Profile: Tina Götschi

The principal of Ada, the National College for Digital Skills, talks to JL Dutaut about growing up on various educational faultlines and her attempt to close the UK’s digital skills chasm 

Culture wars rage on social media. Our political consensus is fraught. Elitism, aspiration and social mobility define our public discourse while time and again glass ceilings affecting class, age, gender and ethnicity are smashed and, evidently, rebuilt. The global village brings us closer together, yet society has seldom been so riven with division. 

Such are the throes of a world upended by the technological revolution and its profound economic consequences. The rule book is being re-written in real time in algorithmic form, recodified in lines of ones and zeroes few understand.

Among those few will be the students for whom Tina Götschi is responsible. And the principal of Ada, the national college for digital skills, is under no illusion as to the responsibility this represents. She is one of Ada’s founding teachers, and the college’s mission statement – “to educate and empower the next generation of diverse digital talents” – is more than an organisational mantra for her; it is a heartfelt purpose.

When it opened in 2016, Ada was the first new FE college in England in 23 years. Next week, it is expanding its presence beyond London with the launch of its Manchester hub. As Götschi tells me, it aimed to be different from the start. “We have a sixth form, where all our students study computer science, and an apprenticeship programme, where we work with industry partners to deliver degree-level apprenticeships in the digital field.”

It’s not just about getting on board with the Big Five and adding to that monster that’s eating us all

To say “that’s the whole offer” would be to seriously downplay the importance not only of its post-18 focus on higher apprenticeships but also the structure of Ada’s sixth-form curriculum. It is similar in some respects to a baccalaureate in that students who join Ada choose from three pathways – “pioneer”, “innovator” or “creator”. 

A BTEC diploma in computing forms the core of all three pathways, and what demarcates each from the others is the complementary qualification that accompanies that BTEC. “Pioneers” study A-level maths and/or further maths; “Innovators” study A-level business studies or psychology; and “creators” study A-level graphics or take computing at extended certificate level, complementing a BTEC diploma in creative digital media.

Students’ choice of pathway is guided from the start by possible career destinations. As evidenced by its curriculum, the college, according to Götschi, is in part a response to “a huge digital skills gap, a real driving need in this country that is getting bigger all the time”. As per the mission statement, diversity is also core to its mission – a challenge the IT sector as a whole (if there really is such a thing anymore) is struggling to address. 

Amid reports of racist algorithms and concerns about intrusion, data misuse and political manipulation, digital’s claims to neutrality are under siege, and Götschi is no techno-evangelist: “It’s not just about getting on board with the Big Five and adding to that monster that’s eating us all. It’s about having a more nuanced understanding of technology, its good as well as its bad side.”

In practice, this means all students receive in-depth teaching about the ethical dimension of the careers they aspire to. “We expose our students to a lot of debate around disinformation and misinformation, and we do that with big players in technology who are not the big economic players. We do work with IBM and Deloitte and Google, but also with organisations like Mozilla, who are all about openness of access and web literacy for all.” As our interview is happening, Full Fact is on campus, talking to the students about disinformation.

We expose our students to a lot of debate around disinformation and misinformation

Götschi joined Ada as it launched in September 2016 as its head of computer science. Two years later she became its vice principal, and only a year after that she took its top spot. She is clearly professionally at home here, negotiating the faultlines at the heart of the technological landscape. Her first principal’s blog ends with a link to a Radio 4 interview with author Michael Morpurgo, in which he calls for a rethink of education’s “endless use of data-gathering and algorithms”.

For her new year 12s, these faultlines may yet be difficult to express but, starting their computing course mere weeks after an algorithm spectacularly let down their entire cohort, it is sure to be formative.

As for Götschi, education was marked by other formative tensions. Born in Switzerland to an engineer father and physicist/statistician mother, her childhood was spent moving periodically around the globe following his successive career moves. Her mother had also had a career but remained at home to look after their three children. At the age of two, the family moved to Montreal, and Götschi experienced education policy shaped by the kinds of tensions that arise when the old is threatened by the new. Worried, as Götschi explains, “that children would end up growing up and not speaking any French”, Quebecois separatists had convinced the Canadian government that any child resident in Montreal whose parents weren’t born in Canada should attend a French-speaking school. 

Götschi did just that until grade 6, when the family moved to South Africa. The year was 1983, and apartheid was still in full force. That year, Wikipedia records 24 bombings and attempted bombings, eight limpet mine and two arson attacks, as well as two major offensives by the South African defence forces. That year too, a new constitution came into force, nominally giving a voice to the country’s “coloured” and Indian populations but continuing to exclude the black majority.

“I was 12. So I didn’t really get it. I finished off primary school, and that was a white school. Then when I went to high school, it was a private Catholic school. It wasn’t like fancy private,” she notes, “but it was a mixed school, so I had a very different schooling experience, I think, to the majority of South Africans at the time.”

She is proud to note that she voted in the country’s “first democratic election” in 1994, when the apartheid regime was replaced for good, but she also hints at a lasting discomfort about her situation at the time. “We hadn’t been very political. My dad’s plant was shutting down, so he was looking for something else and they offered him South Africa. I think more politically active people would have said ‘absolutely no way ever’. But, for whatever reason, I’m not judging them, my parents didn’t.”

Evidently somewhat of a natural at maths and brought up around computers, she was also encouraged to develop her artistic tendencies by her mother.

When it came to university choices, this duality became an issue. She aspired to be a fashion designer, but says “the reason I didn’t go for fashion design is that you had to do it at what was called a technicon in South Africa [a polytechnic], and I was enough of an intellectual snob not to do that.”

Browsing through Johannesburg’s University of Witwatersrand prospectus, she settled on a course that had an A in maths as an entry requirement. “I thought ‘Oh. Nice. Elitist, I like it’,” she says with a laugh at her younger self. She studied computer science, worked in industry for a few years, then qualified as a teacher. After four years teaching at Sandringham High School in South Africa, she moved to the UK to continue her career here but had to re-qualify. “I started off on the unqualified teachers’ scale. And I had only a small idea of what it’s like when you are crapping yourself because you’ve got five pounds and you need to make that last for another two weeks.”

This difference between FE and HE, A-level and BTEC, it’s that same sort of elitism

The experience was a formative education in itself. “I was so incredibly privileged, and a lot of our students don’t have that. And this difference between FE and HE, A-level and BTEC, it’s that same sort of elitism. I’ve had a real wake-up call that that sort of attitude is fine for the few, but it’s not the reality for most. And yeah, it did take me until I was 40.”

Beside her successful career, she continues to pursue the passion she’s had for textiles since she was 15. She even went part-time to pursue internships with designers and teach coding to corporate clients. Only the role at Ada could lure her back to full-time teaching – which is perhaps the greatest compliment that can be paid to its unique offer.

Götschi has taught maths. And art. In schools. And in FE. She’s been privileged. And on the breadline. Politically naïve. And ethically engaged. She’s been an educational snob, and she is working to undermine that same snobbery.

One thing is certain, she is testament to the fact that faultlines can be crossed and divisions reconciled – and that is the kind of example every student, in London or Manchester, surely needs today.

 

 

 

 

 

Queen’s Birthday Honours: Who received what in FE?

A former college principal who championed further education and skills as a member of Parliament has been knighted in the 2020 Queen’s Birthday Honours. 

Nic Dakin, who represented Scunthorpe from 2010 to 2019 after having run Sir John Leggott College in the city, is one of 20 FE and skills figures to have been recognised. 

Other honourees include the principals of Nelson and Colne College, Harlow College and the Grimsby Institute of Further and Higher Education, and three medallists from WorldSkills Kazan 2019. 

The honours list was originally due to be published in June, but was pushed back until the autumn, so it could recognise people who helped tackle the Covid-19 pandemic. 

Nic Dakin

Speaking to FE Week, Dakin said when he was first told in June he had received the honour, he thought it was a hoax. 

“It’s a surprise. I’m really pleased to be recognised for my work in further education, as well as my work politically. 

“Standing up for further education has been an important part of my work, championing issues around post-16 funding and adult learning during my time in Parliament.” 

During his time as a Labour MP, Dakin served as shadow schools minister, on the education select committee and has regularly spoken out in favour of increased funding for FE. 

He says he kept “banging on” about FE, so by the time he left, “I wasn’t a lone voice, you heard voices from the Conservative and Labour benches”. 

“It’s humbling,” he said, “to be picked out when there are so many great people working in the FE sector”. 

Sir Nic, who only told his wife yesterday, is not sure if he will use the honour, but may do “if it helps improve the lot of other people”. 

Amanda Melton, the principal of Nelson and Colne College who also sits on The Independent Commission on the College of the Future, has been given an CBE. 

She said working in colleges for 26 years has been a “complete privilege,” and she owes the honour “directly” to the roles she has had to “shout out for FE” with, “most importantly the College of the Future Commission”. 

Melton said her dad, who died three years ago, would have been “completely blown away that his little girl was honoured in this way”. 

The principal of Grimsby Institute of Further and Higher Education Debra Gray has been made an MBE for services to education.  

Harlow College principal Karen Spencer has also received that honour, for services to further education and aviation. 

Her college set up Stansted Airport College in 2018, and she chairs a working group on STEM aviation jobs and skills for the all-party parliamentary group on general aviation. 

Spencer said she was “extremely proud” of the honour, which was a “real testament” to the sector, her staff, students and the governors. 

“I have an amazing team and I am delighted to share this amazing recognition with them. I am really proud to be their principal.” 

The former chair of Wigan College, Frank Costello, who served in that role for three of his 20 years on the college board, is another recipient of the MBE. 

The chair of the South West Apprenticeship Ambassador Network Nigel Fenn has also received an MBE. The network acts as a representative body for apprentice employers in the area. 

In his other role in human resources at Pennon Group, he started the apprenticeship programme at subsidiary company South West Water, which now has 120 learners and are looking at a target of 500 starts over the next five years. 

Fenn said he feels “fantastic” about the “huge honour,” and while he does not see himself as a figurehead for apprenticeships, he is “passionate” about it: “Seeing them move into our permanent workforce is so refreshing.” 

Haydn Jakes

Another of those recognised is Haydn Jakes MBE, who won a gold medal in aircraft maintenance at WorldSkills Kazan. 

Jakes “couldn’t quite believe it” when he received the letter, he said. 

“Winning the gold medal was such a fantastic experience, it meant the world to me and to be recognised for this achievement is just brilliant,” he continued. 

Rebecca West, who won gold in beauty therapy, has received the same honour, as has Jakes’ training manager Martin Yates. 

Conor McKevitt, who won silver in car painting in Kazan, and Phoebe McLavy, who won bronze in hairdressing, have been awarded the British Empire Medal. 

Click to expand

MOVERS AND SHAKERS: EDITION 329

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


Darren Crossley, Chair, Carlisle College

Start date: September 2020

Concurrent job: Deputy chief executive, Carlisle City Council

Interesting fact: He really loves endurance events, particularly trail running ultras (which are longer than marathons)


Zee Walker, Assistant principal for planning, performance and quality, Furness College

Start date: September 2020

Previous job: Director of performance and planning, Furness College

Interesting fact: In her spare time, she enjoys sailing, cycling, reading and walking her two Old English Sheepdogs


Martin Rosner, Chair, Newham Sixth Form College

Start date: August 2020

Concurrent job: Consultant working mainly with colleges on HR, merger and quality issues

Interesting fact: In his spare time, he enjoys building Lego Star Wars models

Colleges set to repeat foodbank partnership

A college group is planning on providing festive relief to families in need this Christmas by bringing back its hugely successful foodbank project.

London South East Colleges (LSEC), in partnership with 30 other colleges, including Boston College, Central Bedfordshire College and Chichester College, raised £43,800 for their local foodbanks after launching #FEFoodBankFriday when the UK went into lockdown in spring.

The group is now looking to rekindle their partnership with those and other colleges for #FestiveFEFoodbankFriday, which aims to collect 30,000 items for local foodbanks. 

“As the pandemic continues to impact so many people, it is imperative that we pull together to support one another,” said LSEC chief executive Sam Parrett, adding: “Sadly, food poverty continues to affect too many people.”

Collection baskets for food and other donations will be placed at four of the group’s sites: Bromley, Bexley, Greenwich and Orpington. 

Regular lists of the most-needed items will be published to help target donations. 

Fourteen colleges are already signed up for this latest project and will be providing a basket in their reception areas for donations and will be updating LSEC with a collection total every Friday at midday.

On top of that, the group is launching a JustGiving page — https://www.justgiving.com/campaign/FestiveFEFoodbankFriday — to raise £12,000. These funds will be divided up between the involved colleges and then distributed to their local foodbanks.

“In the run-up to the festive period we will be running a number of virtual activities to raise as much money as possible – as well as collecting as many actual donations as we can,” Parrett said. These activities will include a fireworks display and a Santa dash.

She continued: “Christmas can be a difficult time for many people and our aim is to help make it a bit easier for families in our community.”

During the last drive, the group donated three trolley-loads of provisions from its own BR6 Restaurant as well as a chest freezer to a local foodbank. The student union of one of its colleges, London South East Colleges, collected almost £3,000 from students, after making the project their charity of the year.

Colleges looking to sign up for #FestiveFEFoodbankFriday should contact Andrew Cox on andrew.cox@lsec.ac.uk.

Why are only four in 10 staff in FE comfortable with mainstream technology?

The state of digital skills among the workforce isn’t good enough and is letting learners down, writes Robin Ghurbhurun at ed tech organisation Jisc

There are too few colleges and providers in the UK whose staff have the technical expertise, support and vision to realise the potential of digital technology in teaching practice. This is potentially an urgent issue as Number 10 warns more local lockdowns might be headed our way.

Most colleges are not digitally transformed organisations, but rose to the pandemic challenge as best they could.

Staff made enormous efforts under challenging conditions to support learners during mass disruption, usually by switching lessons to video conferencing platforms.

But this is not an inclusive or sustainable model. It excludes disadvantaged learners, who don’t have easy access to devices or wi-fi, and can result in lack of engagement over time.

To give today’s learners the best chances in the workplace of tomorrow – and in any upcoming lockdowns – the sector must do better. To do that, teachers need support to upskill.

Over the summer, the Association of Colleges and Jisc conducted a joint research project comprising three webinars and two senior leader roundtables attended by more than 400 practitioners, learners, senior leaders and ed tech experts.

It offered us an insight into the impact of lockdown on teaching and learning online, with data on the digital divide, wellbeing, assessment and digital leadership all collated in the project’s first report, Shaping the Digital Future of FE and Skills.

The report highlights a range of responses about the shift.

For instance, 66 per cent of respondents at the webinars thought the digital shift had a positive impact on their team and 55 per cent pointed to an increase in their levels of productivity.

But others struggled with digital capabilities and confidence.

Nearly half of staff (49 per cent) said they were concerned they would not be able to deliver the quality of teaching they expected of themselves.

Senior FE leaders taking part in the research also identified the need for digital professional development and coaching for staff struggling to cope with the transition.

Worrying findings also emerged from our learner digital experience insights 2020 report published last month, which collated responses from more than 19,000 further education learners.

When asked what one thing organisations could do to improve the quality of digital teaching and learning, among the top answers learners gave was “help teaching staff to develop digital skills”.

One lecturer took 35 minutes of the lesson to access the materials they needed

One participant in the survey even said: “We timed one of the lecturers on how long it took for them to access the learning materials they needed and it took 35 minutes of a two-hour lesson.”

Sadly, this isn’t good enough.

But it’s not surprising. Our equivalent staff survey (due to be published in November) finds that a significant proportion of staff lack confidence using technology. Just more than four in 10 are comfortable using mainstream technology.

Fortunately, the sector can learn from those few colleges that are ahead on the journey to digital.

During lockdown, Grimsby Institute gave staff an online “teaching and learning remotely” guide, including videos on how to create and organise lessons including running discussions, preparing online resources, integrating apps, virtual teaching, online assessment and recording attendance.

And at Harlow College, a digital innovation team have boosted development and training, recruited digital ambassadors and leaders and launched a strong CPD programme.

Drawing on these examples, our report with the AoC recommends the development by the Education and Training Foundation, the College Development Network (Scotland) and Jisc of a digital pedagogy CPD programme for staff.

A further recommendation advises that providers and colleges should give staff sufficient time to learn, practise with, and implement technology.

Learners need excellent digital skills to thrive in today’s workplace, and providers and colleges are at the forefront of the government’s drive to close the UK skills gap.

But meeting those goals is only possible if FE teachers are digitally and pedagogically confident.

Now we need to pull together to ensure that no member of staff – or learner – is left behind.

Dig beneath the surface of the government’s skills announcement and it’s unambitious

The government is deploying a solutions-as-you-go approach, instead of a proper national network for employment and training, writes Kirstie Donnelly

It certainly feels like the government is waking up to the potential of technical and skills-based education. But dig underneath the surface of these announcements and they feel slightly unambitious and limited in their scope and timing.

As the furlough scheme draws to a close, we’ve seen interventions from the chancellor announcing a new jobs support programme, swiftly followed by the prime minister setting out his skills vision ̶ a Lifetime Skills Guarantee to give adults the chance to take free college courses “valued by employers”.

Not forgetting the Job Entry Targeted Support programme announcement this week, which, although it may not be “new news”, is still a welcome step in the right direction. It also demonstrates that jobs, FE and skills appear to be front of mind when it comes to current policy priorities ̶ and rightly so!

But let’s take a magnifying glass to the proposals. Our main questions are as follows:

Why are we only offering free training to those without a level 3 qualification when we know that people are being made redundant across many industries and at all levels?

And why is the emphasis still only on bricks and mortar-based learning, when what is needed now is a hybrid model of flexible, digitally enabled training that can be accessed by as many people as possible?

We have always championed the need for educators and employers to work closer together to be better aligned to local and national labour market needs. Working with organisations such as the British Chambers of Commerce would help with this.

But trying to import another country’s education system wholesale, such as Germany’s in particular (because it has been developed to tackle different skills needs and operates in an entirely different ecosystem) is not the answer.

Trying to import another country’s education system wholesale, such as Germany’s, is not the answer

The government would do just as well to look to the Singapore system that has focused on short, sharp training interventions funded by a skills credit to remain employable.

In our submission to the government’s comprehensive spending review, which we created in partnership with The Prince’s Trust, City of London and FutureLearn, we set out our vision for how the government can better deploy skills-funding in a detailed plan to reskill Britain in the face of an uncertain future.

We put forward a proposal for £60 million to be invested over three years for a national network of employment and training hubs.

These would provide a “shop window for skills” by making employment and re-employment pathways more visible and accessible, delivering skills bridges from one industry to another and starting to convene a skills system that is less fragmented and importantly augments and quality-marks existing local provision.

And by bringing together job seekers, employers, colleges, training providers and local government in one space, the hubs will reflect regional needs – and support the government’s flagship ambition to “level up” regions and develop the “skills valued by employers”.

Unlike the current piecemeal solutions-as-you-go strategy, these hubs would provide a more permanent, regional-led solution and address unemployment, skills shortages and productivity issues.

We also put forward a more effective reallocation of the £1 billion investment from planned government funding, backed up by devolved adult education budget allocations. This would ensure all post-compulsory education adults have access to adult training allowance loans, to help meet employer and labour market demands.

With unemployment set to rise above four million by the end of year and a workforce already grappling with the opportunities and challenges of AI, automation and Brexit, we need a clear vision for lifelong learning that is focused on helping people to identify their skills and develop new, industry-relevant ones throughout their working lives.

April feels far too long to wait for action ̶ this is our “act now” moment. We are urging the government to seize this unique opportunity to think differently and create radical yet long-lasting change that will allow the FE and skills sector to play the role it is capable of.

DfE publishes 8 college intervention reports on a Friday after lengthy delay

The Department for Education has this morning published eight intervention reports based on FE Commissioner visits that in some cases took place more than a year ago.

These are the first reports to be published since Gillian Keegan (pictured) was appointed as minister in March 2020.

The reports were accompanied by a letter from Keegan, many of which were dated 15 July 2020.

FE Week reported on 7 July 2020 the FE Commissioner, Richard Atkins, wrote to college bosses on June 16 to inform them that his team has recommenced its work on a virtual basis, following a Covid-19 related pause.

Summary and links to the reports and letters below.

Gateshead College

Further light has been shed on the cause of Gateshead College’s shock £6 million deficit in its newly-released FE Commissioner report.

In a report based on visits last December and January, Atkins writes the underpinning cause of the shortfall was “a failure by the board and the senior leaders at the college to address the very significant reduction in income that was the result of the loss of the European Social Fund (ESF) contract”.

FE Week first reported last December that Gateshead’s governors had called in independent investigators to explain why the deficit had come about. The principal and chair of governors both left during the ensuing controversy.

Large short-term contracts like ESF had provided a “significant” financial contribution to the college’s bottom like, Atkins explained.

An otherwise “successful” ESF project concluded in January, but the senior leaders reported there were “no significant financial concerns” to the board, despite losing the ESF contract.

The commissioner found the college had in fact been in deficit for years, but this had been disguised by a misstatement of certain bills. Other factors behind the shortfall include “incorrect” budgeting of around 40 per cent for subcontracting costs, which was a “major” cause of the size of the deficit.

Keegan wrote that there had been “significant failures in leadership and governance have allowed for the serious deterioration of the college’s financial position”.

The college said that, since the visit, a structure and prospect appraisal has been completed and is awaiting sign off from ministers. One option being explored is a merger.

A spokesperson said: “Our focus remains on making sure that the good work to date continues and that we keep to the agreed targets in our recovery plan, including the appointment of a permanent principal, while delivering the very best education and training for our local community, strengthening financial health and maintaining the confidence of our stakeholders.”

 

Stoke-on-Trent College

The college received a £20 million taxpayer bailout two years ago and was warned it faced “significant challenges” following its FE Commissioner report, but said it is now on a “strong trajectory of improvement”.

Stoke-on-Trent narrowly avoided insolvency, according to the FE Commissioner’s assessment from March, and only escaped thanks to exceptional financial support between January 2016 and September 2017.

The college later received £21.9 million from the Department for Education’s restructuring facility in September 2018.

This all came after income declined by more than a third between 2004 and 2014, so commercial loans agreed at the start of that period were no longer affordable by the end.

Following the bailouts and redundancies for 5 per cent of its workforce, Stoke-on-Trent is now on track for ‘good’ financial health in the 2019-20 financial year.

A spokesperson said the college is “working well to progress the recommendations of the FE Commissioner, despite the disruption of Covid-19”.

However, Atkins has warned the Education and Skills Funding Agency would be writing to Stoke-on-Trent to refresh its financial health notice to improve following his visit.

An “urgent” investment in IT equipment was also recommended in the report, after students commented on its “poor” quality, and owing to the Covid-19 pandemic placing a much greater importance on online learning.

The college has said it has recruited for the vacant finance positions, and the curriculum job will be filled by the end of 2020, and made a “considerable” investment in its IT facilities since the commissioner’s visit.

Skills minister Gillian Keegan, in a letter accompanying the report, said while “significant challenges remain, the college has adopted a positive approach towards implementing various improvement initiatives to address both historic and recent concerns”.

 

RNN Group

This college group suffered “serious decline” in enrolments, quality and financial health following multiple mergers, the FE commissioner reported.

RNN Group was created from a merger of Rotherham College of Arts and Technology (RCAT), and North Nottinghamshire College in February 2016. In February 2017, there was another merger with Dearne Valley College, on the recommendation of the Sheffield City Region Area Review, which the commissioner was involved with.

However, Atkins has now identified that the mergers led to a decline in finance and Ofsted grades – for RCAT – from ‘good’ to ‘requires improvement’.

Income had fallen “steadily”, owing to fewer student enrolments. RNN part-financing its University Centre Rotherham had also “eroded” its reserves, while higher education student recruitment was down.

There was also a “steep” reduction in 16 to 18-year-old student numbers since the merger, though that has largely stabilised in 2019-20.

Mergers had also created what Atkins called a “substantial” college estate, stretching across south Yorkshire and north Nottinghamshire. He recommended a “rationalisation” of the estate and the college has since removed all provision from one of its sites, Dinnington. It is looking at renting or selling some or all of the buildings and land.

At the time of the commissioner’s assessment last December, RNN had subcontracted out adult education budget provision to 22 subcontractors, seven for apprenticeships, and four for 16 to 18 study programmes. This level, the commissioner wrote, presented a “risk” to RNN. The college said it now has just 11 subcontractors.

Atkins raised concerns about RNN’s governance during his assessment, including the lack of finance committee despite the “significant financial challenges”, and the seven vacancies for independent governors, leaving the board “severely depleted”.

Principal Jason Scott said “significant” progress has been made since then: “Strong governance is in place, and important progress has been made with financial recovery, quality improvement, rationalisation of surplus estate capacity and reduced staff costs.”

 

Hull College Group

FE Week was leaked a copy of Hull College’s FE Commissioner report in January and revealed how it would show that leaders employed “close family members” and created a culture where staff would not speak out for “fear of being exited at short notice”.

It came after this publication reported in December – a month after Atkins’ visit – that Hull’s chief executive, Michelle Swithenbank, and vice principal for HR, Julie Milad, had been suspended and then quit.

The commissioner’s report published last week includes the same findings, such as “clerking arrangements have not been sufficiently independent from the executive and have fallen below acceptable standards” and “many staff felt reluctant to voice their concerns to senior leaders because of a lack of trust”.

Keegan wrote that she it was “clear that the college leadership has experienced significant turbulence” and that she was “concerned with the weakness of governance arrangements on”.

Derek O’Toole took over as interim chief executive at Hull College at the end of 2019, and Atkins’ follow-up visit over the summer said he had “already made a positive impact”.

A spokesperson for Hull College said the college has “made rapid and effective progress against a report from a specific point in time nearly a year ago”.

“The college has not only completed all 11 recommendations detailed in the report at that time, but has focused on making many other improvements for our learners and staff to give the city a college it so richly deserves,” they added.

 

Birmingham Metropolitan College

BMet received a highly positive report from the FE Commissioner which skills minister Gillian Keegan said showed “remarkable improvements” since the group first entered formal intervention in 2015. 

Principal Cliff Hall told FE Week, following the report’s publication, that they have met all of the commissioner’s recommendations “due to the hard work and dedication of staff”. 

This marks a rare upturn for the college, which has received three consecutive ‘requires improvement’ ratings from Ofsted, and was said to be on the “brink of insolvency” as late as last August. 

The commissioner reported the chair, school ‘superhead’ Sir Dexter Hutt, appointed in January 2019, is “confident and capable and has led a period of rapid and significant cultural change in partnership with the principal”. 

Staff, the commissioner wrote, have a “greater level of confidence” in the future and are “complimentary” about Hall and his “clear, open and honest approach”. 

In a letter attached to the report dated July this year, Keegan said the report “describes the college as having made remarkable improvements, and it was clear governors and leaders “have been working diligently and effectively to implement rigorous and focussed strategies for improvement”. 

Atkins, who assessed BMet in October 2019, also praised the “timely manner” in which BMet responded to concerns from the community about the controversial removal of provision from its Stourbridge campus, as part of a structure and prospects appraisal (SPA) led by Atkins’ team.  

 

Coventry College

A lack of “clear post-merger strategy” and “robust scrutiny” led to a “substantial deterioration of financial stability” for this college, which almost went insolvent this year.

Henley College Coventry and City College Coventry merged to become Coventry College in August 2017. City College had achieved three ‘requires improvement’ and two ‘inadequate’ ratings from full Ofsted inspections prior to merger.

The merged college was inspected for the first time in September 2019 and achieved a grade three.

Atkins visited in November 2019 and found that governors had allowed the college to “drift” since the merger without developing and directing a “clear post-merger strategy and harmonisation plan”.

“Whilst this work has gathered pace since January 2020, the financial and curriculum performance of the college has deteriorated, and its future is now challenging,” he added.

An “overly optimistic” merger plan was developed, which contained significant income growth that the college has not delivered. In 2019, the college finances “have suffered from weak financial controls, poor strategic financial leadership, and a lack of strong governance challenge”.

The report warns that Coventry College breached bank covenants during the year which made a £10 million loan with Barclays liable by 1 August 2020. Atkins said if the college was not able to reclassify the loan, it would go insolvent. The college confirmed to FE Week it was able to secure an extension on the loan.

Keegan’s letter said that following the formation of Coventry College in 2017, the “lack of a clear post-merger strategy or robust scrutiny have contributed to the substantial deterioration of financial stability and curriculum performance, to the point that the college now faces a challenging future”.

Atkins revisited Coventry in September 2020 and said the college’s newly appointed principal, Carol Thomas, has made an “immediate impact despite only being in post for a short time”.

A Coventry College spokesperson said: “In the intervening six months [since the commissioner’s original visit], the college has worked hard to address the specific recommendations and all of those which had a September or earlier deadline have now been completed.

“The FE Commissioner team has undertaken a ‘stocktake’ visit during September 2020 and has recognised the significant progress made against their original set of recommendations.

“The college’s financial accounts for 2019/20 will show a circa £1 million improvement on the figures shown in the March FEC report, as a result of the implementation of its recovery plan.”

 

Highbury College

There has been a “significant step-change in openness and trust” at the scandal-hit college where staff previously felt “undervalued” and “too scared to challenge”, the FE Commissioner’s report said.

Atkins visited Highbury College in October 2019 after FE Week revealed how its long-standing principal, Stella Mbubaegbu, had spent £150,000 on expenses in four years, which included one-off lavish items such as a £434 pair of designer headphones and a lobster dinner.

The commissioner found that governance and leadership were “seriously dysfunctional” namely because the relationship and trust between the chair, Tim Mason, and principal had “broken down”.

Mason admitted that the board had “not operated with sufficient scrutiny and challenge”.

Atkins said he found a number of “significant leadership and management” issues, including the “very high” turnover of new staff in their first year, low staff morale, and an “expressed lack of trust by staff in their leaders”.

Staff that filled out an Investors in People survey also reported that “people are too scared to challenge or feel nothing will come of it”.

Mbubaegbu, who joined in 2001 and officially retired in April 2020, actually left her position as accounting officer in December – a month before new interim principal Penny Wycherley and interim chair Martin Doel discovered Highbury was running out of cash and had to secure a £1.5 million emergency bailout, as previously reported by FE Week.

In Atkins’ follow-up visit over the summer he commended a new “positive culture across the college with managers more empowered and engaged, and staff now working well together”.

The report reads: “Effective leadership and communication from the interim principal/chief executive have improved staff morale and the culture of the college. The staff survey, and staff and trade union feedback, all reflect a significant step-change in openness and trust.”

Wycherley said: “Staff have shown real ‘blitz spirit’ throughout the pandemic and their passion and commitment for teaching has shone through.”

 

East Sussex College Group

The college was visited by Atkins’ team in December 2019 during which he found various reasons for its ‘inadequate’ financial health: unstable and poor leadership; a downward trend in 16 to 18 recruitment; £1.1 million government clawback relating to ineligible apprenticeship provision delivered by a former subcontractor at Sussex Coast College Hastings in 2011/12 and 2012/13; and inaccurate data reporting.

The college was also rapped for its “wholly inadequate” preparations for T Levels that were set for rollout in September 2020 but presented a “high risk of failure”, and concern over the “quantity of subcontracted activity”.

Keegan’s letter said the college’s governance and leadership arrangements were “weak and unsuited to the size and complexity of the college”.

“It is clear from the report that current management structures have failed to provide clear strategic direction for the college and have not adequately addressed ongoing and emerging issues following merger,” she added.

Atkins made a follow-up visit in July and said the college has made “progress despite the turbulent circumstances during which existing challenges, including financial ones, have been exacerbated by the Covid-19 pandemic”.

Commenting this week on the report, an East Sussex College Group said they feel that the college has made “significant progress in resolving the financial leadership concerns via the appointment of an experienced turnaround chief financial officer and new finance director.

“Alongside a review of our financial processes and controls we anticipate a steady improvement in financial health, even in a Covid affected climate, in 2020/21.”

They added that the college has “successfully launched our first three T Levels”, with 45 students engaging in the new qualifications, and have “reduced our reliance on subcontracted provision”.

The interim leadership team have been supported by national leaders in FE, and a new-look governing body is completing the recruitment process for a new chief executive this month.

Too little, too late, Johnson’s speech takes FE back to 2013

The prime minister’s announcement lacks urgency and fails to bring enough money forward to this year, writes Toby Perkins

The prime minister’s recent discovery of the merits of FE is superficially attractive but as we’ve learnt with this PM, things aren’t always as they seem.

His announcement lacked both the pace to address the immediate jobs crisis nor the depth to tackle the systemic shortcomings caused by ten years of under-investment and political missteps by the Conservatives.

Since June, FE colleges have been making redundancies, apprentices are often either on an extended break in learning or being made redundant, and the 16- to 24-year-old generation is the worst hit by soaring unemployment.

Thousands of people who have been on furlough since March are at risk of unemployment in a matter of weeks or months, and they need support right now ̶ not after more than a year since they were last working. 

For those facing unemployment now, a plan for next April is the equivalent of placing an order for a new lifeboat while someone drowns in front of you.

Labour’s call for more urgent action chimes with an array of voices from across industry.

Dame Carolyn Fairbairn, director general of the Confederation of British Industry, said the “significant” unemployment that coronavirus is leaving in its wake “only accelerates the need for people to develop new skills and adapt to new ways of working”.

Employers, unions and the Labour Party have known for months that this is an essential part of securing a real economic recovery for families and the country.

Meanwhile, this announcement brought only £200 million of the £1.2 billion promised for infrastructure forward to this year.

The speech not only lacked urgency; it lacked a serious and long-term strategy for skills. A decade of cuts inflicted by the Conservatives has left the sector in tatters.

This decision only serves to reverse a decision taken by a Conservative-led government

Further education colleges have seen their funding slashed by one-third. The Association of Colleges estimates that the funding black hole has now reached £2 billion this year. 

While the Lifetime Skills Guarantee is welcome in principle, we cannot forget that it only serves to reverse a decision already taken by a Conservative-led government.

In 2013 the coalition took away the right to training at level 3 to those aged over 24, and there is still no commitment to fully fund level 2 courses for these learners other than in English or maths. 

The current approach to apprenticeships has placed most of the skills funding in the hands of major employers, which has led to significant sums of public money going towards MBAs for highly qualified workers.

Meanwhile the number of level 2 and 3 qualifications that are essential for entering the labour market has plummeted. This has also shut the door on apprenticeships in many SMEs, at a time when the Department for Education gave £330 million in unspent levy funds back to the Treasury.

Allowing large employers to pass levy funds to their supply chain, and the small new incentives for companies to take on apprentices, will do little to reverse declining starts.

These starts are down as much as 85 per cent in some sectors. Even pre-Covid, numbers were declining for young people and those studying at levels 2 and 3. 

Labour has called for retraining to be a national priority and a core element of any replacement for the Job Retention Scheme, so as to support those who cannot work full time in getting the new skills they need for the challenges ahead. 

Making retraining a core part of the new Job Support Scheme would have given additional support to those most at risk of unemployment now ̶ not months ahead, when many people won’t have worked for a year. 

The government failed to act swiftly on retraining and now there are millions of people at risk of unemployment who may fail to get the support they need. There is still time to act quickly, but they must do so immediately. Not wait another six months.

Labour Party calls out ‘pitiful’ underinvestment in college estates

Labour has castigated the Conservatives for their “pitiful” investment in college estates, after a minister revealed that the average annual spend fell by £244 million between 2010 and 2016.

Skills minister Gillian Keegan this week released data showing that, while funding for capital improvements in FE colleges under the previous Labour government stood at £3.6 billion between 2001-02 and 2009-10, the Conservative-led coalition government spent £957 million between 2010-11 and 2015 -16.

Analysis of the figures show the average annual spend under Labour was £404 million, more than double the £160 million average spent since being out of government.

Keegan’s figures only go up to 2015-16 because, after that point, £980 million was devolved from the government through the Local Growth Fund to local enterprise partnerships to spend on objectives such as supporting college capital projects. 

Shadow apprenticeships and lifelong learning minister Toby Perkins, who received the figures from Keegan in answer to a parliamentary question, said they “starkly reveal what principals across the land already know.

“That, for all the rhetoric, this government’s capital investment in our FE estate is neither transformational nor record-breaking.”

After prime minister Boris Johnson announced his Lifetime Skills Guarantee last month, education secretary Gavin Williamson told the House of Commons the government had a “proud” record on investing in colleges.

Speaking on the £1.5 billion of capital investment the government announced in March, the “largest capital investment in the sector in a generation”, Williamson promised the money would “transform” the estates of FE colleges over its five-year span. 

“It will enable colleges everywhere in England to have buildings and facilities that can deliver world-class tuition.

However, Perkins called it a “pitiful insult to the FE sector” compared with the investment made under Labour.

He said £200 million, which had been brought forward to this September from the £1.5 billion, was less than Labour had spent in any year between 2005 and 2010. 

Williamson’s claims of “world-class tuition” and being the largest capital investment this generation, “shows how far detached from reality he really is,” Perkins added. 

Labour has “been calling for a strategic approach to developing the skills our country needs throughout ten years of Tory chopping and changing,” Perkins said, adding: “The need for investment and urgency is greater now than ever.”

But the government “needs to come clean about the fact that it has neglected this sector, and that the money they are currently talking about is small change in historic terms”.

The “insufficient” capital funding to maintain the college estate was also called out in Philip Augar’s review of post-18 education, which also said declining revenue had discouraged colleges from investing in advanced equipment and facilities. 

Keegan said the government was “committed” to upgrading FE colleges over the next five years “so they are great places to learn”, through the £1.5 billion boost. 

“That transformation,” she added, “has begun with an allocation of £200 million this year to FE colleges and designated institutions to tackle immediate remedial condition improvement projects.”

Gillian Keegan

That is in addition to £290 million of capital funding to develop 20 employer-led Institutes of Technology.

Keegan said the DfE has so far invested £21.4 million in 2019-20, and £18.9 million in 2020-21.

£11.1 million has also been invested since last November in building facilities for T Levels, with an extra £5.4 million going towards specialist equipment.

The Association of Colleges deputy chief executive Julian Gravatt said the government’s promised boost for capital funding “follows years of underinvestment”. 

Colleges have been able to access the Local Growth Fund and the IoT funding, but “there have been unrealistic expectations about the ability of institutions to supplement public grants”.

See the full tables here: