Developing excellence in teaching and training CPD

Continuing professional development is very much part of educators’ lives. Identifying what kind of CPD is needed in line with personal and organisational objectives and then sourcing it can be difficult. We have created a comprehensive high-quality online CPD programme for FE TVET tutors and training providers. This brand-new programme ‘Developing excellence in teaching and training’ developed in partnership with the Education and Training Foundation (ETF) takes place online on 24-25 November. Registration for this content-packed and free to access programme is already open.

WorldSkills UK is an independent charity and a partnership between employers, education, and governments. Together, we are using international best practice to raise standards in apprenticeships and technical education so more young people and employers succeed. We are sharing our knowledge and experience based on our international benchmarking of skills and best practice exchanges and unique development tools to help educators in the FE sector reach standards of excellence in their teaching practice.

There are over 11 hours of sessions designed to have practical outcomes for delegates with expert panellists drawn from the FE sector, business, government and around the WorldSkills global network. As well as lively debate from interactive expert panel sessions, the main focus of the event will be practical workshops and insights fuelled by both expertise from our global network and our extensive experience from years of developing world-class, high-quality skills training and development which has enabled students and apprentices to compete in our skills competitions both nationally and on the international stage against their peers from over 80 countries.

Based around four key themes tailored to the modern teaching environment and changing societal influences and their challenges and opportunities, our CPD sessions offer exciting and varied content in standalone workshops and discussions of 45 minutes length, with 10 technical masterclasses of up to 3.5 hours. It’s an essential event for teachers and trainers who want to stay at the top of their professions. There will be insights and resources that cannot be sourced from anywhere else and are gauged to reflect the changing challenges and thinking affecting educators, students and apprentices today.

There will be lots of opportunities for delegates to raise questions during the live broadcast to really get into what matters most about skills training to FE educators today, so please do make sure you don’t miss out on what promises to be a uniquely inspirational and valuable event. Delegates can join for the whole programme or select individual sessions which are most relevant. Make sure you reserve your place for ‘Developing excellence in teaching and training’ CPD programme and join your peers in leading the way towards a skills-driven economy.

Four pathways to excellence

WorldSkills UK Way: The art of teaching and training is based on over 65 years of constant evolution keeping pace with the changing needs of education and business, we have designed these workshops and discussions to introduce innovatory thinking in teaching to mainstream excellence:

  • Competence to excellence: Raising standards in teaching and learning. This workshop guides the journey towards achieving excellence that is achievable for everyone
  • Effective technical teaching: Bringing learning to life are two separate sessions especially created for new teachers and more experienced teachers respectively, to explore the characteristics of excellence in technical teaching, along with recommendations, effective practice examples and resources
  • Enhancing teaching practice through skills competition development programmes to raise aspirations and outcomes will demonstrate the importance of raising the games of students at all levels. Aside from technical skills, competitions help develop soft skills that employers say they value including communication, self-performance management, reliability and teamwork to develop role models that can help boost peers’ own performance in the workplace
  • The olympian mindset: Embedding, transformational coaching skills for teaching and training, takes lessons from elite athlete training which help educators undertake approaches that result in a measurable difference in the performance of their students. The session goes beyond the technical skills to enhance attitudes and perceptions to create literally, a winning mindset, which combined with technical attributes drives up standards and improves resilience, making excellence the norm
  • The olympian mindset: Applying transformational coaching skills to inspire high aspirations in learners of all abilities covers how to raise the level of outcomes for your students.

On demand content

  • Developing learners’ fine motor skills for practical and technical learning sees our experts share their insights and experience of developing students to high levels of motor and cognitive skills, essential for technical learning and the world of work
  • Building commitment to motivate and inspire students and apprentices explores the challenge of maintaining student engagement and commitment to their learning and development
  • Introducing lean principles to curricula planning and delivery is a highly informative session helping educators to develop efficiencies in their work, organisation and management for increased productivity based around the five values of: defining value; mapping the value stream; creating flow; using a pull system and pursuing perfection.

Education 4.0

These sessions will showcase emerging technologies, how technology can support teaching methods and improve social mobility as well as future skills needed in industry and services.

  • Skills for the future: Bringing employer needs into your teaching and learning will help you create relationships which will benefit your students in education and beyond into employment and ultimately, help UK business to grow and compete more effectively from a sustainable base. Learning outcomes from this session will include, identifying concepts of education for sustainable development (ESD), recognition of practices which develop ESD in a range of subjects, exploring different ways to inspire new learners and develop their skills, reviewing resources and tools to support approaches in teaching practice
  • Skills for the future: Educator approaches to developing green skills explores how three very different education providers bring education on sustainability development into their teaching practice
  • Emerging technologies to support future assessment will help educators consider how existing and emerging technologies are starting to play a greater role in changing assessment
  • Technology to support social mobility looks at how the Covid-19 pandemic has changed both teaching and learning and what this could mean for the future modes of delivery
  • Technology to support teaching methods is for educators to learn about existing and new productivity tools to support learners in their everyday learning environments.

Live technical masterclasses

This is an opportunity to engage with our training managers who are leaders in their fields to get the very latest insights into current and emerging skills that the UK needs to develop to compete locally and internationally. Themes covered are:

  • Automotive Skills: Automotive body repair showcases adhesive joining and comment from educators who have successfully embedded these skills techniques and practices into their own teaching
  • Automotive skills: Automotive refinishing looks at ways to help educators embed best practice into the curriculum inviting international experts to talk about their own countries’ educational systems
  • Automotive Skills: Automotive technology covers diagnostic processes and associated self and system evaluative processes and principles. The session will discuss how to use mindset to develop strategies to solve complex faults in vehicle systems
  • Digital construction and manufacturing: Digital construction shows how to digitalise your teaching and empower students and apprentices for careers in digital construction
  • Digital construction and manufacturing: CAD highlights the skillset needed and explains the nature of performance excellence
  • Network engineering: Cyber security This is an informative overview of encryption techniques, application and content identification using Palo Alto NGFW and other techniques drawn from our work in international standard-setting
  • Network engineering: IT networking focuses on delivery of Linux in education, themes covered include quality of delivery and how to achieve excellence with advances in IT networking
  • Industrial automation: Mechatronics and industry 4.0 aims to support educators in involving PLC programming with practical examples to make learning more attractive. Advanced programming methods including an example of web-based SCADA system will be covered, plus transferring data using the OPC UA protocol
  • Manufacturing and engineering: industrial electronics explains how to embed Autodesk Eagle within the curriculum, with a focus on project-based learning to advance technical teaching to develop learners to a world-class standard
  • Manufacturing and engineering: CNC milling and turning discusses the journey to excellence that our training managers have taken by using their experience of sharing best practice with international counterparts.

Equity, diversity and inclusion

Ensuring all young people have the opportunity to excel regardless of their ethnicity or background is a constant challenge for the FE and training sectors. This set of sessions gives expert guidance on how to understand the complexities facing both teachers and learners. A session on confronting perceptions, what young people face personally and professionally sets the scene and is complemented by sessions on overcoming learner barriers and understanding how to support learners.

A discussion on the subject of, ‘Is mental fitness a necessary part of education?’ will help educators understand what mental fitness is and why it should be a formal part of education. Learn what Fika the mental fitness and skills development platform and the leading awarding body NCFE have done to close the mental fitness education gap and get guidance on how educators can support learners’ wellbeing through developing mental fitness.

  • Overcoming learner barriers shares best practice, tools and resources to support educators with understanding barriers their learners may be facing and how to support them effectively
  • Is mental fitness a necessary part of education? This session will provide educators with an understanding of mental fitness and the importance of developing it with their learners
  • Confronting perceptions delegateswill hear directly from existing and previous learners and gain insight into the perceptions they experienced. They will share advice on how educators can support their learners to overcome perceptions
  • Inclusion in apprenticeships shares best practice to help employers, apprenticeship providers and colleges be more inclusive with their learners.

On demand content

  • Adapting curriculum for special educational needs and disability (SEND) learners supports educators with their curriculum delivery to SEND students. These resources have been provided by The Education and Training Foundation, The Careers & Enterprise Company, Natspec and WorldSkills UK
  • Safeguarding learners with The Education and Training Foundation supports and increases awareness of safeguarding policies and principles. It will enable educators to identify some of the digital safeguarding risks and improve knowledge of the subject as a whole.

Register for your free place at the: Developing excellence in teaching and training CPD programme

The spending review only partly reverses historical cuts

There was a distinct ‘Back to the Future’ feel to the spending review, writes Luke Sibieta

This week’s spending review had been trailed as representing a “skills revolution.” 

It included an increase of £1.6 billion in funding for 16-19 year olds. Meanwhile, Rishi Sunak promised that spending on skills will increase by £3.8 billion by 2024-25.

But how far does this spending go in rolling back the large cuts seen over the previous decade? And in meeting future challenges?  

‘Only reverses a third of college cuts’

The extra £1.6 billion for 16-19 education represents a 17 per cent real-terms increase in total funding between 2021-22 and 2024-25.

But once you factor in the expected growth of 10 per cent in student numbers over this period, this only becomes a six per cent real-terms increase in spending per student.

This is an improvement compared with the 15 per cent real-terms cuts in spending per student for colleges between 2010-11 and 2021-22, and even larger cuts of 28 per cent for school sixth forms.

But because of the depth of those cuts, the extra £1.6 billion only reverses about one third of past cuts for colleges. And in school sixth forms, the money only reverses 20 per cent of past cuts.

The £1.6 billion is also intended to deliver greater numbers of teaching hours as part of the shift to T-levels.

So it’s likely that more of the money will go to further education colleges than sixth forms.

‘Only reverses a third of adult education cuts’

At the 2019 general election, the Conservatives committed to a national skills fund of £2.5 billion over this parliament.

Since then, the government has announced various allocations from this fund. 

This includes funding for first full level 3 qualifications for adults in some subjects and other priorities, such as digital bootcamps.

In the spending review yesterday, the government announced an extra £550 million from this existing fund for 2024-25.

This means a 30 per cent real-terms increase in adult education funding between 2019-20 and 2024-25. This sounds substantial.

But it is also a measure of just how far it has fallen over the previous decade.

Between 2009-10 and 2019-20, total spending on adult education fell by 50 per cent in real-terms.

So the £550 million increase between 2019-20 and 2024-25 will only reverse about one third of the cuts to adult education over the last decade.  

‘Challenge to delivering funding on apprenticeships’

On top of this, the government announced an extra £170 million for apprenticeship funding, taking total funding for apprenticeships to £2.7 billion by 2024-25.

But delivery of this extra funding could be challenging. During the pandemic, the number of apprenticeships fell due to economic uncertainty and the challenges of social distancing. It is not clear how quickly demand and supply of apprenticeships will recover.

‘A reminder that education is devolved…’

As well as increasing spending on existing skills programme, the government also announced a new UK-wide programme to improve numeracy skills called ‘Multiply’.

In all, £560 million or about £190 million per year for the next three years will be spent on Multiply over the course of the parliament.

This is reminiscent of previous basic skills programmes. It is also quite curious because it is UK-wide, and education is a devolved matter.

‘A return to some former policies’

Finally, the government plans include £2.8 billion of capital spending over the next three years. This includes existing plans of £1.5 billion to improve the college estate up to 2025-26, as set out in the 2020 spending review. 

Finally, and interestingly, there is also a return to full funding for first level 3 qualifications for adults (in some subjects) and to funding for basic skills.

In this sense, there is a distinct ‘Back to Future’ feel to this spending review.

All things considered, the Spending Review certainly represents a change of pace for spending on further education and skills.

Total planned spending on further education and skills, including both day-to-day and capital spending, will increase by £3.8 billion between 2019-20 and 2024-25 in cash-terms.

But the increases only go part of the way to reversing past cuts to spending per student in 16-19 education and to adult education.

Spending review: FE & sixth form funding still ‘well below’ 2010 levels, IFS confirm

Per student spending in further education and sixth form colleges will be ten per cent lower than when the Conservatives entered government, according to the Institute for Fiscal Studies.

Analysis of yesterday’s autumn budget and spending review by the IFS revealed funding levels will be at around £6,500 by 2023-24 compared to over £7,000 in 2009-10.

The institute’s director Paul Johnson this morning called the lack of spending on education, which is set to rise by two per cent a year until 2024-25, compared to four per cent on health, “the most striking contrast”.

Spending per student in FE and sixth form colleges will “remain well below” 2010 levels, which Johnson said is “not a set of priorities which looks consistent with a long-term growth strategy or levelling up.”

spending
IFS table showing cuts to FE and sixth form colleges (click to expand)

“For the chancellor to have felt it appropriate to draw attention to the fact that per pupil spending in schools will have returned to 2010 levels by 2024 is perhaps a statement of a remarkable lack of priority afforded to the education system since 2010. A decade and a half with no growth in spending despite, albeit insipid, economic growth is unprecedented.”

This is despite chancellor of the exchequer Rishi Sunak promising to MPs yesterday the budget “invests in the most wide-ranging skills agenda this country has seen in decades”.

His commitments included £2.8 billion capital investment to, for example, improve colleges and build 20 institutes of technology, as well as £324 million in 2024-25 for “additional learning hours” for 16- to 19-year-olds, and £1.6 billion to maintain per student funding rates in real terms.

Much of the funding appears to have been announced already though, upon which FE Week is seeking clarity from the Treasury.

‘Plenty more’ spending announcements needed to undo 2010s cuts

Following the budget, Learning and Work Institute chief executive Stephen Evans warned another £750 million would be needed to return investment in skills to 2010 levels.

spending
IFS table on departmental spending increases (click to expand)

Speaking today about this week’s “once in a decade” fiscal event, which laid out government spending until 2024-25, IFS research economist Ben Zaranko said Sunak will need “plenty more events like this to undo the cuts of the 2010s”.

Johnson also joined in criticisms of the government for briefing several funding announcements in the days before the budget, which he said: “Served only to obfuscate”.

The briefings by the Treasury, including about boosts for college funding and for T Level teaching hours, “revealed less than nothing,” according to Johnson.

Spending review: Government criticised for ‘warm words’ on skills investment

FE leaders have been left frustrated by the lack of clarity surrounding the government’s spending review commitments for skills.

Chancellor Rishi Sunak promised today that “total spending on skills will increase over the parliament by £3.8 billion by 2024-25, equivalent to a cash increase of 42 per cent (26 per cent in real terms) compared to 2019-20”.

But much of the investment, which includes funding for capital projects, adult education, the 16 to 19 base rate and apprenticeships appears to be a rehash of previous funding announcements.

FE Week is seeking clarity from the Treasury but the issue has not escaped the sector’s leaders, who have cautiously welcomed today’s spending review.

Stephen Evans, chief executive of think tank the Learning and Work Institute, said: “It’s good to see investment in skills rising again after a lost decade of cuts. However, it looks like this only restores some of the previous cuts and so won’t be enough to transform Britain into a skills superpower.

“The spending review is light on details, but we estimate another £750 million is needed to return investment to 2010 levels and how we invest and what we achieve is as important as levels of investment.”

David Hughes, chief executive of the Association of Colleges, said: “It’s clear that the chancellor and this government recognise that more investment in skills is vital for economic growth and their levelling up ambitions. So it is disappointing that despite lots of warm words about the importance of skills, and a long list of separate funding pots, overall investment does not look like it is going up by much at all

“A world class skills system needs more investment than this after more than a decade of cuts. Good rhetoric about skills will not level up the country – colleges will do that with the right investment.”

He added: “Government’s consistent refusal to increase the funding per student post-16 is baffling. The funding per adult will not have gone up in 14 years by the end of 2024/25, unlike in schools where per pupil funding will match 2010/11 levels in real terms.”

Bill Watkin, chief executive of the Sixth Form Colleges Association, said: “We asked three things of the Chancellor in this year’s spending review: boost capital funding for providers of 16 to 19 education that wish to expand, make a long-term commitment to the increases in revenue funding announced in 2019, and raise the rate of core funding for every sixth form student.

“On capital, it is our understanding that the post-16 capacity fund – currently a one-year scheme – will be extended for a further 3 years through the additional funding announced today. That is excellent news, and will benefit colleges that are currently oversubscribed and help to accommodate the thousands of additional 16- to 19-year-olds that will participate in education in the coming years.

“We are also pleased that the government has committed to maintaining the funding gains made in 2019 and to protecting revenue funding in real terms. However, at this stage, it is too early to say what the new funding rate will be or how funding 40 additional hours of learning per student, per year, will work in practice. We look forward to working through the details of this with officials in the days and weeks ahead.”

Kirstie Donnelly, chief executive of City & Guilds Group, said: “Whilst we welcome the chancellor’s spending package for professional and technical education, we need more clarity over whether the chancellor’s commitments to the sector are new, or merely a rehash of funding that was already allocated and sold to us as something ‘new’.

“With a million jobs left unfilled (along with our supermarket shelves and petrol tanks) there is too much at stake to get this wrong.”

Tom Bewick, chief executive of the Federation of Awarding Bodies, said: “From the perspective of government wanting to get more money into FE colleges; secure extra capital to deliver on the department’s own technical education reforms; as well as find additional resource for flagship schemes like Bootcamps, DfE ministers can claim some sort of victory.

“In that sense, l would argue that they’ve found more money to invest in the things that are perhaps important to them; and not necessarily the long term investment and policies needed to tackle the great skills and adult education divide that exists in our country.

“Indeed, what this budget and spending review absolutely doesn’t do is fully reverse over a decade of austerity in FE. England’s investment in technical education per head will still fall well below that of our major competitors; and crucially, today’s budget fails to tackle the huge intergenerational divide, since the burden of higher taxes and the cost of living squeeze will continue to fall disproportionately on the young, renters and those in work on average earnings.”

Jane Hickie, chief executive of the Association of Employment and Learning Providers, said: “I particularly welcome investment in apprenticeships, traineeships and employability programmes. This focus on vocational learning will help get people of all ages and at every level into good quality training and work.

“However, it is clear there remains a real lack of parity in treatment of different FE provider types. Independent training providers have been left out of education catch-up funding and capital investment, both of which are only available to schools and colleges. This is disappointing, given the important role independent training providers play in supporting employers and learners.”

Simon Parkinson, chief executive of the WEA, said: “It is remarkable to hear a chancellor highlight lifelong learning in a budget speech and we are pleased that there is a new programme, Multiply, to tackle the long standing challenge of poor numeracy.

“However, maths is only one part of the challenge and the nation also needs to tackle other essential skills such as literacy and digital skills. The Multiply programme will be delivered through the Shared Prosperity Fund so it will be separate to the Department for Education’s support of adult learning generally. We look to the detail behind the Budget speech for reassurance that community learning budgets are at least maintained and that the Multiply programme is additional to government spending on essential skills through DfE.”

Jennifer Coupland, chief executive of the Institute for Apprenticeships and Technical education, said: “We welcome the chancellor’s spending review announcement today which was full of great news for technical education.

“The extra financial support for apprenticeships, T Levels and colleges will be hugely beneficial. The Institute has championed the interests of small businesses within the apprenticeships programme, so it is great to see measures that will help more of them recruit and train apprentices.

“We will work with employers and the FE sector to ensure we capitalise on this timely boost and do better than ever at filling skills gaps, keeping pace with technological advances, supporting the green-agenda, and driving the national recovery.”

Spending review 2021: What the chancellor announced for FE and skills

Chancellor Rishi Sunak delivered his spending review and autumn budget today and confirmed a number of investments for the FE and skills sector.

He promised that “total spending on skills will increase over the parliament by £3.8 billion by 2024-25, equivalent to a cash increase of 42 per cent (26 per cent in real terms) compared to 2019-20”.

However, the accompanying red book fails to provide clarity about how much of this funding is brand new money. Much of it appears to be a rehash of funding that was already allocated.

FE Week is seeking clarity from the Treasury. In the meantime, here is what the spending review documents commit for FE and skills:

16-19 funding rates to be ‘maintained in real terms’

The current base rate for 16- to 19-year-olds sits at £4,188 per student.

Today’s red book states that an “additional” £1.6 billion will be invested by 2024-25 to “maintain funding rates in real terms per student, and provide a 28 per cent real terms increase in 16 to 19 funding from 2019-20”.

FE Week has asked the Treasury to confirm whether this means the £4,188 rate will increase annually in line inflation.

The red book goes on to say the £1.6 billion provides “additional hours in the classroom for up to 100,000 T Levels students by 2024-25” and also funds “40 additional hours learning per student per year for 16- to 19-year-olds”.

Apprenticeship funding ‘increase’

The red book says the government is “increasing apprenticeships funding to £2.7 billion by 2024-25 – the first increase since 2019-20”.

It goes on to show this is a £200 million increase on what was predicted in March 2021.

However, it is not clear whether this is natural growth in the apprenticeship levy on large employers’ payrolls as employment and earnings rise. FE Week is seeking clarity.

The red book says the government is continuing to meet 95 per cent of the apprenticeship training cost for employers who do not pay the apprenticeship levy and “delivering apprenticeship system improvements for all employers”.

Improvements include an “enhanced recruitment service” by May 2022 for small and medium-sized enterprises (SMEs), helping them hire new apprentices.

By April 2022, the government promises to also “consider” changes to the “provider payment profiles aimed at giving employers more choice over how the apprenticeship training is delivered, and explore the streamlining of existing additional employer support payments so that they go directly to employers”.

Government also plans to introduce a “return on investment tool” in October 2022 to ensure employers can “see the benefits apprentices create in their business”.

The red book confirms that £3,000 cash incentives for each apprentice an employer hires will end on 31 January 2022.

£2.8bn skills capital investment

The red book states that government will be “providing £2.8 billion in capital investment in skills”.

This funding will include: “Improvements to the condition of post-16 estate, new places in post-16 education; more specialist equipment and facilities for T Levels; and delivery of the commitment to 20 Institutes of Technology across England. It will also help to provide the skills that local areas need in key sectors like biosciences, through industry-standard equipment and facilities.”

It is not clear how much for the £2.8 billion, if any, is new.

Capital funding for T Level equipment and facilities, £1.5 billion for college estate projects and almost £300 million for Institutes of Technology has already been announced.

£554m from the national skills fund to boost bootcamps and the level 3 offer

The government already committed to a £2.5 billion national skills fund in the 2019 Conservative party manifesto and subsequent budgets.

Today’s spending review document states that the government will provide “a total investment of £554 million by 2024-25 to substantially increase retraining and upskilling opportunities for adults”.

It continues: “This provides a 29 per cent real terms uplift in adult skills funding compared to 2019-20 and meets the government’s commitment to a national skills fund. This includes giving more adults access to courses at level 3 in in-demand areas such as engineering and digital skills, scales up skills bootcamps, supports reforms to the adult skills funding system, and invests in the skills local employers need.”

£1.8bn more for education recovery

Also included in the spending review is an additional £1.8 billion for education recovery. This is on top of the £3.1 billion already announced.

The new commitment includes a £1 billion “recovery premium” for the next two academic years “to help schools to deliver evidence-based approaches to support the most disadvantaged pupils”. It seems to be an extension of the current school-led tutoring fund.

Also coming out of the £1.8 billion is £324 million in 2024-25 for “additional learning hours” for 16- to 19-year-olds.

But that leaves over £400 million of the funding unaccounted for, and it’s not clear from the documents what this will be spent on.

The Department for Education later confirmed that £800 million will be allocated for 16 to 19 catch-up in total.

A spokesperson said: “Students in 16 to 19 settings who have the least time left to recover learning lost will benefit from an additional 40 hours of education across the academic year, equivalent to an additional hour per week.

“This time will be used for extra teaching and learning – including in English, maths and other subjects – depending on students’ individual needs. This, alongside the 16 to 19 tuition fund, will help to prepare these students for their future.”

UK Shared Prosperity Fund to pay for £560m Multiply project

The government has announced a £560 million Multiply scheme, aimed at improving half a million adults’ numeracy (click here for full story).

Documents show the shared prosperity fund, which is set to launch in April and succeeds EU structural funds, will be used for this scheme. The prosperity fund will be worth £2.6 billion in total over the next three years.

Spending review: £560m for new Multiply adult numeracy scheme confirmed

The government has revealed details of its new £560 million Multiply scheme, aimed at improving half a million adults’ numeracy, following the spending review earlier today.

All “local areas” are set to be allocated funding for providers to run the free courses from the UK Shared Prosperity Fund, rather than the adult education budget or national skills fund.

Sunak told MPs this afternoon the Multiply scheme “will improve basic maths skills and help to change people’s lives across the whole United Kingdom”.

Multiply scheme will be free for learners and employers

spending review
Rishi Sunak

The scheme was trailed by the government earlier this week, with officials predicting 500,000 people will benefit from Multiply after it launches in the spring.

Up to eight million people in England alone have numeracy skills lower than that expected of nine-year-olds, with the north east, west midlands and Yorkshire and the Humber the worst affected, the Treasury explained.

Following Sunak’s statement, the Department for Education published a blog setting out how people aged over 19 without at least a GCSE grade four, equivalent to a C, in maths will be able to access the free courses.

These will be available in person or online, at work or in the evenings, part-time or “intensive,” with the DfE promising to next year launch a new digital platform for free, online tutorials.

Employers will also be able to team up with the local authorities to deliver “bespoke” programmes to train their staff in a maths GCSE or functional skills qualification at no cost to them.

‘Good news’ about Multiply but ‘consistent’ adult skills strategy would be better

The scheme has received a cautious welcome from sector leaders, with Learning and Work Institute chief executive Stephen Evans tweeting earlier this week: “Good to see a focus on basic skills and possibly an increase in resource.

“It would be better to have a consistent adult basic skills strategy,” he added.

Research by the institute published this month found participation in adult basic maths skills provision fell by over 60 per cent between 2012 and 2020.

That Multiply will be funded from the UK Shared Prosperity Fund, the UK’s replacement for European Union structural funds such as the European Social Fund, has received criticism, however.

Sue Pember, policy director for adult education network HOLEX and formerly a top DfE civil servant, was “pleased the ESF replacement UKSPF is going to be used for numeracy”.

But, she added, “new initiatives should not duplicate current activity but complement” AEB programmes.

The shared prosperity fund is set to launch next April and as part of the spending review the Treasury announced its funding will climb by £1.5 billion a year by 2024/25, so it will be worth £2.6 billion over the next three years.

Pember called for councils and mayoral combined authorities to locally manage the prosperity fund, with a new responsibility for level 2 and below provision, as “they already deliver adult and community education and are trusted leaders.

“This will complement current FE reforms and enable councils to work with employer representative bodies,” which will develop the government’s new local skills improvement plans, “to plan progression routes for people to progress from community, basic and functional level skills through to technical and higher-level skills”.

More details on Multiply will be published in the spring, according to the DfE.

Prison educators end long-running health and safety dispute

A bitter dispute between a union and a prison education provider has finally ended after new health and safety measures were agreed.

Around 600 staff at 49 prisons took four days of strike action between April and June 2021 after Covid-19 safety concerns were allegedly not addressed.

The employer in question, Novus, had also launched investigations into University and College Union members who raised health and safety concerns. These cases have now been dropped, the union said today.

New measures to be implemented, following talks at the Advisory, Conciliation and Arbitration Service (Acas), includes “improved risk assessment processes and systems of work to protect the health, safety, and wellbeing of prison education staff”.

A UCU spokesperson said: “Regular meetings over safety concerns are taking place with meaningful engagement from Novus. Staff are already seeing practical benefits, such as the roll-out of CO2 monitors to assess ventilation.”

The co-chair of the Justice Unions Parliamentary Group Liz Saville Roberts MP wrote to Novus’ parent company, the LTE Group, over the summer request they address the UCU’s concerns and withdraw any action against the representatives.

Saville Roberts, MP for Dwyfor Meirionnydd, said the 100 cross-parliamentary members of her group had been “shocked to learn about this increasingly bitter dispute”.

Novus previously said its relationship with the UCU had declined after it refused to implement health and safety procedure changes without the agreement of Her Majesty’s Prison and Probation Service and after it claimed it was given less than 24 hours to assess the impact of the changes.

The prison education provider also claimed UCU’s representatives had used bullying and intimidating behaviour during the dispute, and also made “false allegations” about Novus and the LTE board.

UCU general secretary Jo Grady said today that Covid had “brutally exposed the many health and safety failings within the prison estate” and through “unprecedented strike action our members have made prisons safer for both learners and teachers”.

A Novus spokesperson said: “Following constructive discussions between the Novus and LTE Group senior team and UCU representatives via ACAS, we are pleased that this dispute has been resolved.

“Our priority continues to be the health, safety and wellbeing of our colleagues, and we will continue to work closely with UCU and all our union representatives.”

Spending review: Minimum wage for apprentices to rise to £4.81 an hour

The national minimum wage for apprentices will increase next April from £4.30 to £4.81 per hour, the Treasury has confirmed today.

The 51p increase equates to an 11.9 per cent rise and is in line with a recommendation from the Low Pay Commission.

It will take effect from April 1, 2022.

Meanwhile, the National Living Wage for those aged 23 and older will increase from £8.91 to £9.50 an hour.

The the rate for 16 to 17-year-olds will rise from £4.62 to £4.81. For 18 to 20 year olds, the rate will shoot up from £6.56 to £6.83 per hour. And for 21 to 22 year olds, minimum salaries will increase from £8.36 to £9.18 per hour.

Chancellor Rishi Sunak is expected to confirm the wage rises during Wednesday’s spending review and budget.

He said today: “This is a government that is on the side of working people. This wage boost ensures we’re making work pay and keeps us on track to meet our target to end low pay by the end of this parliament.”

The Treasury trailed a £3 billion skills funding announcement over the weekend. Details of how much of this is new money are expected to be revealed on Wednesday.

Minimum wage increases:

GroupCurrent rate (£/hr)2022 rate (£/hour)Cash increase% cash increase
NLW (23+)£8.91£9.5059p6.6%
21-22 year olds£8.36£9.1882p9.8%
18-20 year olds£6.56£6.8327p4.1%
16-17 year olds£4.62£4.8119p4.1%
Apprentices£4.30£4.8151p11.9%

Changing EPAO can be an exciting and rewarding step for you and your learners

Last month, I came across an informative and insightful article by Sallyann Baldry titled Considering Changing EPAO? A guide to ensuring a smooth transition. A positive and constructive discussion on the topic, Sally provided an interesting perspective for customers to consider when choosing to work with an end-point assessment organisation (EPAO).

The information shared highlighted the value of factoring in all elements when changing EPAO, outlining to providers and employers what should be considered important to their organisational requirements.

Following this article’s publication, our team here at NCFE took the opportunity to review the information listed in Sallyann’s comparison grid and decided to use this as a framework to carry out an internal quality check against our own offering.

We performed this check to assess whether we’re meeting the current needs of the sector and, most importantly, to ensure that we’re providing the best service we can – one that continues to keep the apprentice, employer and independent training provider (ITP) at the heart of everything we do.

Evaluating our own offering

As an experienced and Ofqual-recognised EPAO, we hold ourselves to a high standard. We’re therefore delighted to confirm that our offer exceeds the expectations of our current and potential customers, including what is widely recognised as a top-rated end-point assessment (EPA) provision with specialisms in health, care, education and business.

To demonstrate NCFE’s EPA offer and its various elements, we’ve created our own comparison table, allowing providers and employers to see at a glance the service that we provide.

We’re proud to share that our offer surpasses many of the comparison grid’s requirements, such as the provision of a named contact within the relationship team to work in partnership with; customer support available across multiple levels; a system that is easy to use with no integration required; and access to a range of resources and guidance materials covering the end-to-end EPA journey via our customer resource library.

Our advice when changing your EPAO

As stated by Sallyann, there are many considerations when thinking about switching your EPAO. Here are the key requirements that we recommend being aware of:

  • Customer service: access to support and guidance across multiple levels throughout the EPA journey will be essential.
  • Collaborative working: it’s important to work with an EPAO that is forward-thinking, proactive and keen to work in partnership with customers.
  • Communication: the importance of the apprentice, employer and ITP having visibility and an open line of communication throughout the EPA journey can’t be understated. In my experience, support, guidance and feedback are imperative to successful outcomes.

Changing EPAO can be a smooth and stress-free transition when the right organisation is chosen, as well as being a decision that can deliver many benefits for you as a provider of apprenticeships to the next generation.

By Sacha Finkle, Head of EPA Operations at NCFE

Find out more about our end-point assessment offer:

Email : EPARelationshipTeam@ncfe.org.uk

Phone : 0191 2408950