DfE switches to individualised learner record for skills bootcamps amid dodgy data concerns

All new skills bootcamp providers will be required to submit information about their courses through the individualised learner record (ILR) – a change that comes after reports of serious gaps in outcomes data.

Previously, bootcamp providers were required to submit data via a form every month. However, a process evaluation report last year found that incomplete data was being returned by providers which hindered their ability to identify how many participants secured a job or received a pay rise.

Now, for those bootcamps procured through the £60 million wave 3 competition, the DfE is asking providers to submit their data via the ILR – a system stakeholders have said will be more reliable.

The DfE told FE Week that “providers already submit data via the ILR for other skills provision, such as apprenticeships and the adult education budget, so the move to using ILR data just brings skills bootcamps in line with the wider system”.

A spokesperson said ILR data submission will allow the DfE to make payments to providers for skills bootcamps using ILR data, rather than providers needing to submit invoices.  

In addition to the ILR data, the DfE said it will continue to collect additional data from providers to inform the evaluation of bootcamps.  

The DfE confirmed to FE Week that only registered learning providers can use the ILR. They also confirmed that providers who are delivering wave 1 and wave 2 skills bootcamps have not been asked to submit data on these skills bootcamps via the ILR and the DfE is not changing this. 

Unreliable bootcamp data

Skills bootcamps are one part of the national skills fund, a £2.5 billion initiative to help adults train and gain skills quickly to improve their job prospects.

The bootcamps offer free, flexible courses of up to 16 weeks for adults aged 19 or over who are either in work, self-employed, recently unemployed or returning to work after a break.

The government initially tested the scheme in a range of digital skills, such as digital marketing, software development and cyber security, from autumn 2020 with an £8 million pot. It has since expanded, with an additional £42 million, across England to include a wider range of more technical and specialist courses.

In October 2021, a process evaluation report for the first digital skills bootcamps found that the data obtained by the DfE from training providers did not cover all the bootcamps and did not consistently cover all of the geographic areas involved.

Researchers also found incomplete data on job and salary outcomes, even though the DfE specified this information must be captured.  

The report said: “It seemed likely that these data had not been completed consistently (if at all) by providers, since there was no data on starting salaries and three learners were recorded as gaining a job.”  

At the time, Stephen Evans, chief executive of Learning and Work Institute, said bootcamps are a “good idea” but without “proper data we don’t know if they’ve succeeded in their aim of helping people into work”.  

Sector leaders welcomed the DfE’s decision to use the ILR system for wave 3 providers, saying that it will enable more accurate data collection. “Gaps in bootcamp data – and especially learner outcomes – is something our members consistently raise concerns about,” Jane Hickie, chief executive of the Association of Employment and Learning Providers, told FE Week.

“AELP welcomes a move to ILR data collection, especially given that it is in line with reporting from all other mainstream provision, and therefore an approach providers are used to.

“It is an issue we have lobbied the DfE to take action on. It’s great that they have listened and are taking the action needed.”

Steve Hewitt, a management information systems and FE funding expert, also welcomed ESFA standardising data returns for bootcamps.

“It’s slightly surreal that it wasn’t there from the beginning, but this is what happens when new ideas are introduced at the drop of a hat,” he said. 

Hewitt added that the use of ILR will “allow us to see more clearly how they work, in comparison to other, longer standing programmes”.

The Importance of Digital Skills in Adult Education & Employment

It is estimated by the UK Government that 17 million people, around a fifth of the population, lack the essential digital skills required for work and life.

With innovations in technology and the growing demand for online services, it is important to ensure that all individuals are able to participate in life, work and further study by providing them with the opportunity to gain these increasingly important digital skills.

Digital skills are associated with a range of benefits, both for individuals and the wider economy. These include improved employment prospects, financial capability, access to support services, enhanced health and well-being, and the ability to engage socially and within the community (UK Parliament Post).

Without these skills, individuals can be at a significant disadvantage. It was found that on average, adults who lack basic digital skills earn less than those who are competent in the five skill areas outlined below. They are also less likely to progress in their careers and are missing opportunities to save money and better manage their finances.

With this in mind, it is important that as educators we support adults to upskill digitally, facilitating enhanced opportunities for further learning, work and life.

Ascentis Essential Digital Skills Qualifications

Ascentis have recently launched their Essential Digital Skills Qualifications (EDSQ) which are fully funded for adults who are inexperienced with digital devices and the internet. This qualification focuses on bridging the gap between the digital first (individuals who own multiple digital devices and interact with online content on a daily basis) and the digitally disengaged (individuals who have little or no experience of using digital devices and accessing online content). Ascentis EDSQ, available at Entry 3 and Level 1, cover the basic digital skills needed for life and work and are mapped to the National Occupational Standards outlined below.

National Occupational Standards for Essential Digital Skills

The Government have identified five key skill areas that adults will need to underpin all essential digital skills. These are:

  • Using devices and handling information

This includes using a digital device, finding and evaluating information, managing and storing information and identifying and solving technical problems.

  • Creating and Editing

Creating and editing documents, digital media and processing numerical data.

  • Communicating

The skills required to communicate, collaborate, and share information.

  • Transacting

The skills required to register and apply for services, buy and sell goods and services, and manage online transactions.

  • Being safe and responsible online

The skills required to stay safe, legal and confident online.

Holistic assessments ensure that skills are explored in a real-world context, with learners encouraged to use digital devices throughout the course of the qualifications. This enables learners to be more digitally mobile and access important information and services, transact online and explore technologies which will improve their social interactions with family and friends. It will also provide them with further opportunities to progress in employment or further study.

Following feedback from centres, Ascentis have developed some fantastic diagnostic resources which meet the requirements of the National Occupational Standards for Essential Digital Skills. These resources, available for both Entry 3 and Level 1, help to determine the appropriate level of qualifications the learner should access. Additionally, once a learner has worked through the resources, their results can be used to inform teaching and identify any gaps in their knowledge.

The Ascentis Essential Digital Skills Qualifications are ESOL-friendly and are widely used with speakers of other languages alongside their ESOL programmes. We provide tailored resources for ESOL tutors and learners which include a guide to support teachers and a vocabulary resource for learners containing activities to help with learning and understanding the language used in EDSQ.

Why Choose Ascentis Digital Skills for your learners?

  • Ascentis offer a full Digital suite of qualifications from Pre-Entry to Level 3
  • Comprehensive tutor guidance and learner resources are available to help you teach these qualifications and your learners to succeed
  • Brand new interactive learner resources for EDSQ will be available shortly. These will encourage learners to immerse themselves in the five skill areas and enable them to become more digitally engaged.
  • Free diagnostic resources are provided to ensure your learners are accessing the appropriate level  
  • Our EDSQ qualifications are ESOL-friendly with tailored resources provided to support tutors and learners
  • Qualifications can be delivered through classroom-based and blended learning
  • Funding available for adults aged 16+
  • Ascentis customers can deliver these qualifications and over 400 others with no extra charge

Ascentis and bksb

As one of the fastest growing UK awarding organisations we are delighted to have partnered with bksb, a leading online Edtech platform, to offer additional comprehensive learning resources to enhance your EDSQ provision. Ascentis centres delivering EDSQ can take advantage of our exclusive discount. You can find out more here.

To learn more about delivering Ascentis digital qualifications and how they can benefit your learners, visit www.ascentis.co.uk or email hello@ascentis.co.uk.

Apprenticeship starts recovering to pre-pandemic levels, DfE data shows

Apprenticeship starts appear to be recovering to pre-Covid levels, according to new Department for Education data.

Provisional figures published this morning show there were 130,200 starts recorded from August to October 2021, compared to 91,100 reported for the same period in 2020 – a 43 per cent jump.

The starts recorded for the first quarter of 2021/22 are also 3 per cent up on the 125,800 reported for same period in 2019 before the pandemic struck.

However, the picture is less rosy for traineeships which are struggling to take off despite substantial investment from the Treasury.

Today’s data shows there were 5,600 traineeship starts recorded between August and October 2021 – a 5 per cent fall on the 5,900 recorded for the same period in 2020, and a 2 per cent drop on the 5,700 reported in 2019.

Chancellor Rishi Sunak set a target to triple the number of starts in both the 2020/21 and 2021/22 academic years, backed with almost £250 million.

A progress report for Sunak’s Plan for Jobs was published in September and revealed there were 17,000 traineeship starts last year – 46 per cent of the government’s 36,700 target.

Ministers hope to achieve 43,000 starts on the scheme this year – meaning another 37,400 will need to be found over the next three quarters.

16-18 apprenticeship starts almost back to a third

Today’s data shows the proportion of apprenticeship starts in the under 19 age group have recovered following the drop seen this time last year. The percentage now stands at 31 per cent, compared to 26 per cent in 2020 and 32 per cent in 2019.

The number of starts from learners aged 25 and over has increased again – from 41,500 to 49,800, but the proportion for this age group has dropped from 46 per cent in 2020 to 38 per cent in 2021.

Higher apprenticeships continue to grow in 2021/22. Starts at levels 4 to 7 increased by 27 per cent to 38,200, compared to 30,100 in the same period last year.

Starts at level 6 and 7 (degree level) increased by 35 per cent from 14,300 in the first quarter of 2020/21 to 19,400 in 2021/22).

ITPs continue to dominate apprenticeships space

Out of 130,200 apprenticeship starts in the first quarter of the 2021/22 academic year, private training providers were responsible for 57 per cent (74,300).

General FE colleges meanwhile accounted for 26 per cent (33,700).

Education secretary Nadhim Zahawi issued a call to arms to college leaders to deliver more apprenticeships during an address to the Association of Colleges conference in November. He said: “Currently around 30 per cent of apprenticeships are carried out in colleges, but if we really want to transform supply we will have to grow that number.”

Today’s statistics also provide an update for take-up of the chancellor’s apprenticeship incentive scheme, which hands employers a “bonus” of £3,000 to take on a new apprentice of any age up to January 31, 2022.

As of January 10, 2022, 161,860 claims for the incentives had been made.

£60m tender launched for third wave of skills bootcamps

The Department for Education has launched the biggest expansion to date of the skills bootcamps scheme – with £60 million up for grabs for training providers.

Skills bootcamps are one part of the National Skills Fund, a £2.5 billion initiative to help adults train and gain skills quickly to improve their job prospects.

The bootcamps offer free, flexible courses of up to 16 weeks for adults aged 19 or over who are either in work, self-employed, recently unemployed or returning to work after a break.

The government initially tested skills bootcamps in a range of digital skills such as digital marketing, software development and cyber security from Autumn 2020 with an £8 million pot. It has since expanded, with an additional £42 million, across England to include a wider range of more technical and specialist courses.

Now, as part of wave 3 of the scheme, the government has invited suppliers to bid for contracts to provide bootcamps for seven lots.

These lots include digital core, digital bespoke, technical core, technical bespoke, construction, pathway to accelerated apprenticeships and green skills.

The funding available for each lot differs, with the most being for lot 1 digital core (£25 million) and the least being for construction (£2 million).

‘Bespoke’ bootcamps in technical or digital can be suggested by providers where they believe there is demand. Some £5 million is available for bidders in those categories.

One new bootcamp the DfE is planning to fund is a “pathway to accelerated apprenticeships”. The DfE suggested that bootcamp subjects could include any of the sector skills specified in all other lots that map to a recognised apprenticeship. A total of £8 million has been set aside for suppliers who can provide these bootcamps.

Five weeks to bid

The government said that lead providers could be a further or higher education organisation, an employer, a training provider or other organisation (other than a local authority, mayoral combined authority, local enterprise partnership). They added that they are also welcoming consortia bids.

As part of the contract, lead providers must clearly state which employers are involved with the bid and how employers will have input into the co-design and approval of the training.

The initial term of any awarded the contract is for 12 months. At the discretion of the government contracts can be extended for a further period of up to 12 months.

Any decisions to continue funding skills bootcamps beyond 2023 will be based on an evaluation of the model’s first three waves.

Tender bids for this latest wave should provide costs for one year and should be submitted by February 28, 2022.

Funding paid based on three milestones

Skills bootcamps are currently subject to funding rules outside of wider adult education budget and ESFA subcontracting rules.

The funding model for the bootcamps will be based on an agreed unit rate per eligible learner. Providers will be paid three consecutive payments if their learners reach defined milestones.

For example, those who provide bootcamps for lots one to five and lot seven will be paid 45 per cent of their overall payment after a learner completes five qualifying days.

They will be paid 35 per cent on a learner’s course completion and offer of an interview and a third payment of 20 per cent if the learner has a “successful outcome”.

The DfE defines a successful outcome as being the offer of a new job (which must be continuous employment for at least 12 weeks), an apprenticeship, a new role or additional responsibilities with an existing employer, or new contracts or new opportunities for the self-employed, utilising the skills acquired in the skills bootcamp, within six months of completing the course.

For providers offering the new ‘pathway to accelerated apprenticeships’ bootcamps, payments will be made under a similar pattern, however, the DfE said they will use a different definition of a “successful outcome” for learners.

Providers will be paid their final payment if they can show learner has been made an offer of an accelerated apprenticeship (which must be continuous employment for at least 12 weeks), with a new or existing employer, utilising the skills acquired in the Skills Bootcamp, within six months of completing the skills bootcamp. 

The DfE will monitor providers by getting them to submit data using individualised leaner record and management information data returns.

DfE data published in December showed that skills bootcamps had failed to deliver improved employment outcomes to nearly half if its first cohort of learners.

Contracts for the third wave are due to start in August.

WorldSkills UK diversity heroes shortlist announced

Champions of equity, diversity and inclusion (EDI) in technical education, skills and the workplace have been announced as finalists for this year’s WorldSkills UK Equity, Diversity and Inclusion Heroes Awards.

The awards honour people and organisations that promote and embed innovative practices, projects and initiatives that are having a positive impact on students, workplaces and the wider skills system. 

Finalists for eight award categories have been selected from large and small companies, charities, training organisations, colleges and universities. 

WorldSkills UK’s chief executive Dr Neil Bentley-Gockmann said: “Congratulations to all those who have been shortlisted. We launched these awards to highlight and celebrate the impact our partners’ work is having and to showcase best practice, so we can all learn from each other. With more categories and nominations this year, I am so pleased to see the awards are going from strength to strength.”

A total of 34 nominations have been shortlisted this year for awards such as EDI initiative of the year, inspirational role model award and diversity network of the year.

Three hopeful EDI heroes have been shortlisted for the inclusive skills excellence award, which is sponsored by FE Week. This category will celebrate inclusive curriculum activities and will be won by either Nicola Duggan from New College Lanarkshire, Mike Butcher from Pembrokeshire College or Mo Isap from IN4 Group.

The awards are organised by WorldSkills UK in partnership with Coca-Cola Europacific Partners and NCFE.

Winners will be revealed at a virtual ceremony taking place at 4pm on February 24. You can register to attend the ceremony here.

WorldSkills UK EDI Heroes 2022 Shortlist. Click to enlarge.

MOVERS AND SHAKERS: EDITION 376

principal

Andy Forbes, Head of Development, Respublica

Start date: January 2022

Previous job: Principal, City Of Bristol College

Interesting fact: He has moved from being a member of Respublica’s lifelong education commission to being taken on as an employee. He believes he is the first former FE principal to work for a national think tank


Hannah Marshall, Chief Technology Officer, Learning Curve Group

Start date: January 2022

Previous job: Director of Information and Data Services, NCG

Interesting fact: Hannah spent nine years as a meteorologist and oceanographer in the Royal Navy


Candace Miller, Non-Executive Director, Federation of Awarding Bodies

Start Date: December 2021

Concurrent job: Managing Director, SFJ Awards

Interesting fact: Candace has re-homed 10 rescue dogs , six abandoned cats and one unwanted billy goat over the years, with her current family pets being a lazy, lab-type and a hyper-active collie cross.


frontbhdp

Gill Miller, Chief People Officer, City College Plymouth

Start date: January 2022

Previous Job: Organisational Development Lead, Livewell Southwest

Interesting fact: Gill spent eight years volunteering with Festival Medical Services, working as a physiotherapist backstage at Glastonbury and Reading Festivals

MOVERS AND SHAKERS: EDITION 375

Anne Gornall, Co-Chair, Northern Skills Network

Start date: January 2022

Concurrent job: Executive director, GMLPN

Interesting fact: Anne wears a lot of red… especially at Christmas


Alex Miles, Co-Chair, Northern Skills Network

Start date: January 2022

Concurrent job: Managing director, Yorkshire Learning Providers

Interesting fact: Alex has played 6 different instruments over the years with her favourite being the Double Bass. She also had a few harp lessons which was actually quite painful


Omid Kordestani, Chair and non-executive director, Pearson

Start Date: March 2022

Concurrent job: Board member, Twitter Incorporated

Interesting fact: He joined Google as employee #11 and was responsible for its first revenue-generating activities, as well as its first-ever profitable quarter


Emily Austin, Chief Executive, The Association of Apprentices

Start date: January 2022

Previous Job: Director, The St Martin’s Group

Interesting fact: She recently went paragliding off Mount Babadag in Turkey and has skydived at 15,000 feet


James Swaffield, Managing Director Adult Education, Capita

Starts date: January 2022

Previous Job: Apprenticeships Director, Capita

Interesting fact: James is a fan of American football and the Green Bay Packers, and will have his fingers crossed for the upcoming playoffs and Superbowl

BTEC funding to be debated in parliament after petition hits 100k signatures

A petition to protect funding for applied general qualifications such as BTECs passed 100,000 signatures today and will now be considered for debate in parliament.

The petition was started by the Sixth Form Colleges Association as part of its #ProtectStudentChoice campaign, after the Department for Education announced plans to defund most level 3 applied general qualifications where they overlapped with A-levels and T Levels.

Despite mounting concerns from the sector, the DfE refused to back down over the plans, saying it was intent on “streamlining and improving” the quality of post-16 qualifications.

Just two days ago, the petition had received some 80,000 signatures – 20,000 below the number required for a debate. But after a last-minute surge the target was met before a crucial January 23 deadline.

“Hitting the 100,000-signature mark is fantastic news,” James Kewin, deputy chief executive of the Sixth Form Colleges Association, told FE Week.

“Our thanks go to the 28 organisations in the Protect Student Choice coalition and to everyone who signed the petition.”

Kewin said that the government’s plan to scrap most BTECs will now be debated in Parliament, and that the qualifications have a “vital role” to play in the future qualifications landscape.

The campaign has received considerable political support- with 118 MPs sending a letter to secretary of state for education, Nadham Zahawi to express their concern about the plans back in October 2021.

“First a campaign coalition that spans the entire education sector, then a group of Parliamentarians from across the political divide and now more than 100,000 people from every part of the country have sent the same, straightforward message to the government: rethink the plan to defund most BTEC qualifications,” Kewin added.

The DfE’s plans to defund some BTECS were in response to a consultation on level 3 qualifications which ended in July 2021. 

Government officials said funding would continue for BTECs where there is a “real need” for them, though it later added it expected applied generals to become “rare”.

The DfE is proposing a twin-track system of A-levels and T Levels, where most young people pursue one of these qualifications at the age of 16.

It had planned to remove funding for qualifications which duplicate or overlap with T Levels or A-levels from 2023, but education secretary Nadhim Zahawi announced this would be delayed by a year in November 2021.

Officials have stated what they call the “strong” case for changing the current system, arguing: “For too long we have allowed too many young people to leave education without the skills employers need.”

However, campaigners have said that for many young people, studying BTECs will continue to be the most effective way of accessing higher education or skilled employment.

“These well-established, high-quality qualifications are popular with students and respected by employers and universities,” the petition said. 

Campaigners also warned that removing BTECs will leave many students without a viable pathway after their GCSEs, particularly those from disadvantaged backgrounds.

Innovative teaching, learner achievements and progress wins BTEC Award for Abingdon and Witney College

As the number one college in Southeast England for Level 3 achievement which saw an impressive 95% of their learners progress to their chosen next step, it’s no surprise that Abingdon and Witney College won BTEC College of the Year at the 2021 BTEC Awards. The amazing results were achieved through an innovative and passionate tutoring team that has delivered a 100% success rate in students securing their first-choice course at university.  

The Student Engagement Team includes specialists providing excellent support in learning, finance, mental health, and careers. They organise mock interviews with employers and offer regular workshops including UCAS applications and CV writing. Their Local Enterprise Partnership has a dedicated advisor who supports the college to ensure courses are designed to produce the workforce for the future.   

Talking of their win, the college commented: “It is a huge honour for Abingdon & Witney College to be awarded the BTEC Award for College of the Year 2021. We are committed to providing all students with an excellent learning experience which provides them with the skills and attributes to achieve their career aspirations. The range and flexibility of the BTEC qualifications supports this pledge and allows our students to embark on the next stage of their life with confidence.”

We want to know what makes your college shine! 

The BTEC Awards is in its 12th year, and we want you to celebrate with us!  

The annual event recognises and celebrates the hard work and dedication of BTEC learners, tutors and providers from all around the globe. We want you to nominate your learners, tutors and college so we can celebrate and showcase your amazing triumphs and achievements.

Previous winners of BTEC Awards have had their college feature in local and national media stories showcasing them as a centre of excellence in education. Teaching staff and learners have benefited from national press coverage and have often gone onto become BTEC ambassadors – inspiring BTEC learners and educators. 

Nominate your college for a BTEC Award

Tell us about your college’s outstanding achievements – we can’t wait to welcome and read your stories this year.   

To find out more about the BTEC Awards and enter, visit: btec.co.uk/awards