Lia Nici, prime minister’s parliamentary private secretary

Lia Nici is the first ever FE teacher to be the prime minister’s ‘eyes and ears’ in Westminster – his parliamentary private secretary. She tells Jess Staufenberg why complaining about the system is not the answer

Lia Nici is waving at me from the other end of Portcullis House. There’s a relaxed Thursday afternoon feel as I head over – politician bingo locates Jeremy Hunt in the lunch queue, Daisy Cooper of the Lib Dems crossing the floor, Jeremy Corbyn with young people at a table. Welcome to the home of UK MPs in Westminster.

Nici herself is far from home – she is four-and-a-half hours away from her constituency, which clings to the coast of north-east Lincolnshire. I’ve come because Nici is a number of intriguing “firsts”.

She is a “red wall MP” – Great Grimsby voted her in as its first Conservative MP in 70 years in 2019. And she surely must be the first FE teacher to be a parliamentary private secretary to a prime minister.

But she is not, she tells me, in a vanishing minority as a Tory FE teacher. “As soon as I came out as a Conservative, it was interesting at work,” she grins. “People would come up in the corridor, and say quietly, ‘I vote Conservative too!’”

Right on cue, Nici waves to a colleague on the next table who Nici says is a former headteacher. So it was a positive experience? I ask.

“Sadly I’ve got colleagues, some of them union representatives, who were great colleagues but as soon as they knew I was a Conservative, they refused to speak to me,” she says.

Some colleagues refused to speak to me

“It’s really sad that in an educational institution, people feel so under pressure they can’t be open that they are a Conservative.”

Of course, there are some awkward facts to mention. Under her party, funding per student aged 16 to 18 fell by 14 per cent in real terms for further education and sixth-form colleges between 2010 and 2019. Spending on adult education fell by 49 per cent.

Meanwhile, apprenticeship starts for learners aged 19 and under have nearly halved since the levy was introduced.

For many, the Conservatives’ cuts to the FE sector have been unforgiveable. What makes Nici a Conservative?

She takes me to her childhood. Her mum was a born-and-bred Grimsby girl who was in the police force until she married Nici’s dad, an Italian, and together they ran a restaurant.

“Both my parents came from poor backgrounds, but they worked hard to better themselves,” says Nici, who grew up in the flat above the restaurant. “That ethic was always there. If your skills are good enough, there is always someone who will pay you.”

A young Nici wearing one of her Dad’s aprons helping out in their Italian restaurant

Nici remembers a family friend offering advice for her first job in a florist. “She said: ‘Don’t forget, when you’re working, someone is paying you to work for them. There’s always a job to do to help that business.’

“That’s what makes me a Conservative. Through your own endeavours, and with supportive others, there’s always some way you can develop.”

Overcoming the odds has a close-to-home meaning for Nici. “I’ve had a few challenges in my life, and I always say, nothing is insurmountable or not solvable. Apart from death,” she tells me.

“When you’re dead, you can’t do anything. While you’re alive, you’ve always got an ability to improve a situation.”

When she was just 12, Nici’s father took his own life.

As a single parent, her mum took on multiple jobs, and went on to become a social worker. “Throughout my whole life, the key influence has been my mum.”

Nici greatly enjoyed sixth form, focusing on art as her favourite subject, but a debilitating bout of glandular fever contributed towards “terrible results” in her A-levels, and she took an art foundation course at Grimsby College, now Grimsby Institute.

Rather than go to university, she had her eye on entering the television industry straightaway, partly inspired by her father. “My dad was a photographer. He would convert the bedroom into a dark room, and he taught me about shot composition.”

So she did a higher national diploma in writing and design and got some work at the National Film and Television School. She later moved to Newcastle as a runner for the BBC’s children’s series Byker Grove with Ant and Dec (then PJ and Duncan), working her way up to assistant director.

After the BBC, Nici set up her own TV production company, working on corporate films. It was a male-dominated world, she tells me.

“A woman coming in with the camera on her shoulder was unusual.” She laughs as she remembers asking men at work to remove posters of topless women from the shot: “‘Would you mind taking that calendar down while I film, please?”.

But the reality of “standing in the pouring rain” as a camera operator began to bite, and she applied to be a college lecturer at her alma mater, Grimsby College.

Teaching at Grimsby Institutes

She would stay in FE for 22 years, teaching video production and other media qualifications from entry level through to HE, until it became, she says, “one of the most highly regarded media departments in the country”.

Is being an FE teacher good preparation for being an MP?

“It is absolutely perfect. I think education is one of the toughest areas to work in. In this job, you need a lot of resilience too.” As in teaching, Nici now works a six-day, sometimes seven-day, week.

But Grimsby felt like a forgotten town, she says. Her local Labour MP, the late Austin Mitchell (in post from 1977 until 2015), was “wonderful” – a working-class Brexiteer who should “really have been a Tory”, she says. But it was frustrating that Mitchell was usually stuck in opposition.

So she became a parish councillor for her village, then a ward councillor. Soon the Conservatives gave her Hull North, an unwinnable seat, to try for parliament.

Being heckled in a Labour stronghold was “terrifying”, she says, as was putting campaigning costs “on my credit card”. But she loved the debates, and in 2018 took voluntary redundancy from Grimsby Institute.

However, making her views known in Great Grimsby had a more unnerving consequence. A local man began harassing her.

“It started with little comments, like ‘you’re a Tory’. Then he’d block us into our lane and wouldn’t let us out with the cars. It really ramped up when I was selected to stand.”

Nici won her seat in 2019, with a majority of about 7,000 votes, but it was only in October last year that her 49-year-old harasser was fined. She tells me she worries about the “black and white” world of opinion today.

To be fair to Nici, she appears to listen closely and answer my questions frankly, without contortionist political double-speak.

But she can come across as fairly black and white herself.

A general loyalty to Boris Johnson as a red wall MP is perhaps to be expected, yet she raises no word of criticism about lockdown parties in Downing Street (and during our conversation, the new chief whip Chris Heaton-Harris comes along to say hello). Rather, she has called him the “best” prime minister.

Nici with Boris Johnson

She recalls first meeting Johnson at 5am in Grimsby fish market, “with everyone getting on their trilby hats and white overalls”.  Now she is his PPS and her job is to feed back issues among MPs to Number 10.

I should say we are speaking before Johnson was handed his fine in mid-April for breaking lockdown rules in 2020 (making him the first ever prime minster to be found to have broken  the law).

“He has apologised,” she begins. “But my concern is, if people were so angry at the time, why didn’t someone report it then, rather than to the press 18 months later?”

Although this is a valid question, I’m not sure it’s of greater concern than the prime minister’s top team breaking the rules they had set for the nation.

She adds, by way of an excuse: “Westminster and Number 10 is a very strange location, in that it’s both work and the prime minister happens to live there.”

Nici also wholeheartedly backs the move to T Levels – bluntly telling shadow skills minister Toby Perkins in December that “BTEC is just a brand name of the Pearson group”.

Nici explains to me she felt some MPs were forgetting that other brands, such as City & Guilds and Cambridge Nationals, are also in the same space as BTECs, and felt “they were being lobbied by Pearson… I was being a bit naughty,” she acknowledges.

Nici with constituents in Great Grimsby

Nor does she mince her words on FE funding.

“FE never has enough money,” she says. But “funding isn’t everything. When the New Labour government came in in 1997, and flooded money into FE, in my opinion it was wasted.

“It didn’t get spent on students, it was spent on brand new computers for people, better working environments and members of staff. It didn’t get to students.” It’s a bold claim.

“The bottom line is that having a passionate lecturer in the work environment is the most important thing,” she says, adding that in that respect, “it didn’t make a difference whether a lecturer was on £23,000 or £33,000”.

But we know salaries impact on whether passionate lecturers stick around.

It all comes back to Nici’s self-starter mantra. “People say to me, ‘Oh it’s the system’, but I say, ‘We are the system.’

It’s about having that positive mindset to say, ‘Yes, we’ve got challenges, but we’ve also got opportunities’.” She says: “FE colleges are corporations, and it’s down to corporations to make choices.”

Nici alongside Alex Burghart during a visit to the Grimsby Institute hospitality department

So Nici’s rise to Johnson’s side does not appear to mean the sector has a staunch champion for funding in Number 10 (despite being appointed an ‘FE ambassador’ by Gavin Williamson).

She does speak enthusiastically about the importance of greater diversity in apprenticeships, as chair of the government’s Apprenticeship Diversity Champions Network, which brings together employers.

But she seems most passionately committed to upskilling her constituents in Grimsby, and has warned the levelling-up agenda must deliver “physical change” for them – or she will likely lose her seat.

It’s been a fascinating conversation. Perhaps if Nici does lose her seat in 2024, she could return to the sector she left as a principal, bringing her all-positive mindset to the extremely tight circumstances leaders operate under.

Of course, she should never be made to feel like an outcast on her return.

SMEs frustrated as DfE refusal to reset non-levy cap halts apprenticeship starts

Small and medium-sized employers are turning apprentices away again due to a cap on starts that the government is so far refusing to reset or increase.

Non-levy-paying businesses have been capped on the number of apprentices they can start through the digital apprenticeship service since January 2020 – starting with a limit of three before increasing to ten that summer – to ensure the overall apprenticeships budget is not overspent.

The cap was reset to zero in April 2021 as SMEs fully transitioned on to the service and amid concern that employers were reaching the limit.

Apprenticeship providers and employers were hoping and expecting the cap to be reset again at the start of this month, or at least be increased, as reports emerged of a number reaching the limit.

But there has been no communication to the sector from the Department for Education on the issue. A DfE spokesperson told FE Week this week that officials are keeping the level of the cap “under review to ensure it is sufficient to allow SMEs to use apprenticeships to grow their business”.

Sector leaders say the stance flies in the face of the government’s ambition to increase the number of apprentices in SMEs, especially after starts took a plummet nationally during the pandemic.

‘This is the worst time to switch off the tap’

Gareth John, director at accountancy apprenticeship provider First Intuition, told FE Week he has ten SMEs who have reached the cap so far and are now being prevented from taking on any more apprentices despite plans to do so.

John said those being impacted are the “large” SMEs who have wage bills just shy of £3 million and therefore do not pay the levy but are “some of the most important employers, particularly in regional economies” as they are able to recruit large numbers of apprentices.

He said this is the “worst time to switch the tap off” as employers look to rebuild their staff levels following the Covid-19 pandemic. He added that apprenticeships are essential for teaching the “essential broader skills” that young people require after having their development hampered by the pandemic.

John added that his “big frustration” is that SMEs could wind the clock back five years where they do not do apprenticeships because of the barriers in their way.

One SME being stifled by the cap is Kirk Newsholme Chartered Accountants, based in Leeds. The firm’s training coordinator, Amy Carter, said the company has hired 13 new trainees in recent weeks with plans to put them on apprenticeships on the assumption that the cap would be reset this month.

But Kirk Newsholme, which already has five of its ten apprenticeship spaces filled, has now been left in a position where it will have to choose some of the 13 new recruits to take the apprenticeship, while the remainder will instead be put through a commercial course.

On top of this, the company has a trainee on a basic level apprenticeship who is about to progress on to a higher level but in doing so will be classed as a new start. Another apprentice resigned five months into their programme, but they will still continue to take up one of the ten spaces under DfE rules.

Carter said the system “feels backhanded when the government is trying to grow the number of SMEs in apprenticeships but when employers try to step up, it all of a sudden comes to a halt”.

She added that the new recruits who will have to be put through commercial courses instead will miss out on the “extra skills and benefits” an apprenticeship offers and cost her business even more. Carter said the cost of each apprenticeship usually ranges between £3,000 and £4,000 but the commercial training route typically costs around £14,000.

John listed a number of other employers, who did not wish to be named, that his provider works with and have hit the cap: “One of our employers in Bury St Edmunds said they wanted to sign up another five apprentices before the end of this year, another in Stevenage said four, one in Sheffield said 12, one in Norwich said they had recruitment plans for 20 more apprentices, and another in Royston said ten.”

The DfE said its analysis of non-levy demand shows that a reservation level of ten was sufficient for 99 per cent of non-levy paying employers during 2020/21.

But John pointed out the DfE is most likely not comparing like for like, as in that year SMEs could also tap into procured non-levy contracts held by training providers. These contracts ended for new starts in April 2021 and all new SME apprenticeships must now be put through the digital apprenticeship service where all employers now manage and spend their apprenticeship funding.

John also questioned why the DfE wouldn’t agree to lift the cap if only one per cent of SMEs were affected.

Levy transfers are ‘no magic bullet’

One option the DfE offers to SMEs that have reached the cap is the ability to gain further funding for apprenticeships through the receipt of levy transfers from larger employers, which don’t count towards the reservations limit.

But providers and employers who spoke to FE Week bemoaned the lengthy and bureaucratic nature of this process.

“The DfE seems to think levy transfers are some kind of magic bullet that will solve everything,” John said. “We had one employer who went through the whole rigmarole of that levy-pooling service and when they got to the end of it, they were offered a fraction of the funding. It was useless.”

Jane Hickie, chief executive of the Association of Employment and Learning Providers, added: “Many SMEs find the transfer process too slow when they have new demand. Furthermore, there is no guarantee of funding through the levy transfer system, which makes planning growth difficult and is why the cap was increased in the first place.”

Gordon Franks Training is one provider that has been able to secure levy transfer funding to help five of its employers who have reached the cap to take on more apprentices. But managing director Sue Fielding said the process is proving “problematic” because red tape is delaying the releasing of funds.

“Our employers are very, very frustrated. We have to go through loops to get the levy transfer, but what if I didn’t have it? They would turn apprentices away,” she said.

“This also only papers over the cracks as we have more employers nearing the ten cap and more funding will be required.”

A DfE spokesperson said: “SMEs play a key role helping to create apprenticeship opportunities, particularly for younger people and those in disadvantaged areas.”

But Hickie hit back: “There are employers ready to take on more apprentices and providers that are happy to deliver high-quality training, yet inaction on the cap of ten is blocking them from doing so. How does the government square this with the aim to increase SME participation in apprenticeships? We urge officials to take action and either reset or lift the cap as soon as possible.”

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.

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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

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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 leadGeographic areaImprovement planLinked Strategic Development Fund pilot
Business West Chamber of CommerceWest of EnglandLocal Skills Improvement Plan – West of England PlusWeston College
Cumbria Chamber of CommerceCumbriaLocal Skills Improvement Plan – CumbriaLakes College Cumbria
Doncaster Chamber of CommerceSouth YorkshireLocal Skills Improvement Plan – South YorkshireBarnsley College
East Midlands Chamber of CommerceLeicestershireLocal Skills Improvement Plan – Leicester and LeicestershireLoughborough College
Kent Invicta Chamber of CommerceKentLocal Skills Improvement Plan – Kent and Medway  Mid-Kent College
North-East England Chamber of CommerceTees ValleyLocal Skills Improvement Plan – Tees ValleyThe Education Training Collective
North and Western Lancashire Chamber of CommerceLancashireLocal Skills Improvement Plan – LancashireMyerscough College
Sussex Chamber of CommerceSussexLocal Skills Improvement Plan – SussexChichester College