Warwickshire College Group has hired a new principal and chief executive nearly 12 months after announcing the departure of the last one.
Sara-Jane Watkins will leave South Gloucestershire and Stroud College (SGS) after nine years as college principal and deputy chief executive of SGS Group, which contains an academy trust and a commercial operation.
WCG has been led by interim principal and CEO Peter Husband since January. It was announced last June that then-group CEO Angela Joyce will leave WCG to lead Capital City College Group.
The search for a permanent successor to Joyce closed at the end of February. FE Week understands the college has to date been unable to announce Watkins’ appointment as it was waiting for government approval of her salary. Colleges paying leaders more than £150,000 need Department for Education and Treasury approval before confirming appointments.
The Department for Education did promise to speed up the process after colleges complained it was causing delays in the recruitment of principals.
Watkins said: “I am honoured and excited to be stepping into this role. My dedication to education has always been driven by the belief that every student deserves access to high-quality learning experiences, and I am eager to continue this mission at WCG.”
Her college career began at Hartpury College where she progressed to the role of communications director before joining SGS as director of corporate planning in 2002.
SGS retained its ‘good’ Ofsted inspection outcome in a report published earlier this year.
WCG oversees six colleges; Royal Leamington Spa College, Warwick Trident College, Rugby College, Moreton Morrell College, Pershore College and Evesham New College.
It won a long-running High Court battle last year allowing it to sell a disused college building for non-educational purposes in the face of heavy local opposition, including local MP Harriet Baldwin.
“Collaboration will be key as we work to secure investment and necessary support to provide the best possible resources and opportunities for our learning community. I am eager to contribute to the ongoing success of the college and to make a positive impact on the lives of our students and ensure we remain a vital resource for the communities and businesses we serve,” Watkins said.
Gill Clipson, chair of WCG, said: “We are looking forward to maintaining the high quality of our provision and the strong reputation which we have established as Sara-Jane leads us through the next stage of development for WCG, focused on excellence in all we do and serving the needs of our local communities.”
Micro-credentials are increasingly being recognised as an effective way to meet employers’ skills needs. But they offer much more than that, not least in terms of social value.
The idea that learners can build up sets of industry-relevant specialist skills through accredited ‘bitesize’ modules is pioneering. It provides the flexibility and agility needed in fast-moving sectors where technology is changing all the time and employers need adaptive training models.
But micro-credentials themselves have lots of scope to be adaptable, including in the social impact and enrichment space.
As partners in Good for Me Good for FE, our organisations are committed to generating social value. We know how deeply embedded colleges are in their local communities and the positive impact they have.
Through its social value ‘calculator’, Good for Me Good For FE has encouraged volunteering and fundraising activity at colleges across the country. Crucially, it has also helped demonstrate the monetary as well as social value of the additional support FE provides.
The value of volunteering is clear, not only for the people being supported but for those who give their time and effort. Research shows that helping others is good for mental health and wellbeing; indeed, this was a key driver in the development of Good for Me Good for FE.
But as educationalists, we also know volunteering provides immense value in the development of people’s key skills, behaviours and attitudes. These are all key to ensuring people are prepared for the world of work and successful careers.
The question is how we can better recognise and attach value to the skills developed through such activity so that volunteers can take them forward into the workplace.
We think the answer lies in micro-credentials. A first for the sector, this will involve exploring the creation of a suite of credentials linked to the skills that come from volunteering activity such as teamwork, collaboration and communication.
Formal recognition for volunteering could be hugely valuable
The potential benefits are far-reaching, not least because it could give us something tangible to measure alongside social value. We know that ‘what gets measured gets done’, so additional quantitative indicators strengthen our evidence base as to the impact this work is having.
Enrichment is a fundamental aspect of FE provision. Providing opportunities for students to gain recognition for their contributions and the skills they have developed while undertaking activities to support others is a natural extension of this.
This includes work experience, which we know is hugely beneficial. With high-quality placements so hard to come by, volunteering could play a much greater role – particularly if universally recognised credentials were attached.
For college students (and indeed staff), demonstrating skills beyond academic qualifications is essential in today’s competitive world. For those from disadvantaged backgrounds, this can be difficult to achieve – as so many activities come at a cost.
Gaining formal recognition for volunteering activities could be hugely valuable, reflecting a much wider skill set as well as commitment and passion for a cause.
Together, we are committed to driving the development of microcredentials. This includes a pilot project involving our two organisations, with plans to deliver 1000 accreditations.
But to do this effectively, we need to create a robust and credible framework for these bitesize credentials.
Volunteering activities are extremely varied. They comprise a broad range of learning outcomes, and ensuring consistency and validity will be a key challenge.
We want to work in partnership with colleges to help us build an innovative framework. This must accurately assess and demonstrate achievement in relation to essential skills like teamwork and communication, which are at the heart of volunteering.
We are excited about this work, which is the next step in our Good for Me Good for FE journey. It will harness the social impact and value that is already being generated in communities while strengthening the skills and qualifications of the people working hard to support others.
If your college is interested in contributing to the development work, we would love to hear from you.
You don’t need me to tell you that AI represents a watershed moment, a pivotal point in education, or a revolution on a par with the last one. And it genuinely is, by the way. AI has made designing lesson resources, pitching for jobs, authoring drafts of technical documents, and, well, anything that you’ve put off, quicker, easier, and more possible. Just make sure you check its output first.
Teachers are, of course, the real creatives when it comes to finding the use cases for our digital friends of ChatGPT, Claude, Gemini, and the others. A mystery in English, done. A business marketing strategy, bam. A case study of your choice, well there it is.
While there is some debate on how to get the best out of these bots, the core teaching skills of defining objectives, precise instructions on what you are looking for, and giving it feedback and asking for improvements are conveniently essential to it.
In its advice on ‘prompt crafting’ in Copilot, Microsoft even use the acronym of GCSE, this time meaning Goal, Context, Source and Expectation. A goal giving it precise instructions on what you want (an essay plan), the context of who will be using it (for A Level Sociology students), a source such as material to include (on crime and deviance), and then giving clear expectations (500 words, include headings) will help ensure the bot keeps on track.
But just as we need practice to develop our ‘AI literacy’, talking about what works with chatbots and AI with students is a conversation that needs to keep happening.
AI, as it currently stands, is very good at developing frameworks, models and providing feedback. Used to refine ideas and suggest a plan of action, it can be an excellent guide for students to start to structure their work. However, pasting student text into the bot will mean it’s swallowed for its training data in most cases. So don’t do it.
But it often falls into an ‘uncanny valley’ where it is used to write an assignment, especially when used by those looking to solve the problem of a pressing deadline. It looks close to the ‘real’ thing but fails to hit the mark. This is changing by the day as the technology grows and even now no one can pinpoint AI-generated text with certainty all the time. Not you, not me, not any of the AI detectors.
Reforming our assessment strategies is becoming essential
This is where AI literacy, clear guidelines for student use and reforming our formative and summative assessment strategies are becoming essential.
For continuously assessed courses, that might mean presentations or research tasks that are more focused and require a level of practicality. For written exam-based subjects, seeing what it generates and improving upon them or critiquing them can be convenient source of ‘synthetic’ examples. And as far as maths goes, there are better tools out there to answer questions with, but generating long-form functional questions is something AI tackles with enthusiasm.
Teachers are already moving in these directions, but if you haven’t asked one of the bots a question from your course, try it. As first step in assessing your assessments, it can be quite a sobering moment seeing words flow with fury from the page.
The most popular chatbot currently defaults to a list style and an over-use of ‘furthermores’, ‘moreovers’, and ‘in conclusions’ if asked to write an essay, but those markers will change as it adapts to what its users want.
Combining theoretical assignments with the skills we want students to develop for their professions has always been the mission of further education. This will make it more so.
These assessment reforms will need not only to ensure student work remains authentic, but also start to respond to how AI is being incorporated into the workplace.
This will look different in each vocation. Whether that’s using the bots to develop presentation materials, incorporating these technologies to super-charge office and editing packages, or deploying them image recognition that diagnose problems in engineering, gaining familiarity with what is already happening in our industries and authentically mirroring that in college will be the challenge of the decade.
It’s good we have an apprenticeship levy; many apprenticeships are great and quality has improved. But few would argue it’s working just fine and should stay exactly as it is.
Apprenticeship starts have fallen by one-third since the levy and other reforms were introduced, with even larger drops for young people. Completion rates are low, and higher apprenticeships have the same access issues as other higher education.
For many large employers, the levy has become their training budget, skewed to older workers and learning at higher levels. That’s important, but with a fixed pot of money it’s come at the expense of training for young people and at lower levels. This is training which would have huge productivity benefits too and where the UK’s historic underinvestment in skills is starkest.
And yet we have an employer-led system in which employers say they can’t get what they want and where they’re investing £3.5 billion (7 per cent) less in training.
The need for reform is clear. The question is what reform, particularly in a policy area beset by chop and change.
Labour proposes to replace the apprenticeship levy with a skills and growth levy, allowing employers to spend up to half their levy on training outside apprenticeships. A new body, Skills England, would help decide what training should be fundable.
The argument is that apprenticeships aren’t the answer to everything; the current system is like a golfer going out with just a putter. Greater flexibility could allow employers to hit a bigger range of shots.
Some argue this would halve the number of apprenticeships, with large employers spending far more of their levy funds and leaving little for apprenticeships at SMEs. But that’s both vanishingly unlikely and focused on the wrong question.
Improbable choices
First, it would mean some highly improbable employer choices. For apprenticeships to halve, large employers would have to keep spending what they are on apprenticeships and spend the rest of their levy on other training too. This doubling of training investment would be some reversal of the 26 per cent fall in training spend per employee since 2005.
It is far more likely that levy-paying employers would switch some higher apprenticeships to qualification-based training. That would be a good thing if that training better suited the needs of the business.
After all, our research shows some employers are shoehorning training into apprenticeships to use up their levy funds rather than because it’s right for them.
This switch could also reduce the average cost per trainee at higher levels, because many of the alternative training routes would be lower cost than higher apprenticeships. All else being equal, that could free up more funding for apprenticeships in SMEs and for young people.
Step by step
Second, rules for employers and growth in the levy budget can help. Rising employment and earnings mean the levy is projected to raise another £736 million by 2028-29. This will give headroom, even though some will be needed to increase apprenticeship standard rates to reflect rising costs.
And Labour’s policy is ‘up to 50 per cent’ flexibility. It would be wise to start with lower flex and build up over time, perhaps requiring large firms to invest more in young people to unlock that flex.
Step-by-step reform could limit any unintended consequences.
From start to finish
Third, our aim should be getting the right training for people and employers and focus more on apprenticeship completions than starts. The latter is not a particularly useful metric when only around half of starters complete their apprenticeship.
Just increasing the completion rate to the government’s target of 67 per cent would mean an extra 20,000 apprenticeship completions per year from the same number of starts.
Besides, apprenticeships won’t always be the right answer to training needs, as great as they are.
The impact of Labour’s policy depends on the rules it sets. We need to know more about those.
In the meantime, estimates based on simplistic maths that don’t account for likely employer behaviour don’t get us very far. Nor does arguing everything is fine now.
Our ambition must be to increase employer investment in training and reduce the current inequality where graduates are three times more likely to get training than non-graduates.
The apprenticeship levy isn’t working. It’s time to fix it.
Earlier this week we released a report, working with Youth Futures Foundation, calling on the next government to introduce an apprenticeship guarantee for young people up to the age of 24. The guarantee would ensure that a Level 2 or Level 3 apprenticeship place is available for every qualified candidate. This was previously set out in the 2009 Apprenticeship Act but was later repealed.
One of the main barriers to overcome in implementing an apprenticeship guarantee is ensuring the availability of sufficient opportunities for young people. Critics have previously contended that in an employer-led system this would not be possible, unlike in other parts of the education system where government is simply able to just expand places.
Yet, while we recognise this critical delivery barrier, our research suggests that there is both significant employer support for the introduction of such a guarantee and willingness to provide additional youth apprenticeship places under one. Nine in ten employers (89 per cent) would support an apprenticeship guarantee for young people, and 60 per cent of employers would be able to offer an additional apprenticeship opportunity for a young person.
However, it would be unrealistic to rely on the goodwill of employers alone and further action would be required to unlock more apprenticeship opportunities for young people. In particular, to boost the provision of apprenticeship places in small and medium sized businesses, who are much more likely to provide apprenticeships for young people, as well as provide apprenticeship places at lower levels.
Our research has highlighted the concerning drop in SME engagement in apprenticeships since the introduction of the apprenticeship levy and other reforms to the system, which have driven the overall collapse in starts as well as the fall in intermediate apprenticeships. Restoring SME apprenticeship starts to pre-levy levels and unlocking additional opportunities would be required to realise the vision of an apprenticeship guarantee.
To do this the next government should shift to demand-led youth apprenticeship funding, for SMEs, and introduce targeted financial incentives for both small employers and apprenticeship providers to boost youth opportunities.
The next government should shift to demand-led funding
Alongside enhanced funding and targeted financial incentives there is also a need to build the appetite and capability of small firms to engage in apprenticeships and skills investment more broadly, as well as to help them navigate a complex skills system.
To do this we need enhanced partnerships and business support at a local level. Combined authorities can play a leading role here, while Local Skills Improvement Plans (LSIPs) have the potential to be a key actor but require long-term and sustainable funding if they are to fulfil this potential and make the required impact.
As well as action to boost SME engagement the next government should reform the apprenticeship levy into a flexible skills levy with at least half of the levy money ring-fenced for young people and the remainder for wider workforce skills needs.
Our research also highlighted that 54 per cent of those that pay into the levy admitted to rebadging existing training schemes as apprenticeships as a way to claim their allowance. Establishing a more flexible skills levy would remove the incentive for employers to reclassify training as apprenticeships. Additionally, it would enable the provision of accredited training choices that better suit the skill development needs of existing employees.
Finally, as part of a guarantee, there is a need for additional support for those young individuals who are not yet ready to embark on an apprenticeship programme, restoring a crucial initial step on the path to opportunity.
That is why we are calling on the next government to introduce a dedicated pre-apprenticeship programme which should include a weekly bursary, similar to that offered in Wales, to boost participation.
While a youth apprenticeship guarantee would be challenging to deliver, our research has clearly demonstrated an appetite and a willingness by employers to rebalance the apprenticeship system towards young people.
We need the next government to match this ambition with the necessary vision and funding to transform the apprenticeship and wider skills system so that it delivers much better outcomes for learners, organisations and the economy.
Interesting fact: With a special interest in improving outcomes for young people, Gary established the Young Advisors Charity in 2007 and grew the organisation to employ over 1,500 people nationwide.
Stuart Liversedge
Head of Operations and Customer Relationships, Active IQ
Start date: May 2024
Previous Job: Business Development Manager, Active IQ
Interesting fact: Stuart’s career in health and fitness spans two decades. He’s a passionate advocate for health and fitness, participating in charity runs for MIND and the Stroke Association and staying active as an amateur footballer.
Fraud investigations into principal pay, a subcontracting probe and reclassification are among the reasons for delays to multiple college accounts this year.
The government’s deadline for colleges to publish their financial statements in an easily accessible location on their website is January 31 each year to “maximise transparency and support accountability”.
But Department for Education’s release of its annual college accounts database revealed 21 of England’s 223 colleges had not filed their 2022/23 accounts by the end of April.
An FE Week audit found most of the offenders have since released their accounts, but five remain under wraps.
The most high-profile delay involves Weston College, where government fraud investigators are probing “funding irregularities” involving the pay to former principal Sir Paul Phillips (click here for full story).
Elsewhere, Warwickshire College Group said a government “funding assurance audit” meant its financial statements could only be issued this month. A spokesperson said the Education and Skills Funding Agency was “aware of the position” and had “granted a filing extension to the end of July 2024”.
Strode College’s accounts have been delayed by an ongoing investigation into a historic case of dodgy subcontracting, which involved hundreds of traineeship learners working illegal hours. The government is now seeking clawback which has shifted the college’s financial health from ‘outstanding’ to ‘inadequate’.
The FE Commissioner is currently conducting a structure and prospect appraisal at Strode, which could result in a recommendation for the college to seek a merger.
Principal John Revill told FE Week last month he plans to publish Strode’s accounts during the summer.
South Essex College has failed to publish accounts for the past two years. A spokesperson said this was due to the reclassification of FE colleges in autumn 2022, and the subsequent need to rebroker its commercial loan with the DfE.
The college emailed copies of both sets of accounts to FE Week following a request on Thursday and said the financial statements would be published online in the next few days.
Emergency funding
Eastleigh College, which merged with Fareham College and City College Southampton in August 2023 to form the South Hampshire College Group, also only published its accounts following an enquiry from FE Week.
Eastleigh’s delayed accounts show the college received more than £2 million in emergency funding from the government in 2022/23, and its financial health rating was ‘inadequate’.
The new South Hampshire College Group will not publish accounts until next year, but Ofsted released a monitoring report this week which found ‘significant progress’ was being made following the merger.
The remaining colleges with unpublished accounts – St Brendan’s Sixth Form College and the Windsor Forest Colleges Group – did not respond to requests for comment.
With a general election now scheduled for July following local and mayoral elections in which skills, jobs, productivity and regeneration were prominent on the doorstep, policy makers and political parties are scurrying to craft their manifestos.
For FE and skills, a workable Lifelong Learning Entitlement and collaboration across Whitehall are critical lifelines.
Back in March 2023 Right to Learn anticipated some of the holes in the LLE legislation. In our written evidence to the bill committee, we warned about cutting it off for people over 60. We argued, armed with Learning and Work Institute statistics, that getting the 1.5+ million would-be learners aged 40 to 60+ who had dropped out of economic activity since the pandemic was a priority.
We also argued, alongside David Blunkett, that the department for work and pensions was failing to use their local job centres to address these challenges. Mostly, they seemed to pressure clients to take inappropriate or poorly-paid jobs rather than allow universal credit claimants to retrain and reskill.
And along with City & Guilds and others, we gave evidence that young people, NEETs and particularly women were struggling for help and work.
Scorched earth
Yet instead of an LLE Mark II, ministers are clinging to Mark I like limpets to a rock and over-relying on T Levels and degree apprenticeships as their Holy Grail.
If there is an overriding theme to our work, it is ‘progression, progression, progression’. Without it, the pipeline will run dry and life chances for would-be learners of all ages will be lost
Keynes famously said “when the facts change, I change my mind. What do you do, Sir?”. New skills minister Luke Hall’s answer seems to be to double down with a scorched earth policy by expanding the defunding of BTECs and other qualifications below level 3.
The FE sector is livid, its calls to delay to September 2025 roundly ignored.
March of the mayors
As it is now, with Rishi Sunak’s snap general election in July, the only groups who can plan effectively and get spades in the ground are elected mayors, combined authorities and others whose funding is devolved from Whitehall.
The local elections swept into office a clutch of new Labour mayors covering smaller towns , coastal and rural communities to reinforce the big city mayors.
And if Labour does gain power, Keir Starmer, Rachel Reeves and Angela Rayner will see them as key allies for skills, productivity and growth, with lifelong learning central to upgrading, upskilling and reskilling towards net zero, housing and regeneration.
These devolved initiatives should spur the FE sector to be part of their action locally, reviving an all-ages formula that was whittled away under Tory austerity.
Skills England is a central enabler for Labour’s industrial strategy. But what will it look like? Can we hope to get rid of the vast apprenticeship underspend claw-back? Will we see more collaboration across departments on a meaningful skills strategy? And will we see more devolution, beyond mayoral authorities?
Heads up
We’ll soon see. Meanwhile Labour has to be aware of the future of skills as well as ‘must-dos’ coming into office.
The 2017 Taylor review of modern working practices commissioned by Government envisaged a rapid expansion this decade of the gig economy, fuelled by digital. It suggested millions of small businesses, co-operatives, and self-employed would form a critical mass for skills and productivity.
It was largely ignored, but with the rapid impact of AI (for good or ill), net zero and technical skills, it is looking more prophetic. Backed by a mission from a new Government to empower people of all ages to achieve genuine lifelong learning in a tertiary setting, it should be the goal for UK success by 2030.
To some, Mark Bremner is known as the boss who lets staff at his training business take as many holidays as they want.
But to others he’s a builder, a failed barrister, tech nerd, record label founder, fantasy fiction writer and a frustrated rock music merchandiser. He was also once made bankrupt.
The self-confessed “fidget” has taken his legendary energy from one venture to the next, but tells me he’s finally settled after “finding his tribe” among his 108 staff in Dudley, in the West Midlands.
Sitting at home in front of a Beatles calendar, Bremner says his first career dream aged 14 was to be a software developer after he created a database for his school and a “light pen” that could draw on a screen.
His dad was unimpressed. Bremner says: “He told me ‘no one’s gonna make any money sat in front of one of those things’, which I reminded him about several times years later.”
But the MBKB founder and chief executive learnt vital leadership lessons from his dad. As “an impetuous” teenager, he was initially outraged when he went to work on his father’s building sites and discovered the workers were allowed extra-long lunch breaks to listen to sporting events on the radio.
His dad told him: “If we can get five hours of good work out of these guys every day, that’s all we need…You judge them on the quality of the work they do.”
Mark Bremner
Broken and bankrupt
After forgetting all ideas of a computing career, Bremner took a course in building studies at Dudley College, then worked at Bryant Construction and for his dad before setting up his own firm, DMA Construction.
Things were going “really well” when he took on a £700,000 contract for a large office refurbishment. But then his client’s middleman stopped making payments for work done and gave a reassurance this “slight cashflow hiccup” would be rectified. So Bremner “took a punt” and finished the job.
His company ended up being owed £220,000, with Bremner owing £175,000 to subcontractors who he promised to pay back with interest.
Two years later, aged 27, Bremner racked up £40,000 in legal fees after taking his debtor to court.
Although he won, the defendant declared themselves bankrupt the following day – leaving Bremner forced to do the same.
It was an “incredibly stressful” time for Bremner, who had a two year old and newborn baby. He borrowed from his wife’s brother to save the family home.
Then one of Bremner’s suppliers, who was owed £4,000, took him to court. On the steps outside beforehand, Bremner pleaded with the man and his solicitor to settle. They refused, instead telling Bremner’s wife “be prepared to lose your house”.
Representing himself, Bremner questioned why they should “jump to the top of the list” as he owed several other people money too. The judge threw the case out, and back outside Bremner told his antagonists “you’ll never see a penny of that debt as long as I live”.
Mark Bremner and his team at MBKB
Laughed out of the room
Now armed with experience of being at the sharp end of debt collection, Bremner thought he’d put all he’d learnt to good use in the legal world and train as a barrister. But he only lasted a few weeks. “There were so many really inspiring youngsters already ahead of me in their journey,” he says. And a lawyer’s wages are “not like in the movies”.
He applied for work as a business consultant but was “almost laughed out the room” because of his bankruptcy. He wore the setback as a “badge of honour”, believing his experience was “a lesson”, which “taught me a lot of valuable things”. He adds: “I learnt not to be so trusting financially.”
Feeling like a lost soul, Bremner went to work at his wife Kathy’s nursery.
Realising the strength of her business came from the staff, Bremner organised for them to be trained up for free when Spring Skills (which later became Protocol Skills) offered fully funded level-three NVQs in customer service.
The workers passed in three months, although Bremner admits with the current childcare sector challenges “you couldn’t do that now”.
Mark Bremner (right) when he was with Protocol Skills
Going Platinum
Bremner applied for a job with Protocol in 1999 as a leadership and management trainer.
He tells me he was given “quite the speech” from the manager during his interview about the industry’s “three P’s” – “the pressure’s insane, the pay’s appalling and there’s no promotional opportunities”.
But after a week in the job his manager was sacked and, “much to everyone’s amusement”, Bremner got a promotion.
At the time, Protocol was the UK’s largest work-based training provider but Bremner believed it was “too rigid”. He says there was a “massive gap” in the market for childcare training and became “disillusioned” when he was blocked from pursuing that growth. He sought the company’s permission to explore these “unique opportunities” through his own business.
Striking that agreement wasn’t a smooth process, but “ultimately” the resulting “gentleman’s agreement” allowed Bremner to contract with the Learning and Skills Council through the company he formed, Platinum Training, on the condition he wouldn’t “tread on Protocol’s toes” and would only operate in the childcare sector.
The firm’s first Ofsted inspection in 2004 awarded it with “grade twos and threes across the board” – enough to persuade the Learning and Skills Council to turn the funding taps back on.
Fable Label and their Laney Amps t shirts
Rock ’n’ roll lifestyle
Platinum by then had 87 staff, and while Bremner could see changes afoot with technical certificates and the move from key skills to functional skills, he admits he had “lost interest” in the business.
Then In 2009, Bremner lost his father “out of the blue”. His children were aged 15, 13 and nine and the shock prompted a realisation for Bremner that he’d spent “a great swathe” of their young lives working.
He grabbed an offer to sell up for £3 million in 2010 and took a year off.
It was at this point his career went a little off-piste. After renovating his house, Bremner achieved his childhood dream of writing a book – a fantasy fiction, entitled Intervention, about devils and angels. “It turns out I’m not very good at writing books,” he admits.
Then he became “incensed” by the “lazy” style of a John Lennon T-shirt he spotted on holiday at Hard Rock Hotel in Orlando, Florida. It featured a “standard” picture of the star with the lyrics of the song Imagine.
He believed rock concert T-shirts at that time were “cheap and horrible” and thought he and his graphic designer brother-in-law could do better. Sadly, retail giant Primark had the same idea and so the licences the pair needed were yanked from their grasp.
At the same time, Bremner’s son Daniel started a band, first called Audio Disease, then renamed EofE, who were “getting a bit of notoriety”.
“Not to do anything by halves”, Bremner then set up a record label, Cream Record Corp, to manage them.
He tells me he “pulled every string” to get them on tour with McBusted, then The Vamps. They were tantalisingly close to getting their big break after “touring relentlessly” for 20 months, but then they fell out and it was all over.
Mark Bremner managed the band EofE
‘Unlimited holiday’
By then, previous employer Paragon had embarked on a restructuring which released a “massive wealth of talent” onto the market, tempting Bremner back into the training game.
Bremner says he had “missed the sector” and “learned a lot from the retail and record industry” he wanted to put into practice – by “doing it our own way”.
So in 2015, MBKB was formed and staff were told “pick your own hours”, and offered “unlimited holidays”. He tells me: “My accountant and business partner still can’t get his head around this.”
MBKB started with a focus on childcare but times were tough because they had to “subcontract to colleges” which Bremner tells me “clipped our wings in terms of innovation”.
Then with the introduction of the apprenticeships levy, funding was slashed because the childcare framework did not become a standard.
Bremner considered “closing the doors” but decided to “repivot” into payroll instead. By this time, his agreement not to compete with Protocol had expired, giving him freedom to access other opportunities.
By 2018 he had 12 staff, including his youngest daughter. An inquiry from the revived travel brand Thomas Cook became the big break they needed.
Bremner says: “We were this tiny little company in Dudley that no one’s heard of, then Thomas Cook call [about payroll].”
Pets at Home, several NHS Trusts and local authorities followed. And Brent Council asked MBKB to collaborate on an internal audit, which brought about a new niche for the provider.
“The world and his dog” were delivering leadership and management training, so Bremner felt it would be “difficult to rise above that noise”. But later, they added HR and coaching as an add-on for companies.
EofE before they split
On-off months
Bremner was “horrified” when an Ofsted monitoring visit in 2019 found MBKB only making “reasonable progress”. He “fought” the judgement but to no avail.
Then Covid hit them hard financially. A silver lining was the guidance service they could provide on navigating furlough requirements.
Ofsted in 2022 rated MBKB as ‘outstanding’ in all but one category (personal development was ‘good’), which Bremner welcomed as “giving us something to aim for”.
But he worries “getting ‘outstanding’ is often a precursor to a downfall”.
“Mistakes” were made in 2023, when in “certain months we grew too quickly” and apprenticeship starts had to be delayed.
To manage the flow better, the company embarked on a process of “on-off months”, so apprentices were recruited one month, and paperwork and initial assessments were done the next.
Mark Bremner at the 2022 AAC awards
Giving the anti-sell
Bremner says the high number of people leaving apprenticeships early is frustrating and tells me we live in a “throw your toys out of the pram world where people quit”.
MBKB tries to combat this by “lovingly” doing “an anti-sell”, giving the apprentices “all the negatives about the apprenticeship and why they shouldn’t do it” to weed out unsuitable candidates.
Achievement rates were a “grim” 52 per cent for last year partly because “a lot of programmes” began before end-point assessments (EPAs) were in place. MBKB was the first provider to put corporate responsibility and sustainability apprentices through assessments, but there were “teething problems” with those EPAs.
Brenmer believes working for MBKB is “probably 25 per cent more difficult” than for other providers, because “we’re very stringent on what we want”.
But he still allows staff to work the hours they want, although the business has “slightly tightened up” with team members who are “new to the industry”.
With a career path that’s taken so many twists and turns, is Bremner still seeking the next big thing?
The answer is no. He tells me: “I’ve found my tribe with the people at MBKB. I’m very happy here.”