The National Retraining Scheme ‘should not be run by employers’

Employers should not be handed the keys to the National Retraining Scheme if the government is serious about supporting the millions of older people who need it most, according to a former senior skills civil servant.

Instead, the new initiative should focus on the skills needs of people rather than those of employers, insists Dr Sue Pember, who has worked with 10 skills ministers and eight education secretaries.

In her report on the scheme, written on behalf of NCFE and the Campaign for Learning, Dr Pember warned that if it were employer-led, the priority would be to “assist employers to retrain their employees in new roles and occupations rather than make them redundant”.

Only an adult focussed National Retraining Scheme can meet the needs of all adults

The “problem with such a limited definition” is that it will “miss millions of adults” who are not employees, such as workers on zero-hour contracts, and agency and temporary staff, as well as “the growing ranks of the self-employed and the redundant or unemployed”.

She stressed that a “key component should be an earnings reimbursement fund for self-employed workers – perhaps loan-based – to cover some of the costs associated with loss of earnings on training days undertaken by the self-employed”.

Plans to launch the NRS were unveiled in the autumn budget, when chancellor Philip Hammond earmarked £64 million for pilots.

A total of £30 million was to be invested in the scheme to test the use of artificial intelligence and innovative education technology in online digital skills courses.

Meanwhile, £34 million was pledged to expand “innovative” construction training programmes, to train people for jobs such as ground-workers, bricklayers, roofers and plasterers.

The industrial strategy published soon after contained plans for a “national retraining partnership”, which met for the first time on March 5 to begin developing the “historic” NRS.

Made up of top government officials including Mr Hammond and education secretary Damian Hinds, as well as the Confederation for British Industry and the TUC, the primary goal of the body is to improve and spread adult learning and retraining.

But in her report, entitled ‘Shaping the new National Retraining Scheme’, Dr Pember warned there is still a sense that it is “promoting the NRS in public whilst trying to work out what the scheme actually is”.

READ MORE: Government joins unions and industry to thrash out a ‘National Retraining Scheme’

She recognised the “commitment that the scheme will be in place by the end of this parliament”, but warned the “clock is ticking”.

She also recommended that an NRS should be part of a wider lifelong-learning strategy that “supports solutions to many of our social and productivity issues, sets the framework for local strategies and brings clarity to all existing programmes and infrastructure”.

“A national entitlement to a fully-funded full level two qualification for all adults should be introduced irrespective of age or labour market status,” she added.

Adult learner loans covering the cost of fees at levels three to six should be replaced with an entitlement to fully-funded provision for “priority qualifications and subject areas”.

She also wants the government to “make an urgent decision” on how to replace European social funding after Brexit.

The ESF is cash that the UK receives, as a member state of the EU, to increase job opportunities and help people to improve their skill levels, particularly those who find it difficult to get work.

The current funding round, which runs from 2014 to 2020, is thought to be worth about £2.3 billion across England.

A Department for Education spokesperson said: “It is crucial we get this right – that is why we continue to work closely with key groups including the Confederation of British Industry and Trade Union Congress so the scheme is spot on for both learners and employers.”

England goalkeeper visits football fans at Newcastle college

An England goalkeeper has visited football fans at Newcastle-under-Lyme College’s Knutton Lane campus.

Stoke City’s main man Jack Butland was given a tour of the college’s sporting facilities and even took part in a training session with learners at the college’s Andy Griffin Football Academy.

To round off his trip, Mr Butland took part in a Q&A session with 120 football fans from the college. Questions included “who is the best striker you’ve ever played against?”, “what has been the best Stoke City performance this season?” and “how do you prepare for big games?”

“It was fantastic for so many of our students to have the opportunity to meet a top-class sportsman who competes at the highest level,” said Karen Dobson, principal and CEO of Newcastle and Stafford Colleges Group. “Jack is a fantastic role model and someone who will no doubt provide inspiration to many of our elite sporting students who aspire to follow in his footsteps.”

What the FE sector should be saying about Progress 8

Colleges and providers are in agreement: school league tables are a terrible way to measure FE learners’ progress. Sam Parrett proposes a solution

I recently wrote an article arguing that colleges should not be judged by the government’s new-style Progress 8 league tables.

The response I received from colleagues, local authorities and wider stakeholders was overwhelmingly supportive and has made me wonder exactly what the sector should be pushing the DfE for, to ensure that FE can continue to offer life-changing educational options for young people.

League tables are only a very small part of a much bigger story, but they have huge influence on parents and young people making choices about post-11 and post-16 education.

The result of the new academically-focused Progress 8 tables is a damaged reputation for many very good institutions, which are in reality seeing their students achieve much success outside of this narrow framework.

An FE college which has given these young people a realistic chance of achieving in life should not have to bear the weight of another school’s failure

In the case of 14-to-16 provision in FE, students arrive in year 10 or 11, often having being failed by school for the previous three or four years. Turning this around, particularly in key academic subjects like maths and English, is evidently a tall order for colleges in just one or two years.

Yet what these students are achieving in this short time cannot be fairly reflected by exam results. They are building confidence, learning employability skills, understanding the world of work, and gaining sector-specific technical skills and vocational qualifications – the list goes on.

An FE college which has given these young people a realistic chance of achieving in life should not have to bear the weight of another school’s failure. Many schools will happily let students move on at 14 if they know that these students are unlikely to achieve their five A-Cs by the end of year 11. They will on the other hand be very reticent to lose students who are expected to make the grade – even if these students would be better off in a more practical environment.

Schools must take responsibility for the students they have taught for the majority of their secondary education. FE colleges shouldn’t have to carry the bad data for schools; it needs to be shared, with the student’s individual needs put first.

I have no doubt that schools would be more willing to work in partnership if they knew they would bear some of the responsibility if students fail to progress. We have had students who moved to do their GCSEs with us, then went back to school to do A-levels. It is vital that all routes, in both directions, are accessible and supported.

The Baker clause is a very positive move but it needs to be embraced and enforced. Schools can’t be allowed to let one provider in once a year to talk about alternative educational options. The DfE needs to support transition at a non-standard age, ensuring that local authorities communicate and promote all the available options in the area.

Funding across schools and colleges should be standardised for all ages and no college should be financially penalised for taking on pupils that schools are not interested in. There also needs to be recognition that offering high-quality vocational training, with industry-standard facilities and experts, can be more costly than a classroom-based setting.

We need an agreement on outcomes as to what really does reflect “success”. It is not a level playing-field and we need recognition that progression and progress into fulfilling work is the best marker of all. This means removing FE colleges from the school league tables and creating a new set of measures that reflect career-focused achievement and not only the ability to pass an exam.

An integrated framework is needed, which requires true partnership. Young people need to be put first and made fully aware of the many exciting options open to them. We must accept that traditional school isn’t for everyone – and when that’s the case, make sure that children know about and can access the many different routes to success.

Sam Parrett is principal and CEO of London South East Colleges

Puppy named Jeffrey joins college as a therapy dog

A 12-week-old cockapoo is the newest recruit at Leeds City College.

The puppy, named Jeffrey, will frequent the college’s schools of health sciences, childhood and education and public services as a therapy animal for stressed-out students.

As well as serving the needs of the college community, Jeffrey will attend puppy training sessions on a weekly basis to become an accredited therapy dog, and the college plans to take him to nearby schools and care settings to help others once he has qualified.

“Studies suggest that pets play an effective role in supporting the young and elderly and we’ll be conducting research into the impact Jeffrey has on our most vulnerable students and their achievement levels, especially those with autism and additional needs,” explained Sheila Lucciarini, head of childcare and public services at the college. “It’s not uncommon to watch someone transition from emotionless to joyful when a pet enters the room.”

Leeds City College will be documenting Jeffrey’s progress and activity on a blog, which will be published soon.

Creative media students are the first to broadcast on new national radio station

Stoke-on-Trent College learners have made the first-ever broadcast on a new national radio station.

The team of creative media students brought their show to National College Radio on its launch day, which included a Q&A with their lecturer about his career, a movie review segment and a fast-request challenge featuring 21 song requests in 19 minutes.

The students prerecorded their show in the comfort of the college’s studio, planning, recording and editing it, before sending it to NCR’s programme controller.

The station broadcasts content made online by 15- to 18-year-olds at colleges and sixth-forms across the UK, and the Stoke-on-Trent team has now been offered a regular monthly slot.

“We’re extremely proud of all the students, who have really risen to the challenge, meeting all deadlines and submitting good, well-planned and professional-standard content,” said Lee Beddow, the programme leader for creative media at the college. “It’s a real coup for our students to be selected as the first broadcast.”

Movers and Shakers: Edition 237

Your weekly guide to who’s new and who’s leaving

Malcolm Pate, Farm manager, Moulton College

Start date: February 2018
Previous job: Farm manager, Streetly Hall Farm Limited
Interesting fact: Malcolm plays the fiddle, and has toured Norway, the US and Canada as a member both of a folk band and the Ayrshire Fiddle Orchestra.

____________________________________________

Shirley Brookes-Mills, Principal, Thomas Rotherham College

Start date: June 2018
Previous job: Assistant group director, Newcastle and Stafford Colleges Group
Interesting fact: Shirley will be the college’s first-ever female principal in its 500-year history.

____________________________________________

Catherine Cole, Principal, the Sixth-Form College Farnborough

Start date: September 2018
Previous job: Deputy principal, the Sixth-Form College Farnborough
Interesting fact: During her career, Catherine has worked in a number of schools and colleges in the UK and Australia.

____________________________________________

Jason Holt CBE, Chair, Apprenticeship Ambassador Network

Start date: March 2018
Previous job: Chief executive, Holts Group (ongoing)
Interesting fact: Jason was awarded a CBE in the 2015 New Year’s honours list for his services to apprenticeships and his efforts to plug the skills gap in the jewellery sector.

____________________________________________

Lee Kilgour, Principal, Scarborough UTC

Start date: April 2018
Previous job: Principal, the Greater Manchester UTC
Interesting fact: Lee worked for the RAF for 10 years as an aircraft engineer and instructor before moving into teaching.

 

If you want to let us know of any new faces at the top of your college, training provider or awarding organisation please let us know by emailing news@feweek.co.uk

College offers free drama workshops to local school as part of recruitment strategy

A college is instilling a love of the arts in pupils at a nearby secondary school by running free drama and dance workshops.

Sunderland College is working in partnership with Thornhill Academy to run the weekly dance and drama sessions, which give pupils regular access to arts education and inspire them to pursue creative subjects post-16.

The initiative is part of the college’s recruitment strategy, and will run until the end of the academic year, culminating in a joint performance of Blood Brothers by pupils and college students at

Sunderland College’s arts academy theatre, as well as an end-of-year dance show.

“The interest from schools wanting to work in partnership with us to ensure the arts is represented in the curriculum offer has been overwhelming,” said Sheree Rymer, curriculum manager for creative arts at Sunderland College. “This new partnership shows the resilience of the arts in Sunderland and how there are young people who want to study the creative arts alongside more academic subjects.”

Bolton pilots new college-university merger model

A college is joining a university using an “innovative” new merger model that’s acting as a pilot for future partnerships between FE and HE.

The alliance, between Bolton College and the University of Bolton, means the college, which has a grade two from Ofsted, will retain its own principal and governing board, giving it greater “protection” than it would through a traditional merger.

The model was proposed by the Department for Education, which described it as “exciting” and “the first of its kind”.

“This is an innovative new business model for further and higher education and we will be evaluating its success, particular how it benefits students and gives them the high quality education they deserve,” a spokesperson said.

“The university is not looking to come in and try to run the college,” said Bill Webster, Bolton College’s interim principal.

“It’s about making sure that the university has sufficient control to protect its ability to do what it’s been asked to do, at the same time as giving a fair degree of autonomy to the college.

“Should there be future HE/FE type mergers this is potentially the model it’s going to be.”

It’s great to see a merger model that allows greater protection for FE provision at colleges

“It’s great to see a merger model that allows greater protection for FE provision at colleges,” said Julian Gravatt, the deputy chief executive of the Association of Colleges, who is pleased the DfE is “working to make amendments where mergers may not have succeeded before”.

Most college mergers see one of the institutions dissolved and its assets transferred to the other partner.

But in this case, the college is changing its legal status from August 1 to become a company limited by guarantee with the university as its sole member, which will give the HE institute ultimate control.

The new company is being designated as an FE institution under the FE and HE Act 1992, so it will continue to operate in the same way as an FE college. Its principal will still be accountable to the college’s governing board.

Mergers typically result in a single governing board and consolidated leadership team.

The approach is the result of the DfE’s “very strong wish” to develop a new merger model that would “ensure that the integrity and assets of FE are absolutely protected”.

“The university is signing an asset deed that completely protects the assets of the FE establishment,” said Mr Webster.

It will also underwrite the college’s finances, “giving a stronger balance sheet”.

George Holmes, the university’s vice-chancellor, described the arrangement as “the best of both worlds” for the college.

“This new model retains the integrity, identity and relative autonomy of the college while retaining the benefits of being part of a much larger organisation than the college was itself,” he said.

The Bolton merger was first proposed in the Greater Manchester area review, which ended in June 2016.

Bury College was planning to join in, but dropped out in April last year due to a change in plans from the original proposal.

It’s not the first FE and HE merger to go ahead; according to the AoC there have been 12 since 1993, most recently in 2012 involving Leek College and the University of Derby.

And a further two partnerships are in the offing, involving City College Southampton and Southampton Solent University, and Lambeth College and London South Bank University.

However the latter may be under threat as the college was forced by the FE commissioner to seek out other potential partners.

Over two thirds of UTCs rated less than ‘good’ in the last year

More than two thirds of the university technical colleges visited by Ofsted in the last year received ratings that were less than ‘good’, according to FE Week analysis.

But the organisation which oversees UTCs has hit back, saying it believes the watchdog’s inspection regime is not designed to measure their performance in the most accurate way possible.

Ofsted inspected 14 UTCs between February 2017 and February 2018, but just four of these, or 29 per cent, received a grade two, while none at all were rated ‘outstanding’.

Meanwhile, 10 (71 per cent) were rated at grades three or four, both of which are considered unacceptable by Ofsted.

The Baker Dearing Trust told FE Week that UTCs are “new and innovative” colleges which are inspected “before many of them have a settled position in the local education landscape”.

Its spokesperson claimed that the trust hopes that “over time”, the “outstanding destinations” found at UTCs will “carry more weight” in Ofsted reports.

According to FE Week’s analysis, a total of 29 of the 14-to-19 technical institutions – including several which have since closed – have now been inspected, of which 17 (59 per cent) had the lowest two grades.

Click to enlarge

BDT’s spokesperson said that the “objective” is to have every UTC rated ‘good’ or ‘outstanding’, and claimed the trust works “closely and constructively” with those that have yet to reach the benchmark.

The UTC movement launched in 2011 with the backing of former Conservative education secretary Lord Baker.

These specialist technical education providers are seen by many as unwelcome competition to more established general FE and sixth-form colleges, which consistently return a much higher proportion of higher Ofsted grades.

UTCs’ Ofsted results remain well below those of independent training providers, sixth-form colleges, and general FE colleges – the last of which have themselves seen rapid recent improvement over the past year.

FE Week’s last report on UTC inspections in March 2017, showed that the education watchdog had visited 20 of the providers. Only nine (45 per cent) were considered good enough for the upper two grades.

UTCs are new and innovative colleges which are inspected before many of them have a settled position

Our new analysis reveals a fall of four percentage points in the past year.

BDT pointed out that if only the 23 UTCs that are still open and have had inspections are taken into account, 52 per cent are at grades one or two.

This still however places UTC performance well below that of other FE providers.

FE Week revealed last month that as of February 7, just under three quarters of colleges are now rated ‘good’ or ‘outstanding’.

The proportion of sixth-form colleges achieving the top two grades was at 81 per cent in September, and independent training providers were at 80 per cent.

The most recent inspection reports into UTCs, at the institutions in South Devon and Buckinghamshire, both produced grade threes.

It was the second ‘requires improvement’ rating in a row for Buckinghamshire, which had just 147 students on roll, despite a capacity of 600, in the last academic year.

Inspectors said that overall progress in English, maths and science has been “well below” the national average for the last three years, and the quality of teaching is “inconsistent”.

It was the first time South Devon UTC has been subject to an inspection since it opened in September 2015. The college currently has just over 200 students, but senior leaders were criticised because they’ve “not secured consistently effective” teaching as it has grown in size.

Most UTCs have struggled since they were established in 2010, mainly because they’ve not been able to attract enough pupils to stay financially viable. Eight have so far closed.

An investigation in January by FE Week revealed that almost every UTC missed their recruitment targets last year, leaving them with combined debts of over £11 million.

The ESFA is trying to retrieve cash from 39 of 44 UTCs still open in 2016/17.