How to engineer a qualification

Pearson is joining forces with employers like Schneider Electric and a wide range of other provider stakeholders to integrate innovation and industry-relevant skills into their upcoming Engineering Higher Technical Qualifications (HTQs).

These HTQs, ranging from Level 4 to Level 5, are poised to become alternatives to traditional apprenticeships and degrees. With rigorous standards set by the Institute for Apprenticeships and Technical Education (IfATE), these qualifications ensure practicality and relevance to the ever-evolving job landscape.

HTQs have garnered enthusiastic support from all sides. Despite policy shifts, demand remains strong, and employers and colleges alike recognise their intrinsic value and have been investing time and finances to assure their success.

For providers, HTQs can be particularly useful in addressing skills gaps within specific sectors. From an employer perspective, according to Pearson’s recent Skills Outlook report, two-thirds (62 per cent) of business leaders are worried about finding recruits with the right skills for their vacancies. A third (36 per cent) revealed they have not expanded due to the skills gap.

David Abrahams, a Key Client Manager for Schneider Electric’s IT’s Global Operations division, has worked with Pearson to develop the new Engineering HTQs.

“We are committed to shaping the future of buildings, infrastructure and industries through innovation,” says David. “To do this, we need a steady influx of recruits who possess not only the core skills needed in this highly technical field but also the softer skills that allow them to work effectively within a team, network and flourish into leadership roles.”

Dr Sahithi Siva, Pearson’s Subject Lead for Engineering for Higher Education, currently working on Higher National product development, echoes this sentiment: “We greatly value employer participation and appreciate the commitment they make, and David has been fantastic. The process is rigorous, but the outcomes benefit everyone involved.”

Getting HTQs approved by IfATE involves mapping knowledge, skills, and behaviours, and ensuring the qualification aligns with industry standards. This process is iterative, requiring frequent feedback and amendments, followed by approval from OFQUAL and a separate submission process with IfATE. “It is a complex, lengthy process but is essential to ensure the quality and relevance of our qualifications,” states Sathithi.

Pearson is actively working to future-proof its qualification units, ensuring they remain relevant for at least the next five years. The company also developed a new space technologies Higher National qualification to deliver the space engineering technician standard, with organisations like Airbus Defence and Space and National Space Agency providing crucial feedback.

As technology progresses at a breakneck pace, Pearson believes partnership with employers and providers is vital for ensuring innovation is built into qualifications and learners acquire the hard and soft skills needed for the future and thrive in tomorrow’s industries. Pearson has recently received accreditation for HTQs in the Digital, Construction, Healthcare, Sport, Business, and Engineering sectors, and is planning to develop more HTQs in some of these key sectors. Find out more about developing and delivering HTQs with Pearson

Teach Inspire Create: A conference to explore the future of creative education!

UAL Awarding Body calls all creative educators!

Join us on 24 November at The Mermaid, London, for the Teach Inspire Create Conference 2023. This is an exciting day of keynote speeches from inspiring voices in creative education and the creative industries, a series of workshops led by UAL Awarding Body Chief Examiners, and a trade fair featuring exhibitors from across the industry.

We’re delighted to be welcoming three keynote speakers at the conference: Andria Zafirakou, winner of the 2018 Global Teacher Prize and founder of the charity Artists in Residence; Kay Adekunle Rufai, a British-born Nigerian photographer, poet, filmmaker, author, mental health researcher, and founder of the internationally acclaimed S.M.I.L.E-ing Boys projects; and Tina Ramdeen, the Associate Director of Young People at Roundhouse Trust.

Come along to hear our engaging panel discussion titled “Looking to the future: Exploring key skills needed to thrive in the creative industries of tomorrow”, offering a thought-provoking exploration into the minds of those who influence and define the cultural and artistic landscapes in creative education and industry! This session, chaired by Aimee McLaughlin, an associate editor at Creative Review, will shine a spotlight on the important skills needed to thrive in creative industries in the future. Joining Aimée are our esteemed panellists: Jazmin Morris, lecturer at UAL Creative Computing Institute and the Lead Computational Tutor; Dominic Traynor, Education Evangelist for EMEA at Adobe; Michele Gregson, General Secretary and CEO of the National Society for Education in Art and Design; and Oliver Morris, Director of Education & Skills at UK Music.

Guests will also have the exciting opportunity to immerse themselves in an inspiring breakout session with the UAL Awarding Body Chief Examiners, who are keen to share their knowledge, challenge guests, and push you to explore new ideas and to another level of creativity!

‘Engaging community with creative arts education’ with Andy Sankey, Chief Examiner for Music and Extended Project Qualification (EPQ) – a thought-provoking workshop on how to enhance the creative arts educational experience by working with local community
‘Using AI to create content’ with Julian Watkiss, Chief Examiner for Creative Media Production and Technology –A thought provoking session which delves into the impact of AI-driven content generation
‘The Express Yourself Challenge: unleash your imagination in 21 Minutes’ with Justine Head, Chief Examiner for Fashion Business and Retail, and Marc Mollica, Chief Examiner for Performing and Production Arts and Level 4 Diplomas – a fast-paced workshop to create a mini-masterpiece, designed to ignite your imagination and artistic exploration
‘Artful Mindfulness: Cultivating Creativity and Presence Through Art’ with Matt Moseley, Chief Examiner for Art and Design – a transformative workshop exploring the practice of mindfulness and how it can enhance creative processes
‘Project briefs: innovation, creativity, experimentation et al.’ with Vicky Cull, Chief Examiner for Art and Design – an inspiring workshop designed to enable creativity and avant-garde thinking in the area of project brief writing and development

The fun doesn’t stop there! Explore our trade fair to network with a diverse range of exhibitors from across the creative and the education industries. This is an amazing opportunity to find out more about these organisations and see just how they can enhance your creative practice.

With not long left to go before our Teach Inspire Create Conference 2023 and with tickets going fast, make sure to book your free ticket now to reserve your spot if you haven’t already! You don’t want to miss out on an unforgettable day of inspiration, connections, and limitless possibilities.

This event is free to attend for those currently delivering UAL Awarding Body qualifications and our invited guests. Lunch and refreshments will be provided, and the conference will be followed by a drinks reception and networking.

Book Now

Three-day strike planned at 30 colleges in November

Staff at 30 colleges in England are set to strike for three consecutive days next month in a row over pay.

The University and College Union (UCU) today confirmed strikes will go ahead at the colleges (see list full below) unless their employers offer a significant pay rise.

The strike will run from Tuesday November 14 to Thursday November 16 – which is just after the GCSE resits series but during the Association of Colleges annual conference.

UCU said it has settled disputes at 15 other colleges after staff got offered pay rises of up to 8.5 per cent.

Jo Grady, general secretary of the UCU, called on all other colleges to also “make staff a meaningful offer”.

“Any that refuse will be hit with strike action,” she said.

UCU balloted 89 colleges for strike action this term. The union announced earlier this month that 43 colleges failed to hit the 50 per cent turnout threshold required by law, while 14 other colleges voted to settle their disputes.

The remaining 32 colleges voted to strike. Two of those colleges – Cambridge Regional College and Furness College – settled their pay disputes and dropped their strike action, as they are not included in today’s list of 30.

After months of refusing to recommend a salary increase, last month the AoC advised its members to give staff a 6.5 per cent pay rise this year to match what is being offered to school teachers.

But colleges do not have to follow that recommendation, and some have warned this will be unmanageable.

AoC: ‘We urge the unions to call off the strike action’

There is an average salary gap of around £7,000 between school and FE college teachers.

A survey by the UCU of over 2,000 college workers, released in September, found that 95 per cent of college staff are struggling financially due to their low wages. Four in five workers said their financial situation is affecting their mental health.

The survey also showed many staff are using foodbanks, and rationing hot water and heating because of their low pay.

The UCU claimed that colleges should be able to afford a meaningful pay award because they will get £700 million more of funding this year than they did in 2019/20.

Grady said: “Our members refuse to allow pay to be held down to such an extent that their colleagues are forced to use food banks. The money has now arrived to pay staff fairly and college bosses must do so.”

But David Hughes, chief executive of the AoC, said his membership body has been “very clear” with unions leaders that the way in which the extra funding is allocated this year – through the 16 to 18 budget and linked to high-cost subjects – means that the additional funding available for pay rises varies “enormously” between colleges.

“Because of that, the AoC employment committee recommended that colleges should use all of their share of the £200 million pounds of additional government funding to address staff recruitment and retention challenges, to be open and transparent about the total additional funding their individual institution has received and show how it is being used to address the pay issues they face. I would urge union branches in the 30 colleges to sit down and discuss this with the college and reach agreement,” he added.

“Strike action only disrupts learners, and we have agreed to work with the unions to explore the potential for new national pay bargaining arrangements and how much it would cost to harmonise pay upwards to match schools and industry.

“We urge the unions to call off the strike action, and instead both explore national pay arrangements and work collectively with us to campaign for further investment ahead of the general election to put college pay back on track.”

The 30 colleges facing strike action:

Abingdon & Witney College,
Bath College,
Bolton College,
Bournemouth & Poole College,
Brockenhurst College,
Burton and South Derbyshire College,
Calderdale College,
Capital City College Group,
City of Bristol College,
City of Wolverhampton College,
Colchester Institute,
Craven College,
Croydon College,
Farnborough College of Technology,
Gloucestershire College,
Hugh Baird College,
Isle of Wight College,
Loughborough College,
Myerscough College,
Newcastle and Stafford Colleges Group,
New College Swindon,
Nottingham College,
Petroc,
Runshaw College,
South Thames College,
The City of Liverpool College,
The Heart of Yorkshire Education Group,
Warrington & Vale Royal College,
Weymouth College,
Windsor Forest Colleges Group

Two-thirds of parents ‘interested’ in FE teaching career – but not told about stunted salaries

Parents quizzed on the appeal of a career in further education teaching were kept in the dark about the sector’s typically low salaries by government researchers.

A survey by the Department for Education for its Teach in FE campaign revealed two thirds of working parents said teaching in the sector would “appeal to them”.

But the seven-question survey did not mention the sector’s typically low salaries, which colleges often cite as a key reason why they struggle to recruit and retain staff.

Teachers in FE are paid much less than teachers in schools, with an average salary gap of nearly around £7,000 between school and FE college teachers.

Government data shows that in 2021/22 year, the median average salary for FE college teaching staff was £33,400, in comparison to £40,251 in schools. And in private training providers, teachers are paid £28,100 a year on average.

Strikes over low pay have meanwhile broken out in colleges throughout England in recent years, with staff at 32 colleges voting to walk out in a union vote just earlier this month.

The DfE’s survey, which was answered by 1,002 working parents in England, showed that seven in ten see work life balance as the most important factor when choosing a job, while 43 per cent said they look for flexible working hours.

Around a quarter of the parents said they are most interested in a job where they could use their existing skills. The survey found 95 per cent already have the industry experience colleges require.

That makes FE teaching “the perfect career pivot for working parents interested in exploring roles connected to their field that offer the potential for part-time and flexible opportunities”, the survey said.

Asked why the DfE’s researchers didn’t include information about pay in their survey, a DfE spokesperson said: “We were exploring the perspectives and motivations of prospective FE teachers, with a specific focus on how teaching in FE could be an opportunity for those seeking more flexibility within their current industries.”

The DfE launched the multi-million pound Teach in FE campaign in January 2022 to get skilled workers to take up part-time teaching roles in FE, in a bid to tackle the widespread skills shortages in the sector. The department launched a new website as part of the campaign and said TV, radio and social media would also be used to tackle the staff shortages.

College hit with financial notice after DfE finds dodgy subcontracting in traineeships

A college has been plunged into financial difficulty after an investigation found “historic” non-compliant subcontracted delivery in traineeships.

Strode College was today handed a financial notice to improve by the Department for Education due to an undisclosed clawback risk that threatens to drop the college’s financial health from ‘outstanding’ to ‘inadequate’.

The department dished out the warning notice because through the three academic years 2019/20 to 2021/22, Strode College “failed to ensure sufficient oversight of subcontracted delivery of traineeship provision”.

“This has led to funding being ‘at risk of recovery’ due to non-compliance which is likely to result in inadequate financial health”, the notice said, adding that the college is now “in intervention”.

The notice may explain why Strode College is one of a handful of colleges that still hasn’t published its accounts for 2021/22.

Strode College recorded 1,264 students undertaking traineeships in 2020/21, a big increase from 467 the year prior.

According to its most recent accounts, dated for the end of July 2021, the college had ‘outstanding’ financial health after it returned a cash operating surplus of £1.58 million.

Strode College was one of the largest providers of traineeships, having secured a £3 million contract that it subcontracted out to “specialist partners” until July 31, 2023.

The government scrapped traineeships as a stand-alone skills training programme earlier this year amid years of low starts, despite pumping hundreds of millions of pounds into the scheme during the pandemic. Traineeships can still be offered, but they’ve been integrated into adult education budget delivery.

It is not yet clear what specific subcontracting oversight issues have been identified at Strode College by the DfE.

The financial notice means that Strode College can be referred to the FE commissioner for an independent assessment.

It has also placed a requirement on the college to request permission from the DfE before entering into any new subcontracting arrangements.

Strode College principal John Revill, who joined the college in June 2022, told FE Week: “The financial notice to improve relates to historical oversight of the college’s traineeship provision for the three years 2019/20 to 2021/22. It in no way reflects on the current leadership of the college.

“The college is working closely with all agencies involved to resolve the financial notice to improve as quickly as possible.”

DfE publishes list of ‘expert’ apprenticeship providers

The names of the 13 training organisations chosen by the Department for Education to be “expert” apprenticeship providers for a 12-month pilot have been published.

But it appears the DfE had to bend some of its strict criteria to get enough universities on board. Officials have also opted to enlist one independent provider that was briefly rated ‘inadequate’ a year ago.

Plans to award a “mark of excellence” to a select few providers were unveiled last month. Under the trial, those chosen would “act as ambassadors for the apprenticeship programme” and be given “more access” to DfE systems in a bid to reduce the time, resource and cost that providers commit to coaching non-levy paying employers through the digital apprenticeship system.

The entry application involved strict criteria that wiped out most providers from applying. These included a requirement for a ‘good’ or ‘outstanding’ by Ofsted, an apprenticeship achievement rate of at least 51 per cent in 2021/22, as well as a four-star “excellent” employer feedback rating.

Budding apprenticeship ambassadors also had to be in “good” financial health and have been delivering apprenticeships for at least five years for FE colleges and ITPs.

Providers also must deliver at least 30 per cent, and a minimum of 50 annual starts, of its overall apprenticeships provision to non-levy paying employers, according to the criteria.

The list, published today, comprises six independent training providers, five FE colleges and two higher education providers. DfE was searching for a maximum of 15 providers, made up of seven ITPs, three HE institutions and five colleges.

The stringent rules appear to have been relaxed slightly to allow the two universities onto the pilot.

The University of Sheffield and Manchester Metropolitan University both deliver less than 30 per cent of their overall apprenticeships provision to non-levy paying employers, according to latest full-year published government data for 2021/22. Both providers do, however, have at least 50 starts annually with SMEs.

Elsewhere, one independent training provider – Avant Partnerships – made the list despite being rated ‘inadequate’ by Ofsted in November 2022 after inspectors found the provider had “limited oversight” of safeguarding at a subcontractor after female construction apprentices reported experiencing harassment whilst studying.

Avant had a follow up full inspection in the summer of 2023 which returned the provider to its previous ‘good’ rating.

The expert provider scheme will begin from October 31 and providers will participate in a virtual introductory meeting on 8 November.

Here’s the full list:

Strikes: Labour would scrap minimum service levels

Minimum service levels for schools and colleges are an “attack on the rights of working people” and would be scrapped under a Labour government, the party has confirmed.

Ministers announced last week that they would extend the requirement to provide a specified level of service during industrial action to the education sector.

Gillian Keegan, the education secretary, invited union leaders to discuss proposals on a voluntary basis.

But she said government was “committed to using powers” to force through measures if a deal is not reached.

No details have been released yet as to how the measures could work in practice. It is understood unions will meet with the DfE again next week.

Legislation for the measures was passed last year in the form of the admission of the controversial Strikes (Minimum Service Levels) Act.

At the time, the government only announced plans to consult on minimum service levels for fire, ambulance and rail services, but warned that education could be included in future.

Labour had previously pledged to scrap the legislation during its first 100 days in office, and confirmed today this would include any minimum service levels put in place in education.

‘An admission of failure’

“Conservative chaos kept our children learning at home as ministers failed to resolve strike action earlier this year,” said Bridget Phillipson, the shadow education secretary.

“This is an admission of that failure. Labour has been clear we will repeal this law which is an attack on the rights of working people.”

Labour has also said it will scrap the 2016 trade union act if it wins power. The legislation introduced tough new thresholds for strike ballots in several sectors, including education.

Ballots must reach a turnout threshold of 50 per cent, and have at least 40 per cent of eligible members voting in favour of action for it to legally go ahead.

Almost 90 colleges were balloted for strike action by the University and College Union this term, but 43 colleges failed to hit the 50 per cent turnout threshold. Strikes are however set for 32 colleges that met the threshold and voted to for the action.

Last year’s pay dispute saw the National Education Union win two ballots for strikes and take ten days of action in schools.

‘A spiteful and bitter attack’

Speaking to the Trades Union Congress annual conference earlier this year, Labour deputy leader Angela Rayner accused the Conservatives of “preventing fair bargaining and holding back living standards” through the 2016 act.

“And this year they gave us the minimum service levels bill, a spiteful and bitter attack that threatens nurses with the sack.

“We know going on strike is always a last resort, but it’s a fundamental freedom that must be respected. So let me tell you loud and clear, the next Labour government will ask parliament to repeal these anti-trade union laws within our first 100 days.”

Keegan said last week the government “cannot afford a repeat” of disruption caused by strikes, “particularly as schools and teachers continue to work so hard to help children recover from the pandemic.

“I am asking the teaching unions to engage with us and agree to put children and young people’s education first – and above and beyond any dispute.”

But unions reacted with fury after being summoned to a last-minute briefing on the plans on Friday.

Geoff Barton, general secretary of the Association of School and College Leaders, said it was “nothing more than an attempt to distract from her department’s own shortcomings”.

He added it was “unimaginable that there will any agreement over legislation that involves removing the basic rights of employees. Industrial action is only ever taken as a last resort, when all other options have been explored.”

If there is a plan for ITPs, it isn’t working

”What’s Going On?” Please tell us, because independent training providers (ITPs) are running out of road, and quickly now.

Marvin Gaye wasn’t asking this question in the context of education, but it’s a question that ITPs need answering urgently.

Our sector has lost many providers in recent months, most recently Skills Training UK and Key Training.

Whatever the plan is or was, it is not working, and there appears to be no clear, long-term skills plan which allows for both ITPs and colleges to be funded appropriately and operate with parity of esteem. With no long-term plan, the sector defaults to short-termism, which is in nobody’s best interests.

Parity of esteem means equal priority, the context here being ITPs and colleges, not vocational versus academic qualifications.

“The government just seems to be more comfortable with colleges”

It seems the government does not treat ITPs with equal priority to colleges, despite the huge contribution ITPs make to the skills system by training two-thirds of all apprentices.

The government just seems to be more comfortable with colleges. They are in the public sector so the government can exercise more influence and control over them.

Despite having Education and Skills Funding Agency (ESFA) oversight and the Ofsted inspection regime for ITPs, is it this perceived lack of control over ITPs which is at the heart of the problem? Is it a lack of trust and respect for ITPs, or is it as simple as civil servants not wanting the private sector to profit at the expense of the public purse?

We know our education secretary loves apprenticeships, but when did you last hear her publicly praising ITPs? Colleges are lauded constantly, and rightly, but those ITPs doing an outstanding job for their learners should be too.

Let’s be clear. Just because there have been a few high-profile ITP failures in the past, those with good Ofsted grades, clean audits and strong delivery should not necessarily be tarnished as a result. The individual circumstances of each provider are different as are their reasons for success or failure.

Haven’t there also been high-profile college failures, despite the control the government has had over them? Colleges struggle too and insufficient funding is a constant lament, but they at least enjoy the government’s respect.

I chair my local college group, South Thames Colleges Group, which adds huge value to its local communities. I love my colleges, but their provision is local by design. The reality is that most colleges simply cannot do what national ITPs can do. Structurally, they do not have the operating models to run national programmes at scale for those large employers who need them, which is why ITPs account for such a large percentage of all apprenticeships (65.2 per cent in 2021/22 versus colleges with 18.7 per cent).

“The IfATE funding model is broken, nothing is being done to fix it”

So parity of providers would help, but so would appropriate funding for all programmes, especially apprenticeships.

The IfATE funding model is broken, and nothing is being done to fix it. Essential funding bands have been set at levels which are unsustainably low, in most cases at least 10 per cent too low, putting immense pressure on the system.

As funding for apprenticeships does not cover capital costs, funding levels for capital-intensive programmes like the heavy vehicle service and maintenance technician apprenticeship don’t come close to covering the real delivery costs.

Of course, when ITPs (and colleges) fail, learners do not get to complete their programmes. When this is due to DfE not funding apprenticeships with the real cost of delivery and a provider, or college, goes under, why should apprentices pay the price? If the figures in the public domain are true and the Treasury really did divert over £500m of levy funding away from apprenticeships last year alone, how is this justifiable when there are apprentices unable to complete?

So, what is the government’s skills plan? What’s the funding plan? What’s the strategy? Tell us please, “so we can see, what’s going on”.

If the government wants to continue with a model which includes ITPs, it must ensure they are funded properly and they feel they are wanted. ITPs know they’re needed, but allowing one after another to hit the wall, with little or no support, sends both them and their apprentices a very worrying message.

Finally, as an owner of an ITP, Remit Training, which is a national, ‘outstanding’ provider, I need to know where ITPs stand in the medium to long-term skills plan.

If the government want ITPs, like Remit, to still be here in a few years’ time, then support us by ensuring the funding bands applicable to our programmes cover our costs.

I call on the secretary of state to hold a high-level round table with AELP, the major ITPs, and IfATE to help resolve the current threats to the sustainability of ITPs, the apprenticeship brand, all our apprentices and the skills system.

“Don’t punish us with brutality” as Marvin’s song goes, but at least fund us properly, please.

Transform your ESOL learners’ English language skills through ESB’s external assessments

Are you currently offering or interested in providing ESOL Skills for Life qualifications to your students?

ESB is an Awarding Organisation specialising in two areas only, English language and Oracy. Its externally assessed ESOL Skills for Life qualifications from Entry 1 to Level 2 are delivered in a wide range of educational centres, enabling ESOL learners to achieve their language goals and reach their full potential.

Why choose ESB?

External assessment

One of the key benefits of working with ESB International is its external assessment model.

ESB understands that your time is valuable, so it provides a team of rigorously trained, annually standardised and moderated assessors to handle assessments at a venue of your choice.
This means you can focus on helping your students succeed without worrying about organising external quality assurance visits or paying additional fees for external verifiers.
ESB’s approach also eliminates the need for internal quality assurance, freeing up even more time for you to focus on teaching and preparing your learners for success.
High standards and reliable judgements are maintained in externally assessed qualifications using ESB assessors and markers who are unfamiliar to learners.

“I love ESB! The communication is always there and the process is easy. Everything is done externally so the pressure is off teachers, and we can just prepare learners for their assessments, so it is great. We have been with ESB for about 8 years now and it has always been consistent and of high quality!”
Teaching and Learning and ESOL Curriculum Manager at Stanmore College, Mafa Ardestani

Value for money

Our assessment fee covers a wide range of services to ensure you get the most out of your assessment experience. From initial registration to certification, ESB’s Head Office provides unsurpassed support every step of the way.

Results in 5 days – 99% of the time.
Certificates sent out within 10 days – 99% of the time.
Feedback on unsuccessful reading and writing criteria for the cohort. and for future individual learners.
Personalised speaking and listening reports for all learners.

Quality assurance and high standards of centre support

ESB International provides you with the quality assurance and flexibility to book assessments at a time and date that suits you.

Training of assessors and markers to ensure they are marking to the required standard.
Moderation of all borderline and unsuccessful reading and writing papers.
Centre contact returned within 24 hours and exceptional levels of support from all head office teams.

Enjoyable experience for centres and learners

All ESB qualifications are built with the learners’ interests at heart. Assessments are carried out in pairs, so your learners will feel comfortable and well-supported. ESB assessors create a memorable and enjoyable experience that encourages learners to demonstrate their speaking and listening skills and bring out the best in every learner.

“A smooth process from start to finish. A supportive Exam Board with examiners who are highly professional and provide constructive reports which help all students to improve. I can’t recommend them enough.”

Essential Skills Curriculum Manager, Kirsty Barlow at Blackfriars Settlement, London

Learn more

To learn more about ESB’s ESOL Skills for Life qualifications, please visit their website at www.esbuk.org or contact a member of their Business Development Team at business@esbuk.org.