LEPs get go-ahead to grant charter status

The government has given Local Enterprise Partnerships (LEPs) “sign-off” on granting colleges and training providers chartered status.

Skills Minister Matthew Hancock told FE Week that LEP approval was needed for providers to be given the stamp of quality. His decision has been criticised by the Association of Employment and Learning Providers (AELP), which said it hoped the government would not make a “final” decision until the results of a consultation were published next month.

 LEPs are crucial to ensuring that the right skills are drawn-down in an area.”

The Department for Business, Innovation and Skills (BIS) has been consulting since late November on plans for chartered status.

In its consultation document, the government said status would help institutions to build their reputation, gain recognition for what they had achieved within their communities, raise the status of FE, and help the UK Border Agency to recognise legitimate providers.

BIS said it would expect the sector to have set up a body to award chartered status within two to three years and that the stamp of quality would last four or five years.

Mr Hancock, who described chartered status as a demonstration of quality, told FE Week: “The chartered status would require the sign-off of the LEP, so that the college or provider is working in a way which is consistent with the local skills strategy.”

He added: “LEPs are crucial to ensuring that the right skills are drawn-down in an area.”

AELP chief executive Graham Hoyle is concerned that LEPs have been given the power of approval. “While I can perfectly understand where the minister is coming from on this, I would hope that this wouldn’t be an immediate requirement,” he said.

“Some LEPs are very small in terms of resources, and while they might know about the colleges on their patch, it is extremely unlikely that they will know all about the many work-based learning providers spread across what can be a very wide geographical area.

“I hope that the government will hold back on making final decisions until it has seen the consultation’s findings.”

Joy Mercer, director of policy at the Association of Colleges (AoC), said it would respond to the consultation.

“It is imperative that chartered status does not replicate the mistakes of other initiatives such as the Training Quality Standard that promised a return for colleges on their investment in a quality approach to employers, but yielded little,” she said.

“LEPs are very different from area to area in their focus, representation, maturity and geographical coverage. If LEPs are to be involved in chartered status we would want to see a much more consistent approach that reflects the current best practice of college involvement in some areas. Colleges are very keen to work in partnership to design locally responsive programmes with LEPs as they are a crucial element.

“Any work with LEPs will, of course, be done on a collaborative basis.”

The consultation came after Lord Lingfield’s suggestion in October that a chartered body would raise professionalism in the sector.

LSIS funding to cease as chair plans legacy strategy

The government has confirmed the Learning and Skills Improvement Service (LSIS) will stop receiving funding from August 2013.

The news led LSIS to announce it had “no alternative but to begin a managed exit from its delivery of improvement services for the further education and skills sector”.

Dame Ruth Silver, former principal of Lewisham College and chair of LSIS since it was formed through the transfer of assets from both the Centre for Excellence in Leadership (CEL) and the Quality Improvement Agency (QIA) in 2008, spoke to FE Week after today’s announcement.

One thing that will preoccupy me over the next month will be a legacy strategy.”

“LSIS is an Aladdin’s cave of riches,” said Dame Silver.

“LSIS will disappear as an organisation but its purpose will remain and the functions are on the shelf to be handed over, so one thing that will preoccupy me over the next month will be a legacy strategy.”

LSIS will cease delivering courses, training conferences and other support, including the provision of grants direct to providers, on a phased basis between March and August 2013.

The reins of LSIS will most likely be taken up by the FE Guild, which has begun plans to consult on the creation of a single body to set professional standards and codes of behaviour, as well as develop qualifications.

Details of when programmes and services will end are being discussed with BIS and partners. Decisions on specific end dates will be released in the New Year.

Chief Executive of LSIS, Rob Wye, told FE Week: “It is our aim to provide the planned high quality support and services we have already committed to at least until the end of this financial year, and in some cases through to the end of the academic year. It is vital that those who are committed to improvement activities over this period are not impeded in achieving their goals.

“For a significant proportion of the improvement services that LSIS has delivered so successfully for the sector over the last four years, it is expected that these will end completely by August 2013. We will also be exploring alternative destinations for our programmes and activities, so that the sector may continue to have expertly trained leaders and governors, continued support for teaching and learning, and assistance with its own improvement.”

Dame Silver added: “LSIS has accelerated the drive for excellence. Providers who have benefited from our support have demonstrated that improvement is possible. We know that those colleges and providers supported by LSIS improved by at least one grade in their next inspection.

“Consequently, the sector has leaders who are better equipped to face the challenges ahead and governors are clearer about the role they must now play. Practitioners tell us that having been supported by us they now are able to provide a more tailored and effective approach to teaching which better meets learners needs.”

More comment and analysis will be in the next edition of FE Week

 

One in four adults ‘struggles’ with maths

One in four adults has the maths skills of a nine-year-old or worse and struggles with the most basic everyday sums, new research suggests.

The government last week released a 425-page report based on a Skills for Life survey that tested the maths and literacy abilities of 16 to 65-year-olds across England.

It shows that a quarter of the population — about a million more than a decade ago — can do maths to the same level as primary pupils aged between 7 and 9.

Between 2003 and 2011 there was a large improvement in adults at level 2 literacy and above, but 24 per cent (8.1 million people) lack basic numeracy, and 15 per cent (5.1 million people) lack basic literacy.

It’s vital that we ensure all adults are given the opportunity to learn the English and maths skills they need for everyday life.”

David Hughes, chief executive of the National Institute of Adult Continuing Education (NIACE), said he believed the government’s funding system could be partly responsible.

“This is complex but put very simply I am sure that the funding system has pushed people towards supporting learners who can make the jump to level 1 and level 2 — and who they are confident will achieve the qualification — rather than focus on those with lower-level needs who are less likely to progress to a full qualification quickly.”

The government’s recent Skills Funding Statement said pilots on how FE providers could be funded on the basis of skills gained by learners are now in place. Evaluation will be published next June.

Carol Taylor, director for development and research at NIACE, said: “There has been a huge effort from teachers, managers, volunteers and learners over the past 10 years leading to a significant improvement in the literacy skills of the country, albeit for those at a higher level.

“NIACE’s inquiries, and the government’s review of Skills for Life, have shown that those with the poorest skills have been the least well served. One in six of the adult population has some difficulty with aspects of reading and writing, and one in four struggles with maths. This means that they are seriously disadvantaged – in work, in health and in their role as parents.

“It’s vital that we ensure all adults are given the opportunity to learn the English and maths skills they need for everyday life.”

The Department for Business, Innovation and Skills said this research supported the government’s drive to boost basic skills across the country, with Skills Minister Matthew Hancock last month announcing a doubling of funding for English and functional skills qualifications in English and maths.

Mr Hancock said: “Good English and maths are vital for getting a job and playing a full part in society.

“I would urge anyone who is struggling to take advantage of the provision that is on offer that now includes maths and English GCSEs for adults who missed out the first time round.”

Exclusive: Colleges given green light to recruit full-time 14 and 15 year olds

FE Week can exclusively reveal that the Minister for Skills (above) has written to two members of the 14-16 College Implementation Group, confirming that “from next September we will now make full time 14-16 enrolment available as a new avenue” for FE and sixth form colleges.

Matthew Hancock made this landmark decision in his letter dated 6 December, which was addressed to Mike Hopkins, principal of Middlesbrough College, and Tony Medhurst, principal of Harrow College, and seen by FE Week.

Mr Hancock writes: “As you know, I am keen to ensure the best possible provision for young people that meets their needs. In some cases that means enrolling them in FE colleges full-time from the age of 14, as set out by Alison Wolf.

At present 283 colleges meet these criteria and will, therefore, be able to establish 14-16 provision and start enrolling full-time 14-16 year olds from next September”

With reference to the work of the 14-16 College Implementation Group the Minister continues: “I am delighted with your overall findings and that existing powers under section 18 of the Further and Higher Education Act 1992, and the application of the post-16 funding methodology will make it practically possible for FE colleges to enrol 14 and 15 year olds directly”

The Minister’s letter also includes three quality criteria (see below) “which FE and sixth form colleges will need to meet to receive funding for enrolling full time 14-16 year olds.”

“At present 283 colleges meet these criteria and will, therefore, be able to establish 14-16 provision and start enrolling full-time 14-16 year olds from next September, should they wish to do so, provided that they have assessed that they are able to meet all the legal requirements, and address any other issues, in so enrolling 14-16 year olds,” he writes.

Quality and funding arrangements for FE colleges enrolling full time 14 and 15 year olds from September 2013

  1. Colleges must be rated by Ofsted as ‘Outstanding’, ‘Good’ or ‘Satisfactory’with improving results as measured by performance data.
  2. There must be a dedicated 14-16 area within the College estate
  3. There must be separate 14-16 leadership

Inspection: And colleges will be subject to Ofsted inspection (schools’ framwork) within 2 years of the 14-16 centre opening.

FE Week understands that further details are being worked through by government officials, the Education Funding Agency and Ofsted, and are likely to be published next week.

Update:

10-12-12: The Department for Education have supplied FE Week with a copy of the Readiness to Open Self-Assessment : Click here to download

11-12-12: In response to a request for the names of the 283 colleges referred to in the letter, a spokesperson for the Department for Education said: “We won’t be releasing the names of colleges. The EFA will determine whether the funding conditions have been met based on the information that is current at that time and that will change as new inspection, performance and financial compliance data emerges.”

What journalists really want

What do journalists look for? How do we make further education stories hit the headlines?

These were two questions that colleges, government agencies and PR professionals from across country wanted answers to when they descended on King’s College, London, late last month.

What Journalists Want, organised by The Last Word,  is a one-day conference that provides press, communications and marketing professionals in the sector with an overview of the kind of stories journalists are interested in – and how to approach them.

Sessions were led by Lucy Sherriff, education correspondent for the Huffington Post,  Jeevan Vasagar, former education editor at The Guardian, and BBC producer Kirsty Pope.

FE Week editor Nick Linford talked about building relationships with specialist journalists. He provided delegates with an insight into the schedules of FE Week and shared examples of the types of stories that his publication would and would not publish.

“At FE Week we are looking for stories that our readers are going to want to read. That is not unique; it’s the same at any newspaper. I would argue that this is one of the first things to remember when thinking of sending a story anywhere. Who is their intended audience?”

If you have a story, pick up the phone”

“There are four areas to the newspaper that you can contribute towards: news, profiles, expert articles and campus roundup.

“Campus roundup is an opportunity for organisations to showcase good news from the sector. This can be anything from a royal visit, a student receiving an award or commendation for their work, or the opening of a new building.

“What is essential with any campus roundup though is that we receive a relevant high resolution photograph. If the Queen pays you a visit, we want a front-facing picture to accompany the story. Not a picture of Her Majesty’s back.”

Linford’s final message to delegates was simple — “if you have a story, pick up the phone.”

“Too often journalists find out about a story too late, at a time when it is no longer newsworthy to publish. Of course not every story is time sensitive. But to send through a press release regarding an award that was received over a month ago and expect to get the interest from the journalist is not realistic.

“As soon as you have or think you have a story, get in touch.”

The Last Word was established over seven years ago by journalists Janet Murray and Louise Tickle  and specialises in training events and masterclasses for communications professionals in the education and not-for-profit sectors.

Download our guide to the perfect Campus Roundup article here: Campus-roundup-guide-A4.pdf (1mb)

Learner voices at heart of 157 Group report

Politicians, principals and experts gathered in Westminster to hear how a Gloucestershire college helped to transform the life of a student with autism.

Charlie Avent, 24, told the audience how no one seemed to understand his autism at school, but when he joined Ruskin Mill College a teacher introduced him to her horse, sparking a love of horsemanship that has helped him to manage his behaviour.

“I don’t have learning difficulties, I had teaching difficulties,” said Charlie.

Skills Minister Matthew Hancock, who joined shadow minister Gordon Marsden for the 157 Group reception, tweeted that Charlie’s speech had been “brilliant”.

From left: Liz Shannon UCU,  Charlie Avent, Lynne Sedgmore 157 Group, Helen Casey Institute of Education

The 157 Group launched its Finding My Voice report at the event — a collection of stories on how colleges have supported students with learning difficulties and disabilities.

Matthew Hancock, further education minister and Gordon Marsden, shadow further education minister

Alison Boulton, chief executive of Natspec, an association for independent specialist colleges for students with disabilities, and Lynne Sedgmore, executive director of the 157 Group, write in the forward that the voices of learners are key to understanding how colleges can offer the best support.

“The traditional wisdom says that policymakers make policy and practitioners implement it. We believe that it does not have to be that way and seek, through publications like this, to allow the real experiences of learners to influence those who make policy decisions,” they said.

The group, which represents the top colleges in the country, also launched a review of its impact over the past year.

“We are delighted that nearly 200 people joined us to celebrate the achievements of the 157 Group,” said Ms Sedgmore.

“It was especially good to hear from one of the learners featured in Finding My Voice, Charlie Avent, who spoke passionately about his work with horses and the way his college experience had helped him to be successful.

“We are building a reputation for sound and innovative thought leadership, and we continue to contribute to the raising of the reputation of FE as a whole.”

You can read Charlie’s story here.

From left: Sally Ross, Jade Cassidy, Ruth Gilbert, Janet Murray, Beatrix Groves and Sue Crowley

 

Maggie Galliers, President of the AoC and Melanie Hunt, Principal of Sussex Downs College

 

Christine Doubleday, 157 Group, and Andy Gannon, 157 Group
Baroness Margaret Wall of High Barnet and Peter Roberts, Principal Leeds City College and newly elected chairperson of 157 Group

The UK’s first WorldSkills competitor shares his story

Who would have thought a careers event attracting thousands of young people to Birmingham would have roots leading to a Spanish dictator’s palace?

As organisers of this year’s Skills Show UK revealed 70,000 people attended the three-day event, the UK’s first WorldSkills competitor told FE Week of the show’s beginnings.

Doug Hill, now aged 77, was just a teenager when he went to Madrid and met dictator General Franco after winning silver in a woodworking competition. The experience led his father, Frederick, to push British people to compete in WorldSkills shows in Europe before the UK held its own event.

“Of course I didn’t know anything about politics — I was just a carpenter who wanted to prove to my father I was a good cabinet maker,” said Mr Hill.

It was 1953 and a young Mr Hill was working as an apprentice sharpening saws at his father’s factory workshop in Canterbury.

“One day I saw a leaflet in the library for a competition and I told my father I was a skilled worksman. He thought it was a good idea and took me across to the continent.

“It was frightening going to Madrid.  I kept expecting to meet other British competitors but I was the only one.  I couldn’t understand what anyone was saying but I could follow the instructions and drawings. “

The teenager won a silver medal that was presented at Franco’s palace.

“The palace was beautiful and I shook Franco’s hand but, at the time,  I didn’t realise he was a dictator.

“One minute I was planing a piece of wood in Canterbury and the next I was in this huge competition and then a palace — it was awe-inspiring,” he said.

Mr Hill’s father, who was heavily involved with the Scouts movement, thought the competition was a great idea and talked to as many officials as he could in Spain. When he came home he contacted big businesses such as Rolls–Royce and City & Guilds, but many didn’t want to know because of the awkward political situation with Spain.

“My father realised it wasn’t about politics but about the boys and the chance to prove themselves through competition. He got together a team and took them to Europe with his own money to compete.”

He said City & Guilds finally got on board and put on a UK Skills Show in the 1960s.

“I’m very proud of what he created and it’s been fantastic to see all the young people here at this year’s UK skills show. Apprenticeships are very important,” said Mr Hill, who went on to have a successful noticeboard company.

This year’s Skills Show, held at Birmingham’s NEC last month, provided information and inspiration on vocational training to 70,738 attendees, organisers said.

More than 60 “Have a Go” areas allowed visitors to try out a new skill while more than 50 talks were held on different vocational skills.

Mr Hill said he still gave talks to the Chamber of Commerce on the importance of apprenticeships.

Campaign helps learners ‘discover reading’

A Northampton college has been given a trophy for helping improve adult literacy.

Learning adviser Joanna Aynsworth at Moulton College was presented with the bronze award by bestselling novelist Adele Parks at the Six Book Challenge in recognition of her work helping 64 adults get back into reading.

“I’ve met hundreds of emergent adult readers in libraries, workplaces and in learning centres during my time as Ambassador for the Six Book Challenge and I’ve found the experience extremely humbling,” said Adele Parks.

“It’s been a pleasure watching people discover reading for the first time and I’ve encountered a lot of under-confident and disadvantaged people who, by improving their reading skills, have drastically improved their opportunities in life.”

Skills Minister Matthew Hancock spoke at the event celebrating the fifth year of the scheme, which lets unconfident readers pick six books of their choice and record what they think in a diary.

“I welcome The Reading Agency’s campaign which is not only helping people to learn to read, but also giving them a desire to read. By improving the literacy and numeracy skills of the nation, we can transform people’s prospects, create a more highly skilled workforce and boost economic growth,”  he said.

Mobile phone app wins trip to New York

East Midlands students have beaten off stiff competition from more than 160 college teams from across the country to win a trip to New York after impressing judges in a Dragon’s Den-style business competition.

The team of three New College Nottingham students pitched their idea for a mobile phone app that safeguards children to a panel of business experts at the Institute of Directors’ head office in London.

Construction students Darryl Whitworth, Austin Watson and Matt Newton, came up with a special transmitter that can be attached to a child in the form of a watch, hair bobble or shoe laces, and alerts the user if the child leaves a predetermined distance from the mobile phone.

“It’s still sinking in that we have actually won. There were so many fantastic business ideas that I never dreamt we would get this far,” said Darryl.

“I’ve enjoyed the whole experience. Working together with my two team mates to come up with our concept has been great and I’m looking forward to progressing our idea further.”

The winning team will travel to New York next year to present their idea to an American judging panel and will be in with the chance to win $100,000 as capital for their business.

The MarketMaker Experience competition was sponsored by the Gazelle Group.