Doncaster College student is leagues ahead

A life skills student at Doncaster College has returned from the European Down Syndrome Open Swimming Championships with a stack of medals.

Ben Sweeney is quite used to winning competitions around the world and has more than 800 hundred medals in his bedroom, so he has a dilemma of where to put his tally of eight Golds and one Silver from two days of competition at the Quays in Southampton.

Ben, who recently turned 19, clocked up two world records at the event.

He became the fastest in the world in the 100 metres breaststroke and the 50 metres backstroke.

Ben has been swimming since he was three-years-old and although he prefers the backstroke, he will turn his arm to the breaststroke, butterfly and freestyle events.

Ben is in his last year at college and wants to work with children as a coach but he wants to carry on swimming as well.

He said: “I just want to get better and better and make my family proud.”

Warwickshire College floristry tutors create blooming marvellous display for festival

A beautiful floral display has been created at Coventry Cathedral by tutors and students from Warwickshire College.

As part of the cathedral’s Flower Festival, floristry tutor Jane Benefield and ten students from the college’s Moreton Morrell centre decorated four of the altar candlesticks – which are nine feet tall – with their display designed around the four seasons.

Many of the elements of the design, such as lichens and pine cones, have been gathered from the college grounds.

Jane said: “We’ve been working on the designs since before Christmas so we’re looking forward to showing our display in such a beautiful building.

“This will be a really valuable experience for the students to be part of this major floristry event. The students have been involved in the design, planning and creation of the arrangements and we can’t wait to get started.”

Will City College Southampton pair cut the mustard?

A duo of skillful stylists are set to showcase their skills on the national stage.

Claire Heenan and Charlotte Moss, both students at City College Southampton, have made it through to the finals of the National Student Barber Competition 2012.

The pair, aged 18 and 30, will attend the national awards ceremony in London on May 14, where photographs of their work will be judged amongst the best in the country.

They will then find out if they have come out tops in the national competition.

Claire said: “I’m proud of getting through to the finals; it has been such a confidence boost. This opportunity is giving me exposure to competitions which is a great for my career.”

Charlotte added: “I’m amazed that I got through. It will be a great new experience. I entered a competition previously, but didn’t get through. Making the finals has rebuilt my confidence.”

Writtle College event gives food for thought

Writtle College are preparing to play host to an innovative event to help children gain knowledge about the journey of their food from field to fork and raise awareness of the countryside around them.

The Essex Schools Food and Farming Day will be staged on May 24, with 3,000 primary schoolchildren and 500 teachers and assistants from all over Essex attending.

The aim is to get children out of the classroom and give them a better understanding of the food chain and the role played by farmers in Essex, as well as raising awareness of countryside and environmental issues.

Guy Smith, Essex farmer and chairman of the event steering group, added: “It is particularly rewarding that we get such a brilliant response from the schools. As farmers we are very proud that non-farmers take such an interest in what we do and want to know more.”

The end for Britain’s ‘conveyor belt’ of skills

The Government’s announcement to lengthen the duration of apprenticeships will help to ensure better quality workers which is vital for the economy’s growth.

The recent announcement by the Skills Minister John Hayes that apprenticeship schemes are to be lengthened is welcome news for the British economy. It signals the end to what could be seen as a ‘conveyer belt’ approach to vocational training, where ‘any skills’ have taken precedent over the ‘right skills’.

For too long, some industries have been damaging the apprenticeship brand by pumping out apprenticeships, focused primarily on volume and speed rather that the end product. In the midst of quota madness, quality, skill and the type of training that the industry needs to thrive risked being compromised.

The construction industry is an ageing sector, with a significant number due to retire in the next ten years. The retirees will be highly skilled, highly experienced workers, and their replacements will have to be trained accordingly to fill their boots.

Couple this with major changes on the horizon which will warrant a raft of new skills in the areas around nuclear build, green energies and Building Information Modelling. Thanks to Government investment there is also a number of major infrastructure projects in the pipeline such as High Speed 2 and Crossrail. To meet the skills demands that are coming a highly skilled future workforce is simply a must.

In the construction sector, apprenticeships are one of the most important entry points into a career in the sector. For years, the industry has relied heavily on this cohort of new blood coming through ready to pick up the gauntlet. However, despite their importance, we have recently seen an increase in the number of providers who have tried to fast track candidates, badging short-term duration courses as apprenticeships.

Short-term courses in their own right are a great way to up-skill and continue on the professional development path, but the problem arises when some try to shoe horn courses into shorter time frames than can really do them justice.

This is potentially harmful to the apprentices that complete them, employers and the industry as a whole if they are not delivering the right skills for growth. Investment in apprenticeships is an investment in the future of the industry itself and it is self-defeating to support courses that are unfit for purpose, as it damages the industry’s ability to compete on a global scale in the long-term.

As a result, we need to ensure we are safeguarding the skills needs of the industry for when the market picks up. At CITB-ConstructionSkills, we are committed to continuing to raise standards for apprenticeships, and believe the training infrastructure should be largely shaped by employers to help produce high-quality results.

This is why we have rejected claims for qualifications for courses as short as 18 months, and for framework completions for level 2 apprentices achieved between 12 and 17 months. We don’t believe short apprenticeships will support the industry’s needs now or in the future.

What we will continue to support and provide, however, are robust and fit-for-purpose apprenticeships that really do deliver, and our level 2 and level 3 apprenticeships meet those standards. Most level 2 frameworks in construction are achieved between 18 and 30 months – with level 3 frameworks being awarded 12 months after the completion of a level 2 framework.

We will also make sure that flexible finance packages are available to help employers afford them. Last year alone, CITB-ConstructionSkills provided over £49m in apprenticeship grants to 10,000 employers, and helped more than 63,000 people to achieve vocational qualifications.

Apprenticeships are crucial to producing the construction workers of the future. The recent commitment from the Government will go some way toward ensuring the apprenticeship system works well for us all. We must always remember that it is the quality of our future workforce, not the quantity, that will drive growth.

For further information on CITB-ConstructionSkills Apprenticeships, visit
www.cskills.org/apprenticeships.

Mark Farrar,
Chief Executive of CITB-ConstructionSkills

Why Adult Learners’ Week matters now more than ever

The national awards ceremony for Adult Learners’ Week kicks off a week of similar events across the country this week, alongside thousands of opportunities for people to have a go at learning, often for the first time since they left full-time education.

There will be tears and laughter, applause and inspiration at the ceremonies and there will be thousands of people lured and inspired into more learning as a result of the week of events.

We know from our evaluation that people get involved in learning because of the chance to have a go or because they have seen publicity about one of the awards winners and have been inspired. At the same time, though, our annual participation in learning survey sets out how much more we need to do.

Since 1996 we have asked the same questions about participation in learning and can track changes over that period. This year’s figures suggest that fewer people are engaged in learning than two years ago, reflecting the public funding pressures as well as the reductions in employer investment in learning at work.

Participation in learning and the associated benefits are spread very unequally across our society ”

Overall around one in five adults have participated in learning in the last year and around two in five in the last three years.

The headline figures mask the most important issue though. Participation in learning and the associated benefits are spread very unequally across our society.

Whether you cut the numbers by age, socio-economic class, employment status or prior educational attainment you will find some big inequalities. This is why we must retain a strong widening participation agenda in policy, funding and practice to make sure that the inequalities are addressed.

Our Policy Conference this year as part of Adult Learners’ Week is about widening participation; we think it is one of the most important issues we should be discussing and acting on. There has been much progress in the recent past that we do not want to lose and there is so much more to do before we have a true learning society.

Inspiring people through our awards ceremonies and have a go events is not going to be enough; we need learning providers to do the outreach, engagement and delivery which meets the needs and motivations of different groups of people in different settings and we need policy and funding to recognise that reaching out does cost more and needs support.

That is why we are working with The Open University on this issue. They have done more than any other organisation to broaden Higher Education to hundreds of thousands of people who otherwise would not have attended university. The conference will hear from other organisations who are vital in achieving wider participation.

The WEA will be talking about how the opportunities on people’s doorsteps can revitalise communities. We will be hearing from Hammerson’s about the progress made for people learning in the workplace, particularly for those in low-paid jobs and for those that are perceived to be unskilled.

Finally, but perhaps most crucially for the future BT will be giving us a glimpse into what the future possibilities are for technology to open up access to millions of adults – as the internet, for instance, has done.

Adult Learners’ Week has always been about reaching out and engaging, inspiring and motivating; and for people’s careers, for their families, their health and the communities they live in, we need more of that during these tough times.

David Hughes,
Chief Excecutive, NIACE

Achieving excellence in teaching and learning

Recommendations in the latest report from the Commons education select committee offer an opportunity for a parallel, if not unified, approach to raising standards of teaching and learning throughout our schools and colleges. It is an opportunity that must not be wasted.

The select committee’s report, ‘Great teachers: attracting, training and retaining the best’, calls for a new ‘college of teaching’, along the lines of the royal colleges and chartered institutions in other professions. It also recommends a thorough review of teacher training to ensure all staff have high-quality continuing professional development (CPD).

The further education and skills sector already has such a body in the Institute for Learning (IfL), and our experiences very much echo the findings of the committee. Moreover, our surveys on the effectiveness of CPD in colleges and providers over the past three years show how much effective CPD can be delivered through collaborative professional learning activities, created and led by teachers themselves and backed by IfL (or a similar college of teaching).

As well as working, this kind of CPD can be efficient and cost-effective. Teachers do need protected time to share and learn together, and the research evidence shows that this is wise investment.

When the committee searched for training models for schools, it looked – as such committees usually do – beyond the field of education. But there are models of excellence closer to home in the FE and skills sector that should be explored with a view to greater cooperation, collaboration and sharing.

There are political and strategic imperatives too, given the importance of 14 to 16-year-olds and 16 to18-year-olds increasingly learning across schools and colleges, and in academies and studio schools sponsored and housed within FE colleges.

Since April 1 2012, college lecturers with the professional status of Qualified Teacher Learning and Skills (QTLS) are entitled to teach in schools, giving those institutions an additional source of vocational and wider pedagogic skills, and opening up greater scope for schools and colleges to share the teaching of programmes for young people.

This supports a significant political theme for the government since it accepted all the recommendations in the Wolf review. The quality and accessibility of vocational education and training for young people is a massive opportunity, which, surprisingly, this select committee report did not touch on.

IfL has contributed to the development, so that teachers in FE are valued in our sector and in schools, and to the CPD of teachers in FE. Last year, IfL supported over 18,000 teachers’ and trainers’ CPD.

With others in the sector, IfL successfully campaigned for teachers and trainers with QTLS to be recognised as qualified teachers in schools as well as further education, for individuals to have status and career flexibility, and to enable colleges to develop more strategic partnerships with joint teaching in schools.

The further education sector itself is currently subject to a detailed review of professionalism, chaired by Lord Lingfield. IfL questions the recommendation in its interim report that initial teacher training should not be required by government policy but should be optional.

And we believe the thrust of the select committee report is about raising the bar so that having qualified teachers is the minimum, with no suggestion whatsoever that teachers being qualified is above a baseline minimum for schools and young people taught there.

We trust that the Lingfield review will consider closely the content of the select committee’s report before publishing its full report this summer.
The interim report was written in a climate of the coalition government calling for deregulation and, as such, it called for IfL to become an independent, voluntary and professional, rather than statutory, membership body for teachers and trainers.

Whatever shape we take, we have confidence in our future and the thousands of teachers and trainers who have chosen and will continue to choose to engage with IfL as their independent professional body.

But this article is not about banging the FE drum or any special pleading for particular organisations. It is about recognising the common educational landscape where schools, colleges, private training providers and indeed universities need to work together to achieve excellence, which starts with good teacher training and CPD.

Read together, the Lingfield review and select committee report suggest deep-seated contradictions in emerging government policies for schools and post-compulsory education and training.

Nevertheless, more positively, they do show the urgent need for very similar supportive structures, for a membership association for teachers, and for a strong emphasis on CPD throughout schools, FE and probably higher education, which needs careful consideration – and considered actions.

Toni Fazaeli,
Chief Executive, Institute for Learning (IfL)

City College Norwich develops federation model

City College Norwich (CCN) is developing a federation model alongside two academies and a potential University Technical College (UTC), which will help share essential services and promote collaboration.

Dick Palmer, principal of CCN, says their proposals include a shared services company which will be in charge of purchasing “basically everything other than teaching and learning.”

“Our shared services will be quite unusual,” Mr Palmer told FE Week.

“It will be providing services to both FE colleges and schools, but we’re also looking at possibly the fullest range of shared services I think that anyone is looking at.

“So we’re looking at advice and guidance, PR, marketing, library services, as well as the normal things like HR, finance, IT and premises.”

The college was given £900,000 last year through a Skills Funding Agency Collaboration and Shared Services grant to help setup the federation. The partnership, which consists of CCN, City Academy Norwich and Wayland Academy in Watton, aims to help all of the providers be more efficient when purchasing services, including impartial information, advice and guidance (IAG).

“Schools are expected to get impartial advice and guidance and we know that’s quite difficult for many schools to do that,” Mr Palmer said.

“We already provide an impartial IAG service from within the college, not just to ourselves but to other people around the region, and we know it can help deliver that in our federation schools as well.” He added: “Creating a better, wider, more supported and more informed learner experience is undoubtedly part of the ambition for the project.”

David Brunton, principal of City Academy Norwich, says the federation could also include up to seven more providers, including a UTC which CCN hopes will be approved later this month.

Mr Brunton said: “We’re hoping that something in the region of ten organisations will form part of the federation so we can maximise our purchasing power. In the current climate of individual academies, there is a danger of isolation and therefore another key element of the federation is to setup formal, collaborative structures focused on the development of high quality teaching and learning.”

The federation will launch in September and be fully operational by January 2013.

Mr Brunton said: “We will own the service company and they will be part of our federation, so we will have direct input and be able to hold them to account for their performance.

“That closeness of the relationship gives all partners within the federation a sense of ownership, and it’s not only about having the service available, it’s about having high quality and value for money.”

He added: “We think, with the spending power that we have, we will be able to make sure that we deliver the highest level of service.”

Gordon Birtwistle, MP for Burnley

Growing up in rural Lancashire, the young Gordon Birtwistle wanted to be a joiner and undertaker. But while he liked the idea of making coffins, he wasn’t quite so keen on the idea of working with dead bodies.

“That was the job in those days; make the coffins, bury the people or burn them,” he recalls, grimly.

When he left his secondary modern school at 15 (having failed the 11 plus examination “miserably”), Birtwistle did apply, unsuccessfully, to be an apprentice joiner and coffin-maker.

He ended up with a job at a textile machinery manufacturers in Accrington, and by the time he was 21, was a qualified jig and draughtsman, with two higher national certificates under his belt and no regrets about not making it as an undertaker.

But it was tough going. The Liberal Democrat MP for Burnley recalls: “I worked in the skill workshop, as a mechanic and in the machine shop repairing the machines. I worked with the ‘mill rats,’ men who moved heavy machines around the plant, and I worked in the foundry with molten metal. I did everything.”

And on top of a 46-hour working week, including Saturdays, Birtwistle also went to college three nights-a-week and spent most of his weekends studying

But life was hard for everyone in Lancashire back then, he says.

His parents grew their own vegetables and bred chickens and rabbits to feed the family and Thursday night was “always mashed potatoes because that’s all we had left.” His mother couldn’t afford to buy anything else until his dad – a wood pattern maker – came home on Friday with his wages.

After ten years working in engineering, including a stint as a sales rep, selling machine tools, Birtwistle decided to set up his own engineering company.

He became a local councillor in the early eighties and Burnley Council leader in 2006, but despite having three attempts at winning a parliamentary seat, he never seriously thought he would become an MP.

In fact, he jokes, he only made a third attempt – in the 2010 general election – because he was the only candidate that could afford to buy the leaflets.

Much to his own surprise – and his colleagues in the Liberal Democrat party – he won, by a majority of almost 2,000. But becoming an MP, at the age of 66, came as a big shock to Birtwistle, who had just retired.

“I had a load of mates at the allotment, I was growing veg, I’d won a prize for my tomatoes, I was taking the grandchildren to school…it was great fun. And all of a sudden I was back in it,” he says.

But becoming an MP in a former Labour stronghold (the seat had been held by the party for 77 years) brought challenges. Having run the election campaign from a room over the top of a funeral parlour, Birtwistle realised he needed an office and some staff – and he needed them fast.

It’s all very well getting these results, but when the young people can’t get a job afterwards, that’s defeating the object”

Within the space of a couple of weeks, he had acquired, decorated and furnished an office, recruited a team of staff for both Burnley and Westminster and been appointed parliamentary undersecretary to the chief secretary to the treasury, Danny Alexander – quite a lot to take in for a man who “had only been to London about seven times in my life.”

While he still doesn’t like London, Birtwistle has settled into his new role. And earlier this year, he became chair of a new All Party Parliamentary Group dedicated to apprenticeships.

Launched by the awarding organisations EAL and IMI, the group will focus on the changing needs of employers and apprentices across the engineering, manufacturing, building and automative sectors.

“We have to up our exports, we have to get rid of our balance of payments deficit; once we have done that, growth will fly,” he says. “But growth won’t fly unless we have people to ensure we do it.

“When I started work, manufacturing was at least 40 per cent, maybe 45 per cent, of GDP. We didn’t have balance of payment problems in those days, even though we didn’t have much money.

“But in the last 30 years, manufacturing has been allowed to decline and previous governments have banked everything on the service sector and the city. The city catches a cold and we all catch pneumonia.”

In Burnley, where the majority of jobs come from manufacturing, many companies have permanent vacancies because they can’t recruit enough skilled workers, he says.

Burnley’s biggest company has an average age profile of 45, and there are too few people coming up behind them.

“I think it is completely tragic when we have young people who can’t get jobs, so let’s kill two birds with one stone and train young people to do the jobs of the future, so that the companies that we have, that are prospering, will have the staff in the future.”

But “Mickey Mouse apprenticeships are no good,” he says, by which he means short apprenticeships, particularly in the retail and service sector, some of which can be completed in as little as 12 weeks.

“We have got to have proper apprenticeships where people do proper training for a period of time until they are skilled at their job. My apprenticeship took five years.

I wasn’t qualified and I didn’t get full pay, until I had served my time. I accept now, with modern technology, they [young people] don’t need to do five years, but they certainly need to do three years.”

The reason some young people are not considering apprenticeships, is because their perceptions – particularly of manufacturing – are outdated, he says.

“It’s not the Terry Webster type engineering that you see on Coronation Street with dirty overalls on and an oily rag in his top pocket. That’s not engineering any more – it’s high-tech manufacturing.

But if attitudes are to change, young people must have access to good quality independent advice and guidance – something that has been lacking in schools for the past 25 years, says Birtwistle. “Secondary schools should be more involved with careers than they are at the moment.

“I think they are more concerned with meeting targets, five A*-C including maths and English, and they have taken their eye off the ball on what they do once they have left. It’s all very well getting these results, but when the young people can’t get a job afterwards, that’s defeating the object.”

Birtwistle is amongst those Liberal Democrat MPs who voted for a rise in university tuition fees. And he is keen to point out that he did challenge Vince Cable on the detail of the policy, including how the new tuition fee structure would affect students from disadvantaged backgrounds.

But he is unrepentant about his decision, saying the increase was necessary to help get the country out of economic trouble.

“Danny Alexander’s predecessor left a little note saying, ‘There’s no money left. Good luck.’ Now, I’ve been brought up that if you’ve got no money, you don’t spend it.”

If he could achieve one thing during his time as an MP, it would be to see manufacturing up to a minimum of 20 per cent of the UK’s GDP, he says.

“If we get it to that, then apprenticeships will follow, there won’t be as many young people out of work, the balance of payments will be almost resolved and we will have massive growth in the economy.”