 months

Macclesfield College soared from an Ofsted grade four to a grade two in just over a year. Principal Simon Andrews explains how.

In February 2012, just weeks before I took over as principal, Macclesfield College failed an Ofsted inspection.  The college recorded an overall grade four ‘inadequate’ for overall effectiveness and leadership and management.  The college had for whatever reason lost its way.

Only 15 months later staff and students are celebrating being awarded a grade two ‘good’ from Ofsted.  This is a transformational performance from the college matched by very few under the new rigorous 2012 Common Inspection Framework.

The seismic shift in performance has been fundamental.  Macclesfield College’s educational performance in May 2013 bears no resemblance to the Macclesfield College of February 2012.  From being very pedestrian and lack lustre the college now has some of the very best teaching and learning the inspectorate has seen.  The curriculum has changed and is better suited to the learners’ aspirations, teaching and learning has improved dramatically, and student satisfaction ratings are in the upper quartile nationally.

So, how has this transformation in performance taken place?  I think it is about having ambition and aspirations for the future. It would have been easy to have simply targeted a grade three — ‘requires improvement’ — as our main objective.  However we decided that we would challenge staff to have the ambition and aspirations for our learners to be one of the best performing UK colleges by 2015 and this was formalised to become the College vision.  We also changed the college mission to put learners at the very heart of all that we do, ‘Macclesfield College: putting learners first’.  These became the drivers that influenced all the developments and initiatives that have rapidly improved performance and changed attitudes and culture.  Indeed the Ofsted Report says: “The Principal is unequivocal in his vision for the college to be outstanding …the Principal has changed the culture of the college successfully to one of high aspiration and ambition.”

Following restructure, investment in infrastructure, and the appointment of two high quality vice principals, managers made teaching and learning and the learner the central focus of activity.  College timetabling was changed to better facilitate the learning and more space was made available for them to use between lessons.  Teaching and Learning Champions were appointed to support the development of teachers.  The college also benefited from some high quality support from the Learning and Skills Improvement Service (LSIS) and Promoting Excellence which was bespoke for the college’s needs.  New specialist vocational areas have been developed in motor vehicle and motor cycle, construction trades such as carpentry and joinery, and brick laying.  Plans are advancing to develop a construction centre to feature plumbing, gas fitting, plastering, painting and decorating along with green technologies.  Further developments in science, technology, engineering and mathematics (STEM) have also taken place, notably in new foundation degrees in science and engineering.

New performance management systems have been introduced based on high quality accurate data which allowed senior managers to monitor all aspects of performance.  Curriculum managers understand that they are responsible and accountable for their performance.  This responsibility and accountability permeate through the teaching teams so that all staff understand their role and responsibilities.

We have focused on the development of teaching, learning, and assessment.  This has dramatically improved classroom performance and the learner experience.  The Ofsted Report says: “The large majority of lessons are good or better.  Teachers plan their lessons well, successfully engage and motivate their students through dynamic, interesting, and well-paced teaching… students benefit from teachers’ high but realistic expectations.”

It is the people who make the difference.  It is important to have highly motivated staff in the right job and it is equally important to understand that the employer has a right to expect good performance.  We now have high quality performing teams across the college — that is the key difference.  The College will now continue to improve and develop.

Simon Andrews, principal at Macclesfield College

WorldSkills celebrates the vocational route

And apprenticeships inspire high levels of ambition, confidence and eloquence says Matthew Coffey, National Director of Further Education and Skills

This is an important week for vocational education. The Worldskills competition in Leipzig, Germany is showcasing some of the world’s best young trainees. They will compete for medals in 46 disciplines ranging from hairdressing to engineering. This is a great opportunity for visitors and young people to celebrate vocational skills whilst at the same time offering a fantastic opportunity for young people to seek advice on their future careers. I wish Team UK every success.

Many of you will know that my belief in the value of vocational learning stems from my own experience. While I can’t claim to have represented my country in a Worldskills competition, my vocational education led me to self-employment, university, teaching and ultimately to the Civil Service. I am also a very proud father of two children; one a university graduate and the other an apprentice. Both are very happy in their respective employment and are enjoying equal success and career satisfaction.

Ofsted has long recognised the importance of vocational education and training. Last week, I had the pleasure of showing some of the best apprenticeship training in the world to Sir Michael Wilshaw at Rolls Royce PLC’s state-of-the-art Apprentice Academy in Derby. As a global provider of power systems to civil and defence aerospace and marine and energy markets, Rolls Royce develops its own and many of its suppliers’ workforce. ‘Rolls Royce’ is a synonym in the English language for outstanding quality and everything we saw during our visit reinforced that.

Niel Folkes, Rolls Royce’s learning and development manager made it clear to us that British apprentices are the best in the world. He focuses on developing not only high quality vocational skills, but developing employees’ initiative and ability to work as a team or as individuals to solve problems and continually improve products, giving Rolls Royce its competitive edge.

We were shown around by apprentices from a range of backgrounds including those who joined Rolls Royce at 16 from schools. We also saw those who studied A-levels and who attended University Technical Colleges. One apprentice had begun reading physics at Oxford but wanted more contact time and hands-on experience, which he felt the apprenticeship gave him.

Despite their very different starting points the apprentices shared many characteristics, including high levels of ambition, confidence and eloquence and all took great pride in their work. Not many young people would be able to describe to Sir Michael how a jet engine works and how a turbine can heat to beyond melting point and continue to function perfectly, but we met ones who could. One apprentice, happily explained how he had performed badly in maths at school, but now he could see the purpose of trigonometry and was doing very well with his studies.  I was encouraged to see that when maths and English are applied in the workplace, learners see their relevance and enjoy their learning.

I attend many conferences where the discussion inevitably turns to the status of vocational education versus the academic route. We can continue this debate in years to come, or we can do something about it. Rolls Royce has a practical solution to this, encouraging their staff to sit on governing boards of local schools. This helps staff understand and influence both the education, information, advice and guidance young people receive, so they are better prepared and able to enter work.   I am pleased Rolls Royce recognises the importance of receiving feedback and driving improvement in all levels of education instead of worrying about how they will be judged by Ofsted and how this may damage governors’ professional reputation in the business community. I urge other employers and providers of high-quality education and training to do the same.

I for one will be watching the Worldskills competition in Leipzig with great interest and looking forward to the Skills show in the UK this November. Events like these help to raise the profile of vocational education and training as we strive to make sure the vocational route has equal status to the academic route in the eyes of schools, young people and their parents.

Matthew Coffey, National Director of Further Education and Skills

German schoolchildren 4, WorldSkills Team UK 3

It was a close game, played in true WorldSkills good spirit, but in the end Team UK succumbed to the greater footballing prowess of their young German hosts.

The game, hastily organised by Team UK photographer Ellis O’Brien, ended 4-3 in favour of the children from Grundschule Am Rodelberg primary school, in Torgau, around 35 miles north east of Leipzig.

In goal for the visitors was Preston 25-year-old Sam Andrews (pictured above), a manufacturing coach and Team UK alumni.

“The game was great fun and the kids kept talking to me about Wayne Rooney,” he said.

“I managed to make a few spectacular saves, but they were just too good for me in the end.”

The visit was part of the WorldSkills One School, One Country programme where every competitor nation is teamed up with a primary school from the Saxony region of Germany.

And as part of the programme, the Torgau children learned all about the UK and gave their adopted team a huge celebrity welcome when they arrived.

The youngsters shrieked with excitement and waved Union Flags as the team stepped off the coach. The pupils then performed a medley of English songs, played Simon Says and rounded off the warm welcome with the Team UK anthem, Florence and The Machine hit Spectrum.

Jaine Bolton, National Apprenticeship Service chief operating officer and UK official delegate to WorldSkills 2013, addressed the children and teachers for Team UK.

“I’d like to say a massive ‘thank you’ to everyone who helped organise this welcome — you’ve all been bright, shiny stars for us,” she said.

“We’ve got an amazing team from the UK — amazing like the children at this school. We’ve enjoyed this visit and meeting you all so much.”

Team UK’s Nehmaan Ahmed (pictured below, centre), 21 and from Luton, was swamped with youngsters as he took five minutes to speak to FE Week (before heading off to take part in Team UK’s lunchtime kickabout with the children).

The IT network administration competitor, who has a foundation degree from the University of Bedfordshire and a qualification from IT giant Cisco, said: “I’m quite a shy person, so really appreciate the welcome we’ve had — there was no way I would have been up and dancing when I was their age.”

He added: “Coming to this school and seeing the children’s reaction to us has really got me ready for the competition. And I’m also looking forward to seeing what other competitors are up to, like the mechanics and landscape gardeners — their skills and tasks are really interesting.”

The visit, the day before competition begins back in Leipzig, was the culmination of several months’ preparation by the children, organised by Year 1, 3 and 4 teacher Anne-Maria Rahnfeld (pictured below, left).

Head teacher Bettina Schwengber (pictured below) said: “The children researched the UK and some of them were very surprised about how the UK has school uniforms, which is something we don’t have, and we had a really good classroom discussion about the pros and cons of uniforms.

“They were also shocked about how you drive on the left hand side of the road and found the things people in the UK eat very funny, like the breakfasts, the passion for fish and chips and how everyone drinks English tea all the time.”

‘Biggest international skills event’ is under way

Check out the video from yesterday’s events here:

http://www.youtube.com/watch?v=Diq33DPW6AI&feature=youtu.be

Thousands of competitors, experts, delegates, team leaders, organisers, and volunteers packed the Samsung Arena at Leipzig Messe for the opening ceremony of WorldSkills 2013 last night.

Team UK had arrived at the event to rapturous applause from their training managers, supporters and family as the team coach pulled up outside the arena.

Elaine and Peter Terron, from Warrington, parents of Team UK 21-year-old bricklayer Ashley, were there and spoke with FE Week.

“We’re going to Berlin for three days tomorrow [July 3], but we’re coming back for the weekend and the closing ceremony, hopefully to watch Ashley collecting a gold medal,” said Peter, ahead of the ceremony.

“He doesn’t want us here for the actual competition because it might put him off. He wants to stay focused and we also want him concentrating.

“He’s won other competitions and has had to beat others to reach WorldSkills, but this is a step up, and he’s ready for it.

“He’s focused, so if anybody does manage beat him they’ll deserve to win.”

He added: “The opening ceremony will be the first time we’ve seen him since the London send-off event last week.

“We’re immensely proud of him and I’m known for being a bit stoic, but there may be a tear or two when I see him with the rest of the team.”

Elaine said: “I’ll be crying for all of us when I see Ashley.”

The event kicked off with a performance from the local St Thomas Boys’ Choir, followed by ‘Sounds of Germany,’ which was a mixture of both traditional music from Germany’s diverse regions and more contemporary tunes.

Much like that seen at an Olympic opening ceremony, competitors, from the 52 partaking countries and regions, paraded around the arena so they were able to absorb the warm, bordering on boiling, audience reception.

This year, and for the first time, competing nations were able to choose the song they were walked out to. WorldSkills Team UK choose the hit Spectrum by Florence and the Machine, while France opted for Europe’s the Final Countdown, Estonia had James Brown classic I feel good and India went for the Pussycat Dolls’ number one hit Jai Ho.

Hamburg’s DJ Elbe’s talents behind a mixing desk were employed to ensure that the wide breadth of tracks were mixed live on cue.

During their parade, each nation, were accompanied by a youngster from the One School, One Country programme – Team UK had visited a school north east of Leipzig earlier in the day.

Team New Zealand went against the standard and opted to entertain the audience by performing the traditional Haka Maori war dance, more commonly associated with New Zealand rugby.

The ceremony was hosted by Germany’s Hadnet Tesfai and Britain’s Michael Underwood, known in the UK for having presented for the BBC.

He is also a familiar face to many in the WorldSkills community following his stint as Master of Ceremonies at the closing event of WorldSkills London 2011.

In his opening ceremony address, WorldSkills International president Simon Bartley said: “Competitors, experts, delegates, team leaders, organisers, volunteers and all of you here tonight — you are part of what is the biggest international skills event ever held and on behalf of WorldSkills I welcome you to Leipzig and the 42nd WorldSkills competition.”

 

He added: “Leipzig has promised us the most exciting competition ever and I have no doubt that over the next few days they will deliver what they have promised and much, much more.

“Competitors, if I may, I would like to turn my attention to you — everyone of you is already a winner.

“As you compete to show that you are the best in the world, I congratulate you for what you have already achieved and thank you and congratulate you for what you are going to achieve here and throughout the rest of your lives.”

This was my third opening ceremony at a major skills competition, but my first for a global event.

The atmosphere was truly overwhelming. When Team UK walked out with Spectrum booming out across the stadium, each hair on my arms carrying the Nikon D7000 camera were erect and upright.

That uncontrollable feeling of national pride kicked in. For Team UK, a sudden sense of ‘this is it’ kicked in.

Later today, Team UK and teams from the other 51 nations and regions will embark on the toughest challenge of their lives. Send your message of support to team UK using the #WSTeamUK on twitter.

Here a few more photos from the Opening Ceremony:


Apprentice starts for 16 to 18 keep falling

The continual downward slide in the numbers of under-19s taking up apprenticeships is “substantial” and “worrying”, Junior Shadow Education Minister Tristram Hunt has said.

He spoke out after the latest Statistical First Release (SFR), published by the Data Service on Thursday, showed that  4,000 fewer 16 to 18-year-olds started apprenticeships from February to April this year compared with the same time last year, a 19 per cent drop.

Over the nine months leading up to April — the end of Q3 —there was a 13 per cent drop in starts overall compared with the same period in 2011/12, with a 10 per cent drop in Q1 and a 16 per cent drop in Q2.

Skills Minister Matthew Hancock told FE Week: “Our priority is to make apprenticeships the very best quality, rooting out any poor provision and ensuring that all apprenticeships last a minimum of a year.”

However, Mr Hunt said: “A tightening up of quality is fine and while we are supportive of apprenticeship reviews that question rigour, that doesn’t equate to a 19 per cent fall.

“Matthew Hancock tries as valiantly as he can but he’s clearly not getting through to the Secretary of State for Education, Michael Gove. This is a terrible indictment of Mr Gove’s lack of interest in those who wish to pursue a vocational future. While the Department for Business, Innovation and Skills is pulling its weight, Gove is undermining the apprenticeship brand.

“Mr Hancock needs to spell out the importance of the 16 to 18 scheme, particularly when considering there are one million young people who are NEETs (not in education, employment or education).”

Overall there was a 6 per cent decline in apprenticeship starts across all ages. But higher apprenticeships increased with 2,500 more 16 to 18-year-olds taking them up in the past nine months compared with the same nine months for 2011/12.

Mr Hancock said traineeships would help by “preparing young people for apprenticeships and sustainable jobs”, adding: “We are also putting a stronger focus on higher and advanced level apprenticeships, with the number of people starting higher apprenticeships showing particularly strong growth.”

The fall comes amid the backdrop of a boom in the overall number of starts from 457,200 in 2010/11 to 520,600 last year.

However, the picture for under 19s was 131,700 in 2010/11 compared with 129,900 last year.

In February FE Week reported the first fall of under-19 apprenticeships in three years after figures from the SFR showed 1,800 fewer 16 to 18 apprenticeships last year than in 2010/11, a 1.4 per cent fall.

Julian Gravatt, assistant chief executive at the Association of Colleges, said: “The continuing fall in the number of 16-year-old apprentices is an obvious concern. Traineeships may help, although it’s too early to say. We’re also concerned about the reduction in the numbers of people staying in education at 16.”

Stewart Segal, chief executive designate at the Association of Employment and Learning Providers, said: “Nearly 91,000 under-19 starts over nine months is still a major achievement in such a difficult economic climate. It’s also encouraging that the advanced and higher level starts have held up for this age group.”

 

College boss quits to lead Gazelle FE

The chief executive of North Hertfordshire College, Fintan Donohue, is to step down to concentrate on his role as executive chair of the Gazelle Colleges Group.

Mr Donohue will leave the college, where he has been chief executive for seven years, at the end of next month.

He said he had decided it was “the right time” to retire from the post.

“It has been a great privilege to lead in a college environment and I will never underestimate how much leadership can contribute to the lives of thousands of students,” he added.

“North Hertfordshire College has led the way in an entrepreneurial approach to new opportunities in areas such as apprenticeships, and Ofsted has recognised the college’s leadership and governance as outstanding.”

The Gazelle Group is a grouping of 19 colleges formed in 2011. It focuses on developing students’ entrepreneurial skills, claiming to make them better employees and giving them the ability to run their own businesses.

Mr Donohue has occupied the role as the Gazelle Group’s executive chair since November 2011, performing it part time alongside his position at North Hertfordshire College.

He said: “I will be continuing my work with Gazelle as executive chair, and spending more time on the strategic and international development of the organisation.”

His plans for the future of the group, he said, would include a focus on “the strategic potential of leadership” and the development of models such as the group’s learning companies, where students run a business based on their skills at the same time as studying for a qualification.

“Gazelle was formed just two years ago with five colleges and the investment in research, student opportunity and teacher development has created a momentum that has transformational potential for the sector,” he said.

“I hope to play a role in that transformation for the foreseeable future.”

Students step up to the crease

Learners from South and City College Birmingham are offering their building skills and services to local cricket clubs.

The college and the Warwickshire Cricket Board, which is based at Edgbaston Stadium, have agreed a partnership through the ECB NatWest Cricket Force Programme that will allow construction students to gain work experience, while giving a helping hand to cash-strapped community cricket clubs.

Ed McCabe, the board’s development manager, said: “This partnership is the first of its kind in Birmingham but I think it will be mutually beneficial . . . Some small cricket clubs find it hard to raise the funds for expensive renovations.”

Mike Hopkins, the college principal, said: “We understand that employers are looking to hire people with experience under their belts, and we know the importance of getting our students great work experience to help them to get jobs when they leave college.”

From left: Jack Ordidge, 18, Waqar Ahmen, 21, Deeq Sharif, 18, and Kane Sadler, 17

Team UK florist Chloe hits WorldSkills 2013

Two days before WorldSkills 2013 kicks off and already many competitors have been getting comfortable with the Leipzig Messe (Trade Fair) venue.

Milton Keynes florist Chloe Woolf  (pictured) was among the Team UK members to have a look around the impressive glass-structured buildings today (Monday).

The team travelled together from London on Saturday, but today was the first time they were allowed full access to the venue and to view areas they will be competing in.

“I’ve had a look around to get used to the place and it’s much bigger than I imagined it would be,” she said.

“It’s starting to sink in that I’m here and it’s a good combination of nerves and excitement, so now I’m just eager to get going.”

Competitors were allowed up to seven hours in which to familiarise themselves with their workstations.

For competitors in skills that are heavily reliant upon machinery, such as CNC turning, that time can be invaluable in getting to grips with equipment.

But 21-year-old Chloe, who works for Bluebell Flowers, in Newport Pagnell, will be using tomorrow (Tuesday – the second, and last, of her familiarisation days) to condition the flowers she is assigned so they last the four days of the competition.

“We’ll all get the same flowers, but we don’t know what they’ll be,” said Chloe, who has a national BTec diploma level three having begun her floristry career working as a Saturday girl.

“I’m hoping we get something rustic, like grasses. I like it when there’s a lot of texture to my work and I can use different bits and bobs.

“I’m a sucker for buttons and wool, but the flowers must be at least 70 per cent dominant in the final piece of work.”

She added: “But we don’t know the timetable is yet either, or what we’ve got to make.”

Chloe, who trained at Moulton College, near Northampton, arrived in Germany on Saturday evening and, along with her UK teammates, has already been kept busy ahead of the start of competition on Wednesday, before her mum and dad (Sarah and John) arrive for the closing ceremony on Sunday (July 7).

“We’ve done lots of team-building and met other competitors from other countries and had a meal together,” she said.

“It was really nice, but there were so many I couldn’t get around everyone.

“It was fun and there was a competition for the loudest team cheer – I think we may well have won.”

(Pictures by Shane Mann)

Check out the first Team Uk video below.

http://youtu.be/ReDkUN3_GUw