Two FE principals are up in arms over a planned new academy-chain small school sixth form, which they claim will dangerously increase competition for local students.
The Trafalgar College opened last September as a free school run by the Inspiration Trust academy chain, which also runs the nearby Great Yarmouth Charter Academy for 11- to 16-year-olds.
The chain is now consulting on a potential merger, and on plans to bring forward the potential opening of a new joint sixth form to 2019 from 2021.
The consultation has infuriated the principals of two local sixth-form colleges, East Norfolk SFC and Lowestoft SFC, who claim the area reviews demonstrated there was no demand for more provision in the area before 2021.
A consultation statement on GYCA’s website spells out the plans, saying: “Our approved plans for Trafalgar College include a sixth form from September 2021 to match pupils’ progression through the school.
“As the new merged school will have year 11 students from day one, we are also consulting on whether to apply to bring forward the sixth form start date to 2019.”
If the opening date is moved forward to September 2019, it expects to have 70 16- and 17-year-olds in year 12.
Yolanda Botham, the principal of 740-learner Lowestoft, described Trafalgar College as “a costly mistake”.
“It was set up as an 11-to-18 school and this was, in my view, a very serious costly mistake, made for ideological reasons in support of the free-school movement rather than student need,” she said.
It was set up as an 11-to-18 school and this was, in my view, a very serious costly mistake
“Evidence was provided at the time by Sixth Form Colleges Association, the Association of Colleges and others to show there was no demographic need for more places post-16, as the subsequent area review process made crystal clear. The quality of local provision post-16 is also not an issue. Both the local SFCs have ‘good’ Ofsted ratings and our outcomes this year are brilliant, with a 100-per-cent pass rate.”
Both East Norfolk and Lowestoft took part in a pilot area review of post-16 provision in north-east Norfolk and north Suffolk in 2015, which was followed in late 2016 by the extended Norfolk and Suffolk review.
Neither review involved school sixth forms.
A spokesperson for East Norfolk, which has 1,640 learners, pointed out that the resulting report “clearly identified a demographic downturn in the population of- 16 to 18-year-olds until 2021”.
“Trafalgar College opened as a free school in 2016 with its sixth form originally being planned to open in 2021,” he said.
East Norfolk’s principal, Dr Catherine Richards, told FE Week that she “will seek to work with the ESFA and RSC to fully evaluate the impact of the merger”, in order “to avoid duplication of provision in the local area and make best use of government funding”.
The Association of Colleges and Havering Sixth Form College challenged the Department for Education last year, over its decision to fund a new sixth form at Abbs Cross Academy and Arts College in Hornchurch, Essex.
“When we opened Sir Isaac Newton Sixth Form in Norwich we were told by existing local providers that there was no need for it,” a spokesperson for Inspiration Trust told FE Week.
“Today Sir Isaac has more than 400 students and is returning some of the best A-level results in the country, so we think it is right to look with an open mind at what could best help students in Great Yarmouth.
“These new proposals reflect the changing circumstances since Trafalgar College was first put forward, and we welcome feedback from our fellow schools and colleges in the area.”
Leaders of a college that sold its main campus to make way for housing ahead of a planned merger have been shouted down and slow-clapped at a heated public meeting.
The local authority has outlined controversial proposals to demolish the building for housing, in a deal which would at best result in greatly reduced teaching space for the college. But this has become controversial since the fire at nearby Grenfell Tower in June, which killed at least 80 people.
Edward Daffarn
Huge numbers of campaigners including Edward Daffarn, who escaped the blaze, college staff and students, and residents packed out a public meeting attended by FE Week this evening at Bevington School, in West London.
The college’s chair of governors, Mary Curnock Cook, also a former UCAS boss, and the new principal, Dr Elaine McMahon, were repeatedly shouted down and slow-clapped when they tried to speak.
One woman shouted: “Do you have no aspirations for the people here? Do you think our children have no IQ?”
Ms Curnock Cook replied that she thought the “absolute purpose” of FE was to help people who needed it, and that “no decisions” had been made about the fate of the campus.
Addressing related concerns about the college’s plans to merge with with Ealing, Hammersmith and West London College, she added: “When I took on this role [in May] it was made absolutely clear to me that this college could not thrive and probably no even even survive without merging”.
Dr Elaine McMahon
This provoked shouts of “lies” led by Mr Daffarn, who claimed during his own speech that KCC had been run down for years to clear the way for “asset stripping”.
The meeting had to be postponed beyond its planned 6.30pm start time because so many people were queuing outside, and those seated were asked to shuffle their chairs forward to allow more people to squeeze in at the back.
It was held by the college to address concerns that the loss of the Wornington campus would effectively spell the end of adult education for the poorer people in the area, many of whom had lived in Grenfell tower, and who it was claimed were being driven out of the area by “social cleansing”.
As tempers flared, another angry resident questioned the motives behind the sale of the campus and why the college had not asked for more than £25.3 million, which she said was a serious bargain judging by today’s property prices.
Dr McMahon told the crowd: “During my time here so far, I have seen that local people really want the college to remain here and so do we.”
The college leaders were unable to appease the angry room, and at one point a man shouted “enough” and stormed to the front telling Ms Curnock Cook to sit down, which she did.
Mary Curnock Cook is told to sit down
He then urged everyone in the room to stand for a minute’s silence for those who died in the Grenfell fire, which was respected.
FE Week reported last week that campaigners had met privately with Dr McMahon and Ms Curnock Cook, to raise concerns both about Wornington’s future and the planned merger.
KCC subsequently refused to confirm what was said in the meeting, but Mr Daffarn, speaking on behalf of the Grenfell Action Group, said at the time that campaigners had been told the college had “pushed back” its final decision on whether to assent to plans to redevelop the site from the end of this month until December 30.
It was announced at tonight’s meeting that any decision on redevelopment was now likely to be pushed back even further.
The Labour Party has pledged to invest one billion pounds to deliver T-levels, as its shadow education secretary spelt out her plans for a new National Education Service.
Angela Rayner (pictured above) used her speech at the party’s annual conference in Brighton this afternoon to heap praise on the FE sector but warned that the Conservatives are “happy to manage a decline”.
“FE isn’t just for those who ‘didn’t get the chance’ to go to university,” she said. “It serves the majority of young people. They too deserve a world-class education.”
“Instead, the Tories are happy to manage decline. I will only be happy when we manage success. So we will invest a billion pounds into a further education service to deliver T-levels that are a true gold standard.”
The National Education Service is Labour’s umbrella term for a raft of reforms, including increases in schools funding, free adult education and the return of the Education Maintenance Allowance for 16- to 19-year-olds.
Ms Rayner today released a draft 10-point charter detailing what the National Education Service would do:
Be guided by the principle that education has “intrinsic” value in giving all people “access to the common body of knowledge we share, and practical value in allowing all to participate fully in our society”.
Provide education that is “free at the point of use, available universally and throughout life”.
Provide education “for the public good”. All providers within the National Education Service shall be bound by the principles of the charter.
Work alongside the health, sustainability, and industrial policies set by government.
Commit to “tackling all barriers to learning”, and providing high-quality education for all.
Provide all forms of education, integrating academic, technical and other forms of learning within and outside of educational institutions, and treating all with equal respect.
Be structured to “encourage and enhance” cooperation across boundaries and sectors.
Be accountable to the public, communities, and parents and children that it serves. Schools, colleges, and other public institutions within the National Education Service “should be rooted in their communities”, with parents and communities empowered, via appropriate democratic means, to “influence change where it is needed and ensure that the education system meets their needs”. The “appropriate democratic authority” will set, monitor and allocate resources, ensuring that they meet the rights, roles, and responsibilities of individuals and institutions.
Aspire to the “highest standards of excellence and professionalism”. Educators and all other staff will be “valued as highly-skilled professionals”, and appropriate accountability will be balanced against giving “genuine freedom of judgement and innovation”. The National Education Service shall “draw on evidence and international best practice, and provide appropriate professional development and training”.
Have the “utmost regard to the well-being of learners and educators”, and its policies and practices, particularly regarding workload, assessment and inspection will “support the emotional, social and physical well-being of students and staff”.
National Education Service – Labour’s 10 point charter in full
The key principles are:
Education has intrinsic value in giving all people access to the common body of knowledge we share, and practical value in allowing all to participate fully in our society. These principles shall guide the National Education Service.
The National Education Service shall provide education that is free at the point of use, available universally and throughout life.
The National Education Service provides education for the public good and all providers within the National Education Service shall be bound by the principles of this charter.
High quality education is essential to a strong and inclusive society and economy, so the National Education Service shall work alongside the health, sustainability, and industrial policies set by democratically elected government.
Every child, and adult, matters, so the National Education Service will be committed to tackling all barriers to learning, and providing high-quality education for all.
All areas of skill and learning deserve respect; the National Education Service will provide all forms of education, integrating academic, technical and other forms of learning within and outside of educational institutions, and treating all with equal respect.
Educational excellence is best achieved through collaboration and the National Education Service will be structured to encourage and enhance cooperation across boundaries and sectors.
The National Education Service shall be accountable to the public, communities, and parents and children that it serves. Schools, colleges, and other public institutions within the National Education Service should be rooted in their communities, with parents and communities empowered, via appropriate democratic means, to influence change where it is needed and ensure that the education system meets their needs. The appropriate democratic authority will set, monitor and allocate resources, ensuring that they meet the rights, roles, and responsibilities of individuals and institutions.
The National Education Service aspires to the highest standards of excellence and professionalism. Educators and all other staff will be valued as highly-skilled professionals, and appropriate accountability will be balanced against giving genuine freedom of judgement and innovation. The National Education Service shall draw on evidence and international best practice, and provide appropriate professional development and training.
The National Education Service must have the utmost regard to the well-being of learners and educators, and its policies and practices, particularly regarding workload, assessment, and inspection, will support the emotional, social and physical well-being of students and staff.
The chair of the influential Commons education select committee has questioned the worth of the employer perspectives survey, which cost the taxpayer almost three quarters of a million pounds in 2016.
Even the Confederation for British Industry has refused to defend it, after its price ballooned by around £235,000 in just six years.
The survey, which looks at the way employers’ make decisions on recruitment and training, has been run every two years since 2010, first by the defunct UK Commission for Employment and Skills and now by the Department for Education.
A freedom of information revealed that the 2010 survey cost £495,832, a sum that rose to £533,132 in 2012 and £680,161 in 2014.
By 2016, the burden on the public purse had risen to a whopping £730,321, of which £109,749 was carried by the DfE.
When presented with these figures, Robert Halfon told FE Week he was “very concerned” by the cost of these surveys and “whether they represent value for money”.
“I think much more should be done to get the private sector to sponsor these surveys and to demonstrate that they genuinely make a difference to policy,” he said.
The CBI, which acts as a pressure group for British business, meanwhile declined to comment.
The first UKCES employer perspectives survey was designed to “provide robust evidence for policy-makers regarding employers’ engagement and satisfaction with government support for recruitment and workforce development”.
It claimed that “at a time when public spending is under increased scrutiny” it would provide “an insight into the degree of employer engagement with government services and the extent to which they are providing useful support”.
Much more should be done to get the private sector to sponsor these surveys
The most recent survey, conducted between May and August 2016, and published the following June, interviewed more than 18,000 employers.
Information gathered through the research is presented “to improve initiatives designed to help individuals find work, as well as improve initiatives that support business growth and development of the workforce, so they better meet the needs of employers”.
The perspectives survey is run alongside the employer skills survey, which is takes place in alternate years.
The skills survey, which the DfE claims is “one of the largest employer surveys in the world”, gathers information on skills challenges faced by employers in their existing workforce and in recruiting new staff.
Recent research into the usefulness of the surveys, carried out by consultancy firm London Economics on behalf of the DfE, identified a “high value in answering key policy and research questions”.
“However, a number of consultees expressed the opinion that awareness and use of the surveys could be higher,” it noted.
The research explored a number of different cost-saving options, including merging the two surveys.
But it concluded that “the proposed options appeared to introduce change (and costs) without necessarily delivering any benefits that would warrant a fundamental reorganisation of the surveys”.
The only option that could save money was the “possibility of procuring the administration of the surveys on a longer-term basis”.
Research for the 2017 employer skills survey, which is due to be published next summer, is currently underway.
A DfE microsite for the 2017 survey, which has run from April and ends this month, describes it as “vital to the work of DfE and their partners both within national and local government”.
The DfE adopted both surveys after the UKCES was defunded in the government’s 2015 spending review, after which Mr Halfon’s predecessor as skills minister, Nick Boles, suggested that responsibility for them could fall to local enterprise partnerships.
There are some barriers preventing women from joining college boards, but the evidence shows their involvement boosts success rates. So how do we get them involved? Pauline Odulinski has the answer
The Women’s Leadership Network has been actively involved in supporting and developing talented women in further education leadership and management since the 1980s.
Since then the number of female CEOs/principals has risen to 48 per cent, which is a fantastic record. The WLN is proud to have supported many women in FE on their journey to senior positions.
There is however more work to do to achieve a better gender balance on college boards. The latest data available from the Education and Training Foundation shows there is broadly a 40:60 female-to-male ratio of board composition. Certain specialist sub-groups are worse, with only 33% women on remuneration committees and 32% on search committees. The worst representation is on finance committees, only 20% of which are chaired by women.
There is a raft of evidence that demonstrates that the most successful companies have female board members
Of course diversity is important for the reasons of equality and fairness but also there is a raft of evidence that demonstrates that the most successful companies have female board members. Diverse boards benefit from different perspectives, varied input, and therefore better decisions are made. So if colleges really want to be competitive they should be prioritising diversity at the most senior level.
The WLN has discovered that there can be barriers to joining a board that often particularly affect women.
Balancing career and familial responsibility is a challenge, particularly combining work and parenting. For example most board meetings are in the early evening when childcare is a priority, so joining a board can seem like an additional burden.
Confidence and appreciation of one’s own skill set and experience is cited again and again. This is where we have really found mentoring and coaching can help, but college boards also need to become more accessible and outward looking.
To inspire and encourage more women to consider board membership, in partnership with the ETF, several WLN coaches are hosting a series of free interactive workshops where they will share their expertise and experience, enabling delegates to discover how they can benefit professionally and personally from joining a college board. Delegates will also discover how their current skills and experience can help them make the next step in their career and further develop their leadership skills.
These workshops are open to talented women from both business and the education sector.
Joining a board is excellent experience and preparation for leadership. You will develop skills in strategic thinking, learn about how organisations work and how they prosper.
“Women on Boards” morning session will be an interactive session designed to enable you to discover how your existing skills and experience can help you make the next step in your career. If you’re interested in the career development opportunity board membership can offer you, now or in the future, this session is for you.
“Women on Boards” afternoon session will examine why diversity of board membership is important and why the current situation needs to change. You will hear first-hand from successful female chairs of audit and finance committees.
A massive 58 per cent of FE loans funding – amounting to almost £1 billion – has not been spent since 2013, FE Week can reveal.
This shocking figure, revealed by a Freedom of Information request, has been branded a “systemic failure” that could unravel the government’s plans to upskill the nation in a post-Brexit world.
The Student Loans Company, which processes advanced learner loans on behalf of the Education and Skills Funding Agency, revealed that just £652 million in loan-funded provision had actually been delivered since 2013, against a massive £1.56 billion in allocations.
There has also been a near-40-per-cent fall in the numbers of level three and four learners since the loans were introduced, sparking dire warnings across the sector.
Gordon Marsden described the figures as “extremely concerning” and claimed they indicate “a systemic failure in the Department for Education and the ESFA in delivering this policy”.
“The general message that this is sending out to adult learners and people wanting to reskill makes a mockery of the government’s alleged commitment to promoting adult skills and learning,” said the shadow skills minister.
“We are going to need the contribution of older people reskilling to keep our economy afloat,” he added, and called on the government to “look urgently at what can done”.
David Hughes, the chief executive of the Association of Colleges, said that demand for FE loans had been “lower than expected”, leading to a “big drop” in adults studying at levels three and four.
“The government should be worried about that impact, particularly at this time when skills gaps are growing for many employers,” he warned.
“The industrial strategy is clear that we need more adults to be trained in STEM subjects, so we need a plan to make the loans work for more adults and employers,” he added.
But the influential vocational education adviser Professor Alison Wolf told FEWeek that the government had actually anticipated that take-up of courses at levels three and four would fall when the loans were introduced – a fact she said she had been “shocked” to learn.
Prof Wolf pointed to an impact assessment carried out by the now-defunct Department for Business, Innovation and Skills in 2012, which estimated a 45 per cent drop in learner numbers once loans appeared, though it did plan for all the available loan funding to be taken up.
“They certainly did not predict or expect this massive underspend, coming at a time when we have major skill shortages, and can expect the situation to get worse, post-Brexit,” she said.
Read Editor Nick Linford’s view here
FE loans, originally known as 24+ loans, were introduced in 2013/14 for learners studying courses at levels three or four and aged 24 and older.
Their introduction corresponded with a fall in adults studying at levels three and four+, from 273,400 in 2012/13 to 195,200 in 2013/14, according to the DfE’s own statistics.
By 2015/16, that number had fallen further still, to 169,400.
Despite this persistent under-delivery, loan eligibility was expanded in 2016/17 to include 19- to 23-year-olds, and courses at levels five and six.
But that expansion in learner eligibility appeared alongside a reduction in the overall loans budget – and a crackdown on loan growth requests [see box-out].
FE Week asked the Department for Education why its loan policy was underperforming so badly, and what action it was taking to address the problem.
“We continue to work with the sector to raise awareness of advanced learner loans, which offer important help with the costs of a course at a college or training provider, allowing more people to study and gain new skills,” said a spokesperson.
“The overall allocations figure for advanced learner loans represents the amount received from the Treasury based on demand.
“No funding, beyond what is required for advanced learner loans to current students, is issued to providers.
“Any use of taxpayers’ money is kept under regular review, and this is no exception.”
A long year of loans scandals
In a desperate bid to boost the amount of loans-funded provision being delivered, the SFA handed out huge sums of loans cash to untested providers before it was forced into a crackdown in the wake of a series of scandals exposed by FE Week.
These include John Frank Training, which went bust under mysterious circumstances in November 2016.
The provider used the advanced learner loan scheme to deliver and subcontract courses in areas such as IT and health and fitness, and had been allocated £10 million in loans facilities over the last two years.
While £6.4 million was paid for around 2,200 learners to complete their training, a further £464,000 was thought to be effectively missing – leaving around 500 learners with large debts but no courses.
Loans-related scandals followed with Hampshire-based Edudo Ltd, which went under in January, and Darlington’s Focus Training & Development Ltd, which collapsed last November.
The SFA had previously recognised they had a problem overseeing loans funded provision, particularly where much of it is subcontracted.
In August 2016 the SFA banned new subcontracting contracts for advanced learner loans, with a complete ban coming into force last month.
In addition, growth requests for advanced learner loans were paused in September last year, while in November the SFA introduced caps for how much loan money can be allocated to a provider.
Colleges lose out in loans market
Colleges are losing a vital source of funding: figures show their share of the loans market has been falling year on year, even as private providers cash in.
FEWeek analysis of Student Loans Company figures shows that colleges received 83 per cent of loans cash in 2013/14, while private providers’ slice of the market stood at just eight per cent.
But by 2016/17 private providers were responsible for 39 per cent of delivery, and colleges’ share had dropped to 55 per cent.
If the current trend continues, private providers could enjoy the majority by 2018/19.
Simon Ashworth, the chief policy officer at the AELP, told FE Week that loans growth was “another example of independent training providers being proactive in the learner marketplace” and that it demonstrated “a very encouraging level of demand for loans around the country”.
“It is frustrating for many of them that they find that their growth requests are being capped at a time when many learners need to acquire new skills to sustain their employment in a changing economy,” he complained.
The AoC’s David Hughes defended colleges’ falling share.
“Colleges have developed their loan-supported courses and enrolments in a sustainable way, with little support from the government in terms of marketing and public awareness,” he said.
Mr Hughes pointed to “recent incidents” of loans-funded learners “left high and dry by private training providers going to the wall”, which he said was “very worrying” and could even “undermine confidence in the loans”.
FE Week understand that colleges and private training providers as groups have both increased the total amount of loans-funded provision they’ve delivered since 2013 – but that private providers increased their delivery at a much faster rate.
In 2013/14 colleges delivered loans-funded provision worth £99.8 million, but by 2016/17 this had gone up to £112.2 million – an increase of £12.4 million or 12.4 per cent.
Meanwhile, private providers delivered loans-funded provision worth £9.4 million in 2013/14, but by 2016/17 this had risen to £78.8 million – a far chunkier increase of £69.5 million, or 640 per cent.
The former skills minister Nick Boles warned colleges in 2015 not to let private providers “nick your lunch”, after it was revealed that private providers were delivering a far greater share of apprenticeships than colleges.
A civil servant who led the Department for Education’s response to the Grenfell Tower blaze has been appointed as its new director for apprenticeships.
Rory Kennedy has taken the reins from David Hill, and is now responsible for the whole apprenticeships programme, as well as a number of other important policy areas including the levy, the target for three million apprenticeships starts by 2020, and the work of the Institute for Apprenticeships.
Mr Hill, who was appointed in October 2015, left the role in July and was replaced on an interim basis by Carl Creswell, the DfE’s deputy director of apprenticeships.
He then left the position himself earlier this month to become director for better regulation at the Department for Business, Energy and Industrial Strategy.
Mr Kennedy’s start date has not yet been confirmed but it is “expected to be some time from mid-October onwards”, according to an email from the DfE.
He has already been working with the DfE: after finishing a year on secondment to Haringey council as assistant director for schools and learning, he has led the department’s response to the Grenfell tragedy since July.
According to his LinkedIn page, Mr Kennedy has been a policy manager at the DfE since 2004, spending time as the relationship manager for the New Schools Network, when he designed free school applications and assessment processes.
Then between June 2008 and April 2010 he was head of exams delivery, and also enjoyed a stint as the policy manager responsible for the Building Schools for the Future programme.
UPDATE: The Department for Education has now confirmed they’ve published documents launching the IoT invitations on the lep network website. You can access them here.
After more than two years and three Skills Ministers since the Institutes of Technology (IoT) concept was announced, FE Week can exclusively reveal the “process and timeline” ahead of their launch in 2019.
Institutes of Technology were first mooted in the Productivity Plan in July 2015 , which said: “The government anticipates that many colleges will be invited to specialise according to local economic priorities, to provide better targeted basic skills alongside professional and technical education, and that some will be invited to become Institutes of Technology.”
In documents seen by FE Week that have been “agreed by ministers” and were due for publication this week, the DfE sets out details of the IoT invitation process.
The DfE will be calling on those that “would like to register an interest in the IoT initiative” to complete a short form and email it back to institute.technology@education.gov.uk by the 31 October 2017.
Despite the DfE repeatedly saying the plan is to “establish high quality and prestigious institutions”, in truth and as previously reported by FE Week, the IoT funding is in fact a relatively small three year wave of capital funding for mainly existing colleges, not to create new ones.
The “successful bidders will receive the right to call themselves Institutes of Technology (precise branding to be confirmed)” and receive funding “for capital investment to support high quality, industry-standard facilities and equipment” as well as “cover new build investment or upgrades and improvements to existing assets.”
Much like the ill fated 400 Centres of Vocational Excellence (CoVE) scheme for colleges under the Learning and Skills Council, it is expected that funding for new equipment will come with IoT plaques and IoT kite-marks for websites and email signatures.
But the invitation is not only for colleges, in fact the ‘IoT policy statement’ seen by FE Week says: “Delivery will be through partnerships of employers, FE and HE but could be through a range of legal structures and delivery models ranging from Joint Venture or Special Purpose Vehicles, wholly new FE or HE institutions or other entity of a type which is permitted to conduct HE and/or FE provision under existing FE and/or HE legislation.”
To get the IoT kite-mark and capital funding, the DfE says an IoT will need to “have employers at the heart of their leadership and governance, and in the design and delivery of curriculum. IoTs will strengthen and grow provision to fill gaps in the market; they will focus particularly on technical (eg Science, Technology, Engineering Mathematics) skills at levels 4 and 5 but will extend to degree level and above (level 6+) to strengthen routes into higher levels of technical education, as well as directly into employment.”
And the DfE has recently set-up an IoT LinkedIn group (click here) to “facilitate connections between potential collaborators who are interested in establishing an Institute of Technology.”
David Hughes, chief executive of the Association of Colleges told FE Week: “I’m pleased to see clarity on the way forward on the Institutes of Technology after the original proposal way back in July 2015.
“New capital investment in colleges is always to be welcomed and this will undoubtedly help provide great facilities and equipment for much needed higher level technical skills and education. I expect lots of great bids to come forward and with collaboration between employers, colleges and others which will really start to increase demand for Level 4 and 5 in this country.
“We must also invest more in careers advice and maintenance support for people to participate if these new Institutes are to be successful.”
FE Week understands the delay to the policy was to enable synergy with the new T-level policy concept launched in July 2016 Skills Strategy, followed by the Industrial Strategy in January 2017 which promised to fund IoTs with £170m in capital funding over three years.
The imminent launch of the invitation to apply to become an IoT will come as a relief to everyone in the further education college sector, after the Conservative manifesto referred to universities, stating: “World class technical education, underpinned by prestigious new institutes of technology with the freedoms that make our universities great.”
The DfE document seen by FE Week concludes: “We expect the first IoTs to open in 2019. More details on the bidding process will be published at the competition launch before the end of 2017.”
The register of apprenticeship training providers will open for a third time starting on Monday, FE Week can reveal, and the window will last for one month.
“This reopening will close on Friday, 27 October,” it continued. “This opening is open to all organisations, including those organisations that have not previously been successful.
“If you have already been successful in your application to the RoATP, you do not need to reapply as this opening is not a refresh.”
This is the third time the register has opened for applications.
The first window ran for a month in November 2016, while the second window opened in March – just days after the first register was published.
In June, the apprenticeships and skills minister Anne Milton announced that the register would not open for new applications while the new procurement process for delivering apprenticeships to non-levy payers was open.
