Fish and chips go bigger and batter at Bournemouth & Poole College

Young apprentice chefs from Bournemouth & Poole College cooked up a colossal fish 6ft long and 2ft wide on Wednesday.

The team had 24 hours to prepare the dish along with some 3ft long chips and a giant plant pot holding mushy peas.

The fish was created at the college by joining 45 pieces of coley together with a special edible glue, before it was then battered and fried in a giant industrial fryer.

The team, led by apprentice chef manager Barry Dawson and colleague Gary Kilminster, were competing in a TV show called “The Monster Munchies” presented by Matt Dawson and set to be broadcast later this year.

It’s been said that the college team has been plotting how to produce the colossal fish and chip dish for weeks.

Holidaymakers, shoppers and Dorset locals were able to try the super sized meal in Bournemouth Square – complete with classic condiments such as salt, vinegar and ketchup.

Previous episodes of “The Monster Munchies” has produced pork pies the size of a small car, Welsh Rarebit in the shape of Wales and giant cream teas.

Unreachable targets put the Work Programme at risk of collapse

Almost every organisation involved in delivering the Work Programme is at risk of having their contract terminated because of unachievable performance targets set by the Department for Work and Pensions (DWP).

The Social Market Foundation (SMF), a think tank which came up with the idea for the Work Programme, said that the entire scheme could fail unless there is an urgent rethink of the performance criteria.

An analysis by the SMF uses new data from the Labour’s back to work programme, the Flexible New Deal (FND), to forecast the probable performances of organisations involved in the scheme.

The analysis, which looked at the Government’s mininmum performance levels for putting adult jobseekers back into the work, found that over 90% of Work Programme providers will be at risk of having their contracts terminated by DWP after year three of the programme.

“The future of this vital employment scheme hangs in the balance,” said Ian Mulheirn, Director of the SMF. “The programme aims to get some of the hardest to reach people off benefits and into work, but past performance shows that providers will be unable to meet the criteria required of them by the DWP.

“The Government has warned that it will terminate the contracts of providers who cannot deliver these minimum levels, but has set these minimum levels almost impossibly high. This threatens to create huge instability in the programme.”

The Work Programme will put approximately one in four adult clients on Jobseeker’s Allowance (JSA) into work, a rate significantly lower than the DWP’s expectations for minimum performance.

This under-performance means that funding per jobseeker will be significantly less than anticipated, thereby threatening the financial viability of providers.

Other findings showed that providers will undershoot Government predictions for what would happen if there was no welfare to work scheme at all.

This would have potentially dire consequences for the back to work scheme, which aims to help 2.4 million people who are currently in long term unemployment.

‘Apprenticeships need to be marketed better’ say training providers

The Association of Employment and Learning Providers (AELP) says that not enough employers understand the financial benefits of apprenticeships.

The body wants the government’s National Apprenticeship Service (NAS) to create a new marketing campaign that emphasises why businesses cannot afford to not invest in apprenticeships.

Paul Warner, AELP’s director of employment and skills, said: “To help meet demand from young people, we want to see a renewed marketing push by the government’s National Apprenticeship Service to target the thousands of employers who have never employed an apprentice and explain why it makes sound business sense for them to do so.”

The association, which represents the training organisations that produce 75% of apprentices in England, is urging NAS to work with providers and persuade more businesses that apprenticeships are an important investment for the future.

AELP says that with one in five young people unable to find work at the moment, the current situation is limiting the number of students that are being offered places once they leave school.

Paul Warner added: “2011 has undoubtedly been a challenging year for training providers in trying to encourage employers to take on more young people as apprentices.

“Therefore we have to be careful not to raise unrealistic expectations among young people who are receiving their GCSE results this week that an apprenticeship place is automatically there for them if they want it.”

AELP has welcomed the government’s investment in apprenticeships, but is concerned with the latest figures that show starts for people over 25 (121,000 in the first 9 months of 2010/2011) outstripping those between 16-18 (102,900) and 19-24 (102,800).

The association added that the Work Programme’s chances of success, which were criticised earlier this week by the Social Market Foundation, would be boosted if the currently separate welfare-to-work agenda and the apprenticeship-focused skills agenda were merged into a single system of provision.

They concluded that sustainable employment in Britain could only be achieved by producing joined-up policy similar to those being rolled out by AELP members.

 

FE Week visits South Thames College for A Level results day

Thousands of students across the country picked up their A Level results yesterday by visiting their sixth form or college.

FE Week went to South Thames College on the big day in order to speak to some of the learners and staff about their achievements.

Merton 6th Form at South Thames College has announced record levels of success this year, with overall pass rates staying consistently high at 97%. High grades (A-C) in particular increased to 72%, up from 63% the previous year.

Robert Hobbs, Head of A Levels at the College said: “We are very pleased with the continued success of our A Level students. This excellent set of results, at a time of ever increasing competition for university places, will ensure our students can go to their university of choice.”

FE Week spoke to a range of students about their grades, how they reacted to them and what they plan to do next.

Ofsted calls for government review on post-16 arrangements

Young people with learning difficulties and disabilities are not receiving adequate support as they progress to further education, according to an Ofsted report published today.

The report, called ‘Progression post-16 for learners with learning difficulties and/or disabilities’, found that the opportunities for young people to learn beyond school varies dramatically across the country.

Ofsted is recommending that the Department for Education, alongside the Department for Business, Innovation and Skills (BIS) review the arrangements for transition from school to the post-16 sector, as well as consider the introduction of national programmes for extended workplace learning.

Her Majesty’s Chief Inspector, Miriam Rosen, said: “Decisions about the best kind of provision for individuals should be based on their individual needs. Young people need to be provided with meaningful programmes that enable them to progress to apprenticeships, employment, greater independence, further learning or community engagements.”

Ofsted concludes that there is insufficient provision available for learners with the highest level of need, and that the current placement system causes unfair and inconsistent support for other learners with similar needs.

The most effective provision, such as social enterprises and internships supported by job coaches, were found to be incapable of funding under the current foundation learning arrangements.

Ofsted inspectors visited 32 different colleges and learning providers in order to evaluate the arrangements for transition from school and the opportunities that were offered to learners with learning difficulties and/or disabilities.

They found that many providers of post-16 learning were concerned that the design of foundation learning, introduced in September 2010, offers too few practical and real work opportunities.

The discrete foundation programmes that were reviewed by Ofsted failed to enable learners to progress to open or supported employment, independent living or community engagement.

The most effective provision, such as social enterprises and internships supported by job coaches, were found to be incapable of funding under the current foundation learning arrangements.

Ofsted also concluded that the learning difficulty assessments provided by local authorities were ineffective for moving learners to post-16 provision.

The research uncovered that education providers received learning difficulties assessments for only a third of eligible students.

These assessments were not always on time or completed to an adequate standard, thereby making it difficult to plan support.

In many of the examples seen by Ofsted inspectors, the criteria used for placement decisions were not always clear, local options were not thoroughly explored and the recommendations were not always based on an objective assessment of need.

All of the post-16 providers did however have their own systems to provide learners with an initial assessment.

These procedures were freestanding though and were not integrated with local authorities’ arrangements for learning difficulty assessments.

Businesses ask FE providers to ‘stop selling and start listening’

Further Education (FE) colleges and training providers should listen to businesses and stop focussing on quick sales, according to new research.

The report, commissioned by the Further Education Reputation Strategy Group (FERSG) and carried out by The Knowledge Partnership, concluded that FE colleges should become more ‘commercially savvy’ by understanding the pressures that businesses face.

FERSG published ten strategies identified from the research last week to help improve the reputation that FE providers have with businesses.

Dr Alison Birkinshaw, the chair of FERSG said: “This research provides useful information in understanding how FE is perceived by local businesses, what current relationships are like, and what influences employers.

“Every organisation involved in training will find something here they can use to build their reputation with their local businesses in the long term.”

The research suggests that FE providers can improve their reputation by publicising their industry standard teaching facilities and communicating in a way that is relevant to businesses at a variety of levels.

Employers emphasised that they wanted FE leaders to be clearly visible in the business community and to make sure that their knowledge and teaching expertise is heard.

The strategies also propose that FE providers invest in building long-term relationships with employers, as well as providing consistently high customer service at all levels of the business.

The FERSG guide to ‘What businesses really want’ guide can be downloaded here.

New Head of UKCES wrongly accuses colleges of something to hide

Accusing colleges of withholding customer information because they have something to hide, as the new Head of the UK Commission on Employment and Skills does in the TES (19th August – click here), may make for a good headline in the silly season but hardly makes a useful contribution to the debate on accountability.  Michael Davis would have been better advised to follow the recommendations published by his own organisation last year (click here) suggesting that the issues involved in improving information for customers ‘must be addressed with a positive, problem solving attitude rather than as a ‘stick to beat’ the sector’   The reality is that while providing information that helps students make well informed choices is important and something that colleges take very seriously it is also much more difficult than the armchair generals queuing up to advise FE might think.

To begin with customers of the FE sector are not short of data.  Colleges publish success rates for long and short courses annually which, along with observational data also find their way into published inspection grades.  Colleges carry out student satisfaction surveys and regularly receive ratings that many other public and private organisations would die for.  It is not true to suggest that Leicester College is the only one that makes use of more detailed data on student destinations (though it may well be the only one that uses Mr Davis’s pet scheme) and the proportions progressing into further education or employment is an integral part of the information published by every college under ‘Framework for Excellence’.   A helpful further step would be for the YPLA to analyse and publish this destination data for major types of course or by categories of student rather than simply using it as one means of grading colleges.

may make for a good headline in the silly season but hardly makes a useful contribution to the debate on accountability.”

It is good that in moving to a genuinely ‘demand led’ system of further education the government intends to give greater priority to information that serves the needs of customers.  There is no shortage of well meaning advice on how this might be done – ‘food labelling approaches’ ‘traffic lights’ or ‘scorecards’ are regularly proposed by bodies like UKCES in broad brush terms conveniently leaving the awkward detail to others.  Some suggestions are ludicrously impractical such as the Commission’s own suggestion that colleges publish the increase in wages paid to successful graduates of individual courses.  Others are possible but miss the point.  A potential student is not so much interested in average pass rates or employment rates for a programme as in the prospects for someone like me.

What most students need is not more tables of data but skilled and impartial guidance that helps them assess options in the light of their own context, ambitions and attitudes to risk.  Instead of cheap jibes at colleges UKCES would serve the country better if it challenged the serious cuts currently being made to the Careers Service that make the chances of such guidance increasingly remote.

Mick Fletcher is the Visiting Research Fellow at the Institute of Education

Research shows that LGBT learners are being treated better in FE

Research comissioned by the Skills Funding Agency (SFA) suggests that lesbian, gay, bisexual and transgender (LGBT) learners are being treated better than they were before in Further Education.

The report, titled Sexual Orientation and Gender Identity Equality in Adult Learning, concludes that most students have a positive experience in adult learning and feel welcomed by their college or provider.

Geoff Russell, chief executive of the Skills Funding Agency, said: “Results from this research confirm that as well as clear moral and legal cases for banishing discrimination, those providers that understand equality and take concerted action to ensure their learning environment is fair, will see gains in the future.

“A welcoming environment is favoured and deemed more attractive to learners who may previously have left an institution due to discrimination.”

Less than one in six lesbian, gay and bisexual learners said that they had experienced harassment in further education due to their sexual orientation.

Only a third of participants believe that equality policies exist in their learning environment.

Other results showed that 30% of transgender learners had experienced bullying due to their gender identity.

Joy Mercer from the Association of Colleges (AoC) said: ”We are pleased to note that feedback highlights a positive attitude and developing awareness of the needs of lesbian, gay, bisexual and transgender students.

“However, this report also identifies the further work needed and will help managers to enhance their policies, practice, curriculum and continuous professional development in the future.”

The research highlights that only a third of participants believe that equality policies exist in their learning environment.

It later suggests that providers should emphasise how they do not tolerate bullying or harassment, and to highlight the mechanisms which learners can use to report any problems.

Other recommendations include setting up a mentoring system so that LGBT learners can ‘take an active role in the learning environment’.

The research was carried out by Babcock and surveyed 450 appropriate learners that were over 19.

Previous reseach commissioned in 2006 discovered that the experience of adult learners in these groups was characterised by widespread discrimination and harassment.