Colleges call for emergency government funding to boost staff pay

Ministers are being urged to stump up emergency funding for colleges so that staff pay can be increased in the face of a cost-of-living and recruitment crisis.

The Department for Education is also being asked to review policies to reduce financial risks – including by being lenient when it comes to funding clawbacks, offering an income “guarantee”, and increasing funding rates for adult education courses.

Association of Colleges boss David Hughes laid out the demands in a letter to education secretary Nadhim Zahawi today.

It comes ahead of the association’s annual negotiations on staff pay with education unions later this week. The AoC has repeatedly recommended a 1 per cent pay increase for staff over the past five years much to the protest of unions which have in turn launched numerous strikes.

In an update to members on Friday, Hughes revealed that the unions’ claim this is for a 10 per cent rise this year, with a minimum of £2,000.

He said that given inflation is running at 9 per cent, and the longstanding pay gaps with schoolteachers of £9,000 and with wider industry, that does “not look completely unreasonable”.

But he pointed out after a decade of underfunding, there is not a single college which is able to meet that claim, nor even get very close.

In turning to the government for extra funding, Hughes highlighted there is a risk to the rollout of T Levels and Higher Technical Qualifications, as well as ambitions to boost apprenticeships, because colleges are “struggling to retain and attract top talent to teach the skills needed to fill gaps in shortage sectors across the economy”.

Previous AoC research claimed that colleges are suffering their worst staffing crisis in two decades.

Hughes said: “The government’s skills revolution is in danger of stalling because, ironically, colleges cannot compete in the tightest labour market on record. At the very time colleges need to be training more people for the increasing number of skilled vacancies, they find themselves unable to pay enough to attract and retain talented, experienced and skilled people themselves. 

“Colleges want to deliver but are not being given the funding they need to do it. The gap between what these teachers could earn in industry, or even in schools, compared to working in a college is now at crisis point, limiting capacity just when colleges need to grow numbers.”

He called on Zahawi to make representations to the Treasury for emergency funding. But he stopped short of saying how much is needed specifically.

Last year’s spending review announced that the DfE will be investing an extra £1.6 billion in 16-to-19 education and training by 2024/25, compared with the 2021/22 financial year. This includes an up-front cash boost which will see the rate of funding per student boosted by over 8 per cent in 2022/23.

Hughes said these funding decisions for 2022/23 assume 2 per cent inflation for 16-18 courses and 0 per cent for everything else (adult education, apprenticeships and higher education) which is some way off the current 9 per cent inflation.

Alongside pay pressures, colleges have to deal with increases in national insurance contributions, the national minimum wage, pension contributions, utility bills and other costs, Hughes said.

The AoC also wants DfE to review other policies which could be adjusted to reduce the financial risks for colleges which, in turn, could help them make a better pay settlement.

These include:

– how the business case processes can be designed to allow more leeway for 2021-22 and 2022-23 AEB and 2022-3 T level shortfalls because colleges risk clawback on both;

– more flexibility on the extra 40 funded hours in 2022-23 which are eating into the funding available, and which are also more challenging to deliver given the widespread difficulties in recruiting and retaining teaching staff;

– suspending intervention action on ESFA financial health assessments and the FE commissioner 65 per cent staff cost benchmark because those measures will severely constrain colleges from making better pay offers to staff;

– a cost increase sharing mechanism for approved DfE capital projects (currently 100 per cent of extra costs fall to the college) because of the large inflationary increases in construction materials and labour costs;

– offering an income guarantee for colleges where the grade inflation in last summer’s exams led to more young people staying in school sixth forms. This impacts through the lagged system on income from the autumn, just when we expect those student numbers to bounce back. The lagged system was not designed for such unique circumstances and needs to be amended for next academic year;

– considering a rate increase on AEB, learning from the approach taken in London by the GLA with it’s devolved powers. The AEB funding rates have not increased for over a decade;

– considering a rate premium on priority courses and qualifications, including in skills shortage areas such as construction, engineering, digital and health where colleges have the most difficulties in recruiting skilled staff and for T Levels, HTQs and other courses which the Government wishes to see grow.

The DfE was approached for comment.

Week of strikes at London college begin over ‘fire and rehire’ threat

Staff at Richmond upon Thames College are striking every day this week in response to the college threatening the use of “fire and rehire” tactics to drive down staff holiday allowances. 

The University and College Union said that the college issued notices to “sack every teacher at the college” as part of a plan to force them to reapply for their jobs on “worse terms and conditions” that would see a reduction in their annual leave. 

However, the college has hit back, saying they are “hugely disappointed” to see strike action go ahead given that students have already experienced a large amount of disruption due to the pandemic – and have argued “fire and rehire” would only be used as a last resort.

And an MP has waded into the debate- calling for RuTC withdraw the section 188 notice (a notice an employer intends to make a number of employees redundant), to help an “amicable settlement to be reached”.

“The management team at Richmond upon Thames are effectively putting a gun to the head of its own staff. It is deplorable behaviour, and it will be met with the full force of our union,” said UCU general secretary Jo Grady.

Adam Lincoln, UCU’s regional official, said that this week’s strike shows staff will not allow management to “fire them and rehire them on worse terms”.

“Fire and rehire is a sickening tactic used by some of the UK’s worst employers and Richmond upon Thames College’s management needs to treat staff with the dignity they deserve.”

Lincoln said that the 127 teachers who now face “a battle to save their jobs” have dedicated themselves to supporting their students, not least during the pandemic. 

“The fact that management are trying to slash 10 days from their holiday entitlement is a mark of shame for the entire college, and one which will prompt fury amongst students and the local community,” Lincoln added. 

The dispute has arisen over the college’s proposal to reduce the current 64 days per year of annual leave (including Bank holidays and efficiency days) to what the college calls “a level in line with other FE colleges”. 

UCU has claimed staff would lose 10 days of holiday – but the college has said they are proposing a “net loss” of 8 days of annual leave with full financial compensation.

RuTC in turn claimed the move will bring annual leave to a level in line with other FE colleges.

It said the final option to “dismiss and re-engage” would only be used in the “worst case scenario”. 

Strike action all week

Staff will be picketing the college from 7am to 11am everyday of strike action.

UCU told FE Week that they expect over 100 members of staff to take part in the strike over the course of the week. 

The college has said that UCU represents fewer than 50 per cent of the college’s teaching staff. 

They added that the ballot was not unanimously in favour of strike action and the college have been made aware that many of its teachers are “equally disappointed in the union’s decision to strike”. 

“Richmond upon Thames College are hugely disappointed to see strike action go ahead at this time, when students across the country have already experienced a large amount of disruption due to the pandemic,” a statement on the college’s website said. 

“The college has demonstrated a consistent and genuine desire to negotiate on the overall package of benefits including pay and levels of annual leave and has confirmed the offer of 100 per cent financial compensation (consolidated) for the net reduction in annual leave.”

The statement added that this offer financially compensates and recognises the work that teaching staff regularly carry out during holiday times. 

Failed negotiations

UCU and RuTC have met for negotiations – but so far, no solution to the dispute has been found. 

“After a meeting with UCU on Tuesday 10 May, the employer confirmed that it would not enter further negotiations and would begin conducting 1-2-1 meetings with staff ahead of delivering dismissal notices,” UCU said in a statement. 

“The employer continues to refuse to recommence negotiations to resolve the dispute.”

However, the college said it informed UCU on February 22, this year that there would be proposals to change the terms and conditions of the teaching staff contract to see if agreement could be reached and individuals could voluntarily move to the revised contract. 

RuTC said it was agreed that they would move to formal consultation on March 8. 

The 45-day formal consultation period was due to end on April 22, and the College extended the timeline by a further 18 days until May 10. 

“Consultation came to an end on that day when the UCU response made it clear that negotiations could go no further,” the college said. 

Munira Wilson, MP for Twickenham, said that she had spoken with representatives from both Richmond upon Thames College and the University and College Union to listen to their respective views on the dispute.

“Whilst I believe it is not unreasonable for RuTC to seek to renegotiate staff contracts, the fact that the college has issued a section 188 notice (which begins the consultation process to fire staff), whilst still in the process of negotiating with those affected, undermines their ability to negotiate in good faith,” she said.

“I have urged the college to withdraw the section 188 notice, as I believe this could help bring the strike to an early end and allow for an amicable settlement to be reached.”

Disruption

The strikes come at a time when many students are sitting exams. 

RuTC said they will be doing everything they can to minimise disruption to their students’ ongoing teaching, learning and assessment and that the impact of strike action is likely to vary for different students, depending on the union membership within different programmes. 

“Some students may notice little disruption, others may experience more,” the college said. 

“We are investigating a range of options to enable any lost learning to be recovered, wherever possible. The strike action will not impact on the operation of formal exams that will be taking place at RuTC during the week of the strike,” it added. 

MOVERS AND SHAKERS: EDITION 390

James Evans

Head of Partnerships (South), SCL Education Group

Start date: May 2022

Previous Job: Business Development Manager, SCL Group

Interesting fact: With a passion for grass-roots football, James has coached Aylestone Park FC for six years and recently took them to league cup victory.

Ros Parker

Principla, Isle of Wight College

Start date: September 2022

Previous Job: Principal, Southend Adult Community College

Interesting fact: Ros is a volunteer radio presenter aiming to reduce social isolation in older people. She has interviewed some inspirational guests and celebrities but her all-time favourite are Orville, closely followed by Jean-Christophe Novelle.

SEND college jumps from ‘requires improvement’ to ‘outstanding’ in three years

Two colleges have been rated ‘outstanding’ by Ofsted this week, with one making the jump to the top rating just three years after being given ‘requires improvement’. 

Chadsgrove Specialist College in Worcestershire was criticised back in 2019 by inspectors who found directors, managers and staff were “not suitably experienced in working with students” in FE. 

But following an inspection in March, Ofsted said this week that the college had a highly ambitious curriculum in place, and that students were able to develop in a “safe and highly inclusive” environment. 

A report for Nelson & Colne College Group in Lancashire was also published this week, with the group retaining ‘outstanding’ ratings in their first inspection since 2009. 

“From the moment learners enter the college premises, they encounter a very welcoming, caring and calm environment,” inspectors said in a report about Chadsgrove Specialist College, published this week. 

“Learners develop in an environment that is safe and highly inclusive. Learners are supported by experienced staff who give learners high levels of respect, care and kindness. This includes learners who require high levels of intimate care. 

“Leaders and managers ensure that the highly ambitious curriculum meets learners’ individual needs and aspirations very well. This prepares learners very well for their next steps into adulthood.” 

Chadsgrove Educational Trust Specialist College is an independent specialist college that provides education and training to young people aged 19 to 25 with severe and profound special educational needs and/or disabilities, including complex physical, health and medical conditions. 

At the time of the inspection, there were 12 learners with education, health and care (EHC) plans who had high needs. 

Ofsted rated the college ‘outstanding’ in all inspection five areas including the quality of education, behaviour and attitudes, personal development, leadership and management and provision for learners with high needs. 

“Since the previous inspection, leaders have made very significant improvements to the quality of provision… Leaders and staff have high ambitions and aspirations for learners with complex needs to achieve their best,” inspectors said. 

“Learners follow highly individualised programmes to increase their independence, communication, confidence and community engagement. As a result, this leads to improved life outcomes for learners.” 

In a statement, Chadsgrove Educational Trust said it was “delighted” to be recognised as outstanding in its recent inspection. 

“Staff, students, therapists and directors, a wonderful team, have worked unremittingly over the past three years in developing comprehensive curriculum pathways for learners with physical disabilities and complex health needs,” the statement said. 

“Our sincere thanks go to this amazing team and the families that have been integral to achieving this recognition.”   

Nelson & Colne College Group was also rated as ‘outstanding’ by Ofsted following an inspection that was carried out between March 15 and 18. 

The group offers sixth-form provision, adult learning, apprenticeships and programmes for learners who have high needs. 

At the time of the inspection, the college provided education programmes for 2,265 young people who were studying A-levels and vocational programmes from entry level to level 3.   

Inspectors found that learners aged 16 to 18 make excellent progress on their programmes and that they speak positively about the support they get for their next steps. 

“Learners and apprentices love being learners at the college. They describe their teachers and trainers as inspirational and knowledgeable,” the report said.  

“Teachers and trainers create highly supportive, calm learning environments in which learners and most apprentices thrive. Learners rapidly build their confidence and produce work of a very high standard. Apprentices develop substantial new knowledge, skills and behaviours.” 

Nelson & Colne College Group said the rating meant they are now the only college in Lancashire to be graded ‘outstanding’ under the new Ofsted framework.

“I am beyond proud to be a part of this extraordinary college group,” said chief executive Amanda Melton. 

“Our focus has always been to provide the very best education and training to learners and apprentices across Lancashire, and now, after two mergers and a pandemic, Ofsted has recognised us as an ‘outstanding’ group of colleges. 

“All of the colleges within Nelson & Colne College Group are now ‘outstanding’ and this is a true testament to the hard work, dedication and talent of all of our staff and students.”

DfE and quangos shun NUS – but will FE notice?

The government and its education arms-length bodies have officially cut ties with the National Union of Students – but FE Week has found the decision is unlikely to make much difference as engagement on FE issues is already minimal.

Last week, minister for HE and FE Michelle Donelan (pictured) suspended all engagement with the NUS following antisemitism allegations – meaning the union will no longer be able to attend Department for Education policy groups and will be replaced with alternative student representation.

The DfE also requested that its arms-length bodies, such as the Office for Students, follow its lead and suspend their engagement with the NUS.

However, a DfE spokesperson confirmed to FE Week there are actually no routine, long-standing engagements with the NUS in relation to FE at the department and the Education and Skills Funding Agency.

This is despite the majority of student unions in the NUS’s membership being in FE providers ̶ around 64 per cent, according to the NUS.

Minimal engagement with arms-length bodies

The NUS will also be prevented from attending groups on FE with arms-length bodies – but their overall engagement with these affiliated organisations is already minimal, FE Week has learned.

“As per the request from the Department of Education, we will temporarily disengage with the NUS,” a spokesperson from the Student Loans Company said.

The spokesperson said the main stakeholder event the NUS is invited to at SLC in relation to FE is their advanced learner loans forum, which the union will no longer be able to attend to represent students.

The spokesperson added that the NUS is invited on a range of other forums across the organisation but did not specify how relevant these forums were to FE.

The Office for Students, which regulates higher education, told FE Week they have historically engaged with the NUS through information sharing meetings and involving them in policy-focused committees.

“We will cease to involve the NUS in our formal policy development. Informal information-sharing meetings between the NUS and the OfS may continue, including to discuss progress in their investigation of antisemitism within the NUS.”

However, other arms-length bodies told FE Week they had limited or no engagement with the NUS.

A spokesperson for the Institute for Apprenticeships and Technical Education said: “We support the position of the Department for Education. We will continue to focus IfATE’s learner engagement through our panel of apprentices.”

IfATE said it will conduct a “fuller review” but that they did not believe they worked with the NUS at all in a formal capacity.

A spokesperson from Ofqual told FE Week it will also stop engagement with the NUS, but could not say what specific engagement is being cut in relation to further education.

Ofsted also told FE Week the watchdog does not have regular contact with the NUS.

The DfE also announced that the NUS will not receive any government funding. But a spokesperson confirmed the NUS does not currently receive any money from the DfE – and that this comment related to future funding opportunities.

Allegations of antisemitism

The government said that the allegations of antisemitism at the NUS, which have been “well-documented and span several years”, have prompted a feeling of insecurity amongst Jewish students across the country.

These include concerns about the invitation of the rapper, Lowkey, who has been accused of making antisemitic comments, to the 2022 NUS conference.

It was alleged that current NUS president Larissa Kennedy suggested that Jewish students segregate themselves into a quiet area designed for neuro-divergent students during his appearance, which was “utterly unacceptable”, the DfE said.

The DfE was also “deeply concerned” about social media comments made by the president elect, Shaima Dallali, which have included a tweet in support of Hamas.

Education secretary Nadhim Zahawi said: “I am seriously concerned to hear of so many reports of alleged antisemitism linked to the NUS.

“Jewish students need to have confidence that this is a body that represents them, and we need to be sure that the student bodies that we engage with are speaking fairly for all students, which is why we are disengaging with the NUS until the issues have been addressed.”

The department said it is working closely with the Union of Jewish Students and other Jewish groups to ensure there is a consensus that the NUS is fully able to represent all students, including Jewish students.

“When this happens we will consider re-engaging with the union,” the DfE added.

An NUS spokesperson said the union was “disappointed” that Donelan announced the decision in a statement to the press rather than “seeking to engage with us directly”.

An independent investigation into the antisemitism allegations is currently ongoing.

Investigation ‘inconclusive’ on Covid-related death of lecturer but college did break health and safety laws

An investigation into whether a college lecturer who died of Covid-19 contracted the virus at work has come back inconclusive – but the college has to pay a fee for breaking health and safety laws.

The Health and Safety Executive opened a fatality investigation into Donna Coleman’s death after the University and College Union raised Covid health and safety concerns at Burnley College during the pandemic.

Coleman (pictured) tested positive for coronavirus on December 14 and died on January 6, 2021 aged 42.

The HSE found the college failed to meet social distancing and ventilation requirements, failed to enforce the wearing of face coverings by some staff and senior managers, and that staff were being encouraged not to report close contacts of Covid.

The college also held a Christmas party for staff where social distancing requirements were not met on December 18 – after Coleman contracted the virus.

At the time, the country was in “very high alert” tier 3 restrictions, where outdoor and indoor socialising was banned and hospitality and entertainment venues were closed.

In a letter about the outcome of the investigation Laura Snelgrove, an inspector for the government’s health and safety regulator HSE, said it was “impossible to conclude that from the evidence presented, on the balance of probabilities, that Donna Coleman’s exposure to Covid-19 took place within the workplace”.

Snelgrove added that the evidence does not present a specific, identifiable incident that led to an increased risk of exposure and the information gathered confirms the general levels of Covid-19 infection within the community was “very high” at the time when Coleman tested positive.

However, the HSE did rule that health and safety laws were “broken”, and Burnley College will now have to pay a fee to cover administrative costs due to these “material breaches”.

HSE said it could not share the value of the fee, but told FE Week the agency will meet with the college, Coleman’s family and the UCU next week to discuss the findings.

The UCU said the union, alongside Coleman’s family, is pursuing appealing the HSE’s inconclusive ruling about where Coleman contracted the virus.

Health and safety failings identified by the HSE include a failure to meet social distancing and ventilation requirements within the office that Coleman shared with two colleagues, one of whom also tested positive for Covid on the same day as Coleman.

Vicki Coleman told FE Week she was confused by the HSE decision and felt the inconclusive ruling was contradictory.

She confirmed her family will be appealing and told FE Week they have also reported the case to the police.

Paying tribute to her sister she said: “Donna was really caring just thought of everybody before herself. She was compassionate.

“She probably took on more than she should have done with people’s problems and was always a bit of an agony aunt. But she just always saw the best in people.”

UCU general secretary Jo Grady said: “The HSE has found numerous instances where Burnley College failed in its duties to protect the safety of its staff and students during the deadly second wave of Covid. 

“Whilst the HSE was not able to find that Burnley’s failings directly caused Donna’s death, it is clear that the college endangered the lives of staff and students. The college should not need a yearlong investigation to address basic failings like refusing to allow staff to self –isolate when it was a legal requirement or to realise that it is incredibly reckless to push ahead with a Christmas party during a pandemic.”

Grady added: “Many workers have lost their lives to Covid and today our thoughts remain firmly with Donna’s family. We hope that the HSE investigation is a stark reminder to employers that they need to take workplace safety seriously and engage with unions when we raise health and safety concerns. The risk of not doing so is too great.”

Burnley College did not respond to requests for comment.

How can ITPs support learners with complex mental health needs?

Many learners tell us mainstream school negatively affected their mental health and that they need more support now, writes Zoe Whitmore

Our education centres sadly reflect the national data on mental health, seeing increases in self-harm, suicide attempts and suicide ideation among our learners.

The mental health and wellbeing of our young people has never been more important. Now, one in six children aged five to 16 have been identified as having a mental health problem. The impact of the pandemic has only made these figures worse.

So the mental health of learners is a central thread in their learning journey within our centres. During their induction sessions we have one-to-one informal meetings to identify how we can support their needs and requirements.

Some of our learners have spoken about how they were placed in seclusion or isolation units because of their mental health issues in some school settings, sometimes caused by bullying or anxiety. This, then, excludes them from their peers, making them feel more alone and ostracised.

One of our learners said she feels “listened to by staff”, and that she feels safer and more content here rather than at home. So in my role I strive to maintain an inclusive environment across our centre, where everyone feels part of something positive and part of each other. 

It’s helpful to learners to have regular and open discussions around mental health subjects so they can be comfortable and confident talking about their feelings and able to ask for support. 

It’s helpful to have rooms that enable quieter spaces

It’s important to be part of a connected system of support, so it’s useful to work with local partners to deliver sessions supporting the development and wellbeing of our young people.

Local mental health services have exponentially growing waiting lists and treatment times for young people. So having extra sessions in our centres from these services is a vital part of the support we can offer.

Part of what I do as a mental health first aider in our centres is recognising the need to access more specialist help. We have a consultant mental health specialist, Dr Anna James, of March Training, working across our centres to deliver specialist early intervention support.

Recently, she has been teaching our learners “how to look after their brain”, in preparation for their upcoming exams, and to take away some mindful techniques for the future. Our learners enjoyed learning about how their brain functions and ways in which neuro-developmental disorders such as ADHD can affect learning, and overcoming barriers associated with this.

Another good tip is for staff and learners to use humour to keep a feeling of positivity and help people laugh through some of their darker times. 

Happy engaged gen Z student girl watching webinar, attending online class, learning conference, talking to teacher on video call, laughing, writing, studying in library with headphones, laptop, books

One of my learners recently told me that if their school had been more like us, their mental health would not have been so poor. They said they would not have become fixated on suicide ideations and suicide attempts.

Mainstream school negatively impacted this student so severely because of their ADHD. They were labelled as ‘naughty’ and pinpointed at every opportunity for having done something wrong, when this was not always the case.

It pays to work hard to build the relationship between teacher and learner, so that this person feels comfortable and accepted. This young person now has better attendance and rapport with staff because we treated them as an individual, showing understanding of the way they learn, and adapting to it.

It’s also helpful to learners to have rooms that enable quieter space for times of heightened anxiety or frustration, as well as sensory items to calm them.

Staff who are experienced in learner behaviours, additional support requirements and mental wellbeing results in group profiles being created to ensure that each learner is considered individually.

For me, it’s vital that we create a structure that encourages social contact, develops each learners’ sense of identity and achievement while building a resilience that will serve them in adulthood.

DfE – look at Scotland’s plans for an adult learning strategy

England needs an all-stages and all-levels levelling-up lifelong adult learning plan, writes Sue Pember

Both Wales and Scotland are pursuing plans for an enhanced adult learning offer. These plans put centre stage adult learners’ goals and hopes for the future, a system that builds on the strengths, experiences and skills that they already have to improve their life chances.

The draft Adult Learning Strategy for Scotland: 2021-26 was published last week and looks at “expanding and extending” adult learning as well as “connecting the adult learning journey”.

Meanwhile, in England, in the post-19 sector, we have a continuous stream of new initiatives often at odds with schemes or proposals previously announced but not yet implemented. 

This ad hoc approach is not providing a large cohort of adult learners with what they need. It is leading to many poorly attended new initiatives with poor value for money, deadweight activity, frustrated learning institutions and prospective learners who can’t find a way into the system.

That’s despite the fact that the rapid development of artificial intelligence, net zero policies, the volatile job market,, and recovery from the pandemic, coupled with the rise in cost of living, makes adult learning key to many government responses.

Lifelong learning should be the overarching framework for all stages and levels of education. It is much more than access to a post-19 lifetime loan. Whether you are starting out in a new job, making a career move, or thinking about retirement, education and learning new skills will make a difference to your life.

This ad hoc approach is leading to poorly attended initiatives

This concept of lifelong learning needs to be nurtured and promoted. New and existing skills programmes should address the gaps they are trying to fill and be developed with the sector with the needs of learners in mind.

Adult learners have many barriers to learning and these barriers need to be understood and mitigated.

It is of little use to say to someone who has a couple of GCSEs or a level 2 qualification that the government has made available a free level 3, but that it doesn’t provide funding to cover cost of living, childcare or costs of caring for relatives, or the cost of transport to the venue, or new IT kit.

There are also barriers around confidence and concern if they didn’t do well at school. How can they be sure they can succeed now? They need help here, with better adult guidance, support and mentorship built into programmes.

Although the levelling-up white paper goes some way towards focusing resources on one set of issues, it does not go far enough.

Going forward, we would ask government to support the development, in consultation with the sector, of an all-age, all-stages and all-levels levelling-up lifelong adult learning plan. It should highlight how learning new skills supports the economy, improves productivity, facilitates integration and improves personal and financial wellbeing.

This strategy should become the framework for devolution of skills and education budgets and support the post Covid-19 recovery, and should recognise the central role of the adult community education sector in this agenda.

We need to build on what works, and not invent another nationally designed scheme that competes with the existing offer.

Building on the work the Department for Education has done on level 3 and the loan entitlement for HE, the plan should spell out new government-wide strategies for level 2. It should include the vocational shortage areas for skills training in healthcare, service industries, transport and basic skills including ESOL, health and wellbeing, and digital.

The plan should also include a mechanism for preparatory work on new subjects that are not yet featuring in job vacancies, such as developing green agencies.

There should be a national promotion of the adult learning offer. Government should run a national campaign that explains what is free and supported and how to access courses.

It should establish a branded adult education centre in every town, which supports adults into learning and throughout their education journey.

Five ways to create a prison education system for the 21st century

The education select committee is making the right noises around prison education, but these recommendations are important, writes Peter Cox

Since Robert Halfon became skills minister back in 2016, “ladder of opportunity” has become his catchphrase.

It even makes an appearance in the title of the committee’s report on prison education published on Tuesday. The phrase represents the importance of offering individuals a means of improving their lives through education.

Nowhere is this more important than in prisons. All too often, prisoners find themselves at the bottom of the ladder, with many having endured a poor or limited prior experience of education.

According to the most recent Ministry of Justice (MoJ) data, 57 per cent of adult prisoners had literacy levels below those expected of an 11-year-old when they were assessed at the start of their sentences.

Without qualifications or work experience, prisoners are less likely to find employment – and are more likely to reoffend.

Finding a job can reduce the chance of reoffending by up to nine percentage points. At Novus, we are already active in engaging with employers such as Greene King, Kier and the Pret Foundation to offer routes through to sustainable employment.

In the past 12 months we have supported more than 1,400 prisoners into employment, education or training upon their release.

But there is more we could be doing. The report exposes a host of structural, financial and cultural obstacles that currently prevent prison education from achieving the biggest possible impact.

Here are five recommendations which we believe are key to creating a prison education service fit for the 21st century.

1. Raise the profile and status of education

Ensuring that the pay prisoners receive for taking part in education is equal to the pay they receive for prison work would ensure that no one loses out by choosing education.

Also worth noting is the recommendation that each prison should hire a deputy governor of learning who is directly responsible for education audits and outcomes – an effective means of ensuring all prisons take education seriously.

2. Better data – better sharing

Enabling prisoner data to be shared more easily would allow for better coordination between education, health and offender management teams, as well as allowing prisons to access prior educational attainment.

A “digital education passport” would follow prisoners through their sentence and across the prison estate – and even be shown to potential employers.

Just as important is the recommendation for a longitudinal study of prisoner destination data, comparing the outcomes of those who have received prison education with those who have not.

3. Clearer accountability

At present, reports by Her Majesty’s Inspectorate of Prisons feature a single grade for all aspects of a prison’s performance, with no separate grade for the education provider. This means that there is no clear line of accountability in the same way as a school or a college.

The committee is right to call for this change: it is only right that providers should be publicly accountable for their performance.

4. Better digital access

Much of the prison estate consists of Victorian buildings which are not set up for high-speed broadband access.

Novus has already invested £12.8 million in upgrading IT infrastructure across 43 prisons, but more needs to be done.

A clear timescale for installing broadband across the prison estate is long overdue. And offering in-cell access for education has the potential to be a game changer.

5. Providing adequate funding

“Prison education is in a perilous state due to a continual decline in funding”, the report baldly states.

Novus’s own analysis suggests that the hourly, per-prisoner funding rate for education equates to just 17 per cent of that for adult education in the community.

Expecting providers to deliver more with less is not sustainable.

The report’s call for a ten-year budget for prison education would give providers the data and confidence they need to deliver the quality of education provision that prisoners deserve – and finally allow us to help more people start to climb the ladder of opportunity.