Do Skills Advisory Panels even make sense?

Will SAPs really be able to match local skills supply to employers’ needs, or is this just magical thinking, asks Ewart Keep

Sometimes a piece of policy is announced and then vanishes from view for a lengthy period. This often signifies that it is proving hard to design and deliver. A current case in point is the Skills Advisory Panels (SAPs) whose birth was heralded in the Conservative party manifesto in 2017.

The SAPs would, it was claimed, provide the mechanism to ensure that local skills supply was better matched with the needs of employers – a policy goal that we have been pursuing by one means or another for more than 35 years.

With the election out of the way, the Department for Education sat down and tried to work out what SAPs could do, how they could do it and how they might best be structured. The SAPs were extremely vaguely sketched in the manifesto, so this proved to be a major challenge, not least as the government had abolished the preceding infrastructure that aimed to help link supply and demand sector skills councils (SSCs) and the UK Commission for Employment and Skills (UKCES). One strand of thought was to have a single national SAP, but in the end this was abandoned.

Proposals are now, finally, emerging and there are questions as to whether they make any sense. Each Local Enterprise Partnership (LEP) and Mayoral Combined Authority (MCA) is to have a SAP. Each SAP will assess skill demand/need data, manage relationships in order to use the SAP analysis to create a common understanding and move skill priorities forward, and deliver priorities through influencing a more efficient allocation of resources. Sounds easy!

It is hard to identify things that currently do not exist

Three big problems loom. First, the survey data that is supposed to power the SAPs’ deliberations and planning, when broken down by sector or firm size at LEP level, will be weak, and data of any kind to answer some of the questions the SAPs have been set (particularly around firms’ training efforts) is simply unavailable at present.

Second, the SAPs are supposed to be shifting the pattern of provision without any real financial levers. Our marketplace for provision is highly centralised. The vast bulk of funding is controlled by DfE and the Education and Skills Funding Agency at national level and disbursed to providers without any mechanism for local involvement in decision-making. The MCAs will soon have what is left of the adult-education budget devolved to them, but this is a limited pot of money, and its ability to leverage fundamental changes in the pattern of provision, particularly pre-19, is probably close to nil. Government plans talk about the SAPs “identifying levers”, but it is hard to identify things that currently do not exist.

The third problem is that the SAPs are intended to encourage local co-operation between providers. Given the absence of major funding powers to incentivise different behaviours, and given also the marketization of the different strands of provision (14-16, 16-18/19, apprenticeship levy and non-levy, loans funded +19, etc), it is profoundly unclear how this can be achieved. As recent issues of FE Week have illustrated in the starkest possible fashion, the “invisible hand” of contestability and quasi-markets is working its magic with providers in ways that DfE and the architects of marketization probably never dreamed of. The idea that elements of planning and cooperation can be superimposed on often fierce local competition across a range of providers looks like magical thinking.

In Scotland a broadly similar regime has been introduced, with regional skills assessments and sectoral investment plans producing demand forecasts at spatial and occupational levels, and these are then used to negotiate outcome agreements with both colleges and universities that aim to encourage institutions to flex supply to help meet demand.

The key difference is that the Scottish Funding Council negotiates the agreement with the college via a two-way, iterative process, and the agreement is in turn tied to releasing the block-grant funding that keeps the college in business – in other words, funding incentivises everyone to take the process seriously.

Colleges can give students a headstart over universities

With their close employer relationships, colleges have a major advantage over schools and universities, says Ronel Lehmann

For years there has been discussion around the growing skills gaps faced by UK industry. With Brexit looming, the worry about filling skilled jobs has intensified and many employers are urgently looking at ways to address the issue.

Fifty years ago, technical education suffered from snobbery. People began to view academic achievement as the main driver of success, and grammar schools became the institution of choice, ahead of technical schools and colleges.

Traditional polytechnics rebranded themselves as universities, with vocational learning taking a back seat and an academic focus taking priority. This supported the previous government’s target of getting 50 per cent of young people into higher education.

Yet it was an evidently flawed approach, as here we are in 2018 with the demand for skilled workers growing exponentially. Employers complain that graduates are not adequately prepared for the world of work – hardly surprising considering the lack of emphasis on careers throughout the entire school system.

Compounding this problem, further-education colleges, which tend to have a much sharper focus on skills and careers, are severely underfunded and not admired enough for the vital technical and vocational provision they offer.

Having been an employer for many years, in industries from finance to communications, I now help young people from a range of backgrounds to get into their chosen career. Many have armfuls of high-quality qualifications, perhaps from the best schools and universities, yet woefully lack the skills needed in a commercial environment.

Learner recruitment needs to be about promoting a route to a fulfilling career

Skills such as being able to shake someone’s hand and look them in the eye sound basic but, believe me, are often missing. Presenting information confidently to other people doesn’t come naturally to many and must be taught. Then there is workplace etiquette – being part of a team, getting to work on time and striving to do your very best. Again, these skills can be lacking if young people have never been taught them or set foot in a workplace.

With schools dropping vocational subjects to focus on academic qualifications, FE colleges have an unprecedented opportunity to fill the gap. In a tough financial climate, every college should capitalise on their strong links with employers and get students into the workplace wherever possible.

Most schools could never offer the many vocational options available at colleges – which often come with industry-standard facilities and expert tutors. College recruitment needs to be about promoting a route to a fulfilling career.

Ofsted chief inspector Amanda Spielman didn’t make herself popular when she said this at the Association of Colleges conference this week, and AoC chief executive David Hughes made a valid retort that universities seem to ignore the ratio of course places to employment prospects. The purpose of education is an important debate – is it valuable in itself or only as a route to a career? –  but the larger point is that informed choice for students is vital.

Curriculums should be developed in partnership with employers – a luxury unavailable to schools and something many universities feel they don’t need to do.

In reality, many employers have never visited an FE college and are unlikely to knock at the door of an unfamiliar environment, asking to get involved. We employers moan about the lack of skills, but rarely do we proactively approach colleges and work with them to fix the situation.

I would urge colleges to invite local businesses in and tell them clearly how they can support you and inspire your students. It’s a win-win situation. Employers will quickly see the advantages of driving curriculum development and helping to nurture young talent.

I regularly see young people leaving school or university who have had no guidance about careers throughout their entire educational journey. This is a disaster.

Students progressing from college into higher education or work may well have a clearer idea where their careers are heading and a more specialist set of skills – a real asset in securing fulfilling employment.

Colleges are and should be the first choice for many learners. They should be better valued and more widely recognised for their ability to help address the skills crisis facing our economy.

College staff survey 2018: six things we learned

The Department for Education published its first ever college staff survey earlier this week, giving a comprehensive insight into working in the FE sector.

It’s based on surveys from 140 college principals and 9,603 teachers and leaders, and 117 staff return questionnaires, and covers a wide range of topics including pay, the best and most challenging aspects of working in colleges, and recruitment and retention.

The survey, carried out earlier this year, is part of a wider programme of research by the DfE to “provider a richer evidence base for the FE sector” to help the department to develop better and more supportive policy for the sector – particularly on light of the upcoming introduction of T-levels.

Here are six things we learned from the survey:

Numbers, numbers, numbers

Based on the data from the completed surveys they received, researchers estimated there around 66,970 teachers and leaders working in general FE and specialist colleges.

Of these, 58,980 – or 88 per cent – are teaching staff, while the remainder are leaders: principals, governors, heads of faculty or subject, and other senior leaders.

At the time of the survey there were 199 college principals, and an estimated 2,900 college governors.

College teachers earn less than school teachers

More than a third – or 35 per cent – of college teachers were paid less than £20,000, while a further 31 per cent earned between £20,000 and £29,999.

That means 66 per cent of teaching staff in colleges were earning less than £30,000.

The researchers point out that direct comparisons between FE and school teachers’ incomes “are not straightforward” due to different levels of teaching hours and proportions of full and part-time staff.

Nonetheless, DfE school workforce statistics show that more than 70 per cent of classroom teachers in state-funded schools earn more than £30,000.

“This suggests college teachers are paid significantly less on average,” the survey says.

Challenges: workload, funding and government policy

One thing that FE teachers do have in common with their school counterparts is citing workload as their biggest challenge.

A total of 48 per cent of teachers said workload was the main difficulty of working in FE – making it the most commonly cited challenge.

However, they raised a wide range of difficulties and challenges, which researchers said highlighted the “complex and varied roles of teachers in FE colleges”.

The most common challenge for leaders was lack of funding or resources – highlighted by 62 per cent – while a further 22 per cent said that constant policy changes by government was a frustration.

It’s all about the learners

Nearly all teachers (90 per cent) said that working with learners was the best part of working in FE.

Around 40 per cent said that learner progression – or learners making general progress in the skills and knowledge – was the best part of working in the sector, while 30 per cent cited learner achievement – or learners gaining qualifications and skills.

Other learner-related benefits included “supporting learners who have previously not achieved” and “making a positive difference to learners”.

The teachers aren’t happy

Just 41 per cent of FE teachers said they were satisfied with the opportunities to develop their career in FE.

Teachers of standalone numeracy/ adult maths skills were unhappiest about opportunities to develop their career, with 39 per cent saying they were dissatisfied.

“This is particularly pertinent, as maths teachers are one of the most difficult groups to recruit”, the report said.

At the same time, 42 per cent of teachers said they were likely to leave the FE sector in the next 12 months.

This rose to 47 per cent in digital/ IT – one of the first three T-level pathways to be introduced in 2020.

Construction is a challenge

Another of the first T-level subjects, construction, is shown to be particularly challenging for colleges to recruit and retain staff in.

The survey revealed that construction, along with engineering and manufacturing, had some of the highest volumes of teaching staff and teaching hours of all vocational subjects – which the researchers said “may be creating pressures in these areas” given the recruitment and retention issues in these areas.

Construction had the highest number of reported vacancies, at 260, as well as the joint highest vacancy rate, at five per cent – and 54 per cent of principals said that construction was the most difficult subject to recruit for.

Meanwhile, 22 per cent of construction teachers said they were ‘very likely’ to leave the sector in the next year.

 

WEA Awards recognise inspirational lifelong learners and tutors

A former boxer who overcame alcohol and substance abuse to get back into the ring as a coach has been crowned outstanding student of the year by the Workers’ Educational Association.

Now in their sixth year, the awards celebrate the people – including learners, tutors and WEA staff – who have transformed their own lives and the lives of those around them through lifelong learning.

These include ex-professional fighter Kevin McCann, from Liverpool, who managed to turn his life around after taking part in the WEA’s Endurance programme specifically for people with addiction problems.

As a result he’s been able to reconnect with his boxing past and is now both a coach and a judge, and he’s also a mentor on the Endurance programme, helping other former addicts.

The judges chose Kevin as the winner because of his “incredible achievements”.

“His story is a powerful example of how one small step into education can lead to a whole world of new opportunities,” they said.

“Kevin has used learning to enhance his life, and he is inspiring others to follow in his footsteps, and for this his award is richly deserved.”

Ruth Spellman, the WEA’s chief executive, offered her “heartfelt congratulations” to Kevin and all the other award-winners and nominees, and said they were “an inspiration to us all”.

“The WEA Awards event is our way of recognising the impact of adult education,” she said.

“Every winner has demonstrated this impact, and it’s our privilege to celebrate their success.”

Other winners include a group of six Syrian refugees who won the award for outstanding student group.

The six men arrived in the UK with their families, unable to speak, read or write English, but thanks to a WEA pre-English for speakers of other languages course, run in partnership with JobCentre Plus, they were able to improve their language skills and gain confidence to support themselves and their families.

The judges said “their story really highlights the power of education and the difference it can make especially to those facing hardship”.

Language barriers were the start of another award-winner’s journey through learning.

Tulay Cenik Akfirat won the Olive Cordell foundation student award, which honours those who have demonstrated indefatigable self-motivation and hard work.

Originally from Turkey, she came to the UK unable to speak English – but her efforts to learn were stymied by her immigration status.

Nevertheless she persisted, thanks to the WEA, and Tulay is now a Turkish-language teacher, as well as a language adviser for Ofqual and an examiner for the International Baccalaureate.

The Olive Cordell foundation tutor award went to Maria Crimmins, who teaches ESOL for the WEA in Bradford.

Other award winners include New Routes Integration, a grassroots organisation supporting refugees and asylum-seekers, which won the social impact award.

Sharon “Ronnie” Stuart was named outstanding volunteer of the year, for her work with the WEA’s north east region’s history and heritage branch, while Vivien Vernede, who teaches the schools and parenting pathway in Oxford, won the outstanding tutor award.

WEA Reading branch won the impact in your local community award, while the Enfield Town Schools Partnership was crowned outstanding regional partner.

The outstanding staff member/team award was shared between two WEA education co-ordinators – Ross Weatherby, in Aberdeen, and Deborah Walsh, in the East Midlands.

A number of regional winners also received awards at the event, while stage and screenwriter Jimmy McGovern and Baroness McGregor-Smith CBE were both named fellows of the WEA for their commitment to the WEA’s ethos.

[Photo caption: National and regional award winners celebrate at this year’s WEA Awards in London]

Why should colleges prioritise digital technology?

Using tech effectively throughout your college is about creating equal opportunities for all learners, explains Deborah Millar

Our job is to prepare students for their future. If we don’t teach them to use digital technology, we’re not preparing them for the real world of business and industry.

Two of the three colleges I’ve worked at have embraced technology, allowing every learner to access the content in their preferred way. But not all colleges do this successfully.

So why should colleges prioritise tech?

1. Learners are different

When 17% of learners in further education and skills provision have a disclosed special educational need or disability, it’s not good enough not to be making the most of the inclusive learning technology that’s available.

I’ve seen the difference with my own eyes, as students with disabilities become just another learner in the room.

Take one student – let’s call her Laura. She’s a fantastic performing arts student but she’d always been dependent on other people reading out her lines to her in order to learn them, due to her dyslexia. Who wants to be singled out for having to carry around different-coloured handouts, or large-text versions of scripts? Since she has had access to the Immersive Reader tool, all that has changed. The tool can shade out all the lines except the one you’re reading, break the text into syllables, add coloured filters, make fonts easier to read or simply read out the text to you.

Students with disabilities become just another learner in the room

2. Life gets in the way

Teachers who are using tech well are creating equal opportunities for all learners to access the material, from anywhere. Students might get ill, they might be parents, they might have to hold down a job. Life sometimes gets in the way, but that doesn’t mean they aren’t willing to learn.

A student who had a two-hour bus journey saw her approach to learning revolutionised when we showed her how to access it online.

In fact, in FE, it’s our job to provide an opportunity for learning at a student’s preferred time. If they need to learn at 3am, what’s that to us?

3. It allows teachers to use their time wisely

Teachers are an expensive resource – but videos can be watched online without them. If the teacher has done their job correctly, they will have made sure the knowledge is already in the learners’ minds before they come to class, which then becomes a time to deepen understanding and correct misperceptions.

When used well, tech also allows teachers to differentiate in a classroom with a huge range of abilities.

4. It extends learning beyond the classroom

If the homework is to find a hair-colouring disaster, students can share their examples in real time via OneNote or Pinterest. The teacher can weigh in and ask, “How would you correct this?” and other students can chip in with ideas.

In a context where hours have been drastically cut over the years, tech enables you to extend the collaborative learning beyond the classroom.

5. It transcends geography

Tweet-meets are just one example of connecting students with employers. In my class, an ex-student working at a design studio would give my students a virtual tour. Students would then prepare questions to tweet – and share their work and get feedback.

Just recently, one of our staff members took a course on using Skype in the classroom. The next thing I heard, she’d arranged for a series of childcare specialists from all over the world to deliver presentations to her students.

And last week, one of our animal care teachers Skyped Lisbon zoo for a tour of their rare animals.

In short, tech removes barriers to learning – whether they are geographic, financial or related to a disability.

Of course, we need to make sure people are educated about the difference between screen time that educates and screen time that’s a waste of time. But this will only happen with greater understanding of the learning technology that’s out there. Teachers and managers in FE – and Ofsted inspectors – need to push themselves out of their comfort zone and become learners again. Only then will they begin to truly appreciate how to use tech well, and what a boon it can be for learning.

Revealed: The ‘scary’ mess left by principal that jumped ship

Significant senior staff vacancies and non-existent strategic and financial plans are just some of the issues facing a cash-strapped London college which was left in tatters by its old leader, its new principal has revealed.

Karen Redhead lifted the lid on the difficulties at Ealing, Hammersmith and West London College during a hot-topic panel session with FE Commissioner Richard Atkins, Association of Colleges boss David Hughes, Ofsted deputy director for FE Paul Joyce, and the ESFA’s director for FE Peter Mucklow, at the AoC conference yesterday.

She took over from Garry Phillips as principal in September, who jumped ship in the summer before the college’s financial mess could be revealed by Mr Atkins in October. Mr Phillips stood down from his new role at City College Plymouth last week following union and staff backlash.

Garry Phillips, who left West London College in July 2018

Ms Redhead told delegates in the session that she doesn’t “like an easy life” and does like to “take on challenges”, and the job at EHWLC “has not let me down”.

“I could see the college was about to run out of money in early October and I was only five minutes into the job at the time so an urgent priority was to apply for exceptional financial support and that could meet our ongoing obligations, the main one being the payroll,” she explained.

“I still am carrying a load of vacancies at the college, including chair, vice chair, clerk, deputy principal for curriculum and quality, director for finances and resources, director of management information system, and the director of human resources is due to leave next month.

“That should give you a little bit of an idea about what I’m working with.”

She said that added to this, the college has “no strategic plan, no curriculum plan to speak of, no workforce plan or financial plan that was not fit for purpose, or estates strategy despite having multiple and complex projects on the go and no risk register has been produced since 2016.

“By way of context you will realise the scale of the issue”.

Mr Atkins’ visit in August was prompted by EHWLC’s precarious financial position which has now left it dependent on government bailouts for its survival.

According to the college’s published accounts, it went from a £5.7 million surplus in 2015/16, to an £8 million deficit in 2016/17.

Ms Redhead said it will take two years for the college to achieve a breakeven position, which is “scary, we can’t hang about”.

The new principal explained that due to the “extent of our financial issues”, there are currently three agencies “that have us in intervention”. These include the ESFA, the Transactions Unit which administers bailouts, and the FE Commissioner’s team.

“My experience is that the three agencies are trying really hard to work effectively together in order to streamline intervention and also attempt to minimise any duplication of demands on the college,” Ms Redhead said.

“It has been simultaneously supportive and burdensome.”

However, due to the college being in receipt to exceptional financial support, the “hoops we’re having to jump through are considerable and they present in my view probably the biggest barrier to the colleges rapid recovery”, the new principal added.

By way of context you will realise the scale of the issue

“We’re constantly being asked by the agencies to supply things that would be readily available in a college that was in better shape, but I’ve already mentioned some of the strategies and policies that we’re lacking.

“Our management information is significantly under developed so I’m having to do a lot of retrospective shoring up, whilst also trying to propel a college forward.”

Ms Redhead went on to explain that the college has just undergone its first stocktake visit, which was “thorough, challenging and purposeful”.

“It genuinely gave me access to what felt like a combination of high quality coaching and mentoring which is just what we need at the moment,” she said.

“We’ve worked very hard as a college over the last few months and stocktake visit feedback noted that an overwhelming amount of work has taken place in the first few months but I do know we’re off on a long journey.”

She concluded that it is a “lonely job” at the top of a college, and there are some “major financial challenges and tough decisions ahead”.

Ms Redhead said she has worked in FE for 28 years. Before joining EHWLC she was the principal at Derwentside College.

Picture: From left: FE Commissioner Richard Atkins, EHWLC new principal Karen Redhead, Association of Colleges boss David Hughes, Ofsted deputy director for FE Paul Joyce, and the ESFA’s director for FE Peter Mucklow

Public sector apprenticeship target: 1.4 per cent progress so far

Overall progress towards the public sector apprenticeship target stands at 1.4 per cent so far, according to statistics published by the Department for Education this morning.

The target, which came into effect last April, obliges public sector organisations to make sure that new apprentices make up at least 2.3 per cent of their overall workforce numbers on average over the next four years.

According to today’s figures there were 45,314 new apprenticeship starts in 2017/18 across the whole of the public sector.

That represents 1.4 per cent out of a total workforce of 3,207,619 at the start of the year.

Within that overall figure there are some huge variations: the armed forces smashed the target with new apprenticeship starts representing 9.1 per cent of their total number of employees over the year.

They had 13,475 apprenticeship starts, out of a total workforce of 147,465.

At the opposite end of the spectrum, police forces’ apprenticeship recruitment rate stood at just 0.2 per cent.

They took on just 375 apprentices over the year, out of a total workforce of 160,060.

A further two areas of the public sector recruited below 1 per cent – with both the fire authority and local government reporting progress of 0.9 per cent towards the target.

The NHS was one of the better performing public sector organisations, despite the number of apprentices it recruited over the past two years dropping by a third.

It had 13,800 apprenticeship starts in 2017/18, which represented 1.2 per cent of a total headcount of 1,194, 614.

Skills minister Anne Milton said she was “very pleased” to see the rising number of apprenticeship starts in the public sector.

“I am particularly pleased to see that vital services like the NHS are doing well, and along with the Royal Navy are leading the way,” she said.

“I visited Leeds Teaching Hospital recently where I saw first-hand how apprenticeships have changed people’s lives and are helping to make sure the NHS can continue to get the skilled nurses they need.

“I want to see other public sector employers rising to the challenge so that more people can get the skills they need to get a good job and rewarding career.”

Jonathan Mitchell, who oversees the development of new apprenticeships at the Institute for Apprenticeships, said it was “delighted” to see the “significant progress” towards the public target.

“It is encouraging to see that the armed services are leading the way. We have been working closely with them and also the NHS to help boost their use of new apprenticeships,” he said.

As previously reported by FE Week, progress by the civil service towards the target stands at 1.3 per cent overall – although apprenticeship starts made up less than one per cent of the workforce in seven government departments.

Mark Dawe, boss of the Association of Employment and Learning Providers, said that rules around off-the-job training were likely to be hitting public sector apprenticeship take-up and reiterated his demand for greater flexibility in implementing the rule.

“We constantly hear from public sector employers that the 20 per cent rule is posing them real challenges, especially in terms of staff backfill to enable releases to happen,” he said.

All public-sector organisations in England with 250 or more employees must have reported progress towards the apprenticeship target by September this year.

It’s an average target across the years 2017/18 to 2020/21 to “give flexibility to organisations to manage peaks and troughs in recruitment”, according to DfE guidance.

Careers and Enterprise Company blasted over £200k conference spend

The Careers and Enterprise Company has been blasted for spending more than £200,000 on two conferences after MPs demanded to know why private sponsorship for such events was not sought instead.

The organisation, which was grilled by the education select committee in May over its spending, had a second hearing with MPs this morning, with questions covering staff salaries and cost of events.

MPs heard the company’s ‘Joining the Dots’ conference cost £158,000 – or £200 per person – with another conference, held at the children’s activity centre KidZania, costing nearly £50,000.

CEC, which has so far received £40 million in public money to support careers guidance in schools and college, was also given short shrift by MPs about a new survey tool it claims is measuring impact.

Robert Halfon, chair of the education select committee, led the questioning of chief executive Claudia Harris and chair Christine Hodgson.

After revealing the ‘Joining the Dots’ conference spend, Halfon said: “Is that money that could go on the frontline? How can that be justified?”

Ms Harris said an annual conference helps schools and colleges work together and understand good careers guidance.

But Mr Halfon said other similar organisations get private companies to sponsor such events so taxpayers’ money is not used, to which she replied the idea was “a good opportunity for us.” Hodgson added there would be no annual conference in 2019.

Mr Halfon pointed out another conference was held at KidZania for £46,000. Ms Harris and Ms Hodgson appeared initially stumped, with Ms Hodgson saying she thought KidZania had helped to support the event.

But then Ms Harris said: “2,000 business volunteers give us a day a month for free. […] That is what we did in return, to offer a learning event.”

“It’s how we ensure quality, by providing those events,” she added.

Ms Harris said the conference budget was “probably around” £150,000 to £200,000 a year, prompting Halfon to point out those two conferences mentioned were already more than that put together.

He asked Ms Harris: “Do you not understand there are massive public sector constraints […] people could rightly say, ‘why is this money not being spent on the front line?”

It comes after the commons youth select committee has said Ofsted should inspect provision funded by the CEC to check on its impact – an idea which Halfon floated again during the hearing today.

Members of the committee, including Trudy Harrison, MP for Copeland, queried why more quantitative data – such as NEET figures – was not being collected by the CEC.

Ms Harris responded that as more than the current 3,000 secondary schools and colleges become involved in CEC-funded initiatives, such data could be increasingly collected.

But she also pointed out a “lag” in government destinations data, which means that the most recent figures available pre-date the CEC’s involvement with schools and college.

Mr Halfon added that “surveys are not enough” to demonstrate the organisation’s impact.

Finally, Lucy Powell, MP for Manchester Central, took aim at the high senior staff salaries at the CEC. According to Ms Hodgson, she as chair is pro-bono at the organisation while Ms Harris is on £135,000.

Ms Harris said she asked for a £50,000 reduction in the salary when she was initially offered the role, implying it was originally offered at £185,000.

Ms Powell also queried why a deputy chief executive role was advertised at £117,000. Harris said the organisation was expanding rapidly as the government has announced more careers hubs and needed more senior staff leadership.

In May the CEC was heavily criticised for spending almost £1 million on research and not on frontline guidance for learners.

College group boss gives up bonus in ‘landmark’ pay deal

The new boss of a London college group has given up his annual bonus as part of a “landmark” pay deal, the University and College Union has announced today.

Staff at the three colleges that make up Capital City College Group – City and Islington College, Westminster Kingsway College, and the College of Haringey, Enfield and North east London – will receive up to a five per cent pay rise this year.

Staff on the lowest wages will receive the full pay rise, while senior management will see a three per cent increase – while the most highly-paid executive staff won’t receive any increase.

At the same time the group’s new chief executive, Roy O’Shaughnessy (pictured above), who took over from former boss Andy Wilson earlier this term, has agreed to waive his right to an annual bonus.

“This landmark pay increase, agreed at one of the largest college groups in England, sets the bar for others when it comes to the pay and conditions of staff,” said Matt Waddup, the UCU’s head of policy and campaigns.

“Too often colleges hide behind low levels of government investment to avoid giving their staff a fair pay deal,” he said.

“It’s widely accepted that the further education sector has been under-funded for many years – resulting in a situation where staff have been under-paid too,” said CCCG chair Alastair da Costa.

“We want to do something about this and we are fortunate that as a group with some financial strength, we are in a position to do so,” he said.

Mr da Costa said the group was “happy” to be able to start to close the gap between executives’ pay and that of their staff “by adjusting our pay award so that lower-paid staff get a proportionately larger raise than their higher-paid colleagues”.

The UCU said the deal is worth around £140 a month extra for staff, and will be backdated to September in their December pay packets.

Staff earning less that £55,000 will receive a five per cent rise, while part-time staff – including hourly paid – will get their rise pro-rata.

Those earning between £55,000 and £76,000 will receive the smaller three per cent rise, while those earning more than £76,000 won’t receive any pay rise.

Shadow chancellor John McDonnell offered his congratulations to UCU members at the college for securing a “brilliant victory”.

“Congratulations to the governing body in agreeing this bold and progressive step forward and I hope this signals a change in direction that the whole sector can follow.”

The news comes a day after it was announced that staff at six colleges across the country will walk out for two days next week in the first wave of action over this year’s pay award.

At the same time ballots will open on possible future action over pay at a further 26 colleges.

College staff are unhappy about proposals put forward by the Association of Colleges, which represents college leadership, over pay for 2018/19.

They were left bitterly disappointed in July when the AoC said it was unable to recommend a salary increase of five per cent, and was instead only able to propose a “substantial pay package” over two years dependent on government funding.