Are we giving employers enough credit?

There is a disconnect between the interests of the education and skills establishment, and the needs of employers, says Jane Scott Paul

The consistent mantra of successive governments in designing skills policy has been employer leadership. If we are to create a highly skilled, competitive economy, industry and employers must take the lead as they understand the real skill needs.

So, given that this consensus is apparently so embedded, why have we still not got it right?

The UK chartered accountancy bodies founded the Association of Accounting Technicians (AAT), identifying the need to develop competent accounting staff and provide professional progression. That was more than 30 years ago and AAT has grown to a membership of 125,000.

The credibility and reputation of AAT depends on our ability to deliver the skilled, ethical accountancy professionals that employers want.

We have to be in a constant dialogue with employers to ensure our core professional qualifications remain rigorous and relevant. Our success is demonstrated through 600 accredited employers in all sectors of the economy, and the thousands of businesses that recognise our qualifications as a benchmark standard.

Where the needs of the employer are notionally paramount, this should be enough. But we also have to meet the requirements of the regulator. Too often we have had to reshape our qualifications for no other purpose than to meet the latest fad of government and regulators — at considerable cost and with no discernable benefit to learners or employers. We have had to adapt to NVQs, the Qualifications and Credit Framework (QCF), FE performance tables and the Specification for Apprenticeship Standards in England (SASE). The move to the QCF alone cost AAT nearly £1m.

One recent regulatory change demonstrates this misalignment more clearly than any other: the decision to amend the SASE for higher apprenticeships – and specifically to increase the minimum qualification credits required at level four from 37 to 90.

Too often we have had to reshape our qualifications for no other purpose than to meet the latest fad of government and regulators”

AAT has successfully delivered apprenticeships from the outset, particularly at the higher levels that have been prioritised by the government. In 2011/12, there were more than 2,000 starts on the higher apprenticeship in accountancy, which, since its inception, had the highest take-up of any level four apprenticeship.

But this framework has 51 credits and so no longer meets the SASE requirement. We are being forced to change something that demonstrably meets the needs of employers to meet the arbitrary requirements of regulation.

So who did the National Apprenticeship Service bring in to carry out the review? Not employers, but the Universities Vocational Awards Council: the same universities that are facing falling demand.

This crude attempt to align vocational and academic pathways is completely inappropriate. We are not comparing like with like.

Apprentices are not university students. They learn by doing at work. SASE measures only formal qualification-related credits. The skills and experience that apprentices attain through working — invaluable to them and to employers — receive no credit value at all.

When the consultation was opened on this change, AAT asked a broad sample of firms who had employed accountancy apprentices if they knew how many credits it was allocated — not one of them did, nor did they see it as relevant. This mismatch of cultures has again downgraded the voice of the employer.  A greater irony is that, irrespective of notional credits, the AAT level four is already recognised by many universities and allows direct access to the second year of relevant degrees.

Skills policy is a hot topic, with all parties talking about putting employers in the driver’s seat.

My plea is to have the courage of your convictions, let employers drive but get rid of the road blocks put in their way by a skills bureaucracy that only pays lip service to employers’ expertise and needs.

Jane Scott Paul, chief executive of Association of Accounting Technicians 

Adult college ‘changes lives’

Working Men’s College, a specialist designated institution in North London, is celebrating an ‘outstanding’ Ofsted grade. Rebecca Cooney reports 

When Ofsted published its report late last month, Working Men’s College principal Satnam Gill (pictured right) described the result as a “real tribute to the amazing work” by teachers and students.

He said: “On leaving, the lead inspector said ‘This is what adult education should be’.”

In the  report, published on April 30, the Camden adult education college gained level one in every area for overall effectiveness, level one for its provision in the visual arts and subject areas for English for speakers of other languages (ESOL), and a level two in the language, literature and culture subjects.

The report praised Mr Gill’s “excellent leadership and clear strategic direction” and highlighted the college’s success rates, which were “significantly above national averages for nearly all subjects”.

According to Ofsted, most of the college’s students study part time, with just 62 out of 4,204 studying full time last year, and 3,009 studying at level one or below.

The college, the oldest adult education institution in Europe, draws its intake largely from the surrounding borough, an area that has high levels of deprivation.

The report noted the “very high” standard of learners’ work and the progress many of them made, despite “significant barriers” to learning.

It continued: “Learners develop many additional skills, gaining confidence and enhancing their lives and their employability.

“Many report that their lives have changed significantly as a result of their college experience.”

Level two childcare student Charity Uruakpa, who came to the college after struggling to become a lawyer, said: “My tutor made me realise there’s more to life than disappointment, and now I’m going to have a second career.

“I think this college is truly excellent — they know how to give people second chances here.”

Twenty-seven per cent of the residents of Camden are from ethnic minority communities, and the college’s ESOL provision was described as not only “outstanding” but also as “stimulating” and “fun”.

Inspectors praised teaching at the college, particularly the high expectations that the “well-qualified, empathetic and knowledgeable” tutors had of students, resulting in “learners who are highly motivated and undertake further independent study and research”. They also praised the care and support at the college.

Mr Gill added: “It is wonderful that during a period of considerable financial problems for adult education, Ofsted has recognised that WMC is a fantastic place to study, that we deliver outstanding results for our learners and the local community.”

From left: Rebecca Cooney, childcare learner Charity Uruakpa, 42, tutor Sarah Bowman, and learner Jamila Khan, 23, displaying their homemade musical shakers

FE Week reporter Rebecca Cooney went to ‘back to college’ to find out more about London’s outstanding adult education institution…

I’d be lying if I said I wasn’t a bit nervous about the classes on my whirlwind tour of some of the courses at Working Men’s College, including graphic design, ceramics, childcare and most daunting of all, life drawing.

I struggled to put my finger on what seemed unusual about the modern foyer of the red-brick Edwardian college building, where posters for public lectures held in the 19th century sat alongside television screens advertising today’s courses, until I realised most of the students coming in and out of classes weren’t teenagers — their ages seemed to range from around 18 to 80.

In my life drawing class, former TV producer, 68-year-old Paul Kafno, told me he’d attended the class for eight years.

“I did a life drawing class at university, and I wasn’t any good at it, so I thought ‘when I retire I’m going to learn to do it properly’,” he said.

From left: Reporter Rebecca Cooney learning basic ceramics techniques with tutor Joanna Voit and Creating an album cover in graphic design class with help from tutor Tony Jennings

Similarly, while I was being taught to make a basic (and wobbly) pinch pot by ceramics tutor Joanna Voit, one of my fellow students, a retired languages teacher who was sculpting an impressive peacock, told me she took up ceramics because she wanted to do something with her hands.

Childcare student Jamila Khan, 23, hoped that her course would help her to achieve her dream of working in a nursery.

“The course has helped me to understand how to work with difficult children and gave me work experience, which is important when you want to get a job,” she said.

“I wouldn’t want to go to any other college.”

It’s easy to see how Working Men’s College got its grade. I loved all of the classes I went to, and more importantly, the learners clearly did too.

Tutors were supportive, patient and helpful, whether teaching learners wanting to go on to higher education or into employment, or learners simply exploring different sides of their personalities. Or trying to teach me to make a pot in 25 minutes.

Rebecca Cooney concentrating on shading in life drawing class 

———————————————————————————————————————————————————————————–

What is a specialist designated institution?

Working Men’s College is a specialist adult education institution, as designated in the 1992 Further Education Act. In London these types of specialist designated institutions (SDI) include Morley College, the City Lit, the Mary Ward Centre and the Workers Educational Association. SDIs are classed by Ofsted as adult and community learning providers.

Let’s get behind Team UK

It’s only a couple of months away now . . . Jaine Bolton counts down to WorldSkills Leipzig 2013

This summer, 34 of the UK’s most talented young people will head to Germany to take on the best from across the world at WorldSkills Leipzig 2013.

WorldSkills is the largest international skills competition in the world. Every two years around 1,000 young people aged 18 to 25 come together to compete for medals in more than 40 different skills, from electrical installation to hairdressing, from mechanical engineering to stonemasonry, from welding to cooking.

At WorldSkills Leipzig, which will be held from July 2 -7, we are confident that Team UK, competing in 30 skills, will build on the success of the last WorldSkills competition, held in London in 2011.  At that contest, Team UK won five gold, two silver and six bronze medals, plus 12 medallions for excellence. We were placed fifth in international ranking — ahead of France, Germany and China — the UK’s best result in the contest’s  62-year history.

With a little under two months to go until Leipzig, Team UK members are in the final stages of their intensive training, working with the WorldSkills UK trainers and performance coaches to ensure that they are fully prepared for the competition.

As a key element of the training programme, the team at Loughborough University hosted a bespoke four-day ‘preparation camp’, much like the one the university devised for the London 2012 Olympics Team GB.

Team UK members joined in activities designed to help them better understand the role that mind and body play in performance”

Team UK members participated in activities that included orienteering, presentation, media skills and team building exercises, as well as classes in Yogalates, sports technology, psychology and nutrition; all designed to help them better understand the role that mind and body play in performance.

Olympic bronze high jump medallist Robbie Grabarz and his coach Fuzz Ahmed, Team GB water polo team member Alexander Parsonage and 2012 Paralympics GB swimmer Emma Hollis were all there to inspire squad members. Robbie, Alexander and Emma freely shared techniques and tips that helped to optimise their performance in the highly pressurised London Olympics.  We were delighted that they will continue to support and encourage the competitors as they make their final preparations and head off to Leipzig.

Each Team UK member’s story provides the inspiration for young people from across the country to be ambitious in their pursuit of skills to the highest level. Hard work and determination, with dedicated expert advice and support from the UK’s training experts and performance coaches, have played a significant part of the journey of every competitor. But they all acknowledge the ongoing support from their employers, as well as the colleges and training providers that first helped them to get involved in skills competitions.

The next two months will be incredibly busy and challenging for everyone in Team UK. We encourage everyone to join Robbie, Emma, Fuzz and Alexander to get behind the team and show their full support just like the nation did for our Olympic team last year.

Find out more about Team UK for WorldSkills Leipzig 2013 at www.worldskillsuk.org, follow their journey @WorldSkillsUK on Twitter and use the #WSTeamUK hashtag to show your support.

Jaine Bolton, director of the National Apprenticeship Service and UK official delegate to WorldSkills International

A chance for a hands-on experience

November may seem a long way off, but plans for The Skills Show are already well underway, says Ross Maloney 

More than 70,000 people visited The Skills Show last year — and most of them were impressed with its format.

Of the young people questioned as they left the show at Birmingham’s NEC, 72 per cent said the event had changed their impression of vocational education for the better; the same number said the show made them more interested in pursuing vocational education.

Most importantly, as a direct result of their visit, there was a 17 per cent increase in the likelihood of them pursuing vocational education.

This year, we plan to make the visitor experience even more meaningful by focusing on careers education, linking it to the curriculum and creating an offer specifically for parents and teachers who have such an influential role in a young person’s career choices.

We are developing ways to help young people to explore the world of vocational education, training and careers before, during and after the show.

We want visitors to have a more bespoke and tailored experience that meets their individual needs and wants.

Giving visitors the chance to get hands-on experience made the biggest impact last year, with the Have-a-Go activities scoring highest for visitor interaction and enjoyment.

This year we are encouraging colleges and training organisations to apply to deliver a Have-a-Go activity as part of their involvement, so providing the link between their performances or exhibition stands and the world of work.

Young people can learn so much from watching their peers in action. It can be inspirational in terms of career choices”

Seeing competitors in action in skills competitions was another popular area, and we are delighted to again be hosting the finals of the WorldSkills UK skills competitions.

Young people can learn so much from watching their peers in action, and it can be inspirational in terms of career choices.

A key component in the success of the 2012 event was the Show Team, a group of enthusiastic volunteers from colleges and businesses across the country. We’ve just started recruiting for this year and are offering ten student volunteers, already studying health and safety as part of an existing course, the chance to work alongside our event health and safety team to learn while they work.

Good quality health and safety experience is hard to find, which makes this opportunity a real boost for those selected, not least because they will be involved in the many different elements that make up the show.

This programme will provide the students involved with new, valuable practical skills that they can transfer into the workplace.

Recruitment is also underway for our volunteer team leaders, and the main volunteer recruitment drive will start shortly for more than 750 people needed to ensure that the event runs seamlessly.

The volunteers are, in many cases, the ‘face’ of the show and provide the vital link between the visitors and the show’s organisers.

Anyone interested should keep an eye on our website, www.theskillsshow.com, or follow us on Twitter, @skillsshow, to keep up to date with the latest news.

We look forward to welcoming everyone to the NEC Birmingham from November 14 to 16 for another exciting, incredible show.

Ross Maloney, chief executive of the Skills Show

Robin Landman, CEO, Network for Black Professionals

Robin Landman’s experience of social injustice is rooted much deeper than the workplace.

Being forced to flee apartheid-era South Africa as a boy for the London suburb of Eltham — where schoolboy Stephen Lawrence was murdered in a racist attack in 1993 — helped the 61-year-old understand the need for a Network for Black Professionals (NBP).

“When we started in 1996 it was a bit of a no-brainer — there were 500-plus college principals and only two were black,” says Landman, who wrote a bid for funding to form the Black Leadership Initiative in 2002, which later became part of the NBP.

“Now we’ve seen that number grow to 15 — that doesn’t mean they wouldn’t have become principals without us, but it’s quite likely many of them wouldn’t have had the confidence to go forward.”

Before he became the network’s director, Landman rose through FE to the deputy principal’s post at Hackney Community College. In 2010 he was awarded an OBE for services in FE to black and minority ethnic (BME) communities.

But it hasn’t been an easy ride.

“My parents were both teachers and were anti-apartheid,” says Landman, who lives  in Tunbridge Wells with partner April Carroll.

“It was very scary. The police would raid the house, our phone was tapped and we were constantly monitored. I remember once when the police found a piece of work that my mother, who taught Latin, had marked. They saw red markings and thought they’d found a code . . .”

He says the family fled to the UK after his father’s freedom was threatened. It was a tough move for both his parents, who had to restart their professional careers.

“My mother started working as a primary teacher and a colleague in the staffroom said ‘the degrees you people have aren’t up to much’. And that was from someone who didn’t have one,” he says.

Landman, an international relations graduate, experienced similar problems and left teachers’ training college after rugby players goaded him with racist songs.

He says: “I thought ‘I’m not putting up with that’. I was very upset but in those days — the 1970s — casual racism was common.”

He moved on to finish his degree but then experienced difficulties getting a permanent job.

“My girlfriend at the time was white and sailed into a job but I found it very difficult,” he says.

Eventually he started as a history teacher at Crown Wood Comprehensive in Greenwich, but lost out on an after-school mentoring role because his morals were “questionable” as he “lived in sin” with his girlfriend.

“I pointed out that the man who got the job was also living in sin — it was an excuse,” explains Landman.

After working in a pupil referral unit and a stint teaching in Jamaica, he decided to try back home for a job in FE. In 1986 he got a job at Brixton College, which had many black staff.

“It was the tail-end of the Inner London Education Authority, which had a pro-active approach to race equality,” he says.

“You would walk into an interview and have 20 people in the room. Race equality people, gender equality, disability equality people, everyone was represented — I did a good interview and was offered the job.”

The Arsenal fan was quickly promoted to senior lecturer and, by the time of incorporation, was working as head of faculty at Southwark College.

He says: “In 1993 it was a great time to be a senior manager because you could actually start doing things.”

He and a colleague used the opportunity to generate income by delivering bespoke training to quangos, using surplus cash to buy IT equipment and build a crèche.

But it was also a time when black presence in FE suffered.

My concern is that we’re losing a generation because we’re not giving them positive role models and alternatives. Why does such a high proportion of black men end up in prison? And why do many universities not recruit black students like they should?”

A role with the Association for Colleges [precursor to the Association of Colleges] gave him the chance to look into black presence in FE.

“I wrote an article saying incorporation had a bad impact on black representation in colleges. Positive county council policies attempted to increase black presence — when those colleges became independent, people lost their jobs,” he remembers.

“Incorporation was good in many ways but lots of good staff weren’t making it.”

In 1996, the sole black principal in the country invited him to Liverpool and the pair set about forming a network and self-help group, eventually evolving into the NBP.

“In 1993 Stephen Lawrence had been murdered so there were various campaigns going,” he says.

“In 1998 the Macpherson Report questioned institutional racism and said that colleges had a special responsibility to ensure students had a more positive picture about diversity. We established a commission that carried out a two-year investigation into black people in FE.”

A key recommendation was for “adequate” funding to address the under-representation of BME staff, he says and the Black Leadership Initiative was born, with funding of £600,000 a year.

Landman, who had by now spent time in South Africa helping to restructure FE, in 2005 switched from part-time duties to full-time at the network.

As he prepares to step down this summer, Mr Landman reflects on the lessons he’s learned.

“I’ve no doubt that many of the things that happened to me could have been avoided if I’d been less vocal and more politically astute,” he says.

“It’s an important balance of being able to identify when it’s the organisation at fault and when it’s you — you have to lobby effectively, not just criticise the sector’s failings, and have solutions that work, with resilience to stick with it.

“It’s been a slow process for the network but we would contend that we’ve made a difference.

“Last year we were awarded the Queen’s Diamond Jubilee Award for Volunteering for our mentoring programme, a major confirmation that we are seen outside of the sector as effective. For such a small organisation [there are 10 staff] to attract that much recognition says that we’re good at what we do.

“The start of this process was the murder of a young black man by a white racist in the area where I grew up and experienced similar incidents,” he says, remembering the recent anniversary of Stephen Lawrence’s death.

“The question we should be asking is what’s changed?  The casual racism that characterised the UK in the 1960s and 1970s is not acceptable any more and it’s very rare for the police to operate in the overtly racist way they did. But what’s not changed is also a big question.

“Now the issue of black-on-black violence has risen. My concern is that we’re losing a generation because we’re not giving them positive role models and alternatives. Why does such a high proportion of black men end up in prison? And why do many universities not recruit black students like they should? And why are black apprentices so under represented at just 9 per cent?

“More students should be able to see people that look like them walking through the corridors of power of further education colleges.”

And while representation has risen it still “falls short”, he says, considering 22 per cent of student intake in FE is BME.

“I think the day when the network withers and dies is still a long way off. We now have to focus on how we do our work with government funding getting tighter,” explains Landman.

It’s a personal thing

What’s your favourite book? 

Emile Zola’s Germinal — it made a big impression

What did you want to be when you were younger?

A journalist

What do you do to switch off from work?

Travel, eat out and watch Arsenal

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

Close friends and family

What would your super power be? 

Mindreading

Principal questions local merger

Two Midland colleges planning to merge have been accused of “ignoring” guidance from Skills Minister Matthew Hancock.

Stourbridge and Birmingham Metropolitan Colleges are set to become one institution with the 12,500-student Stourbridge’s property, rights and liabilities transferring to Birmingham Met, which had 26,000-plus learners two years ago.

The proposals had triggered a letter from Mr Hancock to David Beasley, clerk at Stourbridge, which is in the borough of Dudley.

But a spokesperson for the Department for Business, Innovation and Skills (BIS) said there had been a constructive response and that the merger now had the minister’s blessing.

“The corporation has gone through the proper process and undertaken a college structure and prospects appraisal as set out in New Challenges, New Chances,” said the spokesperson.

However, Dudley College principal Lowell Williams (pictured), who has previously questioned the need for the merger, criticised the move.

He said many in the sector would be “surprised” the corporation of Stourbridge College had issued a dissolution order on the strength of the process it followed.

“The consultation response document does now provide some further information on the plans for Stourbridge post-dissolution — information that really would have been more helpful in the initial consultation document,” he said.

“But the process through which this decision has been reached still seems weak.”

He added: “The minister called for a ‘meaningful’, ‘open’ and ‘competitive’ process especially ‘should one of the options involve dissolution of the college’. This advice appears to have been ignored.

“The consultation response document does make reference to a ‘range of discussions with potential partners’ but the nature and status of these discussions are unclear. Some appear to be little more than informal exchanges rather than more formal approaches authorised by the corporation, which would be anticipated in the circumstances.

“Certainly the ‘open and competitive process’ the Secretary of State envisaged is missing. Sadly, the decision to go ahead with the dissolution of Stourbridge College, in this manner, may reflect badly on the sector as a whole.

“I’m guessing the Secretary of State has already directed civil servants to rewrite the rules on merger and dissolution, putting into place statutory requirements to curb some of our sector’s hard-won freedoms.

“Not surprisingly so, as many, like myself, would question whether this dissolution is an appropriate exercise of the freedoms recently bestowed on colleges.”

A spokesperson for the two colleges reissued a statement from last week and declined to comment further.

The statement read: “Both corporations have worked closely with BIS outlining the rationale for the merger and the many benefits it will bring to local learners, employers and the wider community.

“All the requirements have been met and we are now looking forward to delivering education and training to serve the needs of our communities.”

A BIS spokesperson said: “There are no plans to remove the freedoms granted in the Education Act 2011. The minister has made clear to all colleges that he expects them to follow the proper process.”

NAS investigates apprentices’ hours

The National Apprenticeship Service is investigating claims that apprentices are regularly working “over and above their contracted hours”.

UnionLearn, the learning and skills organisation of the Trades Union Congress, has reported that apprentices are breaking their contracts by doing their contracted hours in the workplace — and then studying on top without pay.

A UnionLearn spokesperson said the practice was happening largely with 30-hour contract apprenticeships. Learners would spend four days in the workplace — using up all their contracted hours — and then a fifth studying for their apprenticeship.

“We’ve got concerns that training providers and employers are failing to deal with this problem. The question is whether there’s intent or not to exploit young people,” said the spokesperson.

Tom Wilson (pictured), director of UnionLearn, said: “It is essential that apprentices are protected and valued.

“Apprenticeships are a vital way to ensure that people are learning the skills needed for the UK economy and that they are receiving quality training that will lead to them being highly employable.

“Pay is an essential component of valuing our apprentices. If they are not receiving at least the minimum they are owed, the whole concept of apprenticeships is devalued.

“Given the importance the government has placed on increasing apprenticeships, we know that protecting their ‘brand’ is essential.”

A spokesperson for the service said it would “assess” evidence to see if there was a problem.

“We have been made aware by UnionLearn that . . . some apprentices are working over and above their contracted hours without additional recompense,” she said.

“We are committed to the delivery of high quality apprenticeships and require all apprenticeships to be delivered in line with the requirements set out in the Apprenticeship framework and the Statement on Apprenticeship Quality.

“We are talking to UnionLearn, and once the details and evidence of these claims has been assessed, we will work with colleagues across the Skills Funding Agency and the Department for Business, Innovation and Skills to take appropriate action.”

New website misses national providers

A newly-launched apprenticeship website aimed at employers could be leaving out national providers, it has been claimed.

A mandatory postcode section, combined with a mandatory distance field, means that providers without a base in the search area won’t show up in the results.

The Association of Employment and Learning Provider’s director of employment and skills, Paul Warner, said the promotion of providers was a concern.

“It is only fair that this issue should be rectified quickly,” he said.

The search facility, part of the National Apprenticeship Service (NAS) website, returns providers and lists their Overall Apprenticeship Success Rates.

It also returns their success rates in individual apprenticeship frameworks, such as construction building — woodmachining, and compares the rates with the national average.

It was designed in response to a review of apprenticeships for small and medium-sized enterprises.

Among the recommendations of the review, carried out by jeweller Jason Holt and published last May, was for the NAS to do more to put businesses in touch with suitable providers.

A new code of conduct for dealing with queries about providers subsequently came out. The Service Standard set out how NAS handles calls from employers.

It was launched along with a nationwide radio advertising campaign promoting apprenticeships and news that the government was extending the £1,500 Apprenticeship Grant for Employers of 16 to 24-year-olds (AGE 16-24) to March next year.

But it sparked concerns in January that subjective official advice could be dished out because just the single “most appropriate college or training provider” would be put forward.

Paul Eeles, chief executive at EMFEC (formerly East Midlands Further Education Council) said: “It is important the criteria used are only based on evidence of college and provider performance, rather than subjective views and third-hand understanding of provision.

“It may be beneficial for NAS to publish these criteria.”

However, a NAS spokesperson later said that “if more than one provider meets their [employer] criteria we will mention this, but most often employers ask us for one name”.

“If more than one provider meets their criteria we will mention this, but most often employers ask us for one name,” he said.

“To get to the fewest providers we will ask the employer to tell us what is most important to them, which might be for example where the provider’s physical premises are or what its success rates are.

“No information will be withheld from the employer — we’re facilitating the employer to make an informed choice.”

Mr Warner said the new website represented progress.

“Progress has been made since the NAS originally floated its proposals in the sense that the employer can now be presented with more than one choice of provider and FE Choices is being used to help inform the choice,” he said.

“However, it does appear that AELP’s concern that all local centres of a national training provider should be covered by the service has not been resolved yet and it is only fair that this issue should be rectified quickly.”

Nobody from NAS was available for comment.

[download#108]