DfE to fund summer meals for vulnerable college students – but at a lower rate than schools

The government has announced it will provide extra funding for disadvantaged college students to receive free meals over the summer – but they will be given 60p less per day than school pupils.

The Department for Education (DfE) this morning published details on how FE providers can continue to provide free meals over the 2020 summer holiday to students who are eligible under the existing 16 to 19 bursary scheme.

It comes a month after the government U-turned on its decision not to provide free lunch vouchers to school pupils during August, following a public campaign by Manchester United footballer Marcus Rashford.

The guidance explains the funding rate for free meals in FE has been calculated at £73 per student, which works out at £2.41 for five meals each week – whereas school students will have £3.

Sixth Form College Association deputy chief executive James Kewin said that “if the department has evidence that college students require less food than school students we would be interested to see it”.

“If not, we would suggest that young people should not be disadvantaged based on where they choose to study”.

There is also a variance between how much students at different provider types will be given – as 16 to 19 schools and academies are able to access the same amount of funding as schools.

Kewin said schools and academies “knew on June 17 they could continue to make free meal payments to students over the summer holidays.

“It has taken almost a month to extend this to sixth form students studying in colleges, with the inevitable catch that they will be funded at a lower rate.”

After education secretary Gavin Williamson said in a speech yesterday “for decades, we have failed to give FE the investment it deserves”, Kewin responded that he ought to “address the range of inequalities that colleges face compared to other providers of 16 to 18 education.

“Free school meals is a classic example.”

This additional funding is being offered due to the “unprecedented nature of the coronavirus outbreak”.

It can only be used to buy meals for eligible students over the summer 2020 holiday period, and the guidance warns any additional funding which is not spent will be clawed back by the Education and Skills Funding Agency.

Providers which wish to claim this funding must sign and return their contract variations by July 31 to receive the additional funding in their August payment, the DfE said.

Funding will come through “in a later payment” if contracts are returned after this date.

The DfE has said it will also pay the first part of free meals allocations for the 2020/21 academic year to institutions in August, in line with the usual payment schedule.

The guidance also says providers “must continue to provide meals using their existing arrangements over the summer” for eligible students claiming for free meals during the summer term.

Providers must confirm arrangements and support with eligible students before the end of the term.

Last month, FE Week reported on how individual colleges were planning to fund free meals to their 16 to 19 eligible learners over the summer in the absence of additional funding from government.

Cabinet Office blocked T-level ads during lockdown

The Cabinet Office blocked the Department for Education from promoting T-levels during the Covid-19 pandemic, despite first delivery of the new qualifications being just months away.

The decision to “turn off” advertising, which one communications expert for the FE sector said “doesn’t make sense”, was revealed in an updated “major projects portfolio” published today by the DfE.

The document rates the “confidence” of delivering T-levels successfully as amber/red – the fourth lowest on a five-point scale – largely because the “long-term sustainability of the programme has major challenges” and the “strategic landscape for T-levels is not considered to be stable”.

It reiterates that the government remains committed to the delivery of the first T-levels from September 2020 even though the current Covid-19 circumstances “bring additional challenges, particularly for providers and for employers who might offer industry placements”.

Despite these unforeseen challenges, the document states that Cabinet Office and Number 10 have “restricted government comms during the coronavirus outbreak, which has resulted in comms on T-levels being paused” and this will “impact our planned comms and engagement strategy, which is currently under review”.

It goes on to further explain that Cabinet Office “advised our communication campaign colleagues to turn off the social media advertising in March 20, due to Covid-19”, which has “led to an underspend in financial year 2019-20”.

The DfE document adds that due to Covid-19 “we may not be able to engage the employers needed to deliver the industry placements and therefore will not be able to deliver the expected amount of T-levels in September 2020, leading to an underspend”.

Ben Verinder, founder of Chalkstream Ltd and consultant in the FE sector, was perplexed by the move. “This is an odd decision given the circumstances,” he told FE Week.

“Our own recent research on public awareness of T-levels chimes with national studies – low awareness of T-levels among potential students and their influencers persists.

“So pausing online promotion at a time when young people are still finalising their plans doesn’t make sense. Particularly when offline communication opportunities are so limited due to Covid-19.”

Raising awareness of T-levels nationally has proved to be a huge challenge for the DfE.

Its £3 million “NexT Level” marketing campaign only launched in October 2019 – around the same time that a survey of more than 1,000 parents of children aged 11 to 18 commissioned by the Chartered Management Institute found that two-thirds had never heard of the qualifications.

The campaign, which involves commercials and adverts on TV and social media platforms, had been scheduled to run throughout the full 2019-20 academic year to help support providers recruit T-level learners.

The Cabinet Office refused to explain the rationale behind their decision to halt T-levels communications during the pandemic but did say the restrictions have now been lifted.

A spokesperson said: “Coronavirus is the biggest challenge the UK has faced in decades, and it is absolutely right for the government to focus communications on providing the public with the information it needs to fulfil its crucial role in tackling coronavirus.

“The T-levels campaign has been given approval and is now live to run over the summer to support recruitment in September.”

The Department for Education did not respond to requests for comment at the time of going to press.

The first three T-levels, in construction, digital and education and childcare, are due to be rolled out from September.

The much-vaunted new post-16 qualifications have been dubbed the “gold standard” of technical education, to match their academic equivalent A-levels.

Treasury took back £330m of apprenticeships funding in 19-20

The Department for Education quietly handed back £330 million of the 2019-20 apprenticeships budget to the Treasury, FE Week can reveal.

The admission comes despite concerns that small employers had struggled to find providers with sufficient non-levy funds to train their apprentices, with some being turned away.

Mark Dawe, chief executive of the Association of Employment of Learning Providers, said it will remain “one of life’s great mysteries as to why this was allowed to happen”.

“The department knew full well that there was huge demand from small and mediumsized employers for apprenticeships that was not being met by the non-levy contracting system,” he added.

“Providers could have got the money out the door in an instant at a time when apprenticeship starts were crashing from their pre-levy levels.”

The admission of surrendered funds was made by education secretary Gavin Williamson in a letter to the education select committee this week.

In a series of questions about the DfE’s spending plans for 2020-21, the committee asked Williamson why the apprenticeships budget had increased by 17 per cent to £2.5 billion compared to last year, as noted in the department’s recently published “main estimate memorandum”.

The education secretary explained that the apprenticeships budget is in fact at the same level as the last financial year, and the document “shows an increase of around 17 per cent because the funding in 2019-20 was reduced for unspent funding surrendered to Treasury”.

The DfE then told FE Week that a total of £330 million was handed back to Treasury last year, explaining that where departments are not on course to spend the full amount allocated to them at the start of the year, they can “surrender part of their budget cover back to Treasury to allow them to use these funds for other government priorities”.

A spokesperson said: “Spending on the apprenticeship programme is demand led, and employers can choose which apprenticeships they offer, how many and when. In particular, we do not anticipate that all employers who pay the levy will need or want to use all the funds available to them – but they are able to.

“As is usual practice, any underspends in overall departmental budgets by the end of the financial year are first returned to Treasury as per the consolidated budgeting guidance.”

This isn’t the first time the DfE has handed back lumps of apprenticeship funding to the Treasury. In 2017-18 – the first year of the levy – around £300 million was surrendered.

The DfE claimed it did not surrender an apprenticeships underspend in 2018-19.

As per levy rules, businesses with a payroll of £3 million or more pay each month into the pot and have a rolling 24-month deadline to spend the funds.

The levy policy was designed so that large employers wouldn’t use all of their funds. The unspent money is meant to be recycled and made available to small businesses who do not pay the levy to use to train their apprentices. Unspent funds are also used to top up levy funds by ten per cent as well as pay for English and maths teaching for relevant apprentices, among other things.

In February 2019, FE Week revealed how training providers’ non-levy funding was running dry and that some had even had to turn apprentices away, with the government insisting it couldn’t offer more cash as it didn’t have any left in the system.

In January 2020, the AELP further warned that training providers are “having to turn their backs” on up to 40,000 small businesses due to the shortfall in apprenticeship levy funds.

The Education and Skills Funding Agency is currently in the process of transitioning all small employers on to the digital apprenticeships system, which has only been used by levy-payers since its launch in April 2017 to spend their funds.

This will bring an end to provider funding allocations, secured through a procurement process, being used to train apprentices with small non-levy paying businesses.

The transition is due to complete by April 2021.

Dawe said: “We can take solace from the fact that the moving of all employers on to the digital apprenticeship service should reduce the chances of this happening again.”

New Ofsted chair announced

A former chief inspector for the Independent Schools Inspectorate has been appointed as Ofsted’s next chair.

Dame Christine Ryan will replace Professor Julius Weinberg from August 1, education secretary Gavin Williamson announced today.

He said Ryan brings a “wealth of experience in the education sector to her new role”.

“I am confident that alongside chief inspector Amanda Spielman, we have the right team to lead Ofsted in this crucial period as we work together to support schools, colleges, nurseries and local authorities to handle the impact of coronavirus,” Williamson added.

“I am very grateful to the outgoing chair Professor Julius Weinberg for all his work over the past three and half years.”

Ryan was the chief inspector of the Independent Schools Inspectorate – the organisation that inspects independent schools, which are outside of Ofsted’s remit – from 2005 to 2017.

She also currently serves on the board of exams regulator Ofqual and is chair of TalentEd – an educational charity for disadvantaged young people.

Ryan, who was made a Dame in the 2018 new year’s honours list, said: “I am truly privileged to be invited to serve as chair of Ofsted and recognise the great personal responsibility this role brings.

“I will work tirelessly to support Ofsted in its essential duty of improving education and care for all our children and young people.”

According to the job advert, which launched in March, the Ofsted chair role requires two days a week of work, as well as bi-monthly board meetings, usually in London and “other events throughout the year across the country”. It is paid a salary of £46,800 a year.

The chair’s job is to “support and appropriately challenge the organisation”, and lead the board in setting strategic priorities, objectives and targets for the chief inspector, and “ensure that HMCI’s functions are performed efficiently and effectively”.

The chair also gives advice to the education secretary “on the performance of HMCI’s functions”.

HS2 college at risk of insolvency seeks partner

The national college for HS2 is on the hunt for a provider to partner with following a grade four Ofsted report and warnings from the FE Commissioner it was facing “potential insolvency”.

The National College for Advanced Transport and Infrastructure (NCATI) told FE Week it was “working through a shortlisting process for a new partner” after it was late submitting financial statements for 2018-19.

A spokesperson said a new partner would “help us deliver the NCATI vision and improve quality”, and following the shortlisting process, NCATI plans to “embark on an open public consultation”.

He said they “remain confident” they will be able to “fulfil our ambition to train and upskill a broad and inclusive generation of talent from across the country”.

NCATI refused to go into more detail about what the partnership would mean for the future of the college, or who the potential partners are.

This isn’t the first time a troubled national college has had to partner with other providers. The National College Creative Industries (NCCI) partnered up with two local providers and then dissolved itself earlier this year, having swallowed a £600,000 bailout from the Department for Education to make it through 2017-18 as a “going concern”.

Access Creative College took over NCCI’s apprenticeships provision and South Essex College took over its classroom provision while NCCI restarted as a limited company.

NCATI, then known as the National College for High Speed Rail (NCHSR), took £4.55 million from the DfE to sign off its 2017-18 accounts.

Then-education secretary Justine Greening opening the National College for High Speed Rail in 2017

NCHSR was opened in 2017 by then-education secretary Justine Greening with £40 million in capital funding from the Education and Skills Funding Agency to purchase equipment and construct facilities.

It became the National College for Advanced Transport and Infrastructure last October.

The college was engulfed in controversy at the start of 2020 when FE Week broke the news it had hired lawyers to stop a grade 4 Ofsted report from November being published, through a judicial review in the High Court.

NCATI eventually dropped its legal challenge at a cost of £73,000 and the report was released last February, revealing that employers were having to teach apprentices skills that were not covered by the college.

The FE Commissioner Richard Atkins intervened in the college in December, finding it would not be able to sign off its 2018-19 accounts as a going concern “without a commitment of 12 months of continued emergency funding”. He had instructed the board on how to operate while facing “potential insolvency”.

Atkins found NCATI had also based its 2019-20 budget on having 761 apprentices and 263 full-time learners, whereas in December 2019 it only had 216 apprentices and 94 other full-time students.

NCATI was placed in supervised status and since then has been undertaking a structure and prospects appraisal (SPA) with the commissioner.

To ensure this SPA process “is thorough and comprehensive”, NCATI agreed with ESFA to not file completed financial statements for 2018-19 until the culmination of the SPA, the spokesperson said.

A DfE-commissioned report published in February criticised how the national colleges were set up as standalone institutions, saying: “More detailed consideration could have been given to other models such as evolving new institutions from existing education and training providers”.

The report found NCATI had struggled with learner numbers due to delays in announcing HS2 contractors, which meant employers were unable to commit to the apprentice volumes they had originally anticipated.

Providers ‘seriously concerned’ that Kickstart will displace apprenticeships

Training providers are “seriously concerned” that wage subsidies as part of the new £2.5 billion Kickstart scheme will displace apprenticeship starts for young people.

Chancellor Rishi Sunak announced on Wednesday that the government will pay the wages of “hundreds of thousands” of people aged 16 to 24 who are claiming Universal Credit to take newly created six-month work placements with employers, who will have their overheads covered.

For a 24-year-old, the grant will be around £6,500, Sunak said. Participants will be paid the relevant national minimum wage for at least 25 hours a week.

At the same time he revealed that employers will be offered cash incentives of £2,000 to take on apprentices under the age of 25, which can rise to £3,000 for 16-to-18-year-olds, for six months, from August to January.

The Treasury was quick to confirm that young people who take part in the Kickstart scheme cannot also be apprentices.

Providers have since questioned why an employer would opt for an apprentice, whose training has to last at least a year, with 20 per cent of their time spent off the job, when they can benefit much more financially from the Kickstart programme.

Association of Employment and Learning Providers Mark Dawe said: “Apprenticeship providers are seriously concerned that with programme starts and vacancies in the basement, as well as the worry about furloughed apprentices being made redundant, the Kickstart wage incentives are going to lead to employers choosing Kickstart over apprenticeships.

“The obvious answer is to allow a young person on Kickstart to transfer on to an apprenticeship at any time during the scheme and for the employer to retain the scheme’s wage incentives for the reminder of the scheme’s duration.”

In an attempt to rebut provider fears, the Treasury explained that the subsidised work placement scheme for a young person “who otherwise might not have got into work, or be able to get an apprenticeship”.

Those benefiting will be identified by Department for Work and Pensions work coaches as “at risk of long-term unemployment, once they have assessed the individual’s needs”.

A Kickstart job “must” include some element of training or jobsearch support, to help the participant find unsubsidised work beyond the placement. Further guidance on eligibility will “come in due course”. 

The Treasury added that those benefiting from apprenticeships will be “chosen by employers, and are likely to be closer to the labour market”.

Addressing an FE Week webcast on Thursday, skills minister Gillian Keegan insisted the Kickstart is focused on “different people” to those who would take an apprenticeship.

They will be those individuals who are “furthest from the jobs market” and “at risk” of not ever entering it.

Dawe said that while the government’s thinking is that Kickstart is aimed at young people mostly in the NEET (not in education, employment or training) group and furthest from the labour market, AELP is “not sure at all that employers can and will distinguish between this cohort and potential level 2 apprentices”.

“The potential is often assessed by the provider before the young person starts work, or by the employer and provider after they start, and the real concern is that the differing financial incentives for the employer will override this process,” he added.

“It’s great that the prime minister and the chancellor are championing apprenticeships and traineeships in an unprecedented manner but if this crowding-out issue isn’t rectified before September, then we could see the takeup of Kickstart far outstrip the restoration of apprenticeship starts.”

David Hughes, chief executive of the Association of Colleges, welcomed the raft of actions announced by Sunak but admitted “we need to see more of the details and vitally how this all fits together”.

Alex Khan, chief executive of Lifetime Training – one of the largest apprenticeship providers in the country – said the apprentice incentives will be a “great boost” for the sector, and while he welcomed the Kickstart programme “we can’t understand why individuals on the scheme can’t also be apprentices”.

“Whilst we recognise and respect the intention of the Kickstart programme, surely a combination of this and an apprenticeship programme, which lasts a minimum of 12 months, must be better for the individuals, employers and the overall economy,” he told FE Week .

“We believe that the two schemes should go hand in hand rather than either/or, as we do run the risk of employers moving toward the Kickstart scheme to the detriment of apprenticeships.”

Some providers do not share the AELP’s concerns. Alex Ford, chief executive of CT Skills, said: “I’m really not worried about displacement. I actually think it will bring new employers into the apprenticeship market.

“I think young people who have been NEET and on universal credit for more than six months will get mandated to the KickStart programme. Where it works, those employers will look to progress the kickstarter onto an apprenticeship.”

Sunak said there will be no cap on the number of Kickstart placements and the scheme will be open to funding applications from August 2020, with the first jobs expected to begin in the autumn.

ESFA director of funding poached by Cabinet Office

The Education and Skills Funding Agency’s first overall director of funding – appointed just last year to oversee a new ‘centre of excellence’ – has been poached by the Cabinet Office. 

Kate Josephs will leave the ESFA to take up a director general role in the Cabinet Office to deal with the government’s Covid-19 response. 

She will be replaced by John Edwards, the regional schools commissioner for the East Midlands and the Humber, who will take up the role next week. 

Josephs had been overseeing the creation of a single funding operations centre of excellence responsible for schools, academies and post-16 funding. 

Plans for the new team and role, the first to preside over the DfE’s entire £63 billion budget, were first revealed by FE Week.

Josephs had also been the lead director for the ESFA’s Covid-19 core team.

Eileen Milner, ESFA chief executive, said Josephs had “expertly balanced two very demanding roles and has done so with great skill and capability”.

But she said Edwards brings a “wealth of experience as an RSC and in local government. I know he is very much looking forward to working with the directorate team and stakeholders to continue to develop an efficient and user-centred approach across the agency’s funding responsibilities.”

Carol Gray, the current deputy director in the East Midlands and Humber team, has agreed to become interim RSC pending a full recruitment process in the autumn.

Disappointing: Sunak’s skills package dodges the issues

The measures announced this week by the chancellor fail to address the key skills challenges the government faces, writes Toby Perkins

The scale of the threat to our crucial apprenticeship and FE sector is severe. The Association of Employment and Learning Providers warns that learning providers could close their doors, with FE colleges consulting on redundancies and college principals talking of the collapse in new apprenticeship vacancies. Worryingly, within hours of the chancellor’s statement, colleges told me that that employers were calling them to cancel apprenticeships and choosing instead to employ “the ones the government are paying”. Meanwhile, a generation of young people stand on the precipice of leaving education with no little to no job opportunities. 

In the context of the era-defining crisis that faces us, the skills package the chancellor outlined on Wednesday is hugely disappointing.  

At a meeting of college principals, with a particular focus on apprenticeships, a few hours after the chancellor had sat down, I heard disappointment and frustration that this crucial opportunity had been lost.

Individually, the measures announced all have potential merit, but as a package they fail to address the key skills challenges the government faced going into this statement, namely:

  • To create incentives for nervous businesses currently declining to employ apprentices to take the plunge and recruit.
  • To reassure the FE sector that they would have the finances in place to prevent a rash of redundancies that would hamper their capacity to react.
  • To create mechanisms that will be able to be delivered quickly, accessed simply and have clear objectives and outcomes to give confidence to employers, learning providers and students.

They have failed to do all three. 

The government’s new offerings will require very careful signposting if they are not to create perverse incentives against the employment of apprentices. 

The Kickstart programme was trailed as a six-month free employment programme, though I understand that it will entail three months of training followed by three months of employment. The recruitment of new work coaches will be crucial but the speed of delivery of recent government announcements doesn’t create confidence about their ability to put in place the staff needed to oversee the many new initiatives. 

The government must avoid creating a division between the 18-year-olds who firms can employ for free and the 16-year-olds they can have with a 25 per cent wage subsidy.

Whilst government may have a clear idea about the difference between the young people suitable for the different categories of scheme, communicating these nuances to employers will be tough. 

Both colleges and employers tell me that the £2,000 grant will be welcomed by employers who would have taken on an apprentice anyway but is unlikely to make a huge difference to the numbers of apprenticeship starts this autumn. The government should consider whether the incentive on apprenticeships is enough to address the collapse in apprenticeship starts.

FE colleges who are dependent on apprenticeship revenue are facing a perilous financial picture, and many of them are already consulting on redundancies. One of the key issues is the one-year funding lag on full-time course numbers which should be addressed with real-time funding this autumn. 

Without addressing this, FE redundancies are likely. That could lead to employers deciding to take on apprentices only to find that learning providers lack the capacity to deliver.

The chancellor has rightly identified the threat to a generation of young people. But the new measures follow years of chronic under-investment in FE. With policy driving more apprenticeship funding away from young people, and private providers unprotected, the government is risking young people’s futures and the means to rescue them. 

There is an urgent need for greater simplicity and flexibility, and for support for the FE and private institutions who deliver the training. There must also be a greater commitment to supporting employers to use apprenticeship funding to prevent the lost generation that the chancellor claims to be setting out to protect.

Colleges should seize ‘digital renewal’ to reimagine the student experience for the new normal

With online enrolment and hybrid learning environments set to become ‘the new norm’ from September 2020, students are left wondering, will the Student Experience ever be the same again?

We asked colleges, current student cohorts, the Association of Colleges, and Blueprint Education Services for their views…

 

Accelerating the rate of digital change

Colleges have had to adapt quickly to new ways of working during the Covid-19 pandemic – presenting both challenges and opportunities. The pace and scale of digital reform in the FE sector in the past three months alone has been tremendous. Many colleges are now looking to ‘digital renewal’ to deliver even better enhanced learning experiences with the help of technology.

 

Blueprint Education Services CEO, Jason Folkett summarises the opportunity:

“Lockdown has precipitated innovative approaches to teaching and learning, which, if harnessed through the smart use of technology will bring about not only efficiency, but [also] improve retention and success.”

 

Kev Gillard, Associate at Association of Colleges (AoC) agrees:

“Digital strategy and practice [are] at the centre of the dialogue about curriculum intent going forwards. Learners are already ahead of us, using Instagram, Snapchat and TikTok routinely and seamlessly in their lives. Our challenge is to emulate the intuitive nature of these tools so that learner’s engagement and involvement in learning enhances their progress.”

 

Perhaps unsurprisingly, a recent Tribal Group customer research survey of 240 students across 4 colleges and 53 subject areas revealed a 353% increase in usage of Tribal’s app ‘Engage’, when comparing a 3-month pre- and post-lockdown average. Many students said they are now reliant on digital platforms to create their learning experience and stay connected with staff and other students:

“[The app] is helpful to me especially during this period of time where we do remote learning. Whenever we have an online lesson, my tutor drops a message in the group as a reminder. I find it really helpful.”

 

To build on this uptake in usage and the digital transformation of services, colleges now need to focus on re-imagining the Student Experience, especially for new starters. As having the right approach and delivery tools in place will be key to both the short and longer-term success of FE colleges everywhere, Jason Folkett (Blueprint) concludes:

“I strongly believe that those colleges that embrace technology as a key component of business success will be the ones that thrive and survive”. 

 

Indeed, embracing technology now will reassure students that their chosen college is committed to delivering high-quality teaching digitally, dedicated to supporting their well-being via virtual services, and ready to help them achieve the best possible learning outcomes – now and in the future.

 

Preparing for the ‘new norm’ – trends that bode well for the FE sector

A glance at the short-term trends impacting course offerings suggests a likely increase in learners choosing to study health and nursing courses, inspired by the pandemic; although, recruitment for retail, leisure and hospitality schools will be more volatile. Longer-term, Britain’s plans for a new ‘green economy’ means that highly-rated specialist colleges are a potential source of the keyworkers and skilled tradespeople needed for this emerging sector. This is considered good news for general FE and sixth form colleges too, as they can steer learners directly into employment with the right learning support.

FE colleges may also benefit from an increase in demand for qualified vocational learners if the predicted housing boom occurs.  Staying in touch with local employers will, of course, be important for colleges, particularly in ‘commuter towns’ where we’re likely to see a sudden and persistent pressure on upsizing as homeworkers move for home-office and leisure space.

In other news, there have been extensive government-level discussions around promised courses, apprenticeships, and other FE study options – particularly for those no longer seeking higher education due to circumstances brought about by the pandemic. How this will transpire remains to be seen, so FE sites will need to use their well-honed skills to pivot quickly and adapt to new policy when opportunities arise.

Whatever courses your college has to offer, recent research suggests that all students will still want ‘live’ contact with their lecturers and trainers, as this is a valuable and important part of the Student Experience.

 

The challenge is to accommodate this in the immediate-term, taking into consideration:

  • Changes in college opening hours in response to capacity constraints on public transport
  • Restricted numbers in class, on campus, and in work-place settings
  • Staggered staff shifts and ‘rota’ working
  • Hybrid models of ‘blended learning’ comprising face-to-face teaching in small groups and online classes
  • An on-going increase in the number of learners with special educational needs and disability (SEND)
  • An anticipated increase in adjustments needed following enrolment to ensure learners are on the right courses (as a result of exam cancellations)
  • A possible reduction in numbers or increased shift to online learning for international students.

 

Many are heralding digital solutions, ideally in the cloud, as the answer to these challenges as FE colleges turn to flexible and scalable remote learning and engagement support for learners who cannot access sites consistently. Currently, demand is skyrocketing for apps, learner hubs and staff solutions that are accessible and engaging for all users.

This new technology, with correct application, also presents a transformative opportunity to bring in historically excluded learners, including blind, deaf, and non-ambulatory learners.

 

Five must-haves for delivering high-quality learning experiences – now and in the future

A successful digital college set-up enables back-end process to be more efficient and front-end interfaces to be more intuitive. It’s why many FE colleges are considering cloud-based CRM platforms, custom apps and other digital technologies that either provide or integrate with all the functionality the institution needs – but can be deployed ‘piece-by-piece’, as the college has the bandwidth, resources, and buy-in to add new use cases.

 

Jason Folkett (Blueprint) explains:

“We are starting to see the emergence of digital portfolios on learner facing Apps which link directly into CRM systems and this is exciting from an engagement and recruitment perspective. Colleges are starting to implement a ‘one stop’ approach to admissions by using collegiate onboarding systems and a more holistic approach to planning is generating sustained business efficiency.” 

 

 

So what are the five key digital capabilities that all colleges need to consider in 2020 and beyond?

 

  • Digital enrolment

Some colleges are considering digital solutions to deliver entirely remote enrolment supported by video and live chat, or a hybrid approach where only brand new starters come onto campus, and returning students re-enrol online.

For some time now, paperless enrolment processes have been gaining momentum throughout the sector and are increasingly considered best practice. Rather than learners standing in a queue for hours, using a digital enrolment solution is proven to:

  • Reduce reliance on manual processes, speeding up the process wherever possible,
  • Authenticate enrolment without needing face-to-face contact,
  • Provide real-time visibility of the journey for each applicant,
  • Deliver compliant, targeted communications to students/parents/carers,
  • Report management information at every step of the process to keep staff informed, and
  • Maintain a single source of highly accurate student data.

 

  • Digital participation

Whilst attendance has gone up since offering students online learning, recent insights from FE colleges indicate that participation remains an issue. For some institutions, a way of managing this may be to deliver via online platforms only to their highest achievers, and focus in-person support for other cohorts. Kev Gillard (AoC) advocates:

“Delivering programmes efficiently by having remote attendance alongside actual attendance so that students are all studying at the same time and pace will become a way forward…”Of course, most FE colleges have already modernised teaching and learning delivery to ensure students have the materials, information and support they need for their studies, on demand and at their fingertips via virtual learning environments (VLE) and student information systems.

However, with more ‘live lessons/training’ moving online, further innovation is required to encourage participation during real-time sessions. Using polls, instant messaging and gamification features within software solutions could prove really useful in the terms ahead as teachers and students adjust to and make the most of ‘virtual’ contact time.

 

  • Digital learning communities
    As well as participation during sessions, collaboration ‘outside’ of contact time is vital for individual study, peer-to-peer learning and developing relationships that are essential for wellbeing. As face-to-face collaboration is likely to be limited (or in some cases, non-existent) for some time, collaboration apps are now a ‘must have’ for colleges that want to nurture safe, secure and personalised communication between students, staff, departments and connected businesses.

    Giving students a private social network in which to learn and support each other, this technology consolidates your college’s existing web portals into a single app, making access to class activities, self-learning, and social events simpler than ever before.

 

When asked during the aforementioned Tribal Group survey, students explained the benefit they get from their college’s collaboration app:

“I like being able to see all updates about the college and current events that are happening as well as messaging my friends, my tutor when needed, plus seeing my timetable and all of my course progression.”

“[I can] chat to friends privately, post pictures and literally do anything. It’s like Twitter, Facebook and Instagram all in one but based on college friends so I can get information from others on my course.”

 

What’s more, these apps can be directly linked to supporting students’ mental health, as this respondent summarised:

             
“I’ve used the app for contacting my tutor while struggling with mental health issues. Additionally, with the Coronavirus, it’s been a way to check up on the status [of my classes].”

 

  • Digital student wellbeing and support

As the previous point indicates, all FE colleges are anticipating an increased pressure on pastoral and welfare services and are busy preparing support for bereaved learners and those who have suffered illness. Colleges with older and adult learners are also conducting risk assessments around tiredness, travel and sensitivity to further infections.

Post-Brexit, pastoral teams can also expect an increase in the number of questions regarding right to study, student finance, and finding work. Keeping your college’s FAQs up to date and as detailed as possible will prove a welcome source of reassurance for both existing and potential international students.

Indeed, ensuring your Student Wellbeing services can be accessed digitally and students can find the support they need, when they need it 24/7 365, has never been more important – for student welfare, and for retention.

 

  • Digital insights

A typical student now has many ‘touch-points’ with their college – including library records, tutorial log-ins, and sessions spent accessing virtual course-ware. With more and more of these touch-points now becoming digital, the capability to monitor them is increasing daily. Using intelligent software to analyse these growing data sets, educators can identify students who are struggling – and even predict who is likely to drop-out – so that they can stage targeted ‘interventions’ in time to make a difference, rather than months downstream of the issue.

Once at risk of ‘drowning in data’, now colleges have the power to combine ‘learning analytics’ with predictive analytics, student service usage, business intelligence, and financial performance, in order to increase efficiencies and improve student engagement and success. 

Indeed, studying your data trends now could help shape the rest of your digital transformation journey as you re-imagine the Student Experience at your college.

 

Blueprint’s Jason Folkett concludes:

“An ‘end to end’ business intelligence approach enables colleges to plan and respond with agility in an informed and measured way… In our experience colleges with fully integrated business systems are best placed to respond to the challenges and opportunities that the future holds for the sector.” 

 

For more ways to ‘re-imagine’ the Student Experience and enable your business to respond to market changes with agility, take a look at Tribal’s FE Digital Intelligence Hub. There you can access video resources, sign up for live webinars on topics like enrolment, and access a wealth of resources to support your transition to a digital focus.