Government to research range of ‘harms’ caused by Covid-19 to students and staff

The Department for Education is tendering for research into how Covid-19 has impacted students and staff.

The “rapid” data and literature review will consider “harms” on mental and physical health, domestic violence and loss of learning.

Working on behalf of the Scientific Advisory Group for Emergencies (SAGE), the DfE project is worth up to £85,000 and is split across seven sectors, which include: early years; primary and secondary schools; parents/carers; colleges/FE; higher education; and the workforce.

There are specific short and long-term harms to be investigated, which also include changes in earning capacity, the gender and social group imbalance widening, nutrition, educational “knock-on effect”, substance misuse, and wellbeing.

The review will also consider what policies are mitigating against these harms and how effective they are, what else can be done to mitigate against them, and what further research is needed.

The tender reads: “Along with the direct harms of the pandemic, the short- and long-term indirect harms of the pandemic also need to be investigated.

“It is important that we understand these indirect harms, including across different groups, and how they can be mitigated to minimise the negative impact of the pandemic”.

This has been welcomed by organisations which have already completed work in this area.

The Education and Policy Institute’s director of post-16 and skills David Robinson called the DfE’s decision “encouraging,” as: “We have only really started to scratch the surface when considering the impact of lockdowns and the closure of education settings on mental health and wellbeing.”

Young people’s mental health was not in a great shape before the pandemic, with a report from the institute published in January, on how children’s mental and emotional health changed as they moved into adolescence, reporting young people have felt “an increase in levels of worry and pressure as they moved through secondary school”.

The report, based on a survey of 5,000 young people aged 11, 14, and 17, found weight, social media usage, family income, and not feeling safe in their neighbourhood led to increase mental health issues in young people.

Government has become particularly worried about how much learning has been lost during the pandemic. Ministers have so far pledged a more than £1 billion Covid catch-up fund to tackle this issue.

As part of this, colleges have benefited from one-off grants from a £96 million extra tuition fund, which has been used to support small group tuition for disadvantaged students, as well as mental health support services.

Furthermore, former Education Endowment Foundation chief executive Kevan Collins was announced as the government’s new education recovery commissioner this month, with a brief to advise on interventions to catch up the education of students aged up to 19.

This comes after Ofsted, following a series of interim visits to providers last term, published a report of its findings for further education in December, saying leaders had found “gaps” in learners’ knowledge and skills because of the pandemic.

These gaps were most apparent in English and maths, said the leaders, who had also observed learners had lost social skills, the ability to communicate formally, as well as their aspiration.

The watchdog also found “many” leaders had seen the number of learners with “significant” mental health concerns had increased over the course of the pandemic.

As the tender for new research into the harms of Covid is a rapid review, applicants have until 26 February to put in their bids, and those who are successful will have from 29 March to 25 May to deliver a final report, with a skeleton report due in April.

Unions ‘increasingly concerned’ government will order full school and college reopening on March 8

Unions have urged the government to phase the return of students to schools and colleges, amid concerns ministers will opt for a “big bang” approach to reopenings.

Organisations representing leaders, teachers, support staff, governors and colleges have warned they are “increasingly concerned” the government will opt to bring all learners back on March 8, which would bring almost a fifth of the population together at a time when infection rates are still high.

Prime minister Boris Johnson is due to set out a “roadmap” out of the current lockdown on Monday, with firmer plans for the return of students expected to be outlined.

It has been reported that a phased approach for secondary pupils could be taken, but it is also understood Johnson favours getting all students of all ages back on March 8.

But in a joint statement, leadership unions ASCL and the NAHT, teaching unions the NEU and NASUWT, support staff unions GMB, Unison and Unite and professional bodies the National Governance Association and Sixth Form Colleges Association, have urged the government to avoid such an approach.

They warned it would be “counterproductive if there is a danger of causing another surge in the virus, and the potential for a further period of lockdown”.

“We therefore urge the prime minister to commit to March 8 only if the scientific evidence is absolutely clear that this is safe, and at that point go no further than a phased return of children and young people with sufficient time to assess the impact before moving to the next phase.”

The groups said they were “increasingly concerned that the government is minded to order a full return of all pupils on Monday 8 March in England”. Johnson has come under mounting pressure from his backbenchers to expedite the return to schools and colleges.

This would “seem a reckless course of action”, the groups said, warning it “could trigger another spike in Covid infections, prolong the disruption of education, and risk throwing away the hard-won progress made in suppressing the virus over the course of the latest lockdown”.

 

None of this is intended to stand in the way of the full college reopening

The government has said it will make its decisions about school and college reopenings based on scientific advice.

But the unions and professional associations warned today that the role schools and colleges play in transmission was still “uncertain”.

“Scientists have expressed different views on this point. What we do know is that the full reopening of schools will bring nearly 10 million pupils and staff into circulation in England – close to one fifth of the population. This is not a small easing of lockdown restrictions. It is a massive step.”

They said the current situation necessitated a “cautious approach”, with wider school and college opening “phased over a period of time” to allow public health experts to “assess the impact of the first phase before moving to the next”.

“None of this is intended to stand in the way of the full reopening of schools and colleges. On the contrary. It is intended as a prudent way forward to ensure that once they are fully open, they stay open.”

Apprentice feedback tool kicked into the long grass

A tool that allows apprentices to give feedback on their training provider via text has been delayed again and will not be launched for at least another year, if ever.

The Education and Skills Funding Agency’s Digital Service has been developing the feature for a number of years and its launch was originally set for September 2018, with then-skills minister Anne Milton speaking in strong favour of its value over Ofsted inspections.

Around the same time a similar feedback tool for employers – similar to TripAdvisor – got underway and the reviews now feature prominently on the government’s Find Apprenticeship Training site.

But “low engagement” in a number of trials for the tool for apprentices has forced the ESFA to go back to the drawing board, a spokesperson for the agency told FE Week after this publication spotted a revised version of the “apprenticeship service roadmap” had completely left it off.

“Different methods” to increase engagement will now be tested “over the next 12 months” but there is no promise of when or even if it will get off the ground.

apprentice feedback tool
READ MORE: Skills minister backs Trip Advisor-style rating of trainers over Ofsted inspections

The spokesperson said: “The ESFA has already developed the tool to collect apprentice feedback. Over the last 18 months we have conducted several rounds of research with over 2000 apprentices, gathering feedback on their apprenticeships. Engagement is low so we are looking at new ways to engage with apprentices as we test different methods over the next 12 months. 

“As we continue to develop the benefits of the apprenticeship service for all our users, we will continue to look at the role apprentice feedback will play and how best we deliver these benefits.”

‘Inherently unbalanced’

The delays come despite the Department for Education being aware that apprentices are struggling to raise concerns about poor training, as reported by FE Week in October 2019.

The National Society of Apprentices previously said an apprenticeship system that “values the views of employers over the views of apprentices” is “inherently unbalanced”.

“It comes as no surprise that employers are able to provide feedback on their perception of the quality of education and training that their apprentices receive, but that the views and experiences of apprentices can wait,” a spokesperson added.

 

Staff need to know about the Apprenticeships Workforce Development programme

Whether an assessor, a leader or a governor, staff involved with apprenticeships now have a new route through which to skill up, writes David Russell

National Apprenticeship Week is always a fantastic boost for everyone who works in that field. The following week can feel a bit of a downer, though, like the morning after the night before.  

So I’m delighted to say that the Education and Training Foundation (ETF) is still standing after the party with serious new career development opportunities for staff who deliver apprenticeships. 

Many in the further education and training sector were deeply disappointed when the ETF’s highly valued “Future Apprenticeships” programme came to an end in 2018. And although we have kept offering support since then, it was at a much-reduced level.  

Contrast was often drawn between the Department for Education’s excellent investment in the ETF’s T Levels Professional Development programme, and the thinner support available for the much larger number of staff already delivering apprenticeships. 

So full credit to the DfE for setting this right with the announcement in the white paper of a new Apprenticeships Workforce Development (AWD) programme. 

Although currently smaller than the Future Apprenticeships programme was, the fact the AWD is named in the white paper gives good reason to believe it will grow in the future.  

The fully-funded programme – designed and delivered by the ETF to be lockdown compliant – is available through the ETF’s professional development platform (at pdp.etfoundation.co.uk).  

There are four strands with eight online courses to support teachers, trainers, assessors, and leaders involved in apprenticeship training and delivery. 

Assessor to Teacher

The Assessor to Teacher strand targets professionals who have worked within apprenticeships for some time but completed limited or no teacher training. The two courses, Understanding How We Learn and Developing How to Teach help participants explore the theory and process of how to plan inclusive teaching sessions.  

Effective Technical Teaching

The Effective Technical Teaching strand’s two courses, Enhancing Pedagogy and Professional Practice and Preparing for End Point Assessment Success, ensures all participants are aware of and understand what is needed for effective apprenticeship practice.  

This includes apprentice preparation for gateway and end-point assessment in terms of teaching methods and techniques, including higher technical teaching skills. 

Technical Curriculum Design

The Technical Curriculum Design strand is designed to improve the effectiveness of curriculum development and increase the use of practical approaches to scheduling of learning.  

The two courses in the strand, Effective Curriculum Design in Practice and Principles and Models of Curriculum Design, support staff and leaders to plan and deliver an effective curriculum that incorporates the needs of the learner and employers. 

Apprenticeships Leadership

The Apprenticeships Leadership strand ensures operational leaders, who manage the delivery of the apprenticeship offer within a provider, have the skills to implement effective recruitment processes, support strong information advice and guidance.  

The strand’s two courses, Developing Your Team and Effective Use of Resources, develop participants’ abilities in managing the subject area and employer relationships.  

Strategic Leadership and Governance

The final strand, Strategic Leadership and Governance, is being delivered in partnership with the Association of Employment and Learning Providers, alongside the Association of Colleges.  

Designed for leaders and governors at any type of apprenticeship provider, this strand is made up of three module-based, online interactive workshops delivered in spring. 

The AWD programme signals a new era of partnership between the ETF and AELP

AELP in particular have unparalleled experience in understanding the needs of apprenticeships providers, and have thought a great deal about design and delivery of leadership development for independent training providers.  

The modules are also facilitated by Anna Morrison, director of Amazing Apprenticeships, and Chris Lang, chief operating officer and director at professional services firm International Limited, with talks from other industry experts. 

The AWD programme signals a new era of partnership between the ETF and AELP, which can only get stronger.  

After an extremely tough year for the sector, collaboration for mutual benefit is the responsibility of everyone. 

Profile: Rebecca Conroy, CEO, East Sussex College Group

Challenging CEO stereotypes is one thing, but Rebecca Conroy’s relentless and contagious positivity must have an explanation. JL Dutaut finds out

Chief executive. The title conjures up hard-nosed decision-makers in sharp suits. Google the words and still to this day the image results will return very few women. I’m happy to say that my experience of interviewing education’s finest has consistently challenged those stereotypes, but none more so than meeting Rebecca Conroy.

Casually dressed, and with a genuine and contagious smile that appears not to have dulled at all since her graduation from the University of Sussex 22 years ago, the East Sussex College Group chief executive forces you to rethink all your assumptions of the role from first impression to last.

Her approach to the interview is genuine. There are no cheat sheets. No board-approved ‘lines to take’. She’s looking straight at me  – at least as much as a video call allows – so I believe her when she tells me she’s “ambitious in terms of doing a good job” but that “personal ambition isn’t a massive driver”.

“That doesn’t really necessarily equate to securing the CEO job, I guess,” she adds, though my questions have done nothing to suggest that line of inquiry.

It was supposed to be a short-term appointment. I was just asked to hold the fort

Conroy has been in post exactly a year. She stepped up as acting CEO the week after February half-term in 2020 when ESCG’s previous leader, Clive Cooke, announced his retirement, precipitated by ill health. So you could put her zest down to being relatively new to it all, but given the pressures of the past year, I’m not sure that argument holds.

And those pressures have been all the more challenging at ESCG. When Clive Cooke stepped down, it was in tandem with the group’s chair of governors, Henry Ball. The timing, said Ball, would “allow the new leadership team a clear path to take the college forward into the new decade”.

So Conroy has had to step into the breach, with little by way of transition, and without a chair of governors. Within weeks of her appointment, the nation went into lockdown. One of her first actions as CEO was to hand over the keys of one of the Eastbourne campus’s buildings (where she had been principal mere weeks before) to the general hospital next door so that chemotherapy could continue safely.

Conroy with her mother 1988

“It was supposed to be a short-term appointment. I was just asked to hold the fort,” says Conroy. “And then we went into lockdown. And to be quite honest, for me it was a great opportunity to make a difference, and I actually found that I really enjoyed the role.” She sounds almost surprised at the fact, and adds, “When the post came up, I thought, ‘Well, let’s put my hat in the ring and see how we go’. But it wasn’t on my agenda this time last year at all.”  

Given that the past 12 months have also included dealing with a challenging financial situation left over from the merger that created ESCG, a nine-stage recruitment process supported by the Association of Colleges to appoint the group’s second permanent CEO and a September Ofsted monitoring visit to boot, it’s a wonder Conroy is meeting with me at all, let alone with such energy and enthusiasm. “It’s been an exciting time,” she beams.

We’ve had to take out a lot of cost, which has been really horrible

ESCG was created only three years ago, in March 2018, from the merger of Sussex Coast College Hastings and Sussex Downs College. The former’s last Ofsted inspection in December 2017 found it to be ‘good’, but the latter, inspected just a month before, returned a ‘requires improvement’ judgment. The merged college’s priorities have therefore been to maintain and build the good provision at Hastings while driving improvements at the old Sussex Downs sites.

Conroy’s advantage has been that she is familiar with the challenges. But her appointment wasn’t a given. In these pages recently, Ian Pryce warned of our education system’s tendency towards interventionism. Given AoC’s involvement in the recruitment process, it’s not hard to imagine calculations ending in the appointment of someone with ‘turnaround experience’.

Her appointment not only bucks that trend; it could turn out to be an inspired decision. Behind the warm façade and unassuming demeanour, Conroy is clearly a shrewd operator. At Eastbourne, she oversaw cost savings of £5 million in the two years between the merger and her hop and skip to the top job.

Conroy at her graduation with her daughter

Conroy brands her entire leadership approach as ‘people first’. The educational hinterland of her 20-year career in FE is in inclusion. She started as an EFL teacher in 1997, then went on to the University of Brighton to work in widening participation before joining the sector to work with looked-after young people, pupil referral units, NEETs and SEND. Her CV is peppered with roles that show a moral purpose to her engagement with the profession. Overseeing redundancies, while hard on all leaders, clearly contradicts a deep-seated instinct. “We’ve had to take out a lot of cost, which has been really horrible.”

She’s grateful to be “picking up a college that is in a much better financial position.” Since her appointment she has pressed on with a restructure at the top of the organisation. “We had principals in each of the campuses. Our senior team was quite large by most college standards.” A retirement here. A move to another college there. Her own promotion out of one of the principalships. All have added up to “quite a different structure”, but all in all, normal attrition has meant she has largely avoided causing more pain in the effort to reduce that top-heavy structure. Given everything else, a bit of good luck was surely due.

As a result, as well as ESCG’s CEO, Conroy is its executive principal, supported by an assistant principal heading up each of the four campuses. One of the college’s alumni, Mark Wardle, is returning from his post as St Austell head with Cornwall College to support her as deputy.

We’re controlling vacancies within an inch of our lives

But no, the lesson she has learned from the experience of the past few years isn’t to dull her smile and harden her nose. Instead, it is that she should do all that’s in her power to avoid having to make such decisions again. “In practical terms, we’re controlling vacancies within an inch of our lives. That’s never easy, but it’s far easier than to have to go back and go into some horrible restructuring. At the moment, it’s essential spend only to protect the teams we’ve got.”

So what is the secret to her seemingly unstoppable positivity? Well, it might be the region. Leicester-born-and-bred Conroy remembers her northern upbringing with joy. A good home. A good education. Friendships that have endured a 25-year distance. She left the community college where she did her A-levels with great results, but little idea what to do. She worked in social care and in administration roles with Leicester University before moving down to Brighton to complete the history degree she started there.

By her own admission, she “fell in love with the place”. “Was it the sunshine?” I ask. “Yes, and the sea swimming.” She reveals that she and her husband – who she met here and with whom she has two children – are avid, all-year-round sea swimmers. There’s photo evidence of them taking in a paddle in Eastbourne on Boxing Day! Well, that would keep you vibrant!

Conroy with her husband after a Boxing Day sea swim

Not only did she fall in love with East Sussex, but so has the rest of her family. Her younger sister and her parents have all moved down. “We all live within three minutes of each other,” she tells me.

Both her parents were FE lecturers – her mother taught sociology and her father economics. She says they filled her with self-confidence and, she admits, a bit of their politics. “They’re good, old-school socialists. So they’re not always as diplomatic as I am when referring to the actions of our government.”

That might explain that deep drive to seek out and to use her positions and privileges to help the most vulnerable. But I’m not convinced it’s the secret to that energy.

When I ask her what she’d say to Gavin Williamson or Gillian Keegan if she had their ear, her answer echoes what she’s told me about how she was brought up and how she leads others. “It’s easy for the sector to be cynical, but they have been consulting well with the sector. So let’s really understand how we can deliver some of [the skills white paper’s] ambitions, and have faith and trust in the sector.”

It couldn’t be that simple, could it? Faith and trust?

No. It must be the sea swimming.

MOVERS AND SHAKERS: EDITION 343

Your weekly guide to who’s new and who’s leaving.


Andrew Gedge, Deputy principal, SMB Group (Stephenson College and Brooksby Melton College)

Start date: February 2021

Previous job: Assistant principal, College of West Anglia

Interesting fact: He once managed to help successfully land a medical helicopter in the middle of a very busy college campus with several hundred students watching on.


James Wharton, Chair, Office for Students

Start date: February 2021

Previous job: MP for Stockton South

Interesting fact: He is a keen walker.


Lia Nici, Chair, Apprenticeship Diversity Champions Network

Start date: February 2021

Concurrent job: MP for Great Grimsby

Interesting fact: During a previous career in television, she worked on the famous BBC children’s show Byker Grove.


Vicky Frost, Head of training, PA Training

Start date: March 2021

Previous job: Editor, ‘Future London’, Evening Standard

Interesting fact: She is often found on her allotment, where last year she grew her first crop of “enormous” globe artichokes.

National Apprenticeship Week 2021 | Supplement

Download our special supplement showcasing National Apprenticeship Week 2021, published in partnership with NCFE.

It has been a year like no other for apprenticeships which, like so many parts of the employment and training sector, have taken a substantial hit from the coronavirus pandemic.

Official Department for Education data shows there were 60,860 apprenticeship starts reported between 23 March (when the first lockdown started) and 31 July 2020 – a 46 per cent drop compared to the 111,570 reported for the same period the previous year. Figures also show there’ve been more than 3,000 apprentices made redundant since the start of 2020.

There are however signs of the drop in take-up easing, with latest quarterly data for the start of 2020/21 showing a less dramatic percentage fall. But serious challenges persist as we aim to enter the recovery period from Covid-19, for which the government hopes that apprenticeships will be play a key role in tackling unemployment.

That is why this year’s National Apprenticeship Week was arguably more important than ever before. It gave ministers, employers, providers and apprentices the opportunity to remind everyone of this route into the world of work that can have a life-changing impact even in these testing times.

The theme for the week, now in its 14th year, was ‘Build the Future’ and people from across the nation refused to let Covid-19 put a stop to them doing just that, putting on virtual events such as roundtable discussions and podcasts, and spreading the word through social media.

Throughout this supplement, sponsored by NCFE, we showcase some great examples of how the programmes have continued in the face of the pandemic. First up on page 5 we hear from skills minister Gillian Keegan about the government’s reforms to apprenticeships and latest attempts to increase numbers, before shadow education secretary Kate Green lays out the measures Labour believes are needed to attract more people and employers.

From pages 7 to 12 we delve into how training and assessment has been adapted over the last year, as well as highlighting some of the events from the week, featuring the UK’s “oldest apprentice”.

It is then the turn of apprentices Amber James and Nigel Bennett (pages 14 to 15) to tell you their first-hand experience of their course, before we put a spotlight on one of the most experienced apprenticeship employer’s on page 16.

Lastly, we hear from the Institute for Apprenticeships and Technical Education about the flexibilities they’ve introduced for training and assessment, some of which might stay for the long term, and from the sector’s membership organisations about the challenges providers have had to overcome.

Pearson launches ‘major’ consultation into the future of exams amid calls for end to GCSEs

The exam board Pearson has launched a “major” consultation into the future of exams, following calls for GCSEs to be scrapped.

Former education secretaries Damian Hinds, Baroness Morris and Lord Blunkett will sit on an expert panel to advise and steer a research project looking at assessment and qualifications for young people aged between 14 and 19.

The first part of the research will be a national six week consultation to get views from students, parents and the sector on how the assessment system can be “fit for the 21st century”.

The Covid-19 pandemic and cancellation of exams in 2020 and 2021 have led to a growing debate over the future of assessment, with calls for GCSEs to be scrapped.

Teacher assessments are to replace exams this year, with further details of the system due to be set out next week.

Rod Bristow, Pearson’s president of UK and global online learning, said Covid-19 will “force us all to adapt and rethink how we both educate and assess our young people”.

“While we work with the government, schools and colleges and other exam boards to make sure the system delivers for learners in 2021, we also have a responsibility to look further ahead and use this unique moment to consider all of the issues.”

Bristow said the public debate was so far “focussing narrowly” on whether GCSEs should be scrapped, “but we recognise that GCSEs are just one stage in the age 14 to 19 journey”.

“Coherence across all stages of education is essential and Covid aside, we need to ensure what young people learn, how they learn it and how it is assessed, is fit for the 21st century.”

 

Report expected later this year

GCSEs

Former education secretary David Blunkett

The findings of the consultation, launched today and open until March 31, will be published in an interim report in May this year. They will also inform a second phase of qualitative research by an “external research partner”. A final report is expected in the autumn.

The consultation will include externally commissioned and Pearson’s own surveys, research interviews, polling of MPs and video interviews with students.

The 22-strong expert panel will “guide” the project and “set the direction” for the second phase. Also on the panel are former Ofsted chief inspector Sir Michael Wilshaw, Education Policy Institute chief executive Natalie Perera and Chartered College of Teaching CEO Dame Alison Peacock (see full list below).

Last year, Labour’s shadow education secretary Kate Green said calls to scrap GCSEs deserved “serious consideration”.

She told FE Week’s sister title FE Week there was “a lot of compelling logic” in the case being made by campaigners, including former education secretary Lord Baker, for an end to testing at 16.

The consultation will consider three fundamental areas. These include the “shifting” requirements of the digital first generation, the role education within the 14 to 19 phase should play and fairness in the system to maintain public confidence in qualifications and assessment.

 

The expert panel members

  • Lord Blunkett, Secretary of State for Education (1997-2001)
  • Rebecca Boomer-Clark, Director Secondary, Ark
  • Professor Julia Buckingham CBE, Chair, Universities UK
  • Daisy Christodoulou, Director of Education, No More Marking
  • Professor Robert Coe, Senior Associate, Education Endowment Foundation
  • Nick Hillman, Director, Higher Education Policy Institute
  • Rt. Hon. Damian Hinds MP, Secretary of State for Education (2018-2019)
  • David Hughes, Chief Executive, Association of Colleges
  • Joysy John, Edtech Advisor
  • Priya Lakhani, CEO, Century Tech
  • Barnaby Lenon, Professor and Dean of Education at the University of Buckingham
  • Clare Marchant, CEO, UCAS (Universities and Colleges Admissions Service)
  • Dame Alison Peacock, CEO, Chartered College of Teaching
  • Natalie Perera, Chief Executive, Education Policy Institute
  • Tom Middlehurst, Curriculum and Inspection Specialist, Association of School and College Leaders (ASCL)
  • Baroness Morris of Yardley, Secretary of State for Education (2001 – 2002)
  • Sir Anthony Seldon, Vice-Chancellor, The University of Buckingham
  • Lord Storey, Liberal Democrat Education Spokesperson, House of Lords
  • Bill Watkin, CEO, Sixth Form College Association
  • Dylan Wiliam, Emeritus Professor of Educational Assessment, University College London
  • Lord Willetts, Minister of State for Universities and Science (2010 – 2014)
  • Sir Michael Wilshaw, Former HM Chief Inspector of Schools (2012 – 2016)

Association of Apprentices launches to support trainees and boost retention

An Association of Apprentices has been launched in an effort to help boost the number of the work-based trainees staying on and completing their course.

The new support network for apprentices was founded by the government’s apprenticeship ambassador Jason Holt, former Lord Mayor of the City of London Sir Peter Estlin and a co-founder of venture builder Blenheim Chalcot, Charles Mindenhall, in late 2019 but has been formally launched this week.

It gives apprentices access to information, advice and guidance about their programme – including what to do in events where their provider closes down or if they have been made redundant – as well as putting on social events for apprentices to network.

Holt told FE Week the association started almost ten years ago with his review of apprenticeships in small and medium-sized businesses, in which he recommended government to consider creating a society of apprentices.

Since then he, Estlin and Mindenhall have convened a number of apprentice roundtables in which it became “increasingly clear that there was a gap in the way apprentices were being supported”.

“We realised that something needed to be done to bridge that gap and build a community-based entity for all apprentices in the UK,” he added. “This is where the association was born.”

The founders hope the new network will play a part in helping providers and employers to retain the apprentices to complete their programme.

Apprentice drop-out rates are high, particularly for the new style programmes called standards. FE Week previously reported that in 2018/19, of the 54,590 apprentices that were due to finish standards, more than half of them withdrew from their course before reaching the end-point assessment stage.

The association is a not-for-profit company “for apprentices by apprentices” and has now recruited a council of 18 apprentices.

One of them is council chair Joel Roach, an apprentice at Microsoft, who believes the association will be a “powerful catalyst” for supporting apprentices and employers to “think creatively and be aspirational about skills and careers”.

“Not only will apprentices be able to learn from experts, employers and each other to enhance their skills and careers, but they’ll be able to build communities from which they can influence out, creating positive change across the thousands of organisations that employ apprentices,” he added.

Skills minister Gillian Keegan has already expressed her support for the association. In a podcast with the Institute for Apprenticeships and Technical Education this week, she said: “Hopefully they’ll include older ones like me as well and I’ll get an opportunity to join. I think you can always learn from shared experiences.”

The association is currently being financially backed by its founders. A spokesperson said it may pursue charitable status in the future.

The association also has founding partners who include Babington, BBC, Health Education England NHS, NCFE, Royal Mail and Salesforce.