College Inspections: Re-basing of Grades?

Some commentators are taking the view that, recently, Ofsted has focused too heavily on full time 16-18 programmes, and has neglected the complexities of general FE. One particular college has been downgraded from “Outstanding” in 2007 to “Inadequate” this year.

The inspection report suggests a biase towards the 16-18 provision, which accounts for a third of the college’s activity by student numbers. Interestingly, adult and employer programmes, which together accounted for two thirds of student numbers, had high performance and a trend of improvement. A private training provider with these kind of Employer Responsive grades would be graded as “Outstanding”, and yet this college is now “Inadequate”.

A different college was graded as “Outstanding” in late 2010 and had improved its 16-18 provision (22% of student numbers) to above average. Its Train to Gain provision (54% of student numbers) had declined to below average. A private training provider with these results would not have secured an “Outstanding” grade.

Perhaps this begs two questions: firstly, are we standardising inspection reports in the right way to ensure a like-for-like comparison between providers; and secondly, is Ofsted too closely aligned to the school sectors to be fully able to appreciate, and judge the more disparate provision which is found across FE?

There is, though, a third question, and that is around the focus, and ultimately, the purpose of inspection. Focuses are changed like knickers (ie, frequently, regardless of whether strictly necessary).

The focus now is the standard of teaching, learning and assessment, and few would deny that in an industry which revolves around teaching, learning and assessment that this is important. But there is a danger that, in the laudable quest for excellent teaching, the inspection regime might prescribe too narrow and too rigid a view of what that teaching should look and feel like.

I am currently reading Douglas Hurd’s excellent memoirs, which may or may not suggest a character flaw. I am struck by Hurd’s recollections of the teaching at Eton in the 1940’s. Hurd writes about the “mechanical” nature of the teaching, and of learning long Greek and Roman speeches by heart and translating them into English.

I would venture to suggest that if such a class was discovered in a functional skills session in some hidden recess of my college, it might not fare well under inspection. And yet Hurd says, “I learned more about the English language from studying the classics than from any number of English lessons.” I have my tongue firmly in my cheek as I write this, because I am not saying that by giving my noisy level 1 hairdressers and engineers a classical education, we will transform them into retired Foreign Secretaries who write interesting memoirs.

What I am saying, is that the art, the craft, the science (or whatever it is) of teaching is a wide one and that to take too narrow or too prescriptive a view of how it should be done is a fatuous exercise. And I am worried that this is going to happen.

My college recently went through a QAA IQER Summative Review of its HE provision (0.4% of student numbers since you ask). One might argue that they made a bit of a meal of it but we learned so much. You see, it was a dialogue rather than an inspection, and clever people that these HE folk are, they had us do most of the work for them.

It helped us to focus on how we might build quality into our programmes rather than trying to inspect defects out. And as any student of W Edwards Deming knows (although such knowledge would not come from a classical education), that is not a new concept. It’s just one that we need to be allowed to discover in FE.

Paul Stopford, Vice Principal at Telford College of Arts and Technology.
He writes in a personal capacity.

Peter Pledger, CEO, South London Business

For a man who has risen through trade unions, government quangos and the skills sector for more than three decades, Peter Pledger gives off an incredible sense of calm and modesty.

“The game plan has always been to avoid bankruptcy,” he says simply. “As long as I can do that I’m happy.”

As chairman of the Confederation of Apprenticeship Training Agencies (COATA) and chief executive of South London Business – a company which delivers apprenticeships both as a training provider and ATA – he’s certainly kept busy. His office, based in Croydon, is a rather simple affair, but he’s quick to dispel the miserable weather outside with a warm smile and welcoming handshake. It’s as if he has all the time in the world.

Growing up in Highbury at a time when the Victoria line didn’t exist, Peter recalls London as being a “grimy” and “dirty” place during his childhood. The avid Chelsea fan, whose parents moved to England from India, was one of only three black children at his school and thought of it as “quite a hostile place”.

“Bits of London were quite nasty,” he says honestly. “There was a lot more overt racism and a lot of attacks at the time. The national front were everywhere in Islington and so you had to get quite tough, quite quickly.”

Self-proclaimed as being “useless” at school, Peter admits he quickly blew his A-levels after spending too much time in the pub. But don’t count him out as a slacker. On the side Peter also worked as a hospital porter, carrying out the unenviable task of “shifting dead bodies” and cleaning up the subsequent mess.

“The overwhelming feeling about being a porter is that you’re waiting for the minutes to go by – every minute dragged,” he explains gloomily.

“When someone died or something horrible happened it was great, because you could actually do something, but most of the time you were waiting, and it was just a horrible way to do something.”

Throughout these humble beginnings Peter stumbled across a love for politics. The hospital, which was set to be closed down by the NHS during the 1979 general election, suddenly became a political campaign backed by a number of politicians including Margaret Thatcher.

Suddenly I heard the bolt go in the door behind me, and he said ‘well you’re not going out mate until you do sort it out’. I was on their side, but that was just how it was!

It helped persuade Peter to return to education, where he enrolled at St Mary’s University College and became vice president and later president for the Students’ Union. Alongside his studies Peter twinned the college with Birzeit University in Palestine.

“When we turned up there the Israelis knew who we were and what we were coming for, and while I’m not taking sides in the dispute, they couldn’t have been more horrible,” he explains. “Wherever we got into a taxi, they used to just slash the tires. One of the people we were going to meet was even shot – not killed – but shot before we met them.”

Peter recalls, then aged 21, being bundled out of the back of a building and switching cars in a bid to meet his political equivalent from Birzeit University.

“Our line was that we weren’t taking sides in the dispute, what we wanted to do was help other students to learn and to grow,” he says.

After a short spell date stamping post at Camden Council, Peter was elected as a shop steward for the National and Local Government Officers Association (NALGO), a trade union which would later merge to become Unison. Peter was then quickly snapped up by the TUC, setting in motion a lengthy career in union work.

The job at TUC was “brilliant”, Peter says, and allowed him to meet a number of renowned politicians, including a very young Tony Blair.

“I wasn’t impressed,” he says with a chuckle. “He just didn’t know what he was talking about!”

The National Union of Public Employees (NUPE) then invited him to be a representative for Thames Water, putting him in charge of all disputes and negotiations regarding pay, terms and conditions, grievances and disciplinaries. In our interview he recalls a particularly nervous visit to Beckton; one of the biggest sewage works in Europe.

“They took me into what they said was their mess room, and there were all these blokes – and I’m not small, but these were big guys – who said ‘well all of our pay has been stopped.’

“So I said ‘okay, let’s sit down, let’s just go through the details and try and understand how it’s all working, and then we’ll sort it out’. Suddenly I heard the bolt go in the door behind me, and he said ‘well you’re not going out mate until you do sort it out’. I was on their side, but that was just how it was!”

The impact of education, and in particular the necessity of being able to read and write, also became apparent to Peter during his time at Thames Water. In one particular incident, Peter recalls a group of men who refused to use new machinery.

My budget at the time was a quarter of a billion pounds a year. My personal spend authority, so money i could spend without asking anybody, was a million pounds worth of public money

“They came up with every excuse under the sun…but then I worked out what it was. None of them could read the manual. They couldn’t read and they had never needed to read, because they had worked on the same machinery that their fathers before them had, or that their friends had shown them.”

The union representative was later invited to chair the lifelong learning forum and also joined the board for the West London Training and Enterprise Council (TEC), which at the time was in charge of delivering apprenticeships in the surrounding area.

“All these things were unpaid, but that’s the way of life,” he says with a grin.

In a high-risk move Peter then applied to become the deputy chief executive of the London TEC council, which was set to be abolished by the Conservatives following their rise to power.

“The TECS didn’t think they were going to be abolished, they thought they were so good they were going to be safe,” he explains. “They forget that while learning is for life, quangos only last ten years. And they had hit their ten years.”

Peter knew that once the TECs were abolished, he would then be well placed to secure a position at one of their replacements, the ill-fated Learning and Skills Councils (LSC). It paid off. He was appointed alongside 46 other executive directors and later briefed by David Blunkett at a motorcycle factory in Birmingham.

“He gave us our instructions and said right, you’ve got until 9am on the 27th of March to be up and running, but you have no office, no staff, not even a PA, and you’ve got to make it work.

“On the first day you’ve got to control the funding of every FE college in your area, every adult and community institution in your area and all your work based learning providers.”

It was the challenge Peter had been waiting for.

“Not only could I think about solving the problems, but I also had the money to do it. My budget at the time was a quarter of a billion pounds a year. My personal spend authority, so money i could spend without asking anybody, was a million pounds worth of public money.” He adds: “Problems came along, but we fixed it.”

Peter spent seven years leading the LSC, training 34,000 people to read and write in the process, but left the organisation in 2006 when he felt his powers were being constrained.

“The ministers wanted greater control, they didn’t want appointed people spending money the way I was spending money. I could see all of that and therefore it became more rigid, less interesting.”

Peter then set up a consultancy, as he says “everyone does”, before being approached for the chief executive position at South London Business. The company, which he says “was running out of steam” when he took over, now has a healthy turnover of roughly £4-5 million.

And while it still offers business support, Peter has expanded its operations to become a training provider and ATA for apprenticeships.

“The problem for every single government body is how to get to employers. Well, this is a business organization, I start with the employers and thats what I do all the time… I’m constantly talking to businesses,” he says. “That’s why our ATA works and that’s why our skills bit works.”

Peter is also chairman of the Confederation of Apprenticeship Training Agencies (COATA), a membership group which he helped setup to try and protect the model from malpractice.

“I wanted to get rid of the scams. There were too many people saying they were ATAs who simply weren’t ATAs. I wanted to get them out of the market; this is to clean it up.”

Colleges call for FE loans to be delayed

The majority of professionals in the FE sector support delaying or scrapping the introduction of FE loans, according to a survey of Lsect members.

Nearly 70 per cent of respondents, who represent more than 150 different FE colleges, said the government should prolong the implementation of the scheme or abandon it completely.

The survey, designed with the Association of Colleges (AoC), National Union of Students (NUS), University and College Union (UCU) and Unison, adds to growing concerns about the impact of the scheme both on learners and providers.

Sally Hunt, general secretary of the UCU, said: “The government has got itself in enough trouble by not listening to the experts in recent months.

“It now needs to listen to the collective voices from across further education that make it clear that the sector is simply not prepared for, and does not want, FE loans.

“As well as avoiding another NHS-style PR disaster, pausing now will allow some of the record numbers of unemployed people access education.”

The survey, which asked principals, vice principals and MIS managers what changes they would like to make to the proposed FE loans system, found that 69 per cent wanted it delayed or scrapped.

Very poor communication, nobody outside FE has any idea, and very few within FE understand and are fully aware of the issues and implications.”

Toni Pearce, vice president (FE) at the NUS, said: “Those working in the sector are deeply worried their colleges have simply not been given the opportunity to prepare for the havoc this loans scheme would wreak.

“The grassroots pressure to shelve these plans, coming from those who know the needs of their students best, is growing apace.

“The government must stop digging a hole for itself on this one and go back to the drawing board if a disaster for adult learners is to be averted.”

Respondents were also asked to score, on a scale of 1 to 10, whether they thought people were aware of the FE loans scheme.

More than half (55 per cent) said the sector was not very aware or prepared (1-4) for FE loans.

A further 89 per cent of respondents said the public was not very aware of the proposed system.

Debbie Ward, director of planning and funding at Salford City College, said: “Very poor communication, nobody outside FE has any idea, and very few within FE understand and are fully aware of the issues and implications.”

Julian Gravatt, assistant chief executive of AoC, added: “The survey shows that college staff have significant concerns about public awareness of the policy and how it will be communicated.

“There are also lots of concerns about the impact on access students, engineering students and students with learning difficulties and disabilities.

“It is clear that more information is needed about the finer detail of how this policy will operate to allow colleges to effectively prepare.”

However, the government says it is “working closely with the sector” to make sure it is prepared for the introduction of the loans, which will be for those aged 24 and over, studying  at Level 3 and above in the 2013/14 academic year.

A spokesperson for the Department of Business, Innovation and Skills (BIS) added: “Introducing loans will mean that thousands of people can access learning at a time when grant funding is being prioritised on those who need it most.”

FE Week will host a roundtable debate on May 9 to discuss the sector’s concerns about FE loans.

Speakers include Andrew King, lead for FE Loans at BIS, Gordon Marsden, shadow minister for further education, skills and regional growth and Miss Pearce.

Maxine Room, principal of Lewisham College and Peter Pledger, chairman of the Confederation of Apprenticeship Training Agencies (ATAs) and chief executive of South London Business, have also confirmed their attendance.

The Lsect survey follows a joint call for the delay in FE loans by the AoC, NUS, UCU and Unison.

The group has written to ministers arguing that the sector is not prepared for the changes and consequences of the system.

They also suggest a “pause” in the introduction of FE loans until there has been a full impact assessment and consultation with the sector.

(Click here for the survey figures.)

Update:

The Department for Business, Innovation and Skills (BIS) has provided the following response:

“We are working closely with the further education sector to ensure they are fully prepared for the introduction of loans for those aged 24 and over studying at Level 3 and above in the 2013/14 academic year. As part of this, we are publishing monthly briefings to all providers and will be issuing communications to ensure learners are aware of loans and how to apply. In addition, the Skills Funding Agency and Student Loans Company will be running workshops for providers and the Learning and Skills Improvement Service will provide business change support.

“Emerging findings from the market research we have commissioned, which will be published later this month, suggest that most learners will consider learning funded by a loan. Introducing loans will mean that thousands of people can access learning at a time when grant funding is being prioritised on those who need it most .”

Best practice principles in student administration

After many years working with college information systems and the advances I’ve seen in technology, it still amazes me that there are vast differences in how colleges capture and use information to propel their business forward.

From my perspective, there are a few fundamental principles that would help any business to streamline their information processes and enable their users to rely on – and own – the messages that are produced.

Principle one: Only collect data once, at its source and in an accurate and timely way

This sounds fairly straight forward. However, this is the biggest challenge that commonly requires solving. It requires dedication to ensure that the information captured on courses, students, examinations, etc, is correctly represented. The best colleges have a dedication to getting this right at the data’s source and eliminate inconsistencies through robust business processes.

A critical example of this is ensuring the curriculum plan and the course file are one and the same. They must match exactly to the planned timetable so that the enrolment teams have complete information at their fingertips during enrolment.

Triangulating this information early also adds a valuable checking process, enabling incorrect errors to be eliminated easily. I have seen many course files created with generic or no dates that bear no resemblance to the way the course is being offered, it is simply a label that will be used to group enrolments.

Principle two: Collect the data in one holistic system

If that’s not possible, ensure that the data is ‘live linked’ to eliminate inconsistencies. Many information systems are made up of diverse legacy systems that have allowed data to be captured inconsistently. Simply exporting data and keeping it for a specific task is risky. It invariably does not get updated and changes rarely find their way back into the originating system.

When information is consistently produced from a source system, it is ensured to have been checked by every level of the organisation. It is the equivalent of having many data auditors cleansing the information daily. Assuming that ‘principle one’ is fairly robust, the data will be used and owned by the whole organisation.

In addition to systems integration, any processes should be streamlined and integrated to meet the requirements of the central system, without duplication. When developing a process, any connecting processes should also be considered.

Principle three: The data is always correct

A strange statement for some people to understand, but a very powerful message for senior managers to send. The principle behind this message is that you must only use centrally produced data to make decisions.

If anyone in the organisation finds data to be incorrect then the central system needs to be corrected immediately. This places the data at the heart of the organisation and enables staff to have confidence when using centrally produced data, knowing that others have also used and cleansed it where necessary.

Principle four: No decisions should be made without reference to validated information

All performance indicators and monitoring reports must be output from the central system. This again reinforces principle three and ensures that if an important decision needs to be made, the organisation has captured, used and validated that information previously. Any decision can be made without questioning, in detail, the validity of the information; as it is known that this information has already been used to run the organisation.

Michael Haworth, Senior Consultant,
Tribal

SFA to publish sub-contracting register in May

The Skills Funding Agency (SFA) will be publishing the next subcontracting register before the end of the month.

The publication, which details all subcontractors with an aggregate value of £100,000 or more, requires all lead providers to submit a declaration of sub-contractors form to their relationship manager by May 8.

The SFA website reads: “As well as demonstrating the diversity and breadth of the supply chain, the purpose of giving this national overview is to assist lead providers we directly contract with their due diligence checks.”

Register for career professionals launched

The Careers Profession Alliance (CPA) has launched the first ‘National Register of Career Development Professionals’.

Skills minister John Hayes says he wants 50 per cent of careers professionals to be on the new register by April 2015, which sets standards of professional practice for giving information, advice and guidance.

Ruth Spellman OBE, chair of the CPA, said: “With a free marketplace opening up in career development it is essential that
anyone seeking careers services can be assured they are dealing with someone who is professionally qualified and meets high standards.”

The £240m SFA giveaway

The Skills Funding Agency (SFA) has allocated providers an extra £240 million since the start of the academic year, new data has shown.

An updated spreadsheet for 2011/12, published by the SFA earlier this week, shows that allocations have risen to more than £4 billion combined.

The extra funding has been distributed mostly through the Adult Skills Budget (ASB), which has risen by seven per cent to £2,604,934,311, up from £2,441,138,450.

The new figures show that the funding for 16-18 apprentices has also risen by seven per cent, up to a total of £54,037,357.

The largest benefactor of the in-year allocations, HIT Training Ltd, has received an extra £9,576,909 from the Agency, up 87 per cent from the start of the academic year.

The SFA spreadsheet shows that the company, which delivers training for the hotel and catering Industries, was given an extra £7,810,400 through the ASB and anadditional £1,766,509 for apprentices aged 16 to 18.

Elsewhere Ufi Limited received additional in-year funds of £8,476,405, up seven per cent from their initial 2011/12 allocation.

The firm, which was sold by the Ufi Charitable Trust (UCT) to Lloyds TSB Development Capital (LDC) for £40 million last October, now has a total allocation worth more than £130 million with the SFA.

The updated spreadsheet also shows that ESG (Skills) Limited, a supplier of welfare to work and vocational skills services, has had the largest fall in funding allocation since August 2011.

The company is shown to have had 78 per cent of their allocation clawed back by the SFA through 16-18 apprenticeships, down almost £4 million, and also through the ASB, which was reduced by nearly £2 million.

South Nottingham College, now the sixth largest provider in the UK following a merger with Castle College Nottingham, received the largest in-year allocation out of all FE colleges.

The College received an extra £4,617,289 from the SFA, increasing their total SFA allocation by 19 per cent to £29,042,384.

Newham College of Further Education received the second largest allocation increase for FE colleges, up £4,096,389 to £26,372,899.

The data also shows that Elmfield Training, which delivers apprenticeships at Morrisons, now has an allocation for 2011/12 worth more than £41 million.

While its funds for 16 to 18 apprentices has been reduced by £2 million to £10 million, its provision for adult learners has risen by £5.75 million to £31,101,000.

Report finds ‘process failures’ at the Skills Funding Agency

An investigation into secret changes to a government website has unearthed “process failures” and an inability to pinpoint who made the unauthorised adjustments to data.

The views are made in a breach report, published by UK Statistics Authority into the FE Choices website, which is managed by the Data Service; part of the Skills Funding Agency.

As revealed by FE Week in March, an investigation by the Agency found nearly 2,700 changes were made to “unique values” in the Learner Satisfaction indicator of the site, without public knowledge, after it went live on January 26.

This affected 442 providers, with 62 providers unaffected. However, while the Authority’s report lifts the lid on how it occurred, it was unable to identify who made the changes.

The Authority’s report says: “The SFA have examined available email and other electronic records, and interviewed staff, but are unable to identify who made or authorised these changes, or uploaded the revised data file as around 45 staff had access to the site used to feed the updates to the external web manager.”

It also tells of a “reorganisation of the FE Choices data team” from April 2011, which placed them under the auspices of the Data Service. Transition and incorporation on to Data Service protocols is still in progress.

As soon as the Agency received reliable intelligence that a problem had occurred, they took immediate action by uploading position statements on the FE Choices webpage and began a thorough investigation

The report says: “A number of process failures have been identified relating to a lack of data backup procedures, failure to follow the required version control procedures, sign-off procedures which did not require statistician approval, and resourcing, including dependence on contingent workers and high levels of staff
turnover during the reorganisation.

“All these issues are limited to the FE Choices system and processes, and do not extend to other SFA statistical outputs.”

The report also highlights that the Agency became aware of “further changes” to FE Choices during their investigation.

After the FE Choices data was published, data in the Learner Satisfaction indicator was subsequently corrected on February 6.

This was reported by a “former SFA contingent worker” in a letter to John Hayes, minister for further education, skills and lifelong learning, and copied to the National Statistician, which was received on 21 February 2012.

It was also communicated to FE Week.

The report adds: “The Agency added a notice to their website alerting users to a potential problem on 21 February 2012. While investigating the reported change, further changes that had been made to the data came to light.

These were a revision to the treatment of zero values, correction of a coding error relating to questions 6 and 7, and the exclusion of data relating to large employers who train their own staff.

“These changes should also have been announced at the same time as the changes were implemented, and information made available about the nature of the changes.”

In response, the Agency has implemented measures that it says will stop a reoccurrence of this incident in the future.

These include improving existing “change control process to restrict the number of people able to upload web changes to the feeder site to two” and that all changes must now be approved by a GSS statistician.

The Agency has also “tightened” existing procedure to ensure full records are kept of any changes or revisions, so that an “audit trail” exists.

A longer term plan includes improved documentation of process, and improved testing of code and data to allow “more time, more automated testing, and adequate ring-fenced resources” between website and data projects.

The Authority’s report also says although permanent staff within the Agency are aware of the Code of Practice, not all “contingent workers” are. A refresh of this knowledge is planned.

An Agency statement reads: “As soon as the Agency received reliable intelligence that a problem had occurred, they took immediate action by uploading position statements on the FE Choices webpage and began a thorough investigation.

“Once the Agency had conducted their investigation, they communicated findings (on FE Choices) and began implementing processes, which we are confident will aim to prevent any reoccurrence of this singular incident.”

Looking ahead to Adult Learners’ Week

As tag lines go, the one being championed as the essence of Adult Learners’ Week, which begins on Saturday, will take some beating.

It reads: “There has never been a more important time to celebrate and promote the benefits of learning – encouraging adults to discover the positive impact learning can have on their lives, their families and their community.”

The Week, spearheaded by the National Institute of Adult Continuing Education (NIACE) is the UK’s largest annual festival of learning, incorporating thousands of events and award ceremonies, with the aim of promoting “every type” of learning.

With just days to go until the beginning of the Week, David Hughes, the chief executive of NIACE, told FE Week that the Week has many elements, with the first event, held on Monday, the Adult Learners’ Week National Award Ceremony.

We just don’t celebrate enough in this country. We have the degree awarding ceremonies, but we don’t really have anything for students leaving school

He said: “It’s about celebrating what adult learning can do for people and about exceptional learners who have changed their lives.

“It’s about recognising the real wider benefits of adult learning. It’s not just about skills or work or leisure or pleasure, it’s about all of these things.”

He added: “What we try to do is showcase people who can provide that. It’s one thing to talk about it, but another for a learner to say ‘this is my story’ and we want people to be empowered by these people to see that they can do it too.

“We just don’t celebrate enough in this country. We have the degree awarding ceremonies, but we don’t really have anything for students leaving school.”

The following day, NIACE will hold its National Policy Conference, in conjunction with The Open University, which will explore the current and emerging challenges and approaches to widening participation in adult education.

Mr Hughes said: “We’re holding a conference on widening participation which is one of the big issues for us. We have John Hayes coming to speak and also employers and learners and people from the community.”

He added: “Widening participation is the largest issue we’ve got. The focus on apprenticeships is a good thing, but they are expensive.

“There are three areas under pressure; employers, the government and the individual. It does cost more to do widening participation really well.”

The Week will continue on Wednesday with a Parliamentary Reception.

Mr Hughes said: “We have a parliamentary reception with the all-party group for further education and skills, where we’ve invited former award winners to come back and speak.

“It’s great, because it helps to show that adult learning is not just for Christmas, so to speak.

“Most go on to do more learning or achieve more in life, whether it’s work or helping to mentor, or getting involved in their community.

When you have over one million who are NEET, you worry about them making a difference to their lives.

He added: “When you have over one million who are NEET, you worry about them making a difference to their lives.

“It’s a generation of young people who may be one, two or three years not in work or training, and not being hopeful and optimistic.”

But the Week is not just about events on a national scale, it is also about localised activities, as Mr Hughes explains.

“Another big part is that we have thousands of events across the country so people can drop in and have a go locally at adult learning.

“Around 100,000 people have previously taken part in these types of events during ALW and that’s really important to the Week.”

For more information on Adult Learners’ Week, visit http://www.alw.org.uk/.

Alternatively, follow NIACE on Twitter and join in by tweeting about your Learners’ Week activity by using #ALW12.