The 45-day placement requirement in the new T-levels is a laudable goal, but colleges need differentiated support, writes Andy Stittle

Work placements are a valuable undertaking: they set theory in context and develop sector-specific employability skills.

Like most colleges, Truro and Penwith welcomed the T-levels work placements pilot, which gave us the opportunity to identify a few problems that need to be addressed before final roll-out.

Lessons from the pilot are crucial if we are to ensure that T-levels do not follow earlier failed attempts at reform to vocational and technical qualifications.

Engagement with employers, given the small scale of the pilot, was not an issue – it simply involved building on our existing employer relationships. However, we did come up against numerous challenges.

Typical of rural areas, our students travel significant distances to study and work, many for over three hours every day. Rural bus services are limited and costly. With a flat-rate payment allocated to a work placement travel and no rural uplift, this is a major problem.

Securing high-quality placements that are “affordable” in time and cost to students is a challenge. Cornwall is characterised by rurality and low productivity. Access to some sectors is difficult and the reason why substantial numbers of our students eventually leave the county.

The 45-day minimum requirement is highly problematic for a large tertiary college in an area with predominantly micro, small and medium enterprises. Significant block release or timetabling college attendance over three days a week in one year, for example, would mean that many staff teaching across comprehensive provision (technical/vocational and academic) would be unavailable. Even in the pilot phase, a minority project can dominate timetabling structures at the cost of other provision.

Quality placements are potentially as demanding on employers as apprenticeships.

When the initiative is rolled out across all curriculum areas, we suspect from conversations with employers that saturation point could be reached. The period also rules out the “one-day-a-week” placement model often favoured by employers.

Furthermore, many smaller employers typically secure orders three to four months in advance and cannot commit to placements further ahead than that. The opportunity of a longer-term placement is valued by many employers however; it develops the student as an effective team member, though it can result in an offer of employment and leaving the college course.

In many sectors, we have set up sector employer representation groups.

Quality placements are potentially as demanding on employers as apprenticeships

These have proved particularly useful in keeping employers abreast of the new developments and in addressing potential hurdles. Some of these solutions, such as sharing the work experience between two employers, need to be addressed in final roll-out. They are particularly keen on the model of a qualification which progresses to a higher-level apprenticeship, as this is where their skills gap resides.

However employers are keen that the college retains its own commercial town-centre operations, such as a hair and beauty salon or restaurant, as an eligible placement.

These provide a range of vocationally specific yet rounded employment skills by rotating job roles. Employers are very complimentary about the range of work-ready skills students acquire in these venues, something difficult to facilitate in a busy small enterprise.

The enhanced placements align particularly well to occupational courses with clear progression to employment or apprenticeships. Students on the pilot enjoy and value their placement. It builds aspiration, informs career choice,s signals future options and can enhance work ethic in college.

However, additional funding simply to meet additional delivery hours will not be sufficient.

Only financially healthy colleges will truly be able to meet the new technical reforms, and with half the sector in deficit, this needs to be addressed through wider review, including: increased flexibility or changes to address student demand, the time limitations of a busy small business, the diversity of courses and regional complications.

Andy Stittle is director of teaching and learning at Truro and Penwith College

Employer buy-in is only going to get more important as T-levels arrive, and Mike Cherry has some advice for colleges that want to engage more small businesses to help out on skills

Investing in our young people and supporting them to move into work is a topic that I care very much about, both in my capacity as national chairman of FSB and personally as a small business owner. I am passionate about helping small businesses flourish, and nurturing the skills of the next generation. This is why Young Enterprise has been FSB’s chosen charity for over five years and why we are supporting the government’s opportunity areas initiative.

The last few years have seen many changes to education and training in England.

One of the most fundamental shifts has been the movement toward a skills system that is increasingly employer-driven in an attempt to better meet the needs of business. Whether you’re an advocate or sceptic of this approach, it has placed greater emphasis on the role of business in educating and preparing young people to make decisions about their pathway into work.

Although 82 per cent of small firms agree they should be involved in careers education activities, over half of business owners have never engaged

But beyond this, fostering better links between business and education is crucial if we are to address troubling skills shortages that many small businesses are facing.

Our own research has found that a third of business owners who have attempted to recruit in the last 12 months have been unable to find the individuals they’re looking for. This is particularly the case in skilled trades, which is worrying given that our members tell us that technical skills are the most important skillset for growth.

I am proud of the fact that many small businesses are already actively involved with schools, colleges and universities. They are participating in careers and apprenticeship fairs, workshops and providing opportunities for students to experience and understand the world of work. In Kent, over 400 students and small businesses have taken part in Skills 3030 workshops – a two-hour event involving facilitated “speed networking”, employment-related workshops and inspiring stories from entrepreneurs.

However, by their very nature, small business owners are time and resource poor – factors that can inhibit this engagement. Although 82 per cent of small firms agree they should be involved in careers education activities, over half of business owners have never engaged with a school or college.

Of course, the introduction of T-levels and apprenticeships, for example, will pave the way for more students to experience the workplace first-hand – many in local small firms – but we need to keep looking for ways to achieve a greater impact for all young people, in all routes.

Small firms want to help, but educators need to take the lead and follow a few golden rules to successful engagement. Firstly, SMEs provide clear information about participation in careers activities. Over a third said better guidance on how to get involved would get them more involved.

Secondly, try to ensure that the business has a consistent point of contact in the college.

Thirdly, once a relationship is established with a business, prioritise maintaining and nurturing it.

Many small firms we’ve spoken to have been involved in a careers fair, never to be approached by the college again. Finally, don’t forget to approach small business owners to educate young people about self-employment and entrepreneurship.

Our small businesses are lynchpins of their communities, recognisable faces on our high streets, and employers of local people. They understand the value of giving back, providing opportunities and inspiring young people in education.

However, I’ve found that the benefits work both ways – over half of small firms believe that improving their involvement with their local college would have a positive effect on their perception of the skills and aspirations of young people, which can only be a good thing.

There are clear gains to be had on both sides, but my opinion is that the success of business and education engagement depends on strong leadership, clear communication and effective resourcing by the education sector.

This can only be achieved with sustained support from government. The careers strategy was a step in the right direction, but time will tell as to how effective it proves to be.

Mike Cherry is chair of the Federation of Small Businesses