Skip to content
1 June 2026

Latest news from FE Week

No time or money for overseas activity, say colleges

College leaders have warned they are too stretched to deliver on the government’s £40 billion international education ambition.

FE colleges risk being unable to sustain international activity due to funding pressures, red tape and staff shortages, according to research from the Association of Colleges.

The AoC’s annual international survey covering 2024-25 found 69 per cent of the 80 responding colleges carried out some form of international work, up from 51 per cent the previous year.

But over half of colleges cited lack of funding as the single biggest obstacle to international activity, followed by accommodation availability and staff capacity issues.

The proportion of colleges actively employing dedicated international staff tumbled from 80 per cent to 64 per cent in just one year.

International activity includes overseas visits, attracting foreign students, running summer and winter schools, and operating campuses overseas.

The findings come months after the government published a new international education strategy, which aims to grow UK education exports to £40 billion a year by 2030.

The strategy removed targets on international student numbers in the UK and aimed to ditch recruitment barriers to students coming and leaving the UK and obstacles to market expansion.

But the AoC warned that policy restrictions are stopping colleges from investing in their international growth.

FE’s share of education exports accounts for £0.32 billion of the £32.29 billion in total UK exports.

Soaring cost of funding trips

The report also found oversubscriptions to the Turing international placement programme, which is soon to be replaced by Erasmus.

FE colleges have consistently sent more disadvantaged students on trips through the Turing scheme than schools or universities.

But the report said high demand had placed a strain on accommodating disadvantaged students and those with additional needs.

“For many colleges, it is becoming increasingly challenging to cover costs of flights and accommodation with the funding allocated,” the AoC said.

The report also noted a year-on-year decline in engagement with the British Council, the Department for Business and Trade and student recruitment agencies that colleges rely on for in-country support.

Funding challenges were further aggravated by the 2022 reclassification of colleges into the public sector which meant they could no longer privately borrow money.

The college membership body also said disparities still exist between students on level 4 and 5 technical and vocational qualifications, who are not offered the same teaching hours and student work permissions as those on degree-level courses.

The report warned Brexit had made recruiting staff from abroad “more expensive and complicated”. Colleges made just 93 hires across the entire sector using the skilled worker visa route.

“Further complications could arise from the government’s proposed ‘earned settlement’ scheme …which significantly risks recruitment of skilled support staff within colleges,” the report said.

Nina Chorzelewski, policy manager at the Association of Colleges, said: “We know that colleges continue to feel exposed in a volatile market where risks may outweigh the benefits that come with international work.

“This work is important because there is a risk that this increasingly complex and challenging environment will discourage participation in international activities, which will not only hinder achievement of the export target set out in the International Education Strategy but will limit the wider benefits that global engagement brings.

“As we live in an increasingly globally connected but politically turbulent world, creating and maintaining opportunities for international engagement has never been more important. International engagement fosters cross-cultural understanding, enhances employability skills and enriches learning through opening up diverse perspectives.”

The government was approached for comment.

Scheme digs foundations to woo builders into FE

Two million pounds has been pumped into the test phase of a scheme to recruit construction workers as part-time FE college teachers.

Thirteen combined authorities are participating in a pilot for the government’s FE Teacher Industry Exchange Programme (TIE) ahead of its full £20 million rollout set to take place over the next three years.

A “test and learn” phase that runs until July is being staged in devolved areas such as London, York and North Yorkshire, and Cambridgeshire and Peterborough.

Combined authorities are expected to broker partnerships between colleges and construction employers and facilitate up to 90 teaching days from industry experts.

The project seeks to tackle FE’s worsening recruitment crisis, particularly in high-demand subjects such as construction, and support the delivery of the government’s 1.5 million homes.

Nearly one in 10 construction teaching positions were vacant in 2022-23. College pay was at least 3 per cent lower than that of construction industry professionals in 2021, and has probably fallen further behind since then.

Chancellor Rachel Reeves committed £20 million last March to “form partnerships between colleges and construction companies” as part of the government’s wider £600 million construction skills package.

Ministers also pumped £100 million into 10 FE colleges with construction ‘technical excellence college’ status to train 40,000 workers by 2029.

The TIE pilot marks the first launch of the two-way exchange between industry and FE, which was first floated in the skills for jobs white paper in 2021 but never materialised. The idea resurfaced in last year’s skills white paper.

The Department for Education issued £2 million to the 13 combined authorities to test the programme.

Ministers will then distribute £6 million annually over the next three years via several funding streams.

Seven combined authorities have been awarded allocations until the 2028-29 through integrated settlements, totalling an annual £1.4 million.

DfE is set to confirm funding for non-integrated settlement mayoral and strategic authorities in due course.

Construction technical excellence colleges in non-devolved areas will also be allocated money to act as brokers in their areas.

DfE did not provide a published breakdown of the non-devolved funding.

Pilot takes off

The Greater London Authority received £223,212 for the test pilot. A “significant” proportion of this will be spent on mobilising relationships to support getting construction workers into FE settings.

The authority also awarded an additional £80,000 to New City College, the city’s construction technical excellence college, to coordinate employer brokerage across the region, and £40,000 to a careers hub to scale up its existing FE teacher industry placements.

It will also pay employers around £275 per day to “reflect local wage differentials” and engage businesses to release employees for training.

The London pilot is aiming for 90 teaching days to be delivered by July.

York and North Yorkshire Combined Authority accepted £186,881 from the DfE while Cambridgeshire and Peterborough Combined Authority (CPCA) was handed £137,907.

CPCA said it would use the pilot to link the TIE scheme with its own construction industry placement programme, which takes on interns for six weeks at building sites. The combined authority said it would also “embed industry expertise” by seconding a construction expert.

CPCA has targeted 72 teaching days for construction professionals to receive teaching masterclasses and mentoring sessions.

The “exchange” part of the pilot will coordinate construction site visits and industry update sessions for existing FE construction teachers in the district.

The DfE has not yet published a full grant determination letter or programme guidance document.

Unions win planning time for sixth form teachers

Sixth form college teachers have secured a contractual right to ‘planning time’ following union negotiations.

The National Education Union (NEU) said planning, preparation and assessment (PPA) time had been added to sixth form teacher terms and conditions, despite the protection existing in schools since 2005.

FE Week understands that though there will be no set percentage figure, during PPA time teachers should not be asked to carry out other duties and may be able to work away from the college site where appropriate.

Other principles the NEU and NASUWT have agreed with the Sixth Form College Association (SFCA) include a ‘rarely cover’ provision and parameters around the use of ‘directed time’.

Daniel Kebede, general secretary of the National Education Union, said the “improvements” would address college workloads which have “steadily ticked upwards” and are a significant driver of the education sector’s retention and recruitment challenges.

He added: “New workload principles will go a long way toward ensuring that teacher workloads are fair and balanced, whereas the enshrining of directed time in colleges at a time in which it is under threat in schools is an important step in the right direction for the sector.

“This workload win is down to the resolve of NEU sixth form college teachers to stand firm until their conditions improved, as well as a mark of the success of the effective dialogue between unions and employers that the sectoral collective bargaining structure in sixth form colleges facilitates.”

The agreement on workload conditions comes as part of the 2025-26 pay round. Negotiations over next academic year’s pay are due to start this summer.

The ‘rarely cover’ principle limits the level of cover teachers can provide for absent colleagues to ‘only rarely’ and in circumstances that are ‘not foreseeable’ where it is not possible to bring in a supply teacher.

An NEU spokesperson told FE Week the ‘directed time’ principles set out how the 1,265 hours of directed time that teachers are subject to should be calculated and includes a list of what should be included, such as meetings outside the college day and “trapped time”.

The union said PPA had existed in schools since 2005, but although some colleges have varying amounts of ‘desk time’ there has never been a national equivalent across sixth form colleges.

‘Rarely cover’ provision has existed in schools since 2009, they added.

Graham Baird, director of HR services at SFCA said: “SFCA is pleased that college and union representatives have worked closely together and succeeded in agreeing a way forward that both addresses the workload demands on teachers and protects the learning needs of students.

“Colleges across the sector fully engage with the issue of teacher workload and working time and continue to make every effort to support teachers and support staff in delivering a high-quality education for their students.”

Baird added that the newly agreed set of principles reflect colleges’ “commitment” to addressing the concerns and needs of hard-working teachers.

Staff to strike at UK’s biggest exam board

Staff at the UK’s biggest exam board have voted to strike this summer over pay as AQA say results will not be delayed.

UNISON said staff at board were angry bosses had “failed” to deliver a promise for pay deals that “compensate for years of wages failing to keep up with living costs”.

Seventy-seven per cent of members who took part in a vote on whether to strike voted in favour of action. The ballot closed on 23 April.

The union warned that students could face a longer wait for their GCSE and A Level results this summer if the strikes went ahead.

But the AQA accused it of “attempting to alarm students, teachers and parents, for their own purposes”, and said it would “not allow results to be delayed”.

Jane Warburton, UNISON’s north west regional organiser, said staff “don’t want to have to take strike action”, but “they’re not prepared to let bosses break promises they’ve made over pay”.

“After years of watching their wages fail to keep up with the cost of living, they want things to be put right.

“There’s still time for the AQA to avoid any disruption. But they need to swiftly change tack and start talking to staff about how to get these issues resolved.”

AQA ‘disappointed’

A spokesperson for the AQA said it was “disappointed” that the union had threatened to strike, and that it had had “open and constructive negotiations with them since last autumn”.

“We will not allow results to be delayed – indeed, we can assure those sitting AQA qualifications that the summer exam series will be delivered smoothly.”

They added that it awarded all staff a “generous pay increase” above inflation last April. Ninety per cent received a rise of at least 4 per cent, which the AQA said was “a good offer given that we are a charity”.

They said fewer than 20 per cent of staff overall voted in favour of a strike, “meaning that the vast majority agree that this a fair pay increase”.

Assessors, exam paper authors and customer service staff will take part in the strikes, which will affect the exam board’s Manchester headquarters, as well as its offices in Guildford and Milton Keynes. The dates have not been formalised.

AQA staff previously went on strike on GCSE and A Level results days in 2022.

The AQA sets more than half of GCSE and A Level papers taken in England, with about 1.4 million students sitting their qualifications every year.

Bedroom gunpowder teen admits threats to bomb college

A teenager who threatened to blow up his college with homemade explosives and kill fellow students pleaded guilty to charges this week.

Police raided the home of Jaggar Strang, 18, in September after students told a safeguarding officer he had threatened to bomb Stafford College using gunpowder.

Officers uncovered a “black powder/gunpowder” and thermite, a pyrotechnic that burns at 2,200 degrees celsius and can melt steel.

Staffordshire Police said officers also found “concerning material” on his phone including a manifesto, internet searches relating to “notorious mass killers”, and data showing he had watched YouTube tutorials on how to make gunpowder and improvised detonators.

They also found a blow pipe, which can be used to direct air or gas onto a flame to increase heat, and containers filled with powdered aluminium, activated charcoal, copper oxide, iron oxide and magnesium ribbon.

On Wednesday as his trial at Leicester Crown Court was due to start, Strang pleaded guilty to charges including possession of an explosive substance, possession of information likely to be useful for terrorist purposes, and making a threat to kill his peers at college.

He also admitted threatening to destroy or damage property, and possession of a prohibited weapon in a private place.

Substances found by police while searching the home of Strang

ITV News reported that prosecutors accepted his last-minute guilty pleas on the basis that he had “no intention to build a bomb”.

He has been in custody since his arrest in September and is due to be sentenced at Birmingham Crown Court on June 29.

Evidence released by the police after his guilty pleas suggests officers also received reports of the teenager sharing videos of cats being tortured.

Staffordshire Police Detective Inspector Dave Rowlands said: “This was a deeply concerning case involving threats that understandably caused significant alarm to the students that Strang talked to and staff at the college.

“Thanks to the vigilance of the college’s students and staff and the swift actions of our officers, we were able to intervene quickly and prevent any potential harm.”

Craig Hodgson, principal of Newcastle and Stafford Colleges Group (NSCG), said the safety and wellbeing of students and staff is “our absolute priority”.

He added: “We worked closely with Staffordshire Police to ensure these concerns were escalated swiftly and effectively, following our established safeguarding and Prevent protocols.

“We take any threat to our college community with the utmost seriousness, and I wish to express my sincere thanks to the students who first raised the alarm and to the staff who acted with immediate professionalism.

“The swift intervention allowed the authorities to take immediate action, and we are thankful for the prompt, professional response from Staffordshire Police”.

NSCG is an FE college group with campuses in Newcastle-under-Lyme and Stafford.

At the time of its Ofsted inspection in October 2024, which resulted in an ‘outstanding’ grade for overall effectiveness, the college had more than 6,000 learners aged 16 to 18, around 1,000 apprentices and 535 adult students.

WATCH: Stang’s arrest footage from police cam

Social impact must be built into the business of skills

As the UK faces mounting pressure to tackle inequality and improve social mobility,  a fundamental question is emerging: how should institutions that define skills – such as City & Guilds – be shaped for the future, and what responsibilities should guide them?

This question came into focus at the recent World Negotiations Tournament, organised by the Athens University of Economics and Business and supported by PeopleCert for the eighth consecutive year. At the centre of the event was a scenario to explore how established not-for-profit skills organisations pursue their long-term mission whilst under financial pressure.

Participants, the next generation of leaders, from 20 universities across 16 countries took part, including Durham University, UCLouvain, Mannheim Business School, BI Norwegian Business School, the American University Washington College of Law, Swansea University, SGH Warsaw School of Economics, and the University of Cyprus.

In the live scenario, the key question posed was how a commercial skills business worth in the region of £200 million can also deliver £15 million of social impact over five years credibly, at scale, and with measurable outcomes.

While hypothetical, the scenario reflects a real shift across the sector. The challenge is no longer to balance financial sustainability with social purpose, but to integrate the two, so that impact is not conditional, but delivered.

The trade-offs were clear. Different approaches prioritised different groups and geographies: NEETs, economically declining regions and less developed areas across the UK, workers displaced by AI, neurodivergent adults, refugees, and prison leavers, alongside the preservation and modernisation of heritage skills.

The choices ahead

Should funding prioritise AI and digital skills to future-proof the workforce? Or skilled trades, infrastructure, and the green economy, where shortages already constrain growth? Or immediate pressures in health and social care?

There was no single answer. But there was a pattern.

The strongest strategies treated the social impact fund not as an obligation, but as a lever, aligned with labour market demand, designed for scale, and measured with discipline.

Across teams from 20 universities in 16 countries, a consistent pattern emerged: impact must be measurable, scalable, and anchored in real workforce needs.

Within that context, the winning proposal from Swansea University, by Cara Di Teodoro, Maddie Matthews, and Emily Law, stood out: inclusion, combined with execution. It showed how targeted interventions can scale without losing impact, setting the standard and showing the way.

Byron Nicolaides with the World Negotiation Tournament winners from Swansea University

The real test

This points to the real test for the future of skills.

Impact at scale does not come from isolated initiatives or short-term commitments.

It requires systems, resources, and sustained execution, linking education directly to employment outcomes.

In a world where commercial value can be matched, advantage will come from the ability to deliver impact-credibly, measurably, and at scale. Meeting that standard requires organisations that can operate across markets, align with employer needs, and deliver consistently, while balancing social purpose with economic relevance.

Operating in more than 200 countries, PeopleCert sits at that intersection. As a house of brands-including ITIL, PRINCE2, LanguageCert, and City & Guilds, our role is to go beyond skills delivery and help define the standards by which they are recognised globally.

In doing so, it supports the UK’s skills agenda and reform efforts-advancing measurable social impact, preserving and modernising heritage skills, and expanding access for underprivileged groups-while helping build a more competitive modern Britain aligned with real labour market needs.

Bringing good housekeeping to City Lit

Lindsay Nicholson had one of the glossiest jobs in British media: editing bestselling women’s magazines, attending A-list parties and sitting front row at fashion shows.

Resilience, reinvention and knowing what readers wanted were the currency of that world. Those skills would prove unexpectedly useful when she became chair of governors at City Lit, guiding the country’s largest adult education institution through a cyberattack and financial crisis.

As editor and later editorial director at Hearst UK in the 1990s and early 2000s, Nicholson oversaw Good Housekeeping during its commercial and cultural peak, a time when women’s magazines were not just widely read but deeply influential as lifestyle guides to the generations of women balancing family life with work outside the home.

“It was the absolute heyday,” she recalls. “Being an editor then really was the best job in the world.”

But as advertising revenue drained from magazines into new social media platforms, many editors found themselves navigating uncertain futures.

When Nicholson lost her job in 2017, she was “relieved, in a way,” she says. “I didn’t have to stay and deal with ever-diminishing budgets. But it was a shock to the system.”

Lindsay Nicholson

A TOT life

While Nicholson’s magazines enticed readers with their gripping ‘TOT’ (triumph over tragedy) features, her own life was unfolding into the ultimate TOT tale.

As she endeavoured to come to terms with the tragic death of her 35-year-old husband, the Observer’s chief reporter John Merritt, in 1998, six years later their nine-year-old daughter Ellie died from the same rare form of blood cancer.

Nicholson had been pregnant with their second child when Merritt died. She named her Hope, and poignantly titled the latest edition of her memoir as How to Survive Losing It All, Without Losing Hope.

It describes the dark moments when the “perfect-bound” pages of her life came undone – interviewing Bon Jovi in New York on the day she discovers a lump that turns out to be stage two breast cancer; being unable to get hold of her dear friend Alastair Campbell upon being placed in a police cell overnight after her then-husband accuses her (wrongly) of domestic violence.

The job she loved became a salvation from her sorrows. Nicholson returned to work (at the time as editor-in-chief of Prima magazine) just two weeks after Ellie’s funeral.

“Losing myself in work for 10 hours a day seemed the only way to survive,” she wrote.

But her life unravelled completely when a devastating car crash prompted PTSD flashbacks and was followed by the loss of her home, her second marriage and the career that defined her. When she came to join the pieces back together again she found purpose and meaning not in status or career, but from her new voluntary roles – including as City Lit’s chair.

The college has had its own TOT journey since Nicholson joined in 2022; still battered from Covid, City Lit experienced a devastating cyberattack in Nicholson’s first week as chair and was sucked into a financial black hole from which it has only recently emerged.

City lit college

Lifelong learning passion

I meet Nicholson by the lifts at City Lit’s campus in Covent Garden. She is wearing a black suit and chunky gold necklace, a throwback to her editing days when she was known for her designer black dresses, statement necklaces and killer heels.

She gestures to the digital screens above our heads that display all the classes being taught in the next hour.

Today, between 2pm and 3pm, there are classes in Italian ‘at a gentle pace’, art and mysticism in 19th and 20th century Europe, Chinese, Japanese, musical theatre dance, Pilates, counselling skills and the global cold war.

Nicholson feels “like a child in a sweet shop” reading those screens.

She dabbled as a learner herself in jewellery and ceramics, although realising that attending these classes was “costing the college more in terms of my cack-handed breaking of equipment”, she switched to ancient Greek and French, which are more in her “comfort zone”.

In her online ancient Greek class, a fellow learner who left school at 16 explained how upon retiring after a lucrative career, he is now “gifting myself the classical education I never had”.

“Isn’t that beautiful?” she muses.

Nicholson is tempted to join a book-binding course. In preparation for writing her own book, she took a master’s in English language and literature/letters at Birkbeck, University of London. She realised upon coming to City Lit that she could have studied similar courses “a lot cheaper” there, but “people don’t always realise” this is possible in FE.

Lindsay Nicholson becoming an Hon Fellow of UCL

Forgotten over-50s

It is Nicholson’s “absolute passion and conviction that learning needs to be lifelong”.

Having seen firsthand how rapid technological change decimated jobs in the magazine publishing world, she firmly believes AI advances mean “the role for adult education is going to be absolutely sharply focused as people who had jobs they thought were for ever lose those jobs”.

She is “surprised and shocked” that the government “haven’t flagged this” issue more, and “AoC haven’t either”.

The government instead prioritised getting young people into training and work, with its youth guarantee and recent funding changes to the apprenticeships system. And London mayor Sadiq Khan is diverting £9 million of the Greater London Authority’s adult skills fund (ASF) reserves to support young NEETs instead.

While Nicholson believes the problem of rising numbers of young NEETs is “huge”, she is concerned there is “no focus” on the roughly 4 million economically inactive 50 to 64 year olds.

It is a “real tragedy” that some over-50s are lost to the workforce because they were not given the opportunity to retrain and adapt to technological changes.

Unlike with young NEETs, older cohorts are “already in the mindset of going to work”, and are often more adept at punctuality and soft skills.

“There’s a lot that could be done quite cost-effectively to keep them in work or get them thinking up their own business ideas. It’s baffling sometimes that that doesn’t seem to be a priority for anyone.”

Tight margins

With government funding slowly draining from adult education, many of the sector’s institutions have been left battling to survive.

Of City Lit’s London counterparts, the government has issued a financial notice to improve to Richmond and Hillcroft Adult and Community College, the Mary Ward Centre is restructuring and Redbridge Institute of Adult Education has scaled back in-person provision.

City Lit has so far avoided having to make substantial cutbacks by broadening its commercial offer. Half its income is from private fees.

But while fees can cover the running of classes, “they don’t cover the cost of keeping the lifts running in between the courses”, says Nicholson.

Her board has considered encouraging the learners themselves to write to the government as part of its determined efforts to lobby for better funding. With grant funding down £600,000 year on year, this year’s outlook is “difficult”.

The college is operating to a “very tight margin” and “can’t afford to make mistakes”, she says.

Lindsay Nicholson with Dame Mary Berry for Good Housekeeping magazine

The stroppy teen

Nicholson’s work ethic and passion for adult education were moulded from growing up seeing her mother and father (who left school at 16 and 14)  attending evening classes so they could embark on new careers later in life.

Her father worked as a local newspaper reporter before becoming a barrister, while her mother trained to become a teacher.

They were determined for their daughter to make the most of educational opportunities while she was still young. But being a “stroppy teenager”, she put little effort into considering her future – opting to study astrophysics at University College London (UCL) simply because it was near the top of the alphabetical list of subjects.

“The joke was on me when I got there and found it’s really quite difficult,” she admits.

But Nicholson found her forte editing the student newspaper in the days of heady student activism. Her standout moment was producing a special edition while occupying Senate House of the University of London, which was “way more exciting than astrophysics”.

Years later, while covering women in science topics at Good Housekeeping, she reflected on how challenging it had been to be one of only a few female students on a heavily male-dominated course. Her words struck a chord, prompting Nicholson to help spearhead a campaign for women in science. As a result, she was invited back to UCL in 2014 as a member of its council, marking the start of her education governance career.

Eight years later, Nicholson was promoted to become one of UCL’s senior appointed officers (the equivalent of a vice chair).

Assuming that HE and FE governance would be similar, Nicholson was “unprepared” for the “huge” cultural differences between them when she started at City Lit.

As well as having to be Ofsted inspected, colleges’ grant funding structures require a “completely different relationship” with the government.

“Universities are pretty much a law unto themselves, within the guidelines of the Office for Students – HE is much less regulated”, she says.

Lindsay Nicholson, outside City Lit

The attack

Although City Lit had been brought under FE commissioner intervention in early 2022, when Nicholson joined in December of that year she assumed, given the college had experienced incremental growth until just before the pandemic, that it would bounce back.

It was not to be. On her first day as chair, she was informed of a devastating cyberattack. She barely knew what one was at the time.

“How are we ever going to crawl out of this hole?” she wondered.

The cyberattack knocked out the college’s phones for two months and courses had to be cancelled because of the difficulty of collecting fees.

The reclassification of colleges into the public sector meant City Lit had to replace its Barclays borrowing with a Treasury loan at the same time as its phones and website were still down.

Making that change then was “really difficult”.

Being Ofsted inspected within six months of Nicholson joining was an “absolute baptism of fire”, but its ‘outstanding’ outcome has put the college on a firmer footing.

In her first year in post, Nicholson worked full-time hours while she got to grips with the complexities of FE governance and cybersecurity. The college emerged from financial intervention in March 2025, and now it is relatively “back to normal”. She is grateful she has been able to reduce her hours to just over a day a week.

Lindsay Nicholson with Joan Collins for Good Housekeeping

Editing skills

Nicholson claims her talents as an editor are the same attributes she draws upon now as chair; bringing the experts together in a “harmonious way”, rather than being an expert yourself in an area, which can “unbalance” a publication.

Nicholson modestly claims that fashion was never her “forte”.

At Good Housekeeping, she always imagined a composite reader – “Claire”, a part-time GP juggling family responsibilities, short on time but determined to “live her best life”, and edited every feature with her in mind.

That instinct for her audience and anticipating their needs proved just as valuable in reflecting on the learners in FE governance.

And a good journalist, like a good governor, should also never be shy in admitting when they need something explained a second time.

Unfortunately, FE governance does not, she concedes, involve as many champagne receptions as her former role did.

She also gained notoriety as an editor for setting her Good Housekeeping team to work road-testing sex toys, and for persuading the then media-shy Cherie Blair to guest edit Prima in the run-up to the 1997 election.

Nicholson’s book also describes her dashing for an emergency hair appointment after being accidentally drenched by fire sprinklers, just before interviewing then prime minister Tony Blair.

Many of her magazines’ stories were about boosting confidence for what Nicholson terms “grown-up women”, at a time when “women were expected to fall off a cliff” when they hit 40. She saw her task as being to convince advertisers that older women had disposable income and “could not be ignored any longer”.

Money talks

In terms of her own disposable income, Nicholson is not paid for her role at City Lit, but she sees a case for remunerating governors to bring in voices from different backgrounds.

“More and more responsibility is being placed on them, and they’re having to work for longer,” she says. “Actually, I don’t think you want a board entirely made up of people who are comfortably off enough not to have to work.”

But there are many perks of the role that more than make up for the lack of pay.

While her days of interviewing top celebs may be over, she gets to meet some fascinating people who deliver talks at the college, including Tom Fletcher, the United Nations’ emergency relief coordinator, and the artist Grayson Perry. She also loves seeing Dame Evelyn Glennie, the patron of City Lit’s learning disabled orchestra, performing with them. “It just blows your mind,” she says.

Her role gives her the chance to “nourish my brain in important ways”.

Nicholson laments in her book how, as an editor, in her “quest for endless new angles on promoting self-acceptance”, she never suggested that her readers should find “unpaid charitable work”.

“Confidence, that holy grail of my banner coverlines, turns out to be an inside job… slowly I start to understand that volunteering beats the hell out of repeating positive affirmations or finding a flattering haircut.”

Lindsay Nicholson receiving her MBE

 

 

 

 

 

 

 

 

Date set for expanding free teacher vacancy site to FE

A government platform that advertises school teaching roles is set to feature FE college vacancies for the first time later this year.

The free-to-use teaching vacancies service (TVS) will be expanded to include statutory further education providers, including FE colleges and sixth form colleges.

The Department for Education is inviting FE providers to take part in the development and testing of the platform, with full rollout “expected” by the end of 2026, a statement said today.

Officials expect the service to reduce FE provider recruitment costs and improve the visibility of teaching roles in colleges.

The intention to include FE roles on the TVS was first floated in the post-16 white paper, where ministers said it would make it easier for providers and candidates to “connect with opportunities”.

DfE currently promotes careers in FE through its ‘teach in further education’ website but does not directly host any vacancies.

Free state-run teaching vacancies service, soon to be rolled out for FE roles

The government-run TVS site was first rolled out across England in 2019 to help with recruitment and retention in schools but only ended up advertising just over half of available positions.

In 2021, the TVS was expanded to include school support staff following demand from school and now includes roles in catering, data management and pastoral care.

DfE claims the TVS is currently used by over 19,400 schools, has hosted more than 93,000 vacancies and currently attracts around 500,000 monthly visitors.