GE2019: Simplify the sector and put colleges at the heart of communities

What would you tell the leaders of the major political parties about needed policy changes in further education? The Collab Group has a few answers, says Shelagh Legrave  

Recent government industrial strategies have identified skills as a key driver to improve productivity in the UK. Low-skilled workers, according to the OECD, place the country in the third quartile of nations, well behind major industrial nations. 

FE colleges are central to the development of technical, professional and academic skills. More than 70 per cent of young people study at a college before progressing into apprenticeships, university or employment.

Yet according to the Association of Colleges there has been a 30 per cent real-terms cut in the funding for post-16 education since 2010.  The number of adults taking training has dropped from 46 per cent in 2001 to 37 per cent in 2019.  At the same time there are significant skills shortages in key industries, particularly related to science, technology, engineering and maths (STEM).

Dr Philip Augar, commissioned by the government last year to look at post-18 education, identified that £8 billion was spent on 1.2 million undergraduates each year while only £2.2 billion was set aside to fund 2.2 million adults to upskill and retrain.

Any future government should invest significantly in post-16 education. It would see a return in terms of productivity through allowing anyone, whatever age, to achieve their first level 3 qualification free. It should also incentivise those who want to achieve a level 4 and 5 higher national diploma or certificate, and start addressing the skills gap that is limiting business growth.

The apprentice system is over-complicated and challenging

The FE funding system is incredibly complicated and expensive to oversee.  A future government should simplify the system, releasing more funding for frontline educational delivery.

Skills in literacy and numeracy are clearly vital for all employees. In many areas of the country fewer than 50 per cent of children achieve English and maths at grade 4 (previously grade C) at GCSE.  Since 2015 FE colleges have been required to ensure all young people without these qualifications retake them until they get the right grade. Huge numbers are now being retaught English and maths, but with no additional funding to cover the cost.  A future government should both review the policy on retaking these GCSEs and fund the cost of delivery.

As Collab Group has said in its statement this week on apprenticeships, the apprentice system is over-complicated and challenging for employers and providers. The apprentice levy has encouraged some businesses to take on apprentices, but more should be encouraged to use their levy rather than treat it as a tax. There are so many opportunities for apprentices to progress through to a higher apprenticeship and then a degree.  However, there needs to be better initial advice and guidance in schools to encourage young people to pursue this route into employment.

The investment in skills can be a gamechanger for the economy if properly funded.  Colleges are at the heart of their local communities, delivering high-quality professional, technical and academic qualifications for young people and adults – although Brexit threatens staff numbers at all levels.

Our new government should recognise what we have created in colleges and unleash the sector’s power. Doing more with less has perhaps driven rationalisation, but if the age of austerity is truly over, as both of the main parties seem to be saying, then new spending in further education will be crucial to improve social mobility and close the opportunity gap.  

But money alone will not be enough. The sector needs a strong vision to tie together all the disparate threads of policy, to simplify funding and regulation, and to bring all stakeholders together with a common purpose. We need to articulate a vision of further education that places colleges at the heart of communities, our economy and society—to do so will require a unified response.

This piece is part of a series of Collab Group election 2019 opinion pieces

 

First ‘outstanding’ Ofsted rating for FE college under new framework

The first college to receive a grade one rating under Ofsted’s new inspection framework is Newcastle and Stafford Colleges Group.

Inspectors graded the college ‘outstanding’ across the board, in a glowing report published this morning.

Principal Karen Dobson (pictured) said while the inspection was “intense”, getting the top grade was “absolutely brilliant” and a testament to the “hard work, talent and total commitment of our staff team”.

She paid tribute to the students, apprentices, governors and employer partners, without whom “we wouldn’t have been able to achieve this result”.

This is the first full inspection of the group since it was formed from a merger of Newcastle College and Stafford College in 2016. The latter was rated as ‘inadequate’ at its previous inspection in February 2016.

Dobson said that at the point of merger between Newcastle-under-Lyme College and Stafford College, their ambition was to make NSCG “one of the top colleges in the country and ultimately a great place to study and work”.

And she looks to have succeeded after Ofsted found leaders and managers have integrated the two campuses “rapidly” and set high expectations for both staff and learners.

Plaudits have already been coming in for the college, with the Sixth Form Colleges Association chief executive Bill Watkin saying: “To secure this judgement under an exacting new framework, and only three years on from a merger, makes its success even more remarkable.”

The report itself records NSCG’s 6,808 learners “thrive in a positive, stimulating and safe learning environment”, while also noting they enjoy their time at college very much.

And inspectors were particularly impressed by the clear, supportive and challenging direction by senior leaders at NSCG, which meant staff feel highly motivated and able to deliver an outstanding learning experience.

Teachers and trainers design a curriculum so learners and apprentices develop the specific knowledge and skills employers demand.

“For example, during a real-life project, care learners gained a deep empathy and appreciation for their clients’ needs when trying on a body suit to replicate the experience of a pregnant woman and an elderly person,” the report said.

Governors, through close scrutiny of the college’s work and the provision by 11 subcontractors, “have a clear understanding of its strengths and weaknesses and provide very effective support to leaders”.

There is “high-quality” and “unbiased” careers information, advice and guidance on offer to learners and apprentices throughout their time at college, which allows them to make informed choices about their course and future career options.

Ofsted also found there was a strong culture of safeguarding at the college, where vulnerable learners are identified quickly and ensure they are supported from harm and can continue their studies.

Newcastle and Stafford Colleges Group is the first general FE college to receive a grade one in two years – the last was Fareham College in November 2017.

This latest positive result for the college sector comes after FE Week analysis, published last month, revealed 78 per cent of general FE colleges are now rated either ‘good’ or ‘outstanding’ – a record high.

And while this is the first grade one under the new framework, several other colleges such as Tyne Coast and Bedford have already earned a grade two since the inspectorate changed reports in September.

Teacher warned learners of ‘terror’ attack in latest college hack

A Manchester sixth form college has become the sector’s latest cyber-attack victim, after criminals hacked a teacher’s email to say it would be attacked by Israel.

This was included in a series of messages to learners at Loreto College received late last night and early this morning, according to the Manchester Evening News.

The hackers wrote the college would be closed today due to a gas leak and later followed that up with an email claiming Adolf Hitler would be visiting.

The email read: “Hi students, in the upcoming week we will be receiving a visit from the man himself, Hitler.

“This is why we emailed as a gas leak, as we are unsure of his mental status, as a precaution. Please bring a gas mask in, just in case he tried anything dodgy, thank you. Sincerely, Blue Power Ranger.”

Another message said because of a visit to the college from Palestinian representatives, Israel had designated the Roman Catholic institution “part of a terrorist premises” and “an attack is imminent”.

The college has since released a statement saying: “The college is aware that overnight, emails have been sent to students from a currently unknown source.

“We are working with the police and college network team to identify the source and address the situation.

“We apologise for any distress or upset this may have caused. Please be reassured that we are taking this situation very seriously. College is open as normal.”

Greater Manchester Police has been contacted for comment.

This is the latest in a string of cyber-crimes committed against colleges: In September, criminals accessed the details of students and staff of Swindon College; which led to the college’s website and phone going offline.

That same month, South Staffordshire College’s IT system was successfully targeted by an “ethical hacker” who sent out internal emails which had allegedly been doctored to include a racist word.

Fraudsters hacked into the email of Lakes College principal Chris Nattress to try and trick people into transferring money, in what is known as a phishing scam.

The problem became so bad the ESFA put out cybercrime advice in August telling providers to employ firewalls, data back-ups and to train staff in verifying email senders to protect themselves against cyber-attacks.

A member of the National Cyber Security Centre wrote in FE Week that “devastating” cybercrimes could be rendered less likely to succeed if providers lead from the top, support technical teams, and test their preparedness for a cyber incident.

Conservatives pledge £1.8bn capital investment for FE colleges

The Conservatives have announced plans to put £1.8 billion into capital investment for further education colleges.

In a speech in Coventry, party leader Boris Johnson said the rebuild programme would be part of a “skills revolution” and be introduced over a five-year period.

“Colleges are a vital part of our education system, it’s not just about university, it’s about giving kids across our country the skills they need,” he added.

A spokesperson from the Conservative Party said the “huge investment programme will make sure the entire further education college estate is at least Category B (‘good’) condition”.

They added that colleges will have to match the funding with 21 per cent – so for every £1 invested by the government, “we are expecting an average 21p college contribution”.

“FE colleges will have to work up robust plans to make sure the money is spent wisely,” the spokesperson said.

The commitment comes after Philip Augar recommended in his post-18 education review that colleges should be given a £1 billion capital investment over the coming spending review period.

Johnson, during his campaign for the Conservative leadership, promised to “do more to fund our amazing FE colleges”.

And once he became Prime Minister, he said it was “vital” the government invests “now” in further education and skills, and he promised to make this a “priority”.

Chief executive of the Association of Colleges, David Hughes, said: “He was clear on his first day in office as Prime Minister that colleges are vital to our nation, and today he has backed that with a pledge to offer long overdue investment in their buildings and facilities.”

He added that this will come as “great news” for the 2.2 million people who study and train in colleges every year and “who deserve the best facilities”.

Johnson also pledged today to ensure that a new Shared Prosperity Fund will start in time to replace European Social Funding in 2021.

Hughes said he was “pleased” about this as the “EU funds have been effective in helping adults access the skills training they need to find work, and colleges have been central to delivering that”.

“A simpler, easy to access fund would be good news for colleges and for the adults they serve,” he added.

Stella suspended following FE Commissioner intervention

A principal at the centre of a college expenses scandal has been suspended, FE Week can reveal.

Stella Mbubaegbu is no longer running Highbury College following intervention from the FE Commissioner this week, who has now moved the college into “supervised college status”.

The college’s chair, Tim Mason, is also set to step down and be replaced by a National Leader of Governance.

The commissioner was sent into Highbury by Department for Education minister Lord Agnew after FE Week revealed the principal claimed £150,000 expenses in four years.

The spending included numerous first class flights, five-star hotels, travel in luxury cars, a £350 bill – including a £45 lobster and nearly £100 on cocktails – at a Michelin star restaurant, and a £434 pair of designer headphones.

Mbubaegbu last month announced her intention to retire from Highbury in the summer next year.

A spokesperson was keen to stress that Mbubaegbu officially “remains chief executive and principal of Highbury College” but said it would be “inappropriate to comment on an individual’s status” when asked about her suspension.

In a separate statement, Mason said the commissioner has “indicated” that he will support the college to “strengthen our leadership and governance”.

He will be arranging for a National Governance Leader to chair the board “during this period of supervision”.

“I have agreed to step aside and I welcome this intervention for the good of the college, staff and students,” Mason added.

“I would like to reassure all staff that the FE Commissioner, the board and the college leadership team are committed to providing a stable environment for our students and staff. I would also like to take this opportunity to personally thank you for your continued support.”

Ofsted reveals National College surviving on bailouts has just 24 classroom students

A National College due to dissolve in the new year has just 24 classroom students – its first-ever Ofsted report has revealed.

National College for the Creative and Cultural Industries (NCCI) had previously told FE Week it was confident it could attract 450 learners this year, before last year having to take a £600,000 bailout from the Department for Education to stay afloat.

Now inspectors have rated the once vaunted flagship institution as grade three for its provision to the 24 learners and 81 apprentices.

A college spokesperson claimed “many more” apprentices were due to start in the coming weeks; while an intake of level 4 classroom-based learners is planned for later in the year. They did not say how large these intakes would be.

Ofsted’s report criticises NCCI’s leaders for “not ensuring all learning coaches have the skills and knowledge to coach apprentices to develop the skills they need”.

In fact, a significant minority of coaches “do not provide good quality learning”: they do not ensure apprentices know what they have done well and what they need to do to improve, or that employers know how to help their employees link theory with workplace learning.

Leaders have not ensured learners and apprentices can move on up to higher levels to further their career; so, learners on a level 4 professional diploma have no direct route to a relevant level 5 programme.

And while the report commends governors for their relevant expertise and for challenging the leadership well, inspectors wrote: “They do always ensure the actions undertaken improves the quality of apprenticeship provision quickly enough”.

However, Ofsted rated some areas of the college as ‘good’, including the quality of education, where leaders and managers make sure apprentices and learners “significantly improve” their technical skills and develop a good knowledge of health and safety in their workplaces.

Learners came in for particular praise, with inspectors noting they are “keen to learn and have a desire to produce work to their very best ability”.

NCCI interim principal Sue Dare said she was “pleased” Ofsted highlighted those areas NCCI “does really well: the development of good technical skills and knowledge for careers in the creative industries; excellent industry links and networking opportunities; and a strong focus on career progression in to the creative sector”.

But she recognised the inconsistencies identified by inspectors and said the college has established “more robust processes” to ensure these are addressed in the future.

The report is NCCI’s first and is likely its last, as it is planning to move away from teaching by dissolving in January and setting up as a limited company to license apprenticeship provision to Access Creative College and both classroom learning and the running of its production and rehearsal venue to South Essex College.

A final decision on the proposal is due to be taken by the college’s board in December with the decision being made public later than month.

On top of the £600,000 bailout, NCCI has also benefited from a £1.25 million working capital loan from the DfE; £745,000 of which was paid out during 2017-18, with the remaining £505,000 being drawn down in 2018-19.

NCCI had an income of £1.3 million overall in 2017/18.

Only one other National College has had an Ofsted report published: Ada National College for Digital Skills, which scored a grade two.

The National College for Advanced Transport and Infrastructure is listed on the website but has not had a report published.

The college is currently undergoing a rebrand from the National College for High Speed Rail, after it needed a £4.55 million bailout from the DfE to sign off its 2017/18 accounts.

The DfE, which has sunk £80 million into the colleges, launched an evaluation of the scheme late last year.

High-profile college leader to retire

The well-known leader of a high-profile college has announced his intention to retire after more than 11 years at the helm.

Lowell Williams (pictured), one of the government’s national leaders of further education, will step down from his role as chief executive of Dudley College of Technology in January to “follow new opportunities”.

He will be replaced by the college’s current principal, Neil Thomas.

Dudley College was rated ‘outstanding’ by Ofsted in March 2017 under Williams’ leadership, and secured government backing to create one of the first 12 Institutes of Technology earlier this year.

He will be retained as a strategic advisor to the college’s corporation through to Easter 2020, to help oversee the transition, and said today it has been “such a privilege to work here”.

“I will never forget my time at the college,” he added.

Williams told FE Week he is “not one for the golf course as such” and will continue his roles as chair of trustees of Dudley Academies Trust and chair of the Black Country Living Museum in retirement.

He will also be taking up a position as non-executive director of the Dudley Group NHS Foundation Trust, and may “continue doing collaborative work with the west midland colleges”.

The 57-year-old is an FE veteran having worked in the sector for over 30 years. Prior to joining Dudley, he was curriculum manager at Northampton College before becoming deputy principal of Stephenson College and then principal of South Leicestershire College.

He joined Dudley as its leader in 2008. His only notable hiccup came earlier this year when he apologised after an audit exposed data errors that resulted in more than £500,000 being paid back to the government.

He later called for all colleges to receive greater support in navigating the government’s increasingly complex and high-stake audit system.

Reflecting on his time in college leadership, Williams told FE Week: “When I first became a principal nearly 20 years ago there was the opportunity to learn on the job but you were not in nearly as heightened and pressurised environment that we’re in now.

“You had less complexity in an environment of more support. When things didn’t go right immediately you had a chance to develop into the role. The role for new principals now, particularly if they’re not experienced or don’t have support networks around them, is really quite difficult and dangerous.

“You now answer to so many people on so many fronts that it is becoming increasingly difficult for people to get everything right all the time.”

Asked what advice he would give to new college principals, Williams said: “My one overriding advice is don’t think you’ve got all the answers. Reach out to every single network you can for support.

“Don’t put yourself in isolation – it’s fine to talk to the college down the road, it’s fine to share your anxieties and problems.”

Following Williams’ departure, Dudley College said it will be appointing a chief operating officer to work alongside and deputise for Thomas, as well as a new vice principal.

“I am absolutely delighted the corporation has decided to appoint Neil as my successor,” Williams said.

“He is very definitely the right person for the job. I have every confidence that he will lead the college from strength to strength.”

He added: “The further education sector continues to be an extremely challenging arena in which to work, but Neil has proven over the years that he has the resilience, skills and ability to deliver successful outcomes for our learners.

“It’s great that a local Dudley boy gets the chance to run this amazing college and to serve his local community.”

Thomas said he was “delighted” to be taking up the reins at a college he has worked at for over 10 years and “which I love and feel so passionate about”.

GE2019: Learning escalators and skills wallets

Political parties are finally waking up to a crisis in the skills sector, writes Stephen Evans. Whichever way this election goes, there’s no putting that genie back in the bottle.

You wait years for a political party to say they’ll invest in lifelong learning and then, like the proverbial buses, two come along at once.

Labour has announced a £3.2 billion per year extra investment in a National Education Service in England, building on a report from their Lifelong Learning Commission (of which I was a member). This follows the Liberal Democrats proposing an annual £1.9 billion for new ‘skills wallets’, money in a virtual account that can be spent on accredited learning. (The announcement suggests this will be restricted to higher education, but I hope they’ll clarify soon that it is for learning at all levels.)

It’s great to see this commitment to invest in learning for adults. After a decade of cuts, our analysis shows we’re slipping further behind other countries, particularly for basic skills, level two and level three. The proportion of adults saying they are participating in learning is at its lowest in the 22-year history of Learning and Work Institute’s annual survey.

This is a crisis, and the many economic and social benefits of learning shows the cuts to England’s adult education budget to have been a false economy.

The Labour announcement focuses on entitlements to level three and above, but its commission talks about the importance of free access to learning at all levels. This must form part of Labour’s plans and I hope they will confirm this soon. Firstly, because it would be odd to have an entitlement for free level three learning and not for level two, given both have economic and social value. But secondly because many adults lack the vital foundations for future learning; nine million adults have low literacy or numeracy. Labour have described these proposals as being like an escalator of learning: you can’t get on an escalator of learning halfway up so this must be true a lifelong learning entitlement for learning at all levels.

You can’t get on an escalator of learning halfway up

Beyond headline entitlements and investment figures, there’s three things I think are important in the Labour commission.

The first is the idea that lifelong learning should be built into lots of different policy areas. We’ve shown the benefits of learning for health, wellbeing, social inclusion and so much more. I’m pleased the commission argues for other government departments to consider the role lifelong learning can play in their policies. Learning isn’t just something for the Department for Education.

The second is the focus on a collaborative system of delivery. We’ve got too many funding streams that are often short-term and with rigid eligibility criteria, meaning providers spend too much time having to ‘hide the wiring’. We need a joined up approach that allows providers to work together, with longer-term funding – allowing us to focus on the needs of people rather than trying to stitch together a patchwork quilt of short-term funding streams.

The third is a focus on supporting adults to learn. The cost of a course is only part of the overall cost. So the idea floated by Labour of paid time off to train for some employees and thinking about appropriate maintenance support are good ones. Likewise, the call for high quality careers advice that links with other services people access, such as trades union reps, can help make sure people are able to make informed choices about learning.

Of course there are big questions to answer, including who should be eligible for maintenance and how paid time off for training can work for employers. But the principle, of ensuring everyone has the support they need to learn, is important to translate entitlements to learning into a practical reality for people.

I’m pleased to see the political debate shift from how much to cut to how to invest. Election campaigns rarely have all the detailed answers, but there’s some good building blocks here and the main thing is the recognition that we need to invest in lifelong learning.

Does Corbyn’s ‘education escalator’ still include free adult learning?

Labour’s commitment to fully funding beginner and “second-chance” short adult education courses has been questioned, after the political party left it out of their lifelong learning announcements.

In a speech in Blackpool tomorrow, shadow education secretary Angela Rayner will commit to enabling any adult without an A-level or equivalent level 3 qualification to attend college and study for them for free.

She will also announce that a Labour government would scrap university tuition fees and give every adult a free entitlement to six years of study for qualifications at level 4 to 6, a return of maintenance grants for low income adults, and a right to paid time off for education and training.

“I see education like an escalator running alongside you throughout life”

The plans, which would cost an estimated £3.17 billion annually by 2023, are based on the headline recommendations from the final report of the party’s independent Lifelong Learning Commission.

A recommendation in the report but absent from tomorrow’s announcement is that adults should have a “right upon enrolment to lifetime access to beginner and taster content, free of charge, whether at institution or system level – with public universities, colleges and other reputable providers encouraged to work together to provide these opportunities”.

Labour told FE Week this recommendation, along with all others in the report, hasn’t been dropped. A spokesperson insisted the party is continuing to work on incorporating them into its National Education Service, which will provide “cradle-to-grave learning that is free at the point of use”.

But it is unclear whether the proposal will be a manifesto commitment in this year’s general election.

Sue Pember, former director of FE at the Department for Education and now director of policy at adult education network HOLEX, said she welcomes Labour’s commitment to lifelong learning and is “looking forward to reading their ideas on supporting the forgotten 30 per cent who have poor basic skills and no level 2 qualifications”.

Geoff Barton, general secretary of the Association of School and College Leaders, said Labour’s proposals “are ambitious and involve a significant increase in spending”.

“Given the scale of what Labour is proposing, it is unlikely that it would be able to achieve all these objectives immediately, and it needs to be clear about its priorities,” he added.

Currently, only those aged 19 to 23 have their first full level 2 and 3 qualification fully funded. Labour would bring back full funding, at all ages, for both levels, as was recommended by Philip Augar’s review of post-18 education and funding.

As previously announced, Labour would also bring back EMA for sixth form students.

The party said new research it plans to release tomorrow shows that the number of adults achieving qualification in basic skills has plummeted over the last decade.

In 2011 there were 633,000 adults achieving a qualification in either English, Maths or ESOL (English for Speakers of Other Languages) but this had fallen by 40 per cent to 418,500 in 2017/18.

And the number of adults currently learning is at its lowest point since 1996, as revealed by the Learning and Work Institute in September.

Labour said it is pledging to put vocational education on a par with university degrees and deliver a “radical expansion” of lifelong learning to make sure “no one is shut out of education.”

Taking inspiration from Robert Halfon’s “ladder of opportunity” phrase, Jeremy Corbyn, leader of the Labour Party, will say that he sees education “like an escalator running alongside you throughout life, that you can get on and off whenever you want”.

“That’s what Labour’s National Education Service will offer people – free education, as a right for all,” he will add.

“I’d rather give a break to the worker who wants to learn, than a tax break to the billionaire who wants for nothing. That’s the difference between Labour and the Conservatives.”

Labour has not said how it will fund these proposals, but the lifelong learning commission recommended the party should “review the effectiveness of the current corporation tax relief in leveraging skills investment, and consider how tax relief might be extended to smaller employers – for example through research and development tax credits”.