The chair of exams regulator Ofqual is to stand down at the end of the year.
Roger Taylor, who has been a member of the organisation’s board since 2012 and its chair since 2016, will be replaced by academy trust leader Ian Bauckham on an interim basis pending a “fair and open” competition to find a permanent replacement.
It comes after a tumultuous year for the regulator which saw its chief regulator Sally Collier resign in the summer following this year’s exams fiasco.
Taylor stayed on, but the Department for Education announced today that he has tendered his resignation.
“Ofqual is an organisation of enormously dedicated and professional people who care deeply about the importance of qualifications and their role in supporting the benefits of high-quality education,” said Taylor.
“After what has been a very difficult summer, I am leaving the organisation in good shape and in good hands. We have put in place measures for young people sitting exams in 2021 which represent the best approach to these difficult times.”
The government must “urgently” set out the exam adaptations that can be used by an estimated 130,000 students sitting BTEC and other technical assessments in January, the Labour Party has said.
Shadow education secretary Kate Green today called it “unforgivable” that ministers had “neglected” these learners in their plans for aiding GCSE and A-level exams in 2021.
She said the government must “urgently” set out the adaptions for the January exams, so they “are fair for students whose learning has been severely disrupted” by having to self-isolate, or by having their practical lessons changed so they are Covid-safe.
Education secretary Gavin Williamson announced earlier this month students sitting exams next summer will be graded more generously and will have advance notice of certain topics along with “exam aids”, promising that more details about these adaptations would not be published until “the end of January”.
He added that Ofqual was working with awarding bodies to “make sure that students studying for vocational and technical qualifications and other general qualifications benefit from the same generous approach”.
The exams regulator had announced in September awarding bodies would be allowed to adapt their assessment arrangements to mitigate any impact of the pandemic – but this did not include the flexibilities announced earlier this month.
The 130,000 student figure is based on an estimate by the Association of Colleges. Its chief executive, David Hughes, said that January will “see the biggest set of exams since the onset of Covid-19”.
“These exams are also much more complex than academic exams, given the nature of technical and vocational education and training,” he added.
“Colleges have worked incredibly hard to keep learning and training happening, whilst keeping students and staff safe but we are particularly worried about those students who have lost learning time.
“More needs to be done to ensure that they are not disadvantaged, with contingencies and allowances wherever possible and required.”
The Department for Education was approached for comment.
After a gruelling first term, college staff spill the beans on how they have dealt with a period in education like no other
It has been an unprecedented time for college staff. Since the first lockdown in March they have stayed open for vulnerable learners, “bubbled” students, coped with their own health anxieties, ramped up cleaning procedures, moved their entire practice online and dealt with ever-changing government guidance and tier restrictions.
What in February was “rumours about something happening in China”, as Anita Lall, vice principal of Craven College in Yorkshire, puts it, was to become a global pandemic with consequences for learners and educators that few could foresee.
Now on the home straight to the Christmas break – one of the most exhausting terms in normal times – college leaders openly acknowledge that, as Ali Hadawi at Central Bedfordshire College notes, hard-working staff are “counting the days, the hours” until they can take a breather.
At the same time, many are clear their colleges “will never be the same” again. The coronavirus has wrought great changes in further education institutions, with some surprising consequences.
A student in art classes during the pandemic at City Lit College
The scale of the challenge faced by college staff cannot be understated. Unlike schools, the further education sector delivers vocational and technical qualifications with strongly practical elements, which do not lend themselves easily to online lessons.
In many cases learners are either younger and already at risk of disengaging from education altogether, or older and responsible for children at home or who must shield. It’s also easy to forget that at some institutions, the college is literally home.
“We’re 52-week provision, remember,” explains Simon Welch, principal at National Star College for learners with special educational needs and disabilities in Cheltenham. During both lockdowns, 88 of the college’s usual 115 residential learners remained on site at all times. Even over Christmas, staff will stay to support them.
The same is true at numerous land-based colleges – at Askham Bryan College in York, 300 residential learners have “needed to be kept safe” throughout the pandemic, explains vice principal Sandra Burnhill. Many of her agriculture students also counted as essential workers, supervised by staff as they continued to pick fruit, milk cows and lamb sheep throughout lockdown “to keep the nation fed”.
Students at City Lit College in the orchestra
Meanwhile, for other lecturers, the requirement to stay at home rather than in classrooms was itself a challenge.
Malcolm Goodwin, principal at Capel Manor College in north London, explains “we went from a completely face-to-face college to online in a handful of days. It was extraordinary.” Staff training for Zoom, Google Classroom, Microsoft Teams, breakout chats, video lessons and virtual homework were rapidly put on, in some cases for staff who had never used a single of those applications in their lives. When lockdown eased, more students were brought back in June.
By September, many staff were starting the new term without having had a real summer break.
Soon, a new issue rapidly emerged – the yawning learning gap among fresh recruits, resulting from the long period of “homeschooling”, an absence of summer schools and the A-level results debacle placing some learners on higher-level courses than they should be. “The big challenge of this first term has been engaging students that haven’t been in learning,” says Christine Ricketts, principal at Brooklands College in Surrey.
Another problem then soon became apparent. “Our existing students who had already had a lot of online learning since March were getting a bit fatigued with it.” Construction, engineering, hospitality and catering students had patiently endured lots of theory learning since lockdown, but the desire to get back on site for practical learning was growing, she says. “Some staff were seeing more students who were there in online lessons, but the camera and mikes were off. We needed to sort it quickly.”
A similar picture was emerging at Coventry College in the West Midlands, where students in bricklaying, performing arts and motor engineering also wanted to return. Assistant principal Gemma Knott explains: “We’d been very inventive with the timetable, having half of the learners in college and half out. But then lecturers said, ‘Actually, it’s not working to teach some of the learners remotely’.” The college reviewed its plans and prioritised bringing more students on practical courses back in.
The need for staff to be resilient and adaptable has clearly been intense.
Students in socially distanced equine lessons at Askham Bryan College
The term “digital poverty” then also quickly became common parlance, as staff ran up against the issue. Dr Robert Rees, vice principal at City College Southampton, says “The main tricky bit this term has been straddling provision for those learners in college and those who are away, to ensure they are learning at the same pace.”
Like many colleges, his surveyed students for the first time about digital accessibility – revealing that 40 per cent didn’t have “sole access” to their own laptop and prompting the college to hand out 400. “But we still can’t get them good enough broadband,” continues Burnhill, many of whose learners live in rural Yorkshire. “The government must approve broadband services. There’s only so much colleges can do.”
But what colleges have been able to do is worthy of note. The range of strategies and solutions deployed to tackle the issues are admirable.
Faced with the prospect of virtual lessons, florist and saddler practitioners at Capel Manor College sent fresh flowers, leather and tools home to students so they could practise together over video link, while horticulture teachers “have gone into their allotments to film practicals”, according to the principal, Goodwin.
At National Star College, Welch explains teachers wore extra protective gear to continue “desperately needed” hydrotherapy in the swimming pool with vulnerable learners. They also moved other learners onto mini-campuses, so they could shield their most vulnerable learners on the main site while continuing education for all.
Level 3 health and social care students at City College Southampton delivering gifts to care home residents
In many cases, meanwhile, it is clear that staff have acted on their own initiative rather than wait for college instruction. Hadawi explains that lecturers “devised learning parcels, so they could drop them off at students’ houses and then meet them online. That’s beyond the call of duty.”
He particularly praises office staff whose roles have rapidly changed. “The student services team have stayed in contact with every single vulnerable learner, delivering laptops, sending lunch vouchers. They’ve worked around the clock, including weekends.” Meanwhile at National Star, the “lettings team” found their diaries empty without events and instead “skillfully” reinvented themselves as “Covid test coordinators”, smiles Welch.
Other workarounds to keep learning on track have been rolled out.
When business apprenticeships were cancelled by SME employers, staff at Buxton & Leek College in Derbyshire invited learners to run a country fair and Christmas fair, according to assistant principal Alison Loxton. Similarly at Craven College in North Yorkshire, which was surrounded by tier 3 areas, apprenticeships were cancelled so the college put on mock interview practice and careers advice with employers online.
Lall, assistant principal, notes this move had an upside. “Because it was online, actually so many more employers could meet the learners. We doubled the number of employers usually engaging with us.”
She is not the only senior leader to point towards positive outcomes from the pandemic. Time and again, staff tell FE Week about an increased sense of closeness with one each other, students and families.
We didn’t have this kind of information to this level of depth before
A greater insight into learners has emerged, explains Dan Cundy, executive principal of South Bank Academies, who oversees South Bank Engineering UTC in London. “We’ve now got individualised student work accounts, so for the first time we can see on one platform all their learning, how much homework they’ve done, what lessons they’ve been in. It’s all there in one place.”
Danny Brett, assistant principal at Bishop Burton College in Yorkshire, explains “we didn’t have this kind of information to this level of depth before. We were conscious of connectivity issues for students before, but this has made us think differently and accelerated our want for information about that.”
LSEC students created hampers to be donated to a local foodbank
In a way, the pandemic has caused the authorities to confront the long-standing problem of digital poverty at last.
At the London & South East Education Group, for instance, £198,000 was provided by the Greater London Authority and £142,000 by the Department for Education. Louise Wolsey, chief transformation officer at the group, explains how the coronavirus has also “accelerated the work we are doing with the NHS”. This includes a training programme starting this week for roles needed in hospitals, such as “Covid immuno-nurses”, “Covid programme admin support” and “seasonal flu immunisers”. “We’re seeing more partnerships like that spring up,” she says.
College leaders are candidly clear that without the impetus of coronavirus, a great deal of upskilling, adaptability and camaraderie would not have happened. Weekly quizzes, WhatsApp groups packed with memes and supportive colleagues have all had an impact.
Knott at Coventry College even says the pandemic finally cemented a community spirit across several campuses that merged together a few years ago, but hadn’t yet fully worked as one institution.
“You would never have been able to do all this when everything was normal,” explains Mark Malcomson, principal of City Lit College in central London. “If someone had said, ‘right, we’re going to move thousands of courses online with a few weeks’ notice,’ I’d have had a small-scale riot.”
How we are currently working is not sustainable for long
Yet the warnings about staff exhaustion remain. Hadawi explains that “pressure” on the sector is at risk of becoming an unbearable “stress” if the government doesn’t help more. “How we are currently working is not sustainable for long. Staff either need remunerating more, or I need to be able to hire more staff.”
The calls for greater funding, better broadband connectivity and clear guidance on assessment have not gone away.
But, reflects Malcomson, “we will not be the same because of this. There were many challenges initially, but opportunities too.
“I wouldn’t have wished it, but it’s made us a better institution.”
This evening the Department for Education has published guidance on remote education. Click here.
FE providers have until 18 January to comply with the guidance.
It reads: “So that students (and parents of students aged 19 and below) know what to expect of their FE provider if they need to self-isolate or local restrictions require them to remain at home, you should publish your remote education offer on your website by 18 January.
“The information you should publish could include:
what remote education will be made available for different learner cohorts (14 to 16, 16 to 19, apprentices, adult learners)
delivery arrangements, such as timetabling, virtual learning environments and assessment arrangements
expectations of students
arrangements for students studying courses that require specialist equipment or facilities
support for students without devices, connectivity or a suitable environment for learning support for students with SEND”
A chain of large training providers run by a well-known entrepreneur has collapsed amid a government investigation into their funding contracts.
Four companies – MiddletonMurray, Astute Minds, Teaching and Learning Group, and FNTC Training and Consultancy – which were owned by entrepreneur and media commentator Angela Middleton, have entered administration.
FE Week understands the Education and Skills Funding Agency’s Counter Fraud and Investigation Team had been actively probing how multiple contracts were used across all four of the companies – but a spokesperson for Middleton claims it is a standard annual audit and the decision to close was not related.
Official figures show that one of the companies, Astute Minds, delivered 620 (5 per cent) of all the government funded 16 to 18 year-old traineeships in 2018/19, more than any other provider.
The companies have surrendered their apprenticeship contracts and are no longer listed on the register of apprenticeship training providers.
They received a total of £7.2 million in ESFA allocations in 2019/20, including for FE loan-funded provision, non-levy apprenticeships, adult education budget, traineeships and 16 to 18 study programmes (see table).
A spokesperson claimed the companies were “subject of a standard audit looking at qualification and achievement rates along with a number of other providers” earlier this year but blamed the closure on Covid-19.
“Regrettably, having made every effort to keep trading, we have now been left with no alternative in the face of the devastating impact of Covid-19 on the economy and jobs market but to close the company,” they told FE Week.
“This was something we had been striving to avoid during the lockdowns with structured lay-offs and redundancies, across-the board pay cuts and various cost cutting measures as the employment market became increasingly devastated.”
The spokesperson would not say how many staff have lost their jobs in total, but said trading was suspended in November and the remaining 17 staff on their books had now been made redundant. Affected learners have also either completed training or been transferred to another provider, but they did not say how many learners had to move.
The Department for Education told FE Week they had put in place a “dedicated provider change” team “to support learners, apprentices and employers, and we are writing to all those affected to explain the next steps”.
A spokesperson said the department will work with employers and providers to ensure apprentices are transferred “as quickly as possible”.
The department declined to comment on the investigations.
The loss of Ofsted grade two Astute Minds in particular will be felt by the government, as it delivered 2,660 traineeship starts between 2014/15 and 2019/20.
Chancellor of the Exchequer Rishi Sunak announced in July £111 million would be put towards tripling traineeship starts to over 40,000 in 2020/21, so losing such a valuable source of starts will make hitting that target even harder.
In a new provider monitoring report published in May 2019, the Teaching and Learning Group, was found to be making ‘insufficient progress’ in its provision to 24 apprentices.
Angela Middleton was awarded an MBE for services to apprenticeship training, youth employment and business in 2018 (pictured).
She asserts on her website of appearing in big-name media outlets like Sky News and The Daily Telegraph, and has links to several high-profile politicians.
Education Select Committee chair Robert Halfon wrote the foreword to her book, ‘Bridge that gap!: How schools can help students get their first job and build the career they want’, while Home Office minister James Brokenshire’s favourable review of her earlier book ‘How to get your first job and get the career you want’ is featured on its Amazon page.
In addition to the providers, she also operates several other active companies, some in the recruitment sector and some using the MiddletonMurray name, which do not have ESFA contracts.
We need to identify and pool the ‘gems’ that staff have drummed up under lockdown, writes Linsey Taylor
Prior to the pandemic, in my experience it was not unusual to find teaching staff who were reluctant to upload their materials to their institution’s virtual learning environment, and who rebelled at the suggestion of putting up recordings of their classes.
They cited reasons such as students not turning up if all the resources were online, or that it would threaten their job ̶ as if the materials being online removed the need for an educator.
But current circumstances have forced everyone’s hand and the big push has resulted in thousands of people creating and uploading hours’ worth of content.
It is time to acknowledge that materials being online, even lessons, do not in the slightest bit remove the need for the teacher or educator.
If it were so easy to learn remotely from pre-prepared materials, people would not have been attending educational establishments for years – and I am sure that the Department for Education would have revised its funding model quite dramatically.
So now that educators can be recognised as being a key component in a student’s learning journey, hopefully there can also be an acceptance of posting excellent-quality materials online.
Even better, it should now be clear that uploading content is crucial so students have access to both content online and their educator. One does not replace the other, but together they can undoubtedly give students more opportunities to learn.
Current circumstances have forced everyone’s hand
Even once face-to-face learning is the norm again, we must remember that providing high-quality, easy-to-share resources can significantly improve learners’ experience of education.
As we have also found out, online learning can be used to enhance inclusivity and support learning for those who have found lockdown improved their chances.
But there is also an opportunity to enhance the quality of content, also known as “learning objects”, across the sector. By this I mean that there will be amazing videos, quizzes and slide presentations that have worked really well in a session.
These resources could benefit so many more learners if shared more widely. The challenge is to uncover the gems, find an appropriate place to upload them and develop a method of identifying content to guide educators to find them.
Providing this quality content will need time, resources and an ongoing quality monitoring process.
These are serious challenges in the commercialised, time-poor and money-strapped environment that providers from across the further education sector operate in.
But – necessity being the mother of invention – this year has most definitely forced the issue. There must be a whole range of “learning objects” and different kinds of content in organisations across the country that have been developed and trialled, which are just asking to be re-used out in the sector.
I have been involved in meetings with the Department for Education and College Collaboration Fund (CCF) participants over the past few months, and see exciting prospects of their materials being shared in the near future – which I encourage those interested to keep an eye on via the CCF website.
In the long-term as a sector, we must reach a point where educators can smoothly and effectively not only plan their year ahead and map out their scheme of work, but also identify the extra resources they can access and utilise those to enrich learning.
To achieve this there will need to be a lead from the top and buy-in from the whole workforce.
I will leave you with two questions.
Firstly, do you have learning objects of which you are justly proud, and that you know have made a positive impact on your learners? More importantly, if given the chance, would you share them?
And secondly if there were a bank of learning objects on which you could call – would you?
As we go forward, I very much hope the answer to both those questions is increasingly “yes”.
Ofsted has today published a summary of what they found during their final “interim visits” of colleges and training providers that took place this autumn.
A total of 84 providers were visited between October 19 and December 4 – the majority of which (44, or 52 per cent), were previously judged as ‘requires improvement’.
While the visits do not result in an inspection grade, they do produce a published letter which tells the public how each provider is “coping with this challenging start to the new academic year” in the face of Covid-19 based on interviews with leaders, staff and students.
Full Ofsted inspections are currently not planned to return until summer 2021, but monitoring visits will resume from January along with new “support” visits (see full details here).
Here are seven things we learned from today’s report.
1. Centre-assessed grades have caused a ‘big challenge’
Centre-assessed grades were introduced for GCSE, A-level and some vocational and technical qualification learners this year to replace exams and assessments which had been cancelled owing to the Covid-19 outbreak.
Exams regulator Ofqual has previously said many schools were too “optimistic” about the grades which have led to students being put on course levels that are too high and do not accurately reflect their ability.
Ofsted found that during its interim visits, a “few leaders”, particularly in colleges, said that the high volume of learners with centre-assessed grades for GCSEs was a “big challenge for them”.
“It made identifying learning gaps harder and sometimes meant learners were not on the best course or level for them,” today’s report says.
“Some providers commented that the pace of learning has been slower than usual for the start of the academic year.”
2. Gaps in learning, including loss of social and communication skills, evident
Leaders told Ofsted that they had assessed learners at the beginning of the term and identified “some learning gaps” as a result of lost teaching time, which were “generally most apparent in English and maths”.
Additionally for apprentices, some leaders said gaps in practical skills were evident, while others also mentioned learners’ “loss of social skills and ability to communicate formally or their loss of aspiration”.
“Some leaders said these gaps were worse for current learners compared with previous cohorts,” the inspectorate added.
“This was mainly the case for young learners and those on lower-level qualifications. Leaders said these learning gaps had to be considered when planning the content and order of teaching in some programmes and subjects.”
Many of the providers said they had put catch-up programmes in place as a result of their assessments.
3. Practical work placements a ‘real concern for many’
Providing work placements and apprenticeships was an “ongoing problem,” particularly for learners with high needs and those wanting to work in the health and social care, hospitality and retail sectors, leaders told Ofsted.
They reported that employers with existing apprenticeships were ceasing to trade or making the apprentices redundant, while others were reluctant to take on new learners for work placements due to possible infection risks.
Some apprentices were still on furlough and had “exhausted” the theoretical work needed in order to complete their course and were now just waiting to complete the necessary practical work with their employer.
4. Mental health and safety referrals on the rise
“Many” leaders said that the number of learners with significant mental health concerns had increased over the course of the pandemic.
They had also seen increases in safeguarding concerns such as domestic abuse, county lines, dependence on food banks, knife crime and drug and alcohol misuse.
As a result, for many leaders, this had “resulted in an increase in the number of learners they referred on to local mental health and safeguarding teams”.
Suicides, as well as Covid-19-related bereavements, within the community had also “significantly impacted both staff’s and learners’ well-being,” while many leaders said that staff and students needed “additional reassurance and support in order to return to work due to anxiety”.
This led to the providers making mental health one of their top priorities during the autumn term, with some updating courses to include personal development modules on protecting learners’ mental health and/or well-being.
5. Innovative solutions to fix ‘disjointed’ curriculum sequencing
The pandemic had disrupted the “logical sequencing” of many courses. For example, Covid-19 restrictions make it “hard to integrate practical elements and work placements in courses,” Ofsted found.
As a result, most staff the inspectorate spoke to were prioritising practical skills in face-to-face sessions and teaching the theoretical knowledge online.
Other providers were working around the practical skills challenge by working with local businesses to supply learners with the necessary equipment and/or expertise to undertake projects at home.
For example, one provider had sent all learners a “make your own drone” kit as part of a project to construct and document it at home. Another hired local chefs to provide online lessons on their specialities to learners. A few providers had also set up an in-house tuck shop during the second national lockdown to provide enterprise and money-management opportunities for learners with high needs.
6. Second national lockdown prompted face-to-face provision reduction
FE providers were advised to keep all teaching face-to-face for 16 to 18 learners during November’s lockdown, while splitting online and onsite teaching for adult learners.
Ofsted found that the mix of delivery for students at each provider varied.
For example, in one college, year 12 and year 13 learners alternated each week between remote and on-site learning to reduce the number of learners on site.
A few providers had also changed their timetables so that all face-to-face teaching on a particular subject was concentrated over one day, rather than spread across the week.
Elsewhere, other leaders said they were having to restrict their intake on practical courses to be able to run them on site, while a few said they needed to return to fully remote provision during the second national lockdown because their community venues had been closed.
7. Unforeseen financial pressures persist
Ongoing and unforeseen costs that have hit FE providers include making their sites meet Covid-19 safety requirements, improving ventilation of buildings, buying IT kit for learners and providing software and equipment for learners to access their courses online.
Reduced commercial income continues to affect some providers, while others reported that waiting for the funding for new learners has had more of a financial impact than usual because they have less capital in reserves to fall back on.
This is due to an “increase in the number of learners enrolling and the immediate costs of new learners accessing the curriculum”, Ofsted said.
Meanwhile, some providers have found that subcontractors are reluctant to commit to training and sign new contracts, and in apprenticeships, delayed assessments result in delayed completion payments which has impacted on cash flow.
Funding projects with long-term goals have a better chance of improving diversity and inclusion, writes Janet Curtis-Broni
As we draw to the end of our first term of this year, it’s worth reflecting on one of the biggest events that happened during the first lockdown in May.
Black Lives Matter movements exploded across the world in response to police brutality in America, causing even the smallest, most rural college to think about its diversity and inclusion strategies.
But the question was, how best to do this? And as we look back on the first term, have we succeeded?
At our colleges, we encouraged staff and students to talk openly about equality, diversity and inclusion (EDI) issues. We invited them to share their own experiences and personal journeys.
We held whole-organisation discussions on Zoom about the use of appropriate language and acronyms. Together we actively sought ideas on what we could do to bring about real change.
Throughout this consultative process, I knew that we couldn’t just “write another strategy”. Yes, we had consulted, yes, we had listened. But none of this would matter if we didn’t take genuine, impactful action with specific measurable targets.
So we agreed to create an EDI grants programme called “Enough is Enough – Tackling Racial Inequality”. The idea behind the programme is to enable our students and staff to develop their own projects to tackle issues and areas that are important to them.
Meanwhile, the college group would commit to funding the projects over a 10-year period – a sufficient amount of time to bring about real, lasting change.
Proposals were submitted by both staff and students and an internal committee was set up to assess and select them.
So far three projects have been chosen for funding, with £70,000 granted in total.
They include a mentoring “empower” scheme aimed specifically at black and minority ethnic (BAME) learners, proposed by a member of staff.
This aims to raise aspirations by offering one-to-one mentoring on self-esteem, teamwork and leadership for individuals as well as a programme of workshops, events and speakers.
The second project is a football coaching programme with younger learners. We are also funding a “positive changes” project, which will offer enrichment opportunities including trips and inspirational speakers for BAME learners with special educational needs or who are at risk of becoming NEET.
Central to this initiative is that action is being driven by the people most affected by the issues.
Action is being driven by the people most affected by the issues
However, to ensure true cultural change throughout an organisation, you need buy-in from the top. All our senior leaders and governing boards have committed to the equality, diversity and inclusion grants programme across the colleges.
They’ve encouraged the appointment of EDI champions throughout the group. These are staff representatives who lead staff support groups, encourage open discussion and share feedback with senior teams.
We’ve tweaked our recruitment processes at all levels – including our boards, on to which we have recently appointed two female governors from BAME backgrounds.
Meanwhile, we’ve launched a new talent management programme that includes specific training schemes (such as our “aspiring leaders” programme).
We also fully support the sector-led Black FE Leadership Group and its 10-point plan, which focuses on addressing systemic racism and driving through meaningful and lasting change.
As we know from previous experience, we will not be able to affect change overnight.
Over the years, the government has introduced various strategies (certainly since the Stephen Lawrence inquiry in 1999) and although this is clearly positive, much more needs to be done.
It’s too early yet to say what impact our own 10-year strategies are having.
But by modelling best practice at every level and empowering our students and staff, we can ensure that equality, diversity and inclusion stays firmly on leadership agendas and that our impact will be long-lasting.
The government’s skills “boot camps” have moved into their second pilot phase ahead of plans for a countrywide rollout backed by £43 million from the new National Skills Fund.
Colleges and training providers began recruiting earlier this month for the next set of the 12- to 16-week courses, which have been expanded to tackle not only digital skills but also industries including welding, engineering and construction.
Following a £4 million tender by the Department for Education, the Derby, Derbyshire, Nottingham and Nottinghamshire (D2N2) local enterprise partnership (LEP) was chosen to commission boot camp providers in their area, with a budget of £996,419; while Devon County Council will oversee courses in the heart of the south-west LEP area, with £1.7 million; and the West Yorkshire Combined Authority (WYCA) will do so for Leeds, with £1.3 million.
They have a strict deadline to recruit learners, who must be aged 19 or over, put them through the boot camps, and provide them with job interviews where appropriate, by the end of March, before the National Skills Fund is rolled out.
The first phase of boot camps started recruiting learners in September with a budget of £4 million and built off existing digital skills-only schemes in the West Midlands and Greater Manchester, before expanding to Liverpool and Lancashire.
Both phases must be completed by the end of this financial year in March 2021, and are being funded through the DfE’s unallocated resources.
Education secretary Gavin Williamson announced the second wave last week and called the pilots “only the start for this innovative approach to adult training”.
In a tender ahead of the national rollout of skills boot camps published last Friday, the DfE said it would welcome bids by consortiums of organisations with employers and providers lined up and ready to deliver training.
Plans for the national rollout reflect much of what was put in place for the second phase of pilots, where the bidders also bid with supporting organisations, employers and providers ready to deliver already made courses.
Organisations involved in the second pilot phase told FE Week there was no formal procurement process. Instead, providers and employers attended engagement webinars and then the training organisations submitted an interest in taking part in the boot camps with D2N2, Devon County Council or WYCA.
The providers had to include in their submission what programmes they could deliver and how much it would cost, and the three authorities assessed them against criteria, then put their bids to the DfE, with the providers’ programmes.
The three had from July this year until August to put in their bids.
Exeter College’s director of adult and higher education Lucinda Sanders said they attended a webinar for south-west
employers and providers in July and then worked on their proposal over the next few weeks before submitting it to Devon County Council in August. They put in a bid for £150,000 and received that amount for a course in digital insights – covering a range of skills, including how to do a social media advert and develop simple software.
Rachel Quinn, head of people and skills for D2N2 (pictured, left), said: “We didn’t ask providers to tender as much as to be part of our consortium. But they did submit proposals, which we assessed. If there had been strong competition, then we would have run a formal process, but in the end, the partnership built quite naturally.”
Devon County Council said the Heart of the South West LEP ran a similar process and “received expressions of interest to join, which were then assessed against strategic fit, value for money, quality of provision and deliverability”.
West Yorkshire Combined Authority said: “Due to the timescales involved in delivering the project and the requirements of DfE’s tender process”, its four providers were directly commissioned – but they refused to elaborate.
Employers also became involved with the boot camps through the webinars, or through existing links with boot camp providers, and have to contribute to the programme by guaranteeing job interviews, providing in-work mentoring, or allowing the use of facilities for learners.
Quinn said D2N2 will also charge their employers a ten per cent cash match. For example, if a course was allocated £30,000, the employer involved would have to pay £3,000.
Employers also impact upon which learners are put through the course, with Allan Allison, director of client engagement for D2N2 provider Babington, saying their role would be “more focused on the employed than some of the other providers”. Their boot camp offering covers courses such as digital leadership – combining digital skills with leadership training – and data analysis.
Sanders, meanwhile, said Exeter’s course was looking to help people find new careers.
For Quinn, “It’s all about testing how we deliver skills faster and more responsive to employer need, with a quicker turnaround.”
She continued, “If it’s shown to work, then it could pave quite a different model of rollout of the National Skills Fund.”
Unlike courses funded from the adult education budget and apprenticeships, the boot camp courses will not be recorded through individualised learner records (ILR), and the commissioning organisations said they will instead be monitoring providers’ performance against metrics such as completions and destinations.
One outcome the DfE is keen on is to have a diverse range of learners come through the boot camps. Quinn said each of their providers has targets for characteristics such as gender mix and unemployed vs employed participants.
Crispin Read (pictured), director of one of the providers for Leeds, Coders Guild, said there is “a big appetite for using this pilot to further our work in diversity”. His provider is delivering several boot camps, including in software testing and web development.
On learner targets, Sanders said her college, for example, had a target of 100 learners for its course in digital skills, while regionally, D2N2 is aiming to have 520 learners on its boot camps overall.
Rachel Quinn, head of people and skills for D2N2 (pictured, left), said: “We didn’t ask providers to tender as much as to be part of our consortium. But they did submit proposals, which we assessed. If there had been strong competition, then we would have run a formal process, but in the end, the partnership built quite naturally.”
One outcome the DfE is keen on is to have a diverse range of learners come through the boot camps. Quinn said each of their providers has targets for characteristics such as gender mix and unemployed vs employed participants.