Don’t always assume inappropriate behaviour is sexually aggressive

Learners are sometimes being wrongly labelled as sexually aggressive, writes Jennifer Wilkinson

Teaching in the 21st century is no small feat. Not only are we now educators, the list of “professional responsibilities” just keeps growing.  

One of the hot topics in FE at the moment is sex. Now I know what you’re thinking: yes, sex has always been a hot topic.

But for most young people education is their first real experience of an institution and of a community. As such, it is only natural that colleges become the pitch upon which many issues play out on a micro-scale.  

And in the post-Savile/Weinstein era, inappropriate sexual behaviour has now become a pressing professional responsibility for teachers. Although this heightened awareness has many benefits, it also has its drawbacks. 

That’s particularly the case for learners with autism and complex learning difficulties.

When lecturers are faced with, let’s face it, the uncomfortable situation of confronting sexually inappropriate behaviour, our instinct can be to communicate the severity of the situation to the student in question.  

In schools, there are now zero-tolerance policies on any sexually inappropriate behaviour, including revenge porn, sexting, physical acts or unwanted attention.  

Of course, actions must have consequences. If history has taught us anything, it is that we cannot just ignore the problem.

However, what do you do when the student does not fully understand their actions? Is the hard-line approach really the best solution? 

A fashionable colleague once told me a story about working one-to-one with a student with complex needs. She just so happened to be wearing sparkly-glitter tights.  

While she was reading the student’s work, he began to run his hands up her leg, under her skirt. Naturally, she screamed and jumped out of her seat.

When she asked the student why he’d done it, he said, “I wanted to see what the tights felt like and if the glitter went all the way up.” 

The student said ‘I wanted to see what the tights felt like’

It was not meant as an act of sexual aggression, nor to harm the teacher. The student simply saw something sensorily interesting.  

Students with autism and learning difficulties are at risk of being labelled “sexually inappropriate”, “sexualised” or “sexually abusive” because of the lack of understanding within colleges of how to deal with difficult events constructively.  

These labels can be highly destructive, often making it more challenging for students to express sexuality in a healthy way.   

Recently, a male student with learning difficulties made inappropriate advances towards a female student on his vocational course.

She felt extremely uncomfortable and understandably stopped speaking to him.

However, he did not understand why, nor did he feel able to speak to staff to help him navigate a very complicated social situation.  

The boy became labelled and isolated from his peers on his course. He did not fully comprehend how his behaviour had caused this complex situation or affected others.

He eventually dropped out of college altogether. The support available to him came too little, too late.  

Between 20 to 30 per cent of convicted sexual offenders are “estimated to have learning disabilities or difficulties”, according to a study published in the Journal of Sexual Aggression in 2007. 

We also know crimes by those with learning difficulties and autism tend to be impulse-based – trigged by curiosity as opposed to seeking sexual gratification.

But this cohort has a higher rate of detention and prosecution than the average population (Craig & Hutchinson, 2005). 

Educators should not be put in a situation where hard-line responses are all we have, because mental health support has been outsourced to a phone number due to budget cuts.  

So, we desperately need the government to employ more professionally trained counsellors in colleges, who can focus on early intervention and prevention of escalating behaviour.

I am a teacher, not a professional counsellor. My job is to preserve the student-teacher relationship and maintain an environment where any student can learn.

Goodbye Keegan – hello Burghart

The departing skills minister did well to lead in a pandemic but was too college-focused, writes Jane Hickie

There is no doubt that Gillian Keegan brought prominence to the FE agenda as minister for apprenticeships and skills. Indeed, she was the first former apprentice to hold the office.


Leading on the FE white paper and the Skills and Post-16 Education Bill, was no mean feat in just 19 months in post, never mind during a global pandemic. Keegan should be congratulated for her leadership during this time.

We at AELP welcomed many aspects of the white paper, not least the outcomes-focused, employer-led approach to skills. However, we have concerns that cannot be ignored.


The skills Bill’s focus on greater protection of learners and apprentices is not only reasonable but sensible. But we are concerned about the proposed “list of relevant providers”.

No consultation has taken place on the conditions, and the government itself acknowledges that this could mean “significant costs” being imposed on smaller providers delivering niche provision.

Keegan and her team could have listened and done more to ensure providers will not be saddled with more bureaucracy and unnecessary costs. The focus needs to be on post-pandemic recovery for both learners and providers.

We also have concerns about how local skills improvement plans will articulate the needs of all learners, providers and employers, and avoid duplication at a local level.

The extension of the Baker Clause was a really positive aspect of the white paper, so it was disappointing not to see this included in the Bill.

So now we welcome the new minister, Alex Burghart, and urge him to take these concerns on board.

One thing he could do is listen to the whole sector. I had a good working relationship with Keegan and she was always happy to meet with our members.

But many providers felt she was incredibly college-focused, rather than understanding and listening to providers of all types.

This may well have impacted her decision-making, particularly the government’s continued agenda to reduce the number of providers delivering.

Instead, we need a whole-system approach that values providers of all types.

Independent training providers should not be pigeon-holed as only delivering apprenticeships and at lower levels. Nor should there be disappointing insinuations from within government about the quality of provision.

There shouldn’t be disappointing insinuations about the quality of provision

The vast majority of ITPs are judged good or outstanding by Ofsted – 81 per cent at the latest count.


There is no doubt that the chancellor’s support of apprenticeships and traineeships throughout the pandemic, and the Plan for Jobs, has been a game-changer for learners, businesses and providers.

I have no doubt that Keegan championed this agenda and secured key funding for the sector. However, these financial incentives (which come to an end on 30 September) must be extended.

This is crucial if we are to have any hope of tackling disadvantage, getting young people into training and work and narrowing the skills gap exacerbating workforce shortages.

Burghart, as a former teacher and lecturer, will have a decent understanding of the sector and our challenges. His challenge over the coming months will be steering the Bill through the House of Commons ̶ keeping what’s good, while hopefully addressing our key concerns.

He should also be ready to come out fighting for additional FE funding as part of the spending review. It will be a bunfight, and we need the voice of FE to be heard loud and clear.

There must be long-term financial sustainability of the apprenticeships programme, support for SME apprenticeships, an ongoing suite of support for young people and entry-level apprentices, and fairer funding for maths and English functional skills.

This would put apprenticeships on a sustainable footing and offer parity between academic and vocational education.

We are ready and waiting to support the new minister’s ambitions. I would urge Burghart to listen ̶ really listen ̶ to the sector.

Unemployment is about to rise – ministers must drop plans to cut Universal Credit

With the job retention scheme about to end, unemployment will increase, writes Duncan Melville

There is good news and bad news about unemployment from last week’s labour market numbers.   

The good news is that employment is growing strongly. The number of people in employment went up by 183,000 in the three months from May to July, according to the Labour Force Survey (LFS).  

That is the largest quarterly increase since November 2019 to January 2020.   

The timelier HMRC payroll numbers show an increase of 241,000 in the month to August – the largest increase ever on record.    

Vigorous employment growth can also be expected to continue. Job vacancies exceeded one million for the first time in June to August 2021, and data on job ads this month from ad-tracking website Adzuna indicate that vacancies remain high.   

Alongside this big demand for labour, both unemployment inactivity and working-age inactivity have dropped: down by 86,000 and 121,000 respectively in the three months May to July 2021.    

But although this is all very encouraging, we should not forget that employment remains much lower than it was before the pandemic.    

Admittedly, HMRC employee payroll numbers are back at pre-pandemic levels. But on the wider LFS and Office for National Statistics workforce jobs measures employment is down by over 700,000 and 800,000 respectively since the start of the pandemic. 

Full recovery will require supportive action from the government. Ministers need to develop a strong labour market policy to help individuals move back into work.

We also need a supportive macro-economic policy so the economy continues to grow.    

With interest rates at historically low levels, any efforts to reduce public debt levels also need to be for the future and not next month’s spending review.    

At the same time, the immediate outlook is highly uncertain because the Coronavirus Job Retention Scheme (CJRS) ends this month. We estimate about one million people will still be on the scheme when it closes.    

Many of these are likely to return to their existing roles. But some will inevitably lose their jobs, so a rise in unemployment seems highly likely.

The magnitude of this rise is uncertain, but some simple calculations suggest it could be in the range of 130,000 to 280,000 people.    

And whatever happens to overall unemployment, long-term unemployment has already risen substantially.

Many young people have drifted into long-term unemployment’

The number of young people aged 16-24 who have been unemployed for six months or longer is one-third higher than it was pre-pandemic.

Many young people were unable to find work in 2020 and so drifted into long-term unemployment.   

Meanwhile, for similar reasons, the number of people aged 25 and over who have been unemployed for a year or longer is up by nearly half since the start of the pandemic.    

FE colleges, alongside other employment and skills providers, can play an important role here.   

First off, college staff can support learners to develop their job search and interviewing skills as much as possible.   

Second, they can use their links with local employers to simulate employment opportunities for their learners, so learners are ready to hit the ground running.   

Third, colleges should ensure the range of provision they offer fits with the changing needs of local employers.   

Given this uncertain outlook, the government should also take note that now is not the time for the planned cut to the £20-a-week supplement to Universal Credit, which is due on October 6.  

Such a move would both increase poverty and unhelpfully reduce spending and demand in the economy.    

Government action in the form of the job retention scheme has prevented a catastrophe in the labour market. Much progress has been achieved in the past six months with substantial employment growth. But with employment levels still well below pre-pandemic levels, there is still much to do.   

To avoid undoing progress, ministers must provide the necessary employment support and not take premature actions to improve the public finances.

Donelan is Minister for Further and Higher Education

Former universities minister Michelle Donelan has been named Minister of State for Further and Higher Education.

FE Week reported a week ago that there were whispers in Westminster that Donelan could take a larger education portfolio. This has been confirmed today in a joint message to the sector with Alex Burghart, a junior minister with the apprenticeships and skills brief.

Burghart’s first visit as a newly appointed apprenticeships and skills minister took place yesterday at La Retraite Roman Catholic Girls’ School in London. The school, which received an ‘outstanding’ overall judgment at its last Ofsted inspection in April 2013, is one of the first T Level providers and offers the digital, education and childcare, and health and science routes.

In their message to the sector, posted in full below, Donelan and Burghart state that they will both be representing further and higher education,

“It has long been said that the skills system has been disjointed and confusing which ultimately can affect the experiences and opportunities available to young people and adults. By bringing together these two sectors we want to break down any barriers and work in sync to help encourage closer working between colleges, universities, employers and apprenticeship providers so that ultimately, everyone can gain the skills they need to get great jobs.”

Donelan is the first minister to hold a joint further and higher education brief since Labour’s Bill Rammell, who served as minister for lifelong learning, further and higher education between 2007 and 2008 under Gordon Brown.

It is believed however that Donelan is the first further and higher education minister to attend Cabinet.

Message to the sector in full:


A message from Minister Donelan and Minister Burghart

It is with great pleasure that we are writing to you to introduce ourselves.

As we are sure you will have seen, together we will be representing both higher and further education and we are truly honoured to take on these roles and to be able to work with you all.

It has long been said that the skills system has been disjointed and confusing which ultimately can affect the experiences and opportunities available to young people and adults. By bringing together these two sectors we want to break down any barriers and work in sync to help encourage closer working between colleges, universities, employers and apprenticeship providers so that ultimately, everyone can gain the skills they need to get great jobs.

As Minister for State for Higher Education and Further Education Michelle Donelan will also attend Cabinet to ensure these important briefs are represented at the most senior level. 

It is an incredibly exciting time for further education, with transformational reforms and our Skills for Jobs White Paper offering us the opportunity to level up and make sure that together we can deliver the skills that our country needs for the future. This work to help people reskill and provide the employees that businesses need, has never been more important as we move out of Covid restrictions and look to rebuild our economy.

We know that up and down the country colleges and providers are doing fantastic work delivering innovative and high-quality training and that, in the face of a global pandemic you have all gone above and beyond to support your learners and staff and remain pillars of your local communities. We would like to thank you for your continued dedication and we cannot wait to get out and about on visits to see more of the innovative work you do and to meet with staff and students.

We have a great journey ahead of us and we can promise that together, we will champion further education with the energy and passion that it deserves.

Yours sincerely,

Rt Hon. Michelle Donelan MP and Alex Burghart MP

New campaign aims to raise apprentice pay

A campaign has been launched to encourage employers to pay apprentices a “decent and fair” salary over and above the national minimum wage.

Founder Robert Watts, who chairs the Institute for Apprenticeships and Technical Education’s research scientist trailblazer group, hopes the ‘Back the Future’ initiative will help tackle the high dropout rate in apprenticeships that has troubled ministers.

The campaign asks businesses to pledge not to pay the national minimum wage for apprentices, which currently stands at £4.30 per hour and totals between £8,000 and £9,000 annually.

Watts said he has witnessed a number of individuals who due to having dependents or having to pay rent “could not afford to take an apprenticeship and were forced into a better paid role but that offered them little long-term development”.

While it can be “attractive to pay lower wages to apprentices”, these low wages can “act as a barrier and make apprenticeships exclusive rather than inclusive programmes,” he argued.

A “decent” apprentice wage, in the eyes of the campaign’s organisers, is anything between £6.25 and £7.70 per hour, which equates to £13,000 to £16,000 annually respectively for an apprentice working 40 hours a week.

Research into the “reasons for non-completion” in apprenticeships was published by the Department for Education in 2019 and found that “offer of a paid job” was the third most common reason for apprentices dropping out. “Apprenticeship did not pay high enough” was another common reason.

Then skills minister Gillian Keegan ordered an investigation into the “astonishingly” high drop-out rate for apprenticeship standards earlier this year.

It came after official government data published in March showed that just 60.2 per cent of apprentices training on new-style standards stayed on their programme until the end in 2019/20. This figure sat at 48.3 per cent the year before.

Watts said one of the biggest reasons for the high dropout rate is because they are “employed on low wages” and “simply cannot survive, eat and pay bills”.

More than 50 employers have so far signed up to Back the Future, including the Universities of Oxford who typically employ around 100 apprentices each a year.

Those who sign up will receive a ‘We Back the Future’ logo to use on their recruiting and marketing literature.

Watts said the idea is to not only raise awareness around this issue but also to “help those companies who perhaps cannot pay a higher wage now, work towards this wage or provide them with resources to help their apprentices manage their smaller budgets and be aware of how to handle debt and costs”.

Abcam, a global life science company, is one firm backing the pledge.

Mark Thomas, Abcam’s vice president for talent acquisition and development, said: “We recognise that to help apprentices reach their full potential, we have a responsibility to reward them fairly, invest in their development and provide opportunities for growth.

“Abcam fully supports the Back the Future initiative in driving new standards for apprentice wages.”

MOVERS AND SHAKERS: EDITION 363

Rebecca Durber, Director of public affairs, AELP

Start date: September 2021

Previous job: Regional engagement manager, AELP

Interesting fact: She was once the youngest elected councillor on Manchester City Council


Fabienne Bailey, Board member, Education Training Collective

Start date: August 2021

Concurrent job: Managing director, One Awards

Interesting fact: She likes to try new foods from around the world and says her current crave is for kelp kimchi.


Rachel Beeken, Board member, Education Training Collective

Start date: August 2021

Concurrent job: Operations director, PD Ports

Interesting fact: A massive Take That fan, she has been to see the band perform live a “staggering” 39 times.


Jen Vanderhoven, Board member, Education Training Collective

Start date: August 2021

Concurrent job: Director, the National Horizons Centre

Interesting fact: In her free time, she loves nothing more than adventure racing and getting covered head to toe in mud.


Martin Harrison, Executive director of finance, The Sheffield College

Start date: June 2021

Previous job: Interim finance director, SCC Group

Interesting fact: He sings with Sheffield Barbershop Harmony Club as part of the club’s performance chorus, Hallmark of Harmony, which has won two gold medals and represented Great Britain in an international competition.

Former Cabinet minister calls for end to ‘disrespect’ for non-graduates

Technical qualifications “must be a route to the top” to bridge the divide between graduates and non-graduates, a new Social Market Foundation essay states.

The think tank has this week published ‘The education divide is about disrespect: why it matters and what graduates should do about it‘ by Baroness Tina Stowell, a Conservative member of the House of Lords.

A former Cabinet minister under David Cameron, Stowell writes that the government “ramping up” technical and vocational education will only “assist in bridging the educational attainment divide if it is not seen as a consolation prize for those who do not go to university.

“It also has to be a route to ‘the top’,” she says, as employers find people who have not taken the academic route are “incredibly valuable”.

This, she said, is because: “They read a situation and the people involved and can often spot more quickly the cause of the problem that needs fixing, or identify the real need to be addressed.”

This comes as the government is pouring £2.5 billion into a National Skills Fund to create an entitlement to a first, full-level 3 qualification for adults and open technical skills bootcamps nationwide, training the employed and unemployed in areas such as digital and construction.

‘Deficit of respect’ between graduates and non-graduates could create ‘turmoil’

Stowell’s report criticises the social gap between those with university degrees and those without, arguing there is a “deficit of respect” for the views of those without a degree.

The report is based on a speech she gave in the Lords in 2019, warning that events such as the Brexit referendum “all exposed educational attainment as the biggest, most significant divide in our society”.

A quarter of postgraduates voted to leave, whereas over two-thirds of those with no qualifications did so, the essay reads.

non-graduates
Social Market Foundation director James Kirkup and Baroness Stowell at the event

Without action to improve the respect for people without degrees, Stowell thinks: “We’re going to have to get used to that kind of turmoil.”

That is “unless the graduate class decision-making powerful and influential people really understand what is driving that division and put right where things are going wrong.”

At the report’s launch on Tuesday, Stowell expressed her belief that organisations such as political parties and trade unions have been so slow to reorient themselves to better represent non-graduates because “they define success in their own image”.

Following last week’s reshuffle, social mobility charity The Sutton Trust reported that over a quarter of cabinet members attended a fee-paying school before an Oxbridge university.

That’s despite the i newspaper finding Boris Johnson’s cabinet is now more diverse than any of David Cameron’s or Theresa May’s.

During the launch event, Stowell highlighted how accountancy firm KPMG has promised 29 per cent of its staff will have “working-class backgrounds” by 2030.

“If all of those people who come from a working-class background have been through university, KPMG is not going to look any different to what it looks like now,” Stowell warned.

Vocational and technical students ‘deserve more respect’

SMF director James Kirkup, who chaired the event, said that he could still not remember anyone without a degree applying for a job at the foundation. He felt that he “should do more to try and cast our recruiting net wider to people who did not go to university”. And after the event, he told FE Week that the SMF is “always looking for new ways to promote vacancies to a wider pool of applicants.

“I’d welcome thoughts from FE Week’s readers on how best to do that.”

Kirkup said the foundation is interested in the issues Stowell raises because they want a “more harmonious society”.

Also, people who have a vocational and technical education “deserve more attention and respect from the people who make policy and help set the national conversation”.

DfE and provider locked in legal battle over terminated contracts

A training provider is suing the education secretary in the High Court after the firm’s FE loans and apprenticeship contracts were “unconscionably” terminated.

The Department for Education ended ABIS Resources Limited’s funding agreements in 2018 after discovering that an awarding body had imposed the most serious sanction possible and withdrawn its approval of the provider two years earlier.

Officials claimed that ABIS was in breach of its contracts because it failed to immediately and formally notify the DfE of the sanction when it was first enforced in June 2016. The alleged deceit also led to the provider being “mistakenly” accepted on to the government’s apprenticeship provider register.

But ABIS claims there was “no proper basis” for the termination because it had in fact notified the department of the awarding body “dispute” at the time.

High Court documents obtained by FE Week show the provider is now seeking damages worth £600,000.

The DfE, on behalf of the secretary of state – whom the contracts are technically entered with – is contesting the case and even counter-alleges the provider owes the government more than £100,000 in overclaimed loans funding.

This is believed to be the first time a training provider has taken the DfE all the way to court over terminated skills funding contracts.

A date for the case has yet to be decided, but a “costs and case management conference” is set to be heard by a judge on the next available date after October 30, 2021.

‘Serious misrepresentation’ leads to provider’s RoATP place

ABIS Resources, based in London, was set up in 2006 to offer a range of commercial and publicly funded courses. It is currently owned by Muhammad Shiraz Uddin.

The firm initially delivered Train to Gain courses until the controversial scheme was scrapped in 2010.

ABIS moved into the advanced learner loans market in 2015, holding direct contracts with the then Skills Funding Agency totalling almost £650,000 until 2018.

The provider was also a subcontractor to a firm called Hudson and Hughes Training Limited (HHTL) in 2016, delivering Access to HE qualifications from an awarding body called AIM Awards.

ABIS and HHTL had the same director, Balvinder Janjua, at the time.

AIM imposed a level 5 sanction – the most serious sanction an awarding body can place upon a provider – and withdrew its accreditation of ABIS in June 2016. This was due to “failure to comply with Access Validating Agency and Quality Assurance Agency for Higher Education regulations and failure to provide assurances in respect of robust quality assurance, including poor assessor/internal moderation assessment practice”, according to correspondence received by the funding agency at the time.

The court documents show that AIM did write to the Skills Funding Agency on May 5, 2016 to “advise” officials that it had permanently withdrawn ABIS’s approval, which the DfE admits to receiving and is pertinent to the decision to terminate the provider’s contracts two years later.

ABIS Resources ‘particulars of claim’ against the DfE

ABIS claims that it also notified the DfE of the dispute “in writing” at the time, and despite alleged knowledge of the issue, the department entered a fresh advanced learner loans contract with the provider in May 2017.

The DfE also accepted ABIS’s application to the register of apprenticeship training providers (RoATP) in the same month.

However, the DfE contests that it received formal notification of the AIM sanction from ABIS, even though the provider was “contractually required to do so”.

The department said this failure “breached” ABIS’s funding agreement and was the reason for termination.

Additionally, RoATP applications asked providers whether “in the last three years have there been any issues preventing the award of a qualification, or apprenticeship, to your learners?”, to which ABIS responded “no”.

The DfE said this “serious misrepresentation” was the only reason the provider was accepted on to the register because the AIM sanction was hidden from the officials who processed the application.

In correspondence described in the court papers, ABIS claims there was a “misunderstanding of the question, but that has been completely unintentional and inadvertent”. The provider claimed it answered “no” because it believed the learners concerned in the AIM sanction were registered with HHTL, as the claimant was “only a subcontractor for delivery of that course” and the dispute “did not concern the award of qualifications”.

The DfE makes clear that ABIS was the relevant provider on whom the sanction was imposed and that it was entitled to remove RoATP applicants “in the event that it had included misleading information”.

A joint notice of termination for the advanced learner loans and apprenticeships contracts was served by the DfE to ABIS on October 31, 2017, citing breach of contract owing to the provider’s alleged failure to notify the department formally of the AIM sanction.

The DfE provides no explanation of why it took over a year to take action against ABIS, despite admitting to receiving information about the case from AIM on May 5, 2016.

But following threat of a judicial review from ABIS, the DfE backtracked on the provider’s exclusion from RoATP because it “should have been given the opportunity to make representations in relation to its removal”.

The DfE states that it “resisted” the judicial review and the proceedings were “dismissed at permission stage as having no real prospects of success”.

Subsequently, the department served a fresh notice of termination on April 3, 2018 in respect of both ABIS’s loans and apprenticeship agreements.

This notice “relied upon the general termination clauses which did not require the satisfaction of specific grounds,” according to the court documents.

‘It was unconscionable to terminate the relationship in all those circumstances’

ABIS’s key argument is that the ESFA “had been made aware of the issue concerning AIM from at least May 5, 2016” and “took no action against the claimant at that stage”.

Their lawyers add: “It was unconscionable to terminate the relationship in all those circumstances.”

ABIS alleges that it has suffered “loss and damage” as a result of the DfE’s “breach of contract”.

It is claiming for outstanding monies “due in respect of learners for whom courses were legitimately delivered” under the agreements of £354,508, and lost revenue totalling £247,678 from learners who had already applied to, and been registered with, ABIS for whom the provider “had a reasonable expectation that they would proceed with their courses”.

ABIS is also claiming for costs of staff “legitimately retained to ensure satisfactory delivery of courses under both agreements” of £60,000, as well as “interest from February 1, 2018 at a daily rate of £140.75.”

In the DfE’s counterclaim, the department denies that ABIS has “suffered any loss or damage” and demands the provider providers “strict proof” about the scale of its alleged loss.

The DfE goes on to claim that ABIS was in fact “improperly paid” £108,286 in loans funding and related bursary payments, and it is demanding repayment of these.

In addition, the department “seeks interest on those sums from the date on which they were wrongly paid until judgment”.

ABIS, the DfE and AIM said they could not comment as legal proceedings are ongoing.

Ministers ponder pilot scheme for ‘mini-UTCs’ within schools

Ministers are considering plans to open mini-university technical colleges (UTCs) within schools.

The Baker Dearing Trust, the licensing body for the colleges created by former education secretary Lord Baker, is hoping to pilot what they call “UTC sleeves” in ten schools across England.

Discussions were held with the Department for Education this month about the plan. The trust was hopeful of a final decision within the next couple of weeks but fears this may now be pushed back following last week’s reshuffle.

Simon Connell, the trust’s chief executive, told FE Week the “sleeves” would “mirror what a UTC does” on a smaller scale.

But experts warn the scheme could create a place where only academically low-performing pupils are sent. One union boss has also labelled the idea as another “vanity project” of UTC architect Lord Baker.

UTC sleeve could be used in place of new schools

Much like the 48 UTCs, the miniature versions would focus on science, technology, engineering and maths subjects and would be open to students from age 14.

Each school’s sleeve would have two specialisms, again like a normal UTC, such as health or engineering.

This UTC pathway would run alongside a school’s academic pathway, with an employer board to shape the curriculum.

Since 2010, schools have been judged on their GCSE entries to English Baccalaureate (EBacc) subjects, such as English, maths, science, languages, to the detriment of technical subjects.

But the new pathway would be judged on destinations and exam results, not on EBacc.

utcs
Simon Connell

Connell told FE Week the “sleeves” could be created instead of building full, brand new UTCs that “cost a lot of money”.

He said the Baker Dearing Trust has already passed the names of ten “willing” schools to the DfE who want to take part in the pilot. He suggested the DfE could use part of the £2.5 billion National Skills Fund to pay for the equipment, facilities and extra staff capacity needed to “embed the curriculum”.

Before Gavin Williamson left as education secretary and a new DfE ministerial team was appointed last week, the department was “working really closely” with the trust on a pilot, Connell added.

But details such as when it could run, for how many students and what resources it could need are still being ironed out.

A DfE spokesperson said officials “continue to have productive discussions with the Baker Dearing Trust on how best to strengthen technical education”.

But “no decision has been taken on piloting new approaches” so far.

Unions slam UTCs scheme as ‘vanity project’

Jonathan Simons, director of lobbyists Public First and a former government education adviser, said the trust should “stop trying to make 14 to 19 happen”.

While integrating students within existing school and having wider teaching and learning was a “good idea,” mini-UTCs suffer “from the same sheep and goats route at age 14” as UTCs, he told FE Week.

“Ultimately, we need a broad and balanced – and academic – education for all until 16, and then a choice of different and well-funded routes after that, including on technical education.”

Kenneth Baker

When asked by FE Week if UTC sleeves could become a “dumping ground” for students who are struggling academically, Connell said schools “can’t really do that any more” as they are “found out by Ofsted and the DfE”. Another disincentive would be that the student would remain within the school.

National Education Union joint-general secretary Kevin Courtney said the sleeves would have to be “a genuine choice for learners rather than a place where they are sent if they are not going to get their target grades”.

The union boss also slammed the scheme as a “vanity project”, and expressed concerns it would not “solve the fundamental issues about how our curriculum is organised”.

UTCs have been fraught with recruitment and quality issues since they were launched by Lord Baker in 2010. Eleven have been forced to close their doors due to low student numbers or poor Ofsted reports.

However, the Baker Dearing Trust reported this week the number of students on roll at UTCs across the country has shot up by ten per cent on last year, increasing from 15,861 to 17,504. The numbers have risen by 42 per cent since 2017, when UTCs had 12,304 learners on roll in total.