FE colleges are the ‘national infrastructure’ for technical education

Education secretary Damian Hinds delivered a speech about ending “snobbery” over technical education to businesses this morning. He’s written exclusively for FE Week about his plan to tackle the issue, which includes creating a “new generation” of higher technical qualifications

One year ago this government launched the first modern industrial strategy for boosting this country’s productivity; setting out how Britain would lead the AI revolution, invest in research and development and upgrade our key infrastructure.

As education secretary, I believe one of the most critical elements for delivering this strategy is a major upgrade to our nation’s skills. It’s right that we invest in machinery and cutting edge technology; but you still need people who are trained to use it and get the most from it. More importantly, everyone deserves a chance to develop the skills that can lead to higher paid and more satisfying work.

That’s why today I set out the next stage of our technical education revolution, which will see us offer all our young people a clear path to a skilled job.

Let me say first that for any of these reforms to succeed, further education colleges are a vital partner. I’m clear that colleges, as well as universities, will play a key part in delivering this government’s industrial strategy; colleges are our national infrastructure for technical education.

Frankly, as a nation, we’ve been technical education snobs

Young people doing A-levels and degrees have always had clear routes to a job. In contrast we’ve let down some on a technical or vocational route. Frankly, as a nation, we’ve been technical education snobs. The result is that around a quarter of all 16-year-olds are essentially churning around our education system; switching between course types, dropping back to lower-level learning, or repeating study at the same level.

Of course, there is a multitude of training courses available if you leave school at 16, but so much choice isn’t always beneficial if quality is variable – and there is limited guidance on the best one to take. That is why we are introducing 25 high-quality T-level courses. Through classroom learning and intensive industry placements, T-level students will develop the skills they need to step straight into a skilled job.

As part of the T-level action plan we have published, we are setting out further details on these courses; including a grading scheme that will see students who pass receive a grade of pass, merit or distinction.

We also announced the next wave of T-levels that will be offered in 2021. This will include a new health T-level; young people completing this qualification would be able to step into various roles including as a dental nurse. We’re also bringing in a new onsite construction T-level, which will train people for jobs including bricklayer, plasterer and site carpenter.

The industry placement will be a critical part of every T-level; with students able to put into practice what they’ve learnt. We have been piloting these placements with students and businesses over the last year with great results. In an evaluation report we are publishing today, nearly 90 per cent of students said they had developed technical skills relevant to their course during their placement.

All T-level students who complete their course will be ready to step straight into a skilled job but we recognise that some will also want to progress to further training that can take them to a higher skilled job. For example, the type of training that could help you step up from bricklayer to construction site supervisor or from dental nurse to dental hygiene therapist.

At the moment our colleges and universities don’t offer much training at this level, very few students do it and, unsurprisingly, employers are also less aware of it. The education sector would call this type of training ‘Level 4 and 5’ and I think that’s part of the problem; unless you’re in the know you won’t be familiar with it.

I’m determined to properly establish higher technical training in this country, so that it’s recognised and sought after by employers, young people and those looking to progress in their career alike.

We will therefore establish a system of employer-led national standards for higher technical education. This will help identify and recognise existing and new qualifications that meet the knowledge and skills needed by employers. These qualifications should be clearly badged and easy to recognise so employers will start looking for them on CVs and advertising for them when recruiting to jobs at this level.

I’m keen to break down false barriers between academic and technical routes

We also need to start making it clear to young people that university is not the only path to a great job. That is why we are changing our school and college performance tables by introducing a new measure that will recognise schools and colleges for getting young people on to great higher training courses and apprenticeships as well as university. No longer should schools and colleges feel that they must push students down one route only in order to be judged a success.

I’m also keen to see us break down some of the false barriers we’ve erected between academic and technical routes. If T-level students want to go to university to do relevant technical degrees they should be able to. That is why I’m pleased to announce that UCAS has agreed to give a T-level UCAS tariff points in line with 3 A-levels. This reflects the size and complexity of the qualification.

By working closely with colleges and employers, we can make sure that all our young people are ready for the jobs of today and tomorrow.

Flagship National Citizen Service under fire for £1m-a-year offices

The government’s flagship National Citizen Service trust has been slammed after its rent ballooned by more than ten-fold to over £1 million last year, following a move to new offices in west Kensington.

The trust, set up by former prime minister David Cameron (pictured) as part of his “Big Society” agenda in 2011, also missed more than half of its key performance indicators last year – despite receiving £181 million from the government, annual accounts reveal.

Last year the NCS, whose providers promote four-week activity programmes to schools and colleges, was criticised by MPs for lax spending controls and poor management.

That’s unbelievable. They could be based anywhere

Now Meg Hillier, chair of the public accounts committee, has slammed the trust, stating it “didn’t need to be based in such an expensive part of London”.

West Kensington is one of the most exclusive postcodes in London, where the average house price is £1.5 million. This is nearly 150 per cent above the £600,000 average house price in London, according to the Foxton’s estate agency.

The NCS was renting school premises in north Kensington for £103,000 in 2016-17, until the school needed them back, said a spokesperson.

Its rental costs shot up to £1.1 million, according to the accounts published last month, which the trust said was down to moving to “larger premises in west Kensington”. It also now leases an office in Exeter to directly manage the NCS south west programme. But the spokesperson didn’t reveal how much was spent on each site.

The trust needed to minimise attrition of staff “by choosing a location as close as possible to our previous office,” said the spokesperson. The premises were negotiated below market value and were bigger because more staff were employed, they added.

But Hillier said: “That’s unbelievable. They could be based anywhere.”

Meg Hillier

 

The programme was founded on a blueprint partly designed by Jon Yates, who is now special advisor to education secretary Damian Hinds. He headed The Challenge Network, one of NCS’s major providers, before joining the Department for Education this year.

Annual accounts for the year ending March 31 showed the trust missed five of the six targets under its first objective – to increase demand to fill places and improve retention of participants.

The target for filled places was missed by 1,821, with 98,808 places filled. Only 92 per cent of participants completed the programme – a percentage point below target – and 19 per cent of signed-up pupils didn’t participate in the programme – three percentage points below.

Overall, 12 out of 22 key performance indicators were missed, albeit by slim margins.

However, the NCS met its unit cost for the programme. Set at £1,773, it came in at £1,692.

Accounts showed the number of staff rose from 104 in 2017 to 183 in 2018. The number paid more than £60,000 also rose from 18 to 48.

Kate Wood, the chief people officer, was the top-earner, being paid in the £140-145,000 bracket.

MP James Frith, who sits on the education select committee, called for greater scrutiny of its spending on staff and premises given the failure to meet participation KPIs, and in light of the fact other youth provision is being “gutted”.

An NCS spokesperson added that while they “were disappointed to narrowly miss certain targets, we were pleased to have met many including ethnic mix and special educational needs and the impact NCS has on social mobility”.

DfE pauses publication of monthly apprenticeship starts

The Department for Education has yet to reveal how many people have started apprenticeships in 2018/19 – even though it had been publishing monthly updates until now.

Provisional figures for the final month of 2017/18 were published in October, and numbers for August – the first month of 2018/19 – were expected alongside today’s final year figures.

However, today’s release only included the number of commitments made through the apprenticeship service, which only covers levy-paying employers.

“The first apprenticeship starts figures covering the 2018/19 academic year will be reported in January 2019,” the commentary alongside today’s figures said.

The next release, expected later this month, will also only cover apprenticeship service commitments – meaning that two months’ worth of figures will delayed by the time they’re published in January.

The DfE has said this is to ensure the robustness of the data, and that it would not normally publish data for the current academic year until the January of that year.

It began publishing monthly figures, covering all apprenticeship starts recorded to date, in January this year.

The figures are provisional, and always increase before the final numbers are published.

The January release said it was produced “in order to provide transparency with regards to this new system, its usage, and apprenticeship programme as a whole”.

Prior to that release the department had published figures showing the number of apprenticeship service registrations and commitments made through the apprenticeship service.

This data doesn’t give an overall picture of the number of starts as it doesn’t include apprenticeships with small, non-levy paying employers.

The most recent monthly figures showed that starts in July were up 21 per cent compared with the same month in 2017, but down 43 per cent on 2016.

There were 375,800 starts in 2017/18, according to final figures published today. That’s a drop of 24.1 per cent on 2016/17’s final figure of 494,400, and down 26.1 per cent on the 2015/16 total of 2015/16.

Union warns AoC risks ‘becoming an irrelevant voice’ after another ‘insulting’ 1% pay offer

The Association of Colleges has been warned that it risks “becoming an irrelevant voice” in the FE sector after it offered staff an “insulting” one per cent pay rise again.

The University and College Union said the deal, which was presented to AoC members yesterday, was a “wholly inadequate” response to the pay crisis in FE which has left teaching staff being paid £7,000 less than school teachers.

Last year the AoC said it regretted only making a one per cent offer and has conceded that staff need a rise. But without additional funding from the government a larger pay rise appears to not be possible.

David Hughes, the association’s boss, said he is “deeply disappointed” that a better offer cannot be made but he “cannot recommend a completely unaffordable pay award”.

He added that his members need to “continue to focus our collective energies on pushing the government for better investment”.

The UCU said warm words were “not a substitute for fair pay” and warned this year’s repeated offer sent a “worrying signal to staff that they were not valued and that their employers were not prepared to fight their corner”. 

The union pointed out that Capital City College Group has agreed a 5 per cent pay deal for over 1,700 staff, despite a large deficit, and claimed that less than half of colleges followed the AoC’s previous pay recommendation. 

A walkout over pay by more than 700 UCU members caused disruption across six colleges last week – and even forced one to close for two days.

Further disruption is likely to occur in the New Year, as strike ballots opened at another 26 colleges, with a closing date of December 19.

“The offer will annoy staff who need their employers to be fighting their corner as the pay gap between them and school teachers widens further,” said UCU head of policy and campaigns Matt Waddup.

“It is not right that staff at one college can receive a five per cent increase while their colleagues down the road get nothing for doing the same work.

“The AoC cannot continue to believe that warm words are a substitute for fair pay and they risk becoming an irrelevance. This offer increases the likelihood of more waves of strikes after Christmas and puts the ball firmly in the court of colleges who are prepared to follow CCCG’s lead and actually do something to tackle the pay crisis in further education.”

An AoC email to members, seen by FE Week, said the association “firmly believes” that college staff should be awarded a 3.5 per cent pay increase to at least match the school teacher pay award.

“However, due to the continued chronic under investment in the sector this is currently not an option,” it added.

Mr Hughes said: “Every college leader wants to pay a fair salary to be able to recruit, reward and retain the best people.

“College staff have had to work harder than ever as the funding cuts have bitten but we cannot recommend a completely unaffordable pay award.”

IfA confirms funding cut of £5k to chartered manager degree apprenticeship standard

The popular chartered manager degree apprenticeship standard will have its funding slashed by £5,000, the Institute for Apprenticeships has confirmed.

The results of the IfA’s controversial review of another 17 standards (see table below) have been released, and it spells bad news for the popular management apprenticeships and the employer groups who had joined forces to appeal any funding cuts.

The chartered manager degree apprenticeship standard will see its funding fall 18 per cent from £27,000 to £22,000 on March 4.

The operations/departmental manager will lose £2,000 in funding, falling 22 per cent from £9,000 to £7,000, while the ever popular team leader/supervisor standard will drop 10 per cent, from £5,000 to £4,500.

The employer group behind all three management apprenticeship standards, led by the Chartered Management Institute, launched an appeal to overturn plans to slash the funding bands. However, today’s announcement shows this did not succeed.

Rob Wall, head of policy at the CMI, said the cuts “will damage the market for a management apprenticeships, stall critical investment in management development and undermine efforts to boost UK productivity. The more intensive programmes that support young people and drive social mobility will be the hardest hit.”

He added: “Over 100 employers wrote to highlight the impact that cuts will have, and indeed have already had with some apprentice recruitment programmes put on hold. Today’s announcement shows that ministers are not in listening mode, and is another nail in the coffin of an employer-led skills system.”

Another popular management apprenticeship, the level four associate project management standard, will have its funding cut by a third from £9,000 to £6,000 despite a campaign from the Association for Project Management against the cut.

Debbie Dore, chief executive of the Association for Project Management, warned the cut to the associate project management standard would lead to “the end of this high-quality offering” and described it as a “profoundly disappointing development”.

“The employers group for this apprenticeship standard has been clear that a quality offering could not be delivered at this reduced price and we expect that most employers and providers will now withdraw.

“What makes this decision more perplexing is that this apprenticeship has been increasingly popular and successful with employers in the public and private sectors alike. Apprenticeships are supposed to be employer-led, yet in this case the views of employers have been completely disregarded.”

A spokesperson for the IfA said the priority had been to ensure standards “have the appropriate funding band to support high quality delivery and provide value for money for employers and the taxpayer, whilst ensuring consistency in the way older and newer standards are funded.

“Throughout the process, we have worked collaboratively with trailblazers to ensure the review was carried out in an open way and have worked hard to resolve any concerns about changes to funding levels.”

Today’s announcement follows the 12 changes announced in October. Of the standards announced so far, 21 are set to receive reduced funding. Two standards – aviation ground specialist and senior healthcare support worker – will receive big increases. The aviation ground specialist standard will have its funding doubled, from £3,000 to £6,000, while the senior healthcare support worker standard will rise from £3,000 to £5,000.

Six standards will not see any change to their funding, and two – digital technology solutions professional and motor vehicle service and maintenance technician – have not yet had a decision made on their fate.

The IfA announced in May it would look at the funding given to 31 standards, at the request of the Department for Education.

At the time, FE Week analysis showed that 21 of the 30 standards with the most starts in 2017/18 were among those being reviewed.

Earlier this month, it was announced that a further 30 funding bands would face review. All changes are finally signed off by the education secretary, Damian Hinds.

Education secretary disagrees with Ofsted and not blaming colleges for ‘false hope’ job prospects

Damian Hinds has said he would “not blame colleges at all” in the way that Amanda Spielman did for putting students on courses such as arts and media which have slim job prospects.

The chief inspector told the Association of Colleges conference last month that there is a “mismatch” between the numbers of students taking the courses and their “future employment in the industry”.

She went on to say this was giving learners “false hope” and questioned whether some colleges are chasing income over students’ best interests, which AoC boss David Hughes agreed with but “incensed” many others in the FE sector.

It also caused a media furore, making headlines in The Guardian, The Times and the Daily Mail. A theatre newspaper and website, The Stage, even launched a poll asking readers whether or not they agreed with Ms Spielman’s comments, in which 1,327 people voted “no” and 385 voted “yes”, which prompted Ofsted to write a blog about the situation.

Education secretary Damian Hinds was delivering a speech about ending “snobbery” over technical education at Battersea Power Station in London today, and appeared to make similar remarks to Ms Spielman.

“Right now, we have a training market that is driven by the choices colleges and other training providers make… For the people putting on the training there is good reason to go for cheap, popular courses that are easier to put on, easier to pass,” he said.

“We need a strategy that means both the individuals choosing their courses and the colleges putting the courses on are incentivised to develop skills that match the labour market needs of the future… With the number of people training in proportion to the number of opportunities likely to be available.”

FE Week questioned him on this after the speech, and asked if he was agreeing with the chief inspector that colleges have been selling students an “impossible dream”.

But the education secretary denied this.

“I’m not putting blame on colleges at all in that way but it is right that we do give young people realistic information,” he said.

“There is something of a balance between people are going to be good at and enjoy, obviously that is an important factor in choice, but also it’s important to know where the opportunities are and where you have got a really good chance of getting into a good job which will help to give you a good standard of living and then later on in life will help you to provide for your family.

“I do think that kind of supply and demand matching up and clear information for young people is vital.”

Ms Spielman’s comments followed the inspectorate’s thematic report on level two qualifications which included a graph with just 11 responses which said arts and media courses have the “least chance of progressing to employment in a relevant industry”.

Writing for FE Week last week, the principal of Grimsby Institute Debra Gray, who spoke out during a question-and-answer session with Ms Spielman at the AoC conference, criticised the research for being based on perception not facts.

Don’t play the blame game over the Baker clause

The lack of information about A-level alternatives will not be solved by cajoling schools into compliance, says Kevin Gilmartin. Instead, what is needed is an understanding of what is holding back any progress or solution

There’s frustration in the corridors of Whitehall and among colleges and training providers over the perceived failings of schools to give students enough access and information to A-level alternatives.

Recent stories around the failure of schools to comply with the Baker clause, and a Careers and Enterprise Company survey showing that schools with sixth forms are the worst at offering careers information on different post-16 options, have provoked an inevitable narrative.

This is how it goes: “Why won’t those pesky schools just let the FE colleges and training providers in to talk to their pupils? If they allowed them in, then fewer students would stay on in their small sixth forms with their limited range of A-levels and wouldn’t make the mistake of progressing to low-ranking universities to get a little-recognised degree and a mountain of debt. Instead, they would undertake an apprenticeship or vocational course and end up in a high-demand occupation, have no personal debt and help to reduce the country’s looming post-Brexit skills shortage and boost UKplc’s economic growth. And we all know why the schools are not complying, don’t we? Students equal money.”

Except, of course, it’s not quite that simple.

There are numerous regulations with which schools are expected to comply. Many are financial, but there are others that may be prioritised by overstretched school leaders ahead of the Baker clause: GDPR, Ofsted, website requirements, health and safety, and so on.

In times gone by, the friendly local authority careers adviser would have given information during careers lessons and would have co-ordinated the dates of college open events and apprenticeship fairs. But despite the much-heralded careers strategy, where is the money for schools to access these chargeable careers services?

Many school teachers know little about what goes on at the local college

Perception is also a reason. Many school teachers know little about what goes on at the local college. Attempts to rectify this through college principals sitting on local headteacher boards, or through colleges getting involved in joining multi-academy trusts (often as the sponsor) only scratch the surface. The last great curriculum initiative that actively involved close college and school partnership was the 14-19 diploma. Enough said about how that ended up.

Equally, trying to get school staff to understand the world of apprenticeships, meets with the same confused look. “Just how do I get simple information on apprenticeships?” is a repeated cry. “Do I just tell them to go to the local college? What is a private training provider? What is the difference between the National Apprenticeships Service and the Institute of Apprenticeships?”

Telling school staff that this is important and they need to do more with their pupils on different post-16 options may seem self-evident. But when they respond by asking what’s more important – this or an extra hour of exam revision – then the unforgiving spectre of accountability wins out.

So, the landscape is confusing and congested, and for many the Baker clause is just another pressure. Is it really any wonder that some schools are struggling with this responsibility? However, those same schools will also often say that they would like to do more – to train staff in how to access better careers information, take time to liaise locally with other providers and improve the life chances of their students as a result.

To enable them to do this we have to address funding. Insufficient funding has consequences, including, unfortunately, less ability to provide advice and guidance.

Meanwhile, let’s not have different parts of the sector blaming each other for the system’s failings. Until colleges, schools and careers education are properly funded, and accountability measures are more sensible, then the government’s skills agenda will struggle to take off. The government really should know this… it’s called joined-up thinking.

Apprenticeships starts down nearly a quarter last year

Apprenticeship numbers fell by almost a quarter last year compared to the year before, according to final figures published by the Department for Education this morning. 

There were 375,800 apprenticeship starts in 2017/18, a drop of 118,600 – or 24 per cent – on 2016/17’s total of 494,400, and a decrease of 26 per cent on the 2015/16 figure of 509,400.

Overall participation also fell to 814,800, compared with 908,700 in 2016/17 and 899,400 in 2015/15 – decreases of 10.3 and 9.4 per cent respectively. 

Starts at level two showed the biggest year-on-year drop, from 260,700 in 2016/17 to 161,400 in 2017/18, which represents a fall of 38 per cent.

Mark Dawe, chief executive of the Association of Employment and Learning Providers, said starts at this level were “now the biggest issue we face”.

“The crash in number of opportunities for levels two and for young people are simply disastrous when the onus is now on us to train up our own home grown talent,” he said.

Level three starts also fell by 19 per cent, while advanced level apprenticeships – those at level four or above – rose by almost a third, from 36,600 to 48,200.

Starts among those aged 25 and above showed the biggest drop, from 229,900 in 2016/17 to 2017/18 – a drop of 32 per cent. For those aged under 19 the drop was 13 per cent, and for 19 to 24-years-olds it was 20 per cent.

Today’s statistics come just days after Ofsted chief inspector Amanda Spielman raised concerns about existing graduate schemes being “repackaged” as apprenticeships, at the expense of younger people on lower level courses.

And skills minister Anne Milton admitted she will look at whether the government should continue to fund all apprenticeships, after FE Week exclusively reported that the apprenticeships budget is set to be overspent by £0.5 billion this year – thanks in large part to the growing number of expensive management apprenticeship starts.

This is the first full year of statistics since the introduction of the apprenticeship levy, in May 2017, which led to an immediate falling-off of starts. 

The final three months of 2017/18 showed an increase of 62 per cent compared with the same three months in 2016/17 – although those figures were 59 per cent down on the previous year.

Speaking about today’s figures, Ms Milton said it was “fantastic to see the number of people starting on our high quality apprenticeships has shot up by 139,100 compared to last year”.

“This is good news and really highlights how employers up and down the country are embracing the huge benefits apprentices are bringing to their business.”

DfE urgently seeking answers to why level two apprenticeships fell by 38%

The Department for Education is urgently seeking to “improve understanding” of what’s behind the drop in level two apprenticeships, as the latest statistics show numbers have fallen by more than a third in the space of a year.

There were just 161,400 starts at level two in 2017/18, according to the final apprenticeship figures for the year, published today – down from 260,700 in 2016/17.

The proportion of overall starts at level two has also fallen to its lowest level yet – from a high of 65 per cent in 2013/15 down to 43 per cent in 2017/18. 

It follows the DfE’s publication yesterday of a call for expressions of interest to carry out research to “improve understanding of the causes and effects of changes to the number of apprenticeship starts at level two”, with a deadline of December 18 – suggesting the department is concerned about the fall.

“Level two starts are now the biggest issue we face,” said Mark Dawe, chief executive of the Association of Employment and Learning Providers.

“We want apprenticeships to grow at all levels, but major mistakes in the implementation of the levy have resulted in a serious undermining of the government’s social mobility agenda,” he said.

“The crash in number of opportunities for levels two and for young people are simply disastrous when the onus is now on us to train up our own home grown talent.” 

Earlier this week Ofsted chief inspector Amanda Spielman hit out at the rise in “existing graduate schemes” being “rebadged as apprenticeships”, at the expense of the “third of students who leave school without a full level two”.

And skills minister Anne Milton admitted she will look at whether the government should continue to fund all apprenticeships, after FE Week exclusively reported that the apprenticeships budget is set to be overspent by £0.5 billion this year – thanks in large part to the growing number of expensive management apprenticeship starts.

According to the call for expressions of interest, the fall in apprenticeship starts in 2017/18 compared with previous years “has been greatest at level two”.

Analysis of data shows the decrease is “most pronounced in four sector subject areas: business, administration and law; health, public services and care; retail and commercial enterprise; and engineering and manufacturing technologies”.

“New research is required to inform the department’s understanding of the factors affecting changes to apprenticeship starts at level two and the interplay with starts at level three, and to inform the policy response to this change,” it said.

Among the aims of the project are to “explore whether lessons can be learned from exceptions to the overall trend” such as where employers within the four subject areas “are in fact increasing level two starts”, and to “identify possible policy responses to the overall change in numbers of Level 2 starts”.

The DfE has been approached for a comment.