Finding the right blend

It’s early days for massive open online courses (Moocs), but do they have a role in FE, asks Peter Kilcoyne

Funding cuts have had an impact on staffing levels at Worcester College of Technology (WCT) as in most FE institutions.

As a result we decided early on to develop our online learning provision so that we could continue to offer high quality learning, despite tighter budgets.

The debate around Moocs — which I spoke about last month at the ConnectEd conference in London for online learning specialists — has piqued my interest as we already have a strong online learning presence.

In fact, we are delivering two models of blended learning that I believe have important lessons for the sector.

The first of these is the adult enterprise model, based on 50:50 blended learning.

It is allowing learners at 30 providers around the country to gain OCN qualifications with all of them accessing a common learning platform.

Content is written by subject experts and ‘e-learnified’ by the content development team at WCT.

The large number of providers funding online content development means that
it is of far higher quality than one college could achieve.

And learners benefit from the courses’ flexibility as they have to participate in only half as many face-to-face teaching sessions as they would through a traditional model.

This is particularly useful for people who want to start their own businesses with a number of demands on their time.

Our second model is personally accountable learning (PAL). Fifteen per cent of all full-time level two and level three courses are delivered online through PAL packs.

These are generally Moodle-based courses containing learning content, learning activities and assessment activities.

The classic Mooc model of one or a small group of tutors supporting thousands of learners is, in my view, not appropriate for FE”

Teachers are supported in building the packs by WCT’s information and learning technology and study centre staff. Where possible, we use embedded video content from, for example,  YouTube, TED or open educational resources already available on the internet, so reducing preparation time for teachers.

Since implementing this model of delivery alongside a number of other changes under new principal Stuart Laverick, overall college success figures have improved 2 to 4 per cent, proving that we are maintaining and even improving on our provision.

Does this mean Moocs can have similar levels of success?

Moocs are popular in higher education and have been generating a lot of excitement. However, the classic Mooc model of one or a small group of tutors supporting thousands of learners is, in my view, not appropriate for FE.  Learners in our sector need far more support than can be offered through such a delivery model.

Blended learning models work as students still get face-to-face support and classroom-based teaching, something that is not available from your standard Mooc.

I do see it may have some uses though, perhaps for additional activities for A-level students to stretch their learning or even for staff who can undertake further study as part of their professional development.

But, for me, our work at WCT provides good evidence that blended learning alongside strong face-to-face support can deliver an exciting learning experience that engages students, improves flexibility and helps us to deliver “more for less” in the present challenging funding environment; without the need for Moocs.

Peter Kilcoyne, ILT director at Worcester College of Technology

Minister beams over college enterprise

It’s early days in the new relationship between FE and local enterprise partnerships, but how they will now work together was the centre of discussion at a London conference. Chris Henwood reports 

Further education and its place at the centre of local “entrepreneurial ecosystems” was the theme of a conference organised by the Gazelle Colleges Group.

Skills Minister Matthew Hancock, Confederation of British Industry director general John Cridland and Pearson UK president Rod Bristow were among the speakers.

There was also representation from local enterprise partnerships (LEPs) with Dr Ann Limb, chair of the South East Midlands LEP (pictured below), addressing the conference, with David Frost, chair of the LEP Network.

More than 100 delegates, from colleges up and down the country, were at the event, held in the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA) base in central London on Tuesday, May 14.

CBI director general John Cridland

Mr Hancock said: “Enterprise needs to be embedded in the way a college operates. We have provided freedoms and flexibilities to give autonomy to leaders.

“I want to see strong leaders with strong governance and, of course, held to account firmly by Ofsted and the searchlight of accountability and data and publication of results.

“That enterprise will improve results on the ground rather than a system where the minister tries to dictate what happens.”

Dr Limb, a former principal and chief executive of Milton Keynes College and Cambridge Regional College, spoke on strengthening FE relationship with LEPs. “The big issue is how you work with employers to get them to demand training and skills that can be delivered for their benefit, for the benefit of the individual and for the benefit of the country as a whole,” she said.

Enterprise needs to be embedded in the way a college operates”

She added: “LEPs and FE have some real opportunities working together and yes, we’ve got to develop that relationship first. Obviously, LEPs are the body of the moment — only three years old, or thereabouts. They are responsible for setting strategies for driving economic growth.

“We will have the majority of EU structural funds starting next year allocated to us. Therefore it will give FE the opportunity to work with LEPs to dip into those funds.”

A summary paper from the UK Commission for Employment and Skills, with the 157 Group and Gazelle, was handed out for consultation.

It said that the three believed “that to create an environment where colleges and businesses truly engage requires a step change by both colleges and business”.

Among the questions the paper posed were ‘what are the big strategic changes required to enable colleges and businesses to build a long term and sustainable working relationship at a local, regional and national level?’

Visit www.ukces.org.uk/fe_business by June 30 to respond to the paper.

Featured image caption: Skills Minister Matthew Hancock

Q&A with Dr Ann Limb

Are LEPs ready for the responsibility for single funding pot?

Undoubtedly. What they would like to make sure is that government departments, including Business, Innovation and Skills particularly, are really lobbying to peel it away from central government control so that it can be properly bid and the local needs of the college and the employers can be met.

Does the adult skills budget need to be ring-fenced to protect it from spending on other LEP concerns?

Protection is perhaps not the verb I would use. Does the plan that the LEP produces — the strategic plan, the skills plan, the inward investment plan — ensure that adult skills training is at the heart of what it does, is the way I would phrase it.

If it does, then the money will flow to that need. So certainly adult skills training needs to be included and all LEPs would do that because the workforce that we have at the moment needs to have greater skills than it’s got and that’s what employers
tell us.

Should FE representation on LEP boards be mandatory?

If you start to mandate anything, you move away from the kind of entrepreneurial, innovative arrangements that should be in the DNA of the way we do things.

The education sector is a board member of my LEP and I certainly think you must have a local and national asset on the board. The way to do it is to regard the FE sector as a key public sector player and just have them there automatically, which is what we do.

Is there a danger that LEPs could see responsibility for skills as a hindrance?

Absolutely not. The skills issues are as critical as infrastructure issues to the success of UK plc. The LEPs are driven by the need to create jobs, to create new businesses, and to create homes for people to live in — just putting money into infrastructure will not deliver that. There is a separate governance arrangement now, a local transportation body, that oversees the infrastructure arrangements across a LEP.

That will have its money to deal with that. My LEP has a housing delivery fund and I would see us having a skills delivery fund — each fund earmarked for activities that are equally important.

Consider all the options

The institutional bias towards a university education is unfair on young people, says Spencer Mehlman 

I am not against universities. They are incredible places for learning, with some of the most interesting and enthusiastic teachers you could ever meet. For many young people they will be the “right” next step. But the drive towards university that omits the raft of valid alternatives enrages me. That’s categorically unfair on young people and, for me, borders on a national scandal.

One statistic has shocked me more than any other during my time working with young people who are looking at their future careers. It didn’t make much of a noise in the press, but I believe that it reveals the extent of the problem young people are facing.

It was revealed in a City & Guilds survey that showed that in careers discussions 75 per cent  of 14 to 19-year-olds had been told about university, while  only 49 per cent had been told about apprenticeships and 48 per cent about other vocational qualifications.

Who is to blame? I believe the genesis is from Tony Blair’s seemingly random pronouncement in 1999 that 50 per cent of 18 to 30-year-olds should experience higher education. No one has ever quite established why this 50 per cent target was so important, other than to note that it made for a choice soundbite.

Parents will base their advice on their own experience but university is no longer a guaranteed ticket to a great career”

Since then (and arguably before), schools have promoted university education as the premier destination for their leavers. Against a backdrop of hugely inflated costs and rising graduate unemployment, the result is drop-out rates of anywhere up to 29 per cent.

What makes this all the more reprehensible is that the churn towards university continues despite study after study suggesting that continued education and qualifications in other non-university settings provide similar benefits in terms of earnings, employment and longevity.

And it’s not just our schools that are institutionally-biased towards universities. Parents too are to blame – in our experience, only a small enlightened proportion advise their children against going to university, or even make themselves aware of the alternatives. I appreciate that parents will base their advice on their own experience and on historic views, but the goalposts have most definitely shifted and university is no longer a guaranteed ticket to a great career.

So what is so alluring about the supposedly honeyed substance of university education that keeps schools and parents relentlessly spooning it to our young people? I believe that it’s confusion; it’s the ghost of a generational memory from a time when university was inspiring, intellectually elitist and probably much more fun. It’s also the negative perception of vocational qualifications (“aren’t they for plumbers?”) that results in an anachronistic snobbery that blinds people towards an honest evaluation of all the options.

Shamefully, the university experience these days will cost many students more than £50,000 . . . an investment that comes against a backdrop of graduate unemployment of 19 per cent.

How can we get this vital message out to the young people? How can we get the scales to drop from the eyes of parents, schools, careers advisers, headteachers, politicians and educationists alike and create a platform for all young people to learn about all valid “next steps” after school or college? I’d love your thoughts.

Spencer Mehlman owns www.notgoingtouni.co.uk.

In search of a lost art

Curriculum design was a critical and well developed skill that FE staff once placed at the centre of their professional expertise, says Lynn Sedgmore. It’s time it was again…

The freedoms and flexibilities of New Challenges, New Changes and the more recent Rigour and Responsiveness in Skills, have given colleges greater opportunities to be responsive to the priorities of learners, employers and communities, stimulating them to review their curriculum offer as well as their current capacity for curriculum development and redesign.

Yet, in an environment where funding and quality assurance have been driven by a focus on qualification success rates, and where funding pressures have limited the appetite for experimentation and risk-taking, this capacity for curriculum development and redesign may often need to be rediscovered and redeveloped.

When I entered FE in the early 1980s, curriculum-led staff development and the art of curriculum design was a critical and well developed skill that we all placed at the centre of our professional expertise.

Recently I have heard many calls for a rediscovering of what this means in this period of autonomy and freedoms.

A recent 157 project, supported by the Learning and Skills Improvement Service, examined the challenges and opportunities facing FE colleges in amending and aligning their curriculum offer. It offers some insight from the experiences of seven college-based action research projects.

A culture of innovation and experimentation, with a strategic commitment to give staff the time and resources needed to support curriculum change, are vital”

This new publication, Curriculum ReDesign in Further Education Colleges, is available on the 157 website.

Responsive curriculum obviously needs to be based on the identified needs of the ‘curriculum-user’, that is, learners and/or employers. Multiple ways of engaging with curriculum users are vital to ensure training and skills needs are correctly identified, as well as to ensure deeper relationships with users to support effective and responsive curriculum development and delivery.

Many of the  action research projects — looking at curriculum content, delivery methods, infrastructure — highlighted developing staff capacity as the starting point for enabling effective change; staff need to have the necessary confidence and skills to be able to be innovative and make changes to current provision.

A culture of innovation and experimentation, with a strategic commitment to give staff the time and resources needed to support curriculum change, are vital.

As well as having a clear ‘plan’ for their curriculum initiatives, with objectives and expected outcomes, many colleges adopted a whole-college approach, ensuring that the changes were perceived as a definite organisational strategy, with common approaches/protocols across all areas.

As well as supporting the development of staff capacity to innovate, the action research projects also highlighted that colleges need to critically review their structures, including their staff contracts, staff utilisation protocols and cross-college communications, to develop mechanisms that enable them to identify and respond to needs in a more timely way with high quality provision.

This may involve implementing a range of ‘solutions’, including developing new roles for staff, developing effective cross-college links and supporting improved relations with external partners and stakeholders.

With government drives to coordinate skills planning at local and regional levels, curriculum development and redesign may become more complicated, possibly requiring multiple providers to work together to plan and develop an area’s curriculum.

The 157 Group is keen to work with others to support curriculum change and to support the sector in responding to the clear challenges of demonstrating responsiveness and accountability to learners, employers and communities.

Lynne Sedgmore, executive director of the 157 Group

The K College catalogue

The provision, debts and estate of a troubled Kent college being split up and sold off in pieces have been laid bare in a catalogue for what has been described as the first sale “of its kind in the UK”.

The full extent of the debts — and assets — at K College are listed in a sales prospectus from the Skills Funding Agency (SFA), Education Funding Agency (EFA) and the Higher Education Funding Council for England (HEFCE).

It lists a fixed-rate loan of £10m with maturity in 2038 and a shorter-term loan of £2.9m at the college’s Tonbridge site; a fixed-rate loan of £1.8m at its Ashford site and a fixed-rate loan of £500,000, both maturing in 2024.

This open competition signifies a bright future for both students across Kent and our own staff.”

Seven parts are on offer. There’s 16 to 19 provision in Dover, Folkestone, or Ashford, Tonbridge and Tunbridge Wells grouped together; apprenticeship and 19+ provision in Dover, Folkestone, or, again, Ashford, Tonbridge and Tunbridge together; or HEFCE directly-funded provision at Ashford and Tonbridge.

Fifty providers have already signed up to attend open days, on May 22 and 23, at two of the college’s five campuses.
Principal Phil Frier said: “There is a lot of interest from other colleges, training providers and universities in bidding for the work currently operating across all five towns.

“This is great news and ensures the continuation of the college’s provision for the foreseeable future.

“This open competition signifies a bright future for both students across Kent and our own staff.”

The break-up comes after the college, formed following a merger between West Kent College and South Kent College in 2010, ran up multi-million pound debts and was issued with a notice of concern by the SFA.

Mr Frier later conceded that the merger, which took place before he was in post, hadn’t worked and proposed splitting the college in two.

He suggested one half should incorporate the Dover and Folkestone campuses; the other Ashford, Tonbridge and Tunbridge Wells.

The proposal was approved by Skills Minister Matthew Hancock after an independent review.

The college will continue until July next year when its work will be taken over and renewed by a new provider or providers.

Bidders will “need to demonstrate” they had taken into account the “financial liabilities” set out in the prospectus, which also outlines conditions for repayment of SFA advances. It asks potential bidders if they’re interested in either provision only or provision and assets [buildings].

The chief executive of the SFA, with the EFA, will lead the tendering process — described by a K College spokesperson as the “first competition of its kind” in an FE college — and will decide winning bids.

The first open day is in Tonbridge. The second is in Folkestone.

Rethink call on traineeship rules

The leader of a group representing 27 large colleges has called on the government to loosen rules on who can run traineeships.

Skills Minister Matthew Hancock announced the traineeships framework this month — just weeks after youth unemployment figures nudged the one million mark — along with rules governing who can offer the scheme.

The scheme, first proposed by Deputy Prime Minister Nick Clegg in June to help young people gain work-related skills and attitudes, is due to start next academic year.

We believe this approach will provide only a limited perspective as it does not reflect the full range and nuances of the varied grades, differences and aspects of college provision.”

It will include work placements of up to six months, flexible training to build character and to help young people get ready for work — such as job search and interview skills, time-keeping and team working — and will develop learners’ English and maths.
However, providers without an Ofsted grade one (outstanding) or two (good) will not be able to run the scheme in its first year.

Lynne Sedgmore (pictured), executive director of the 157 Group, which represents ‘27 large and successful colleges’, which includes a number at Ofsted grade three, said: “We are concerned at the proposal to use a college’s overall Ofsted grade as the only criteria, and to only allow those colleges with good or outstanding ratings to deliver traineeships.

“We believe this approach will provide only a limited perspective as it does not reflect the full range and nuances of the varied grades, differences and aspects of college provision.

“We also believe that it may carry unintended consequences for the availability of traineeships within certain geographical areas, which could be mitigated by broadening the range of criteria applied.”

She said that her group supported a broadening of the criteria to include evidenced quality, a strong track record and extensive experience of successful work-based learning, plus previous experience of delivering innovative programmes for NEETs and for the unemployed.

“We would also like to see evidence of powerful endorsement and high levels of confidence from employers taken into account, along with strong strategic partnerships with local employers and a strong track record of effective work experience,” she said.

Joy Mercer, director of policy at the Association of Colleges, said: “We’ve already raised this with the Department for Business, Innovation and Skills and are pleased the eligibility criteria will be for this year in the first instance.

“An Ofsted judgment is a blunt instrument that can hide excellent provision for this targeted group of students and nationally renowned provision with employers.”

The government’s traineeship framework document said that if there was no eligible provider in a location, it would support efforts to “ensure that outstanding and good provision becomes available in that area”.

The government has also said that only 16 to 19-year-olds could take traineeships.

Mrs Sedgmore added that the 157 Group was “fully supportive” of the new framework and its “many positive elements”, including content flexibility, partnerships with employers and meaningful work experience.

But it was keen to see the scheme extended to 19 to 24-year-old and “fully accepted” the need for quality criteria and clarity for existing providers and new entrants. “We firmly believe that FE colleges will be critical to the successful delivery of traineeships,” she said.

A government spokesperson said: “We are announcing the 16 to 19 framework so that delivery of traineeships for this age group will be possible from the start of the 2013/14 academic year.

“We are looking to extend the traineeships programme to young people up to 24.”

Tristram Hunt, shadow junior education minister

A rich vein of history runs through Tristram Hunt, rising to the surface and touching everything he talks about.

The 38-year-old history graduate’s love for the Industrial Revolution, which spawned times of “great equality” across the UK because of the industrial power yielded by cities other than London, has informed his pro-manufacturing views.

He’s penned history books and broadcast history-based television programmes. And his main contact with the FE sector is when he teaches students in his Stoke-on-Trent constituency.

But it was the poverty that the Shadow junior education minister saw in Chicago during an exchange fellowship that fired his ambition to work with the Labour party.

“I went to Chicago for a year. The university is on the south side, which, when I was there, was a very hairy place,” he says.

“The levels of poverty and dysfunction were stark for a nice boy bought up in Cambridge.

“It was a bit of a political awakening. I came back and got involved.”

This was in 1997. He was 22 and volunteered during that year’s election campaign. He says that he liked the shape of the party under Tony Blair who he describes as an “attractive and modern, European figure”.

“Blair was great and inspirational when I was a young man,” says the MP who, as a student at the University of Cambridge, rubbed shoulders with stars such Sacha Baron Cohen and became friends with comedy writers David Mitchell and Rob Webb, fellow members of university drama group, Footlights.

Hunt says present Labour leader Ed Miliband has “a very real passion for youth services and young people. It’s good to be working for him”.

But the father-of-three says more could be made of FE colleges.

“There’s a big resource that isn’t being utilised effectively — either locally or within broader skills strategy. Libraries are under great threat in many local authorities; you’ve got all these colleges with resources. Should we think about co-location for those kind of services?” he asks.

At elections you’re the candidate and you’ve got the machinery.  If you lose, well you’ve lost, but in selections you’re in a struggle with your own side and it’s more edgy”

“The heart of it is in skills. What do local employers and businesses need in terms of skills provision? We know our skills capacity is poor at the moment. The good thing about FE colleges is they’re hooked in locally.

“There needs to be more in terms of their relationship with employers, businesses and industry but you want them as local drivers of skills.”

He says that localising budgets for skills and training through local enterprise partnerships, is “not a bad policy” but FE colleges need to “step up to that”.

“They’ve got to get the basics right,” says Hunt who lives between Stoke-on-Trent and North London with his textile designer wife, Juliet.

“We’re not where we need to be on English and maths. Forty per cent of kids don’t get level two at 16 in English and maths and only 20 per cent of that is achieved at 18. That 16 to 18 gap in terms of achievement is really worrying.

“Is the teaching capacity there? And is the focus there? There should greater focus on functional skills teaching. It’s increasingly important with the raising of the participation age . . .  and it’s what employers want,” he says.

Hunt, who has two sisters, went to his local Cambridge primary until the family moved to North London, where his lecturer father took a job as a meteorologist. While his mother started work as a landscape architect, he moved on to University College School, an independent school, where teachers fostered his love of history.

“History is really important,” he says. “It’s one of the few academic syllabuses that everyone has a view on; it goes beyond its own perimeters because it’s about citizenship, national identity, understanding — it affects everyone. It’s even more important in a multi-ethnic age when you don’t have those traditional levers of understanding outside the classroom.”

He adds: “It’s also fun. Learning of human failures, achievements and weaknesses give a greater understanding of ourselves.”

He says that although he was politically aware as a youngster – his father Julian was a leader of the Labour group on Cambridge City Council and was made a lifelong peer in 2000 — he was not politically active through school or university. That came after his year in Chicago.

After completing a doctorate in civic thought, he returned on and off to the party in between presenting programmes on the English Civil War, the theories of Isaac Newton, and the rise of the middle class. He also appeared regularly on BBC Radio 4.

Yet despite all this, the former lecturer in modern history at Queen Mary, University of London, writer for the Observer and Guardian and, most recently, biographer of Friedrich Engels, says the “most stressful thing” he’s done is candidate selection.

“At elections you’re the candidate and you’ve got the machinery.  If you lose, well you’ve lost, but in selections you’re in a struggle with your own side and it’s more edgy,” he says.

In 2007 and 2009 he failed to be selected for safe seats in Liverpool and Leyton and Wanstead. When he was finally selected for Stoke-on-Trent in 2010, there was controversy over him being “parachuted in” at the last minute. He won by 5,566 votes.

“The consolations of history are rather good because you look back at all sorts of people who’ve been through similar processes and it’s a truism that you have to go through various elections and selections before you’re successful. It’s the battle and grind of it,” he says.

“I was delighted with the end result; it’s great to be representing Stoke.”

He has argued that the Staffordshire city should make the most of its famous but dwindling pottery industries and has criticised the local council’s decision to “try to obliterate the past, and sort of ‘cleanse’, removing the old bottle ovens and other relics”.

He says that his favourite era is 1750 to 1850 when the Industrial Revolution gave rise to great urban civilisations in Manchester, Liverpool and Stoke-on-Trent, creating with it a “British identity”.

“We have wonderful facilities in Stoke but they really need more money and support and talent drawn to them because everything is sucked into London,” he explains.

“A rebalancing of economic and cultural capacity across Britain is a strong priority for me, which is why the 19th century is so wonderful — there was a period of great equality across the country because of the industrial power that places such as Manchester and Birmingham had. They were places you really had to reckon with.”

He says that production of Spode [an English brand of pottery] is coming back to Stoke from China, but that skills shortages are a problem.

“You go into a pot bank and there’s no one there under 50. Thankfully all the local pottery firms are joining with the British Ceramic Confederation to work out a skills framework. Wedgwood has a good apprenticeship programme — we’re trying to push for that,” he says.

He says Stoke-on-Trent is a city where you can see “capacity and potential not being delivered”, because the right educational and skills results are not being achieved.

“That’s a real social justice issue and that is where governments can and should help,” he says.

“It’s where we can make a difference — that goes right through to children’s special educational needs, children in care. It’s fundamental to what being in Labour should be about.”

It’s a personal thing

What’s your favourite book? 

Middlemarch by George Eliot

What did you want to be when you were younger?

Zookeeper

What do you do to switch off from work?

Planting bulbs that rarely flower, with
my children

If you could invite anyone to a dinner party, living or dead, who would it be?

Oliver Cromwell

What would your super power be? 

Flying.  Of course

Principal leaves after Ofsted blow

The principal of City College Coventry is to leave his job after the Skills Funding Agency demanded “fundamental changes” following a disastrous Ofsted inspection report.

After 16 years in post and two previous poor inspections, Paul Taylor (pictured) was hit with grade four (inadequate) results across each inspection headline field last month.

We have made it clear through the issue of a notice of concern, that an improvement plan that does not include fundamental changes to leadership and governance will not be acceptable,”

He is to be replaced as soon as an interim principal can be found.

It was unclear whether he has decided to leave or was asked to go, but the agency said it had called for change at the top of the 8,000-learner college.

“We have made it clear through the issue of a notice of concern, that an improvement plan that does not include fundamental changes to leadership and governance will not be acceptable,” said an agency spokesperson.
“We will consider and discuss next steps with the college.”

The statement leaves a questionmark hanging over the college’s board of governors, including its chair since 2001, Warwick Hall.

However, a college spokesperson said she was “unaware of any changes planned for the board of governors”.

Coventry’s Ofsted report, published on April 23 following inspection in March, also gave grade fours throughout the main findings board, including apprenticeships and 19+ learning programmes.

Its highest mark was a single grade two for teaching, learning and assessment on independent living and life skills.

Mr Taylor had wanted to stay on despite the blow, saying: “If I walk away I’ll regret it forever.”

But a statement from the college read: “The decision has been taken that Paul Taylor is to leave his position as principal of City College Coventry.

“The board of governors led by the chair and with the support of the Skills Funding Agency and the Association of Colleges is seeking an interim principal. The aim is for the interim principal to be in post by July.”

Meanwhile, Walsall College, among the first to be described as outstanding under Ofsted’s new common inspection framework, and Yorkshire’s Kirklees College, which got a good grading from Ofsted last year just 18 months after it too had been labelled inadequate, are to be involved in the bid to improve the Coventry college.

Mr Hall said: “There is much we can learn from the experience and performance of these two colleges.

“A year after its poor Ofsted report, Kirklees achieved a rating of good across every element of its operations, except leadership and management where it was rated outstanding. This is an achievement I want City College to emulate.”
The Coventry college statement added that a performance improvement action plan was being implemented.

“We are also building a relationship with Walsall College, which has been rated as outstanding, through which it will benchmark its performance and improvement,” it said.

Commissioner specification ‘prejudices’ FE hopefuls

College leaders hoping to play a part in the FE Commissioner hit squad have been put “at a disadvantage” by the job’s specifications.

The deadline for applications to the post, along with its seven advisory posts, ended last week.

But the Association of Teachers and Lecturers (ATL) and its leadership arm, the Association of Managers in Education, questioned the requirements of the Department for Business, Innovation and Skills (BIS) and the Department for Education.

This means college leaders will be at a disadvantage, compared with the many national leaders of education, etc, who are already registered and ready to respond to the request to quote.”

The departments wanted candidates registered on the National College for Teaching and Leadership’s operational associate framework so they could issue a request for quotation.

But an ATL spokesperson said this could stifle applications from FE staff.

“The invitation to bid through a request for quotation and the requirement to be registered on the framework will prejudice applications from anyone in FE who hasn’t already set up a limited company — which is ridiculous, given the nature of the role,” they said.

They said the framework was established to save money and to ensure that consultants were not working regularly enough for the taxman to consider them full-time employees.

The spokesperson added: “Even if FE staff have formed a limited company, it will still take a few days to fast-track their application to join the framework.

“This means college leaders will be at a disadvantage, compared with the many national leaders of education, etc, who are already registered and ready to respond to the request to quote.”

But a BIS spokesperson said individuals were not required to be set up as a limited company.

They could register against a company, school, college or university, said the spokesperson, adding that if an organisation was not already included on the framework, potential applicants could register their organisation’s profile on the system.

Skills Minister Matthew Hancock announced the FE Commissioner plans last month as part of the government’s Rigour and Responsiveness in Skills strategy.

The strategy said a commissioner would be sent into colleges graded inadequate by Ofsted; in financial trouble; or failing to hit learner success targets. They could call for institutions to be given administered college status, thereby losing powers such as staff changes and expenditure, and could recommend governors be kicked out. Ultimately, they could call for a college to be dissolved.

Lynne Sedgmore, 157 Group executive director, said a team of eight seemed “reasonable”, but she, along with the ATL, questioned the departments’ call for candidates to be registered against broker and practitioner skills frameworks.

“The detail of what the skills frameworks actually entail is slightly elusive,” she said.

“We wonder whether there is anything more specific about social impact and responsibility?”

A BIS spokesperson said: “The FE Commissioner’s appointment and that of the advisers is being managed through the National College for Teaching and Leadership’s e-procurement system.

“We alerted representative bodies and those who had expressed a direct interest to the process and included an article in the FE and skills newsletter, giving interested individuals more than a week to register on the operational framework.”