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DfE climate change strategy: New FE teachers will be required to build sustainability into their teaching

All new further education teachers will be required to build sustainability into their teaching next year as part of the government’s climate change strategy.

The Department for Education’s final policy document on the strategy was published today, following a draft that was released in November and launched at the COP26 conference in Glasgow.

The new “requirement” for FE teachers will come into effect in 2023. Existing college staff will however not be required to include sustainability into their teaching.

While the sector has responded positively to the government’s commitment tackling climate change – the key policy proposed for FE doesn’t go as far as what college leaders had hoped.

The Association of Colleges sent a letter signed by 150 principals to education secretary Nadhim Zahawi in October calling for all courses for 16- to 18-year-olds to change to include compulsory modules on climate change. The AoC was unable to comment on the DfE’s new strategy at the time of going to press.

Launching the Department for Education’s climate change strategy, Zahawi said: “We are delivering a better, safer, greener world for future generations and education is one of our key weapons in the fight against climate change.”

The policy paper says that by 2023 the government will develop an occupational standard for further education teaching which explicitly requires all new teachers to integrate sustainability into their teaching.

Teachers will be expected to do this through modelling sustainable practices and promoting sustainable development principles in relation to their subject specialism.

While it was not clear from the strategy whether new FE teachers will be required to teach sustainability to all students, including adults and 16- to 18-year-olds, the DfE told FE Week: “The requirement applies to all new teachers, regardless of courses/level.”

Bill Watkin, chief executive of the Sixth Form Colleges Association welcomed the plans, saying that sixth form colleges have a “long-standing commitment” to the sustainability agenda.

“Teachers in sixth form colleges are already mindful of the importance of tackling issues of sustainability in the classroom and the most likely impact of this latest requirement is that it will help to embed, and perhaps even expand, existing good practice,” he said.

Other key policy updates around sustainability were announced in the paper.

Policy makers said that by 2023 all bids for capital funding for further education and higher education will need to consider environmental impact, carbon reduction and adaptation measures, and align with the government’s targets and objectives.

Ministers also pledged to introduce a new natural history GCSE by 2025. The new qualification will give young people a “further opportunity to engage with and develop a deeper knowledge and understanding of the natural world”.

The government also said that every education setting will have nominated a “sustainability lead” by 2025. These leads will receive carbon literacy training and will be responsible for putting in place climate action plans.

The DfE said that “at least four schools and one college will have been built via the Gen Zero Platform that the department demonstrated at COP26” – this will also happen by 2025.

The DfE told FE Week that the GenZero platform is a kit of parts for delivering the “widest range of educational buildings to the highest standards in the most economic method”.

“As part of the development we are piloting five GenZero schools and colleges selected from the department’s building programmes,” the DfE told FE Week.

“Each will be selected on their suitability for incorporating the GenZero principles and will then undergo a rigorous monitoring and evaluation process to collect evidence on performance to technical and sustainability standards.”

So far Forge Hill, a new free school in West Sussex and Ashington College, Northumberland, have been selected to take part and are undergoing feasibility studies.

The government has previously spoken about how colleges will be “key” to hitting their target of supporting 440,000 net zero jobs by 2030.

The paper outlines how its existing programme of skills reforms, including trials of levels 4 to 6 short courses, the strategic development fund for colleges and local skills improvement plans each have a role to play in the sector’s contribution towards green skills.

Don’t solely blame ‘the careers system’ for low apprenticeship starts

Many of the issues putting young people off apprenticeships are in the control of employers and providers, not careers advisers, writes Laura-Jane Rawlings

At the Annual Apprenticeship Conference last week, it was interesting to hear claims that the careers education system is still not delivering for apprenticeships.

Frustrating as it is that the conversation has not moved on in the past ten years, we have to sense-check the narratives we are using. The careers system isn’t perfect, but it is changing.

Let’s explore the role that careers education has in “delivering for apprenticeships”. It’s a requirement that young people get to hear about all routes available to them.

Young people in education tell us via the Youth Voice Census that they are hearing more about apprenticeships than ever before.

In 2021, 86 per cent of young people had apprenticeships discussed with them in school, which is a significant increase on the years before. Anecdotally, more schools are opening their doors again to great in-person activity.

But despite hearing much more about apprenticeships, only 29 per cent of young people aged 14 to 18 were likely to apply for one.

So we need to better understand what sits behind that decision – and much of it is in the hands of providers and employers.

Here are the key factors that are holding young people back:

1. Availability

Only 9.9 per cent of young people think they will find a good-quality job where they live. If you search Find An Apprenticeship in your local area, how many vacancies come up?

Today in Corby, there are 15 higher/degree apprenticeships in a 20-mile radius, for a town with around 400 young people looking for post-18 pathways.

Young people can only look for what’s available in their area. Social mobility and disadvantage will mean that young people cannot always afford to travel or feel confident enough to move.

We have to look at the whole apprenticeship pay structure

We can provide more apprenticeships and make it easier for SMEs to provide apprenticeships too.

We also have to think about the barriers to apprenticeships. Is there more that providers or employers can do to ensure more affordable travel? Perhaps paying a month in advance, supporting season ticket loans, and thinking creatively about how more young people can access opportunities outside their local area.

2. Job descriptions

When you’re on Find An Apprenticeship, check out the job descriptions of a random number of vacancies, including the jargon being used, the descriptors and information available.

Job descriptions are most often the first interaction with an employer that a young person has. Most organisations will not change the language, tone or description of a job to meet their target audience when thinking about apprentices.

However, this is an organisation’s chance to think differently about the requirements it is asking for.

Compare that to a university prospectus, which is solely written with the target audience in mind: they sell the course, content and the wider opportunity too.

3. Person specifications

Person specifications have the power to very quickly make young people feel as though they are not good enough for a job. This approach needs to be rethought.

We also need to update our expectations.

Young people have had limited to no access to work experience or part-time employment for at least the past two years during Covid. However, many employers are still asking for recent work experience.

4. Salary

While young people are, in the main, willing to accept a reduced salary for quality training, they cannot, and do not, want to work for the minimum rates, particularly where they are doing a real job alongside their training.

This is a contentious issue, but we have to look at the whole apprentice pay structure.

These areas I have mentioned here are just the tip of what we know from young people, through the Youth Voice Census. There is more we all need to do to level up apprenticeships.

But it is not the sole job of the careers system. In fact, it has no control over the four points I have raised above!

British Army seeks ITPs to support their apprenticeship programme – contracting launch

The British Army is holding an event for independent training providers (ITPs) to raise awareness of how their apprenticeship programme is delivered and what support services the Army needs from ITPs. The event will also cover how they can tender for these support contracts.

The ‘Industry Brief for Training Providers’ will be held at the British Army headquarters in Andover on Tuesday 10th May between 10.30am and 12.30pm. Attendees will learn about potential opportunities, timelines and how best to engage in the contracting process and be able to hear from representatives from army personnel policy, army education branch and army commercial.

As an employer provider, the Army delivers the majority of training in knowledge, skills and behaviours, as part of Army standard military courses. However, there are some aspects of a civilian apprenticeship standard which do not naturally fit within Army training.

The Army is looking for training providers who are able to assist them to support Army apprentices through their learning journey. These services include supporting induction and carrying out initial assessment and enrolment onto the apprenticeship; functional skills delivery (when required); managing data entry and individual learner records throughout the apprenticeship; carrying out regular progress reviews; preparation for end-point assessment (EPA) working with the Army nominated end-point assessment organisations (EPAOs) and support through the apprenticeship gateway. The training provider staff need to have the capability to work directly with Army units across a range of UK Army bases offering both face to face and remote support options.

Most of the Army’s apprenticeships commence as the soldier starts their initial trade training course, ensuring the apprenticeship is closely related to a soldier’s role. Offering an apprenticeship means that as well as becoming a better soldier, the soldier can be sure their apprenticeship will be valued both while serving and in the civilian employment sector.

The Army is keen to engage with a range of forward-thinking training providers as this model allows it to access the latest developments in apprenticeship delivery, working jointly to ensure a high completion rate that is well above the national average.

TheArmy was number one in the most recent Top 100 Apprenticeship Employers ranking and 90 per cent of new soldiers are enrolled onto an apprenticeship with more than 14,000 on programmes at any one time.

“Being listed top of the Top 100 was a really significant achievement for the Army. For those inside the organisation it provided reinforcement and validation of the outstanding training offer made to every soldier. Externally it demonstrated the breadth of the Army employment offer as well as its value to the individual whether their career aspirations remained within or outside the Army,” said Col Matt Ketterer, DACOS education branch.

There are currently over 37 programmes in a variety of trades from engineering and construction to hospitality and animal care.

The video below illustrates the breadth of trades soldiers undertake on apprenticeships

Training providers on the register of apprenticeship training providers (RoATP) that have the skills, capacity and capability to support this national programme and wish to attend the briefing event, should send their full name, organisation (max two names per organisation) and contact details to the Army apprenticeship team at ArmyIDev-Apprenticeship-Mailbox@mod.gov.uk by 3rd May 2022. You can also learn more about upcoming opportunities to work on the Army’s apprenticeship program as ITPs and EPAOs on the Defence Sourcing Portal (DSP) (mod.uk) where you can register for alerts.

NUS is ‘systemically anti-Semitic’, and 3 other things Zahawi said at education committee

Education secretary Nadhim Zahawi gave evidence to MPs on the education select committee this morning on the new schools white paper, the SEND green paper and plans for skills.

Much of the session focussed on schools but Zahawi did take some questions on further education, including on local skills improvement plan developments and Institutes of Technology.

The education secretary also expressed strong concern over antisemitism allegations within the National Union of Students as the committee raised new accusations related to extremism advice.

Here is what we learned from today’s hearing…

1. ‘There is systemic antisemitism in the NUS’

Joint HE and FE minister Michelle Donelan last week warned that the government may suspend all engagement with the National Union of Students and report it to the Charity Commission in the wake of antisemitism allegations.

This came after it emerged that Shaima Dallali, who was elected as NUS president this month and will take up the role in July, had made anti-Semitic posts on social media ten years ago. And last month, The Jewish Chronicle wrote that current NUS president Larissa Kennedy told Jewish students they could segregate themselves at a conference concert in Liverpool to avoid hearing “anti-Israel” rapper Lowkey.

Asked for his thoughts on the issue today, Zahawi said: “I am deeply concerned about the NUS. It feels to me there is systemic antisemitism because this is second time they have elected a leader who has a history of antisemitic comments and statements. That does concern me.”

He added that he is “worried” the NUS is going through the “same sad predicament” as seen in the Labour Party under former leader Jeremy Corbyn “where you have antisemitism rife and leaders within it either participating or turning a blind eye to it”.

Zahawi said the NUS “needs to rebuild and regain the trust of Jewish students” which has “collapsed” and told MPs that “nothing is off the table” when it comes to the action DfE will take – including cutting all ties with the union.

Later in the session committee chair Robert Halfon said LBC Radio has this morning revealed a recording where students attending an NUS workshop run by the Federation of Student Islamic Societies were told not to report any individual they had concerns who had been watching extremist material to Prevent.

Zahawi responded: “This is deeply concerning. I would like to look at the detail of this. That is very serious.”

The NUS has ordered an independent investigation into the antisemitism allegations.

2. Ministers learning what ‘good’ LSIPs look like before launching next stage

The first batch of local skills improvement plans (LSIPs) were published last week by the Department for Education.

Eight areas piloted the plans, which are a key FE reform as outlined in the skills for jobs white paper and subsequent skills bill. The plans are supposed to identify local employers’ skills needs so that colleges and training providers can align the courses they offer accordingly.

Asked when more areas could sign up to develop LSIPs, Zahawi told MPs today: “We’re moving ahead and [skills minister] Alex Burghart is totally focused on making sure we learn what good looks like and then scale it across the country.

“I will write to you as to when you can expect the next stage to be online.”

3. Silence on whether more IoT bids will be welcomed anytime soon

The next nine colleges and universities to develop new Institutes of Technology were named in December.

This was the second wave of the IoT programme, which are described as “unique collaborations” between employers, colleges and universities that specialise in higher technical training in subjects such as advanced manufacturing, digital and cyber security, aerospace and healthcare. Twelve IoTs formed wave one.

Asked whether the DfE would welcome bids for more IoTs within this parliament, Zahawi failed to provide a straight answer.

He said: “The whole bringing together of HE, FE and business in IoTs and recognising them in our levelling up agenda in a process of rigour so that they become sustainable as institutions is going to be important.

“I am a huge advocate of IoTs but as secretary of state I can’t comment on any particular bid.”

4. All DfE staff told to return to the office ‘immediately‘

Halfon quoted statistics released yesterday which showed only 25 per cent of DfE staff are currently working in the office.

The chair questioned the fairness of teachers and staff in education settings being forced to “put their health at risk” to keep our children and young people learning while professionals in the DfE are allowed to stay working from home.

Zahawi admitted “we need to do better” and assured Halfon that those numbers will soon increase.

“The department, since I was appointed secretary of state in September, has delivered everything from the skills legislation to the schools white paper, to the SEND green paper and I would put on record my thanks for the incredible work my civil servants have done.

“I don’t disagree with you. The straight answer is we have got to do better. My instruction from my prime minister and cabinet is we have to go back to pre-covid working and office use. That is what we will do and you will see us improve.

“We will go back to pre-pandemic office use immediately.”

Pearson BTEC and MOBIE help learners meet the sustainability challenge in construction

_{By Gerry Ruffles (pictured above), Head of Education for MOBIE with responsibility for MOBIE’s range of courses, training programmes and design challenges.}

MOBIE and Pearson BTEC have partnered to create four exciting units for the BTEC Level 3 Nationals in Construction and the Built Environment. These units explore efficient modern methods of construction and place emphasis on quality, performance, energy efficiency, sustainability and future digital technologies.

The importance of teaching sustainability in construction

Meeting the challenges of climate change and decarbonisation is critical. Our buildings account for 40% of CO2 emissions, therefore it is imperative that we invest in zero carbon homes and update the country’s 27 million homes to be efficient and ecological. The government agrees, with its Build Back Better campaign stating that the UK will have ‘the most efficient, technologically advanced and sustainable construction sector in the world’. The government have also committed to reducing all greenhouse gas emissions to net zero by 2050.

This promise not only calls for modernisation of materials and energy efficiencies but also greater understanding and take up of Modern Methods of Construction (MMC). If these aims are to be achieved, we must start with educating and training young people who will lead and manage the future of the construction industry. Through collaborative and innovative education and training we can bring young people’s ambitions and the country’s needs to the forefront.

Breaking stereotypes and reaching new kinds of learners

Construction and the Built Environment has not always been perceived as the most auspicious and inspiring career industry for school leavers as there is limited awareness towards the varied and exciting jobs available, as well as longstanding stereotypes about construction workers and lack of diversity.

This is totally at odds with meeting the future needs and opportunities within the sector. We must inform and attract new types of learners to construction and show that the industry now has a place for those interested in all aspects of modern technology, IT and digital skills and solutions. To ensure this, our centres, courses and tutors must equip learners with the resources needed to understand and practise digital technologies like Building Information Modelling, VR and AI.

Collaboration between MOBIE and Pearson BTEC

MOBIE, Ministry of Building Innovation and Education, was established by architect and TV presenter, George Clarke in 2017. With its education partners, MOBIE aims to inspire and educate young people to revolutionise the way they think about homes and how they want to live now and in the future.

MOBIE have worked with Pearson BTEC and industry partners to provide optional units for the BTEC Level 3 Nationals in Construction and the Built Environment, creating four units specifically for the housing sector. These units focus on innovative and future-proofed housing design, the use of renewable energy in housing, offsite and onsite alternative construction methods, and sustainability in the housing industry.

MOBIE and Pearson BTEC have further updated specifications, with changes taking effect from September 2022, which include the critical retrofit agenda, digital design technology and knowledge of the latest innovative materials and methods such as smart roofing materials, smart glass, SIPS panels, awareness of advancements in relevant manufacturing technologies such as robotics and 3D printing and the increasing integration of manufacturing with design and build in the sector. Pearson BTEC will also be offering a new Level 4 Higher National Certificate in Modern Methods of Construction, approved by IFATE and available for delivery in 2023.

To find out more about how you can prepare your learners for the future of construction, visit mobie.org.uk and quals.pearson.com/BTECMOBIE

DfE to spend over £100m on digital platform for Multiply maths scheme

The government is preparing to create a digital platform worth over £100 million to aid its Multiply maths scheme for adults.

A recently published prior information notice (PIN) states that the tool will not only signpost to the new free courses being created in local areas, but also assess skill levels and provide online tutoring.

Suppliers, who will soon be sought to bid for the work, are told that the platform needs to track participation, progress and achievement and report the data back to ministers.

Multiply, part of the UK Shared Prosperity Fund, is worth £559 million in total over the next three financial years to the end of 2024-25.

The Department for Education unveiled the local area allocations for the scheme last week: £270 million is being dished out in England while another £160 million will be spread across Scotland, Wales and Northern Ireland.

Local areas have now been tasked with developing bespoke numeracy courses with training providers and employers to adults who do not already have a GCSE grade 4 or higher in maths free.

A DfE spokesperson told FE Week the remaining £129 million includes the department’s budget for a new digital online platform set to be launched “later in 2022”, as well as “a programme of work to evidence what works in addressing adult numeracy” which will include randomised control trials..

Documents published alongside the PIN for an upcoming tender to build the platform state that this will be the national “front door” for Multiply, giving people the “ability to learn at their own place (including at work, or at home), and pace”.

Through the platform, the DfE wants to see people sign up for “personalised free online tutorials” to help them “build their confidence and take the stepping stones towards a maths qualification”.

The tender will have several components: a digital learning platform, platform content, and an online tuition offer.

The DfE said: “Across all three, we would like the platform to provide a diagnostic tool to assess skills levels (e.g. identify strengths and weaknesses) to help guide learners through the learner offer; and recognise a learner’s progress.”

Outputs for the digital learning platform include:

Ability for users to have an account that stores their participation, progress and achievements
Offer some recognition of progression throughout the learner journey (e.g. certification) via the diagnostic and assessment tools
A mechanism to route users to local Multiply interventions

Outputs for content include:

A digital diagnostic tool to assess current skills levels
An assessment tool to benchmark user progression, against the initial diagnostic
Online content and learning materials (e.g. practice exercises), which could be contextualised to real life (e.g. household finances) and particular industries (e.g. construction, business)
Content can be a mixture of suitable, relevant existing materials and bespoke new content

And outputs for the online tuition function include:

Provision of Multiply remote tutoring for the lifespan of the programme, including recruitment and training of suitable tutors
An online booking system and support services such as a telephone line and / or webchat
A diary management system for the coaches and tutors
A mechanism to assess a learner’s eligibility (e.g. UK based) to participate in the tutoring or coaching offer
The offer should also consider access to the platform for learners in prison

The procurement is expected to launch in July 2022.

First local skills improvement plans published

The first batch of local skills improvement plans have been published today by the Department for Education.

Eight chambers of commerce have led on the reports for eight areas in England chosen to trial the plans, which are key FE reform as outlined in the skills for jobs white paper and subsequent skills bill.

Six of the areas – West of England, Cumbria, South Yorkshire, Tees Valley, Lancashire and Sussex – have had their plans published after receiving sign off from the DfE.

Leicestershire and Kent are yet to release their plans.

The idea behind local skills improvement plans (LSIPs) is to identify local employers’ skills needs so that colleges and training providers can align the courses they offer accordingly.

They are hoped to address concerns that employers do not currently have enough influence over the skills provision offered in their locality and struggle to find staff to fill their skills gaps.

The Cumbria Chamber of Commerce, for example, says: “LSIPs won’t involve employer representative bodies having funding or commissioning powers. But they will mean that when planning their provision, providers will have the benefit of evidence-based and credibly articulated priorities from local employers.”

And Lancashire’s LSIP says: “Our aim was to produce an evidence-based skills audit of a sort never seen before to ensure future skills delivered by colleges of further education actually match what firms require and deserve in the future.”

Although they are led by employer representative bodies, the plans have been created in collaboration with colleges and training providers.

Colleges have however expressed desire to be made “jointly responsible” for the development of LSIPs.

The trailblazer LSIPs vary in length, with the shortest being 40 pages while the longest is 134 pages.

You can access the six available LSIPs here:

Employer representative body lead	Geographic area	Improvement plan	Linked Strategic Development Fund pilot
Business West Chamber of Commerce	West of England	Local Skills Improvement Plan – West of England Plus	Weston College
Cumbria Chamber of Commerce	Cumbria	Local Skills Improvement Plan – Cumbria	Lakes College Cumbria
Doncaster Chamber of Commerce	South Yorkshire	Local Skills Improvement Plan – South Yorkshire	Barnsley College
East Midlands Chamber of Commerce	Leicestershire	Local Skills Improvement Plan – Leicester and Leicestershire	Loughborough College
Kent Invicta Chamber of Commerce	Kent	Local Skills Improvement Plan – Kent and Medway	Mid-Kent College
North-East England Chamber of Commerce	Tees Valley	Local Skills Improvement Plan – Tees Valley	The Education Training Collective
North and Western Lancashire Chamber of Commerce	Lancashire	Local Skills Improvement Plan – Lancashire	Myerscough College
Sussex Chamber of Commerce	Sussex	Local Skills Improvement Plan – Sussex	Chichester College

Revealed: Local area funding allocations for Multiply adult maths scheme

The government has today published the funding allocations each local area will receive for its new Multiply scheme, which aims to improve the numeracy skills of millions of adults.

In total £270 million is being dished out to mayoral combined authorities and local councils in England. Another £160 million will be spread across Scotland, Wales and Northern Ireland.

Funding allocations for individual areas, which can be used over the next three financial years, have been decided based on “need”, skills minister Alex Burghart said (see full allocations below).

Multiply is part of the UK Shared Prosperity Fund, which replaces the European Social Fund. The Department for Levelling Up confirmed today that £2.6 billion will be invested in total in the UK Shared Prosperity Fund – the same level as the ESF – with minister Michael Gove promising the new fund will slash bureaucracy.

The DfE said around 17 million adults in England – half of the working-age population – have the numeracy skills of primary school children.

Multiply, announced at the spending review, will offer adults who do not already have a GCSE grade 4 or higher in maths free “flexible courses that fit around their lives”, a Department for Education spokesperson said today.

Courses are expected to be available this autumn in person or online, at work or at home, and either on a part time or intensive basis.

Employers will be able to team up with the local authorities to deliver “bespoke” programmes to train their staff in a maths GCSE or functional skills qualification free of charge.

Skills minister Alex Burghart said: “Poor numeracy holds people back in their lives and careers. Multiply will be a launchpad for people to progress into better paid jobs that will help our economy grow.

“This £270 million of government funding will unlock potential and level up opportunities for people across the country. We will give this money to local areas based on need so they can find the right solutions for their communities.”

The Greater London Authority will receive the largest allocation for Multiply (£40.1 million), followed by the West Midlands Combined Authority (£16.7 million) and then the Greater Manchester Combined Authority (£14.3 million).

The five local councils receiving the largest chunks of funding are Essex, Kent, Lancashire, Hertfordshire, and Hampshire.

The lowest amounts of funding will go to Bracknell Forest, Wokingham, Torbay, Windsor and Maidenhead, and Rutland.

Full allocations can be viewed below (click to enlarge):

DfE seeks brokers for SME T Level placements

The Department for Education is looking for organisations to help broker T Level placements in small and medium-sized employers as the new qualification scales up.

Up to £350 will be paid per placement to the winning contractors who can now bid to deliver the work in four sectors: construction and the built environment; engineering and manufacturing; digital; and business operations.

DfE documents advertising the contracts state that SMEs “currently require additional support” at this early stage of the T Level rollout to “embed the programme as it grows”.

“We recognise for SMEs there is a need for an extra layer of support to broker a relationship with their relevant T Level provider, as well as support to ensure they understand the benefits and requirements of a T Level placement,” the documents add.

The contracts, which will run from 2022/23 to possibly 2024/25 and are worth £2.2 million in total, come amid concern that not enough businesses will be convinced to host students for 315-hour minimum industry placements – which are a mandatory component of T Levels.

Education secretary Nadhim Zahawi claims to have seen evidence there will be enough employers to host the placements to meet demand – but his department has taken a number of actions that suggest they are struggling with the task.

In December the DfE called on the NHS and local councils to source and host T Level placements.

Over the past year ministers have ruled that a chunk of the industry placement can be carried out remotely for the first two waves, and offered employers £1,000 cash incentives to take on students.

FE Week has already heard from principals of T Level colleges in the first two waves of 2020/21 and 2021/22, where 1,300 and 5,500 students were recruited onto the programme respectively, that they currently have students who cannot find industry placements.

The DfE says that by 2025, around 100,000 students will be studying T Levels every year.

In the tender documents, the department said: “SMEs make up the largest proportion of the national economy and it is recognised that SMEs do not have the same infrastructure of larger employers. The DfE recognises there is a need for an extra layer of support to broker placements as part of a T Level placement.

“By raising awareness of T Levels and the benefits of hosting industry placements within the SME market, we aim to unlock additional industry placement capacity.”

Contractors will need to “show how they intend to engage the SME market whilst they emerge from the Covid-19 pandemic, to increase their ability and willingness to offer placements”.

In addition to brokering the relationship between the employer and provider, the contractor and learner “must ensure that both parties agree learner objectives which are to be signed by the employer and provider”.

Over the next three years the DfE hopes the contractors will help broker up to 1,794 placements in construction and the built environment; 664 in business operations; 1,423 in engineering and manufacturing; and 2,098 in digital.