Future of Education News

In part one of this inclusive professionalism ‘in conversation’ series with Dr Vikki Smith, Executive Director of Education and Standards at the Education and Training Foundation (ETF), and Ellisha Soanes, Equity, Diversity and Inclusion (EDI) consultant, Vikki and Ellisha discuss social mobility and its importance in fostering inclusion in the Further Education (FE) and Skills sector.What does social mobility mean to you?VS: For me, social mobility is about raising aspiration. It’s about helping people recognise their potential and the world of opportunity that is out there – and shaking the shackles off. As a sector, we need to ask what someone wants and how we can enable them to get there. People are also more likely to be successful and more socially mobile if they have cultural competence. So how do we equip them to work in and engage with the world as it is today?ES: I think that space of belonging, everybody having that space for empowerment, is where equity, diversity and inclusion link to this. You need that for social mobility to work. So when we talk about taking the shackles off, we need to think about what that looks like in the spaces we are in at that moment. We need to make sure the sector, organisations, support staff and leaders really understand and identify with fostering that kind of environment so they can pull people along the way. It’s so important to keep the door open and give people a sense of voice.How do we enable social mobility?ES: Recognising intersectionality is so important here. It’s not just about what you can see, it’s also about hidden aspects of someone’s identity. For example, I’m a black female of mixed heritage background, but what you can’t see is that I’m also neurodiverse and I have ADHD and dyslexia and represent many of our protected groups.There’s also the point about needing “to see it, to be it”. Role models are so important – those amazing educators or inspirational colleagues from different organisations, leaders or even other young people creating their own space of belonging and empowerment. As gatekeepers, game changers, leaders and organisations we need to think about how we create the right environment to help people unlock their talents on their own journeys.VS: It really is about unlocking those talents while trying to foster and stimulate that ambition in individuals. That enables people to become their own champions – and we have to remember success comes in so many different forms. Small successes allow us to build towards the next one and the one after that. And success comes in many different roles, and career paths. We’re not a monoculture, and there isn’t just one path to success. There are many different paths; some are creative, some ‘wiggly’, and they are all good. As long as we keep learning we will continue to move forward.ES: I love the idea of the ‘wiggly’ path to success. I often talk about different chapters. It is okay to have those chapters and to acknowledge that sometimes your story is not going to be straight forward. It’s okay if you get to a stopping point or a block and you have to go around it. We need to celebrate different paths more, especially with our learners. How can inclusivity drive social mobility?VS: I think role modelling is crucial here. We can’t just have rhetoric, we can’t just have papers, we can’t just have policies and we can’t just sign up to charters. It has to be lived and it has to be real. Authenticity is absolutely critical.ES: Yes, it’s coming away from the tick box system and from paying lip service. And for that to happen you need resources. We need both role models and much-needed resources in place. I’ve seen people flourish when they’ve accessed ETF coaching, and seen them build on that experience using further resources. That process creates incredible role models who then bring their experience back to the sector, and you see how they support their learners and their team members. That’s when the positive impact...

One in five students are dyslexic, showcasing incredible strengths in areas like creativity and problem-solving — Dyslexic Thinking skills which will be vital for future workplaces. However, our education system often fails to spot and support dyslexics, while traditional benchmarking measures them against the very things they find challenging. The solution? Rapidly train every educator to identify, support, and empower every Dyslexic Thinker.One in five students are dyslexic, their brain processes information differently. They are often naturally curious and highly creative, with an ability to unconventionally connect the dots and think laterally. This difference in thinking results in some challenges but many extraordinary strengths too – in areas like creativity, problem solving, empathy and communication – which are now the top skills every workplace is looking for, according to research by the World Economic Forum.Despite having these valuable and vital skills, our education system fails to spot and support dyslexics and traditional benchmarking (like standardised tests) disadvantages dyslexics, measuring them against the very things they find challenging (rote learning, timed tests).However, the solution is simple: we must rapidly train every educator to ensure that they are able to identify, support, and empower every Dyslexic Thinker.Research shows that only one in 10 UK teachers have a good understanding of dyslexia and only 3 per cent of schools in the UK screen for it, so it’s no surprise that 80 per cent of dyslexic children leave school unidentified.Of those who are identified, 78 per cent are left to muddle through with support that is average to non-existent, meaning many dyslexics arrive in FE not knowing they are dyslexic or not having their challenges adequately supported. This is a mistake.Harnessing the power of Dyslexic ThinkingDyslexic Thinking is now recognised as a noun in the dictionary as a creative and innovative way to think. LinkedIn also recognise it as a valuable and sought-after workplace skill and have added it to their platform.Some of the world’s greatest inventions, brands and art wouldn’t exist without Dyslexic Thinking. Without it, we wouldn’t have the Mona Lisa, the iPhone, the light bulb or the motor car. Dyslexic Thinking will be vital in shaping the future too. Spotting it in students is easy when you know how. Dyslexics excel in the subjects they love because they tap into their Dyslexic Thinking skills, such as Creativity, Exploring and Questioning (often performing much better than their peers), but they may struggle to grasp other skills their peers find easy (organisation, spelling, punctuation and grammar)Often in dyslexic students there is a mismatch in what a learner seems capable of and the written work they produce, and they may not have test scores and grades that reflect how much they have actually learned or know. This is often misread as laziness or lack of concentration, when it is actually a reflection of their challenges. And with the right support and adjustments, they can and do go far. The exact skills the world needsDyslexic Thinking skills are the ‘soft skills’ every workplace is looking for like creativity, adaptability, leadership, innovation, problem solving and critical thinking. Our Value of Dyslexia report, in partnership with EY, found that these skills are a direct match for those identified by the World Economic Forum as the skills of the future.Right now, the world is experiencing an unprecedented skills gap. Our 2020 report, The Dyslexic Dynamic, pointed out that talent shortages are at a 15 year high. Dyslexic minds are poised to fill this skills gap. As technology takes over the tasks dyslexics find more challenging, the soft skills that are most valued in today’s workplaces are the exact skills that people with dyslexia excel at.Now companies like HSBC, Microsoft and EY are actively looking for dyslexics, recognising that Dyslexic Thinking is a va...

In recent years degree apprenticeships have emerged as a promising avenue for higher education institutions and businesses, to collaborate and provide the perfect blend of academia with work experience for individuals it’s suited to. Not only do they offer students the chance to gain valuable work experience while obtaining a degree, they also provide the benefits of integrated learning with real-world experience, which for many is the perfect combination.For colleges, fostering lasting relationships with reputable businesses is essential to the success and sustainability of these programs. Here, Adam Herbert, CEO and co-founder of leading marketing and data company, Go Live Data, discusses the strategies colleges should employ to create and nurture such important partnerships:Understanding business needs. Colleges first should prioritise their bid to understand the specific needs and objectives of the businesses within their target industries. A key way to achieve this is to conduct proper research and engage in dialogue with industry leaders, who will be able to provide valuable insights into the skills and expertise required by employers. Try to create opportunities via one-to-one meetings or attend industry events to speak to those leaders, to ensure you’re properly informed. Other avenues would be to keep abreast of specific white papers and educational journals to stay informed. By aligning degree apprenticeship programs with these needs, colleges can demonstrate their commitment to producing graduates who are equipped to meet the demands of a particular workforce.Customising apprenticeship programs. Flexibility is paramount when it comes to designing degree apprenticeships that cater to the needs of both students and the businesses. Colleges should offer customisable options that allow employers to tailor the curriculum to align with their business and the skills they seek in prospective employees. This could involve incorporating specific industry certifications, specialised training modules, or on-the-job learning experiences into the structure of each program.Establishing clear communication channels. Essential for building and maintaining strong relationships in any situation, it’s vital for colleges to establish clear channels of communication with employers, to make sure a regular dialogue is maintained. This would allow for program updates to be discussed, as well as student progress and any needs or challenges that could arise. By doing this, colleges can demonstrate their commitment to collaboration and show how responsive they are to industry feedback.Providing ongoing support. Supporting students and employers throughout the duration of the apprenticeship is crucial for ensuring a positive and productive experience on both sides. Colleges should offer comprehensive support services, such as academic advising, mentoring, and career counselling, to give students the best chances of succeeding as possible, academically and professionally. Dedicated resources and assisting employers, will help mitigate the challenges and maximise the benefits to their business.Facilitating networking opportunities. Creating opportunities for networking and collaboration can really strengthen the relationship between colleges and business providers. It might be that colleges organise events such as industry panels, networking mixers, or career fairs, that bring together students, employers, and faculty members. These not only facilitate meaningful connections, but they are also an excellent way to showcase the talent and expertise of students to employers.Emphasising long-term partnership. Long-term relationships require a long-term perspective and commitment from both parties involved. Colleges should emphasise the importance of these relationships and put collaboration at the top of the list. By demonstrating their dedication to this, colleges can foster trust and mutual respect, laying strong and healthy foundations for succes...

Following Tom Bewick’s involvement in the inaugural conference of Apprenticeships for America, in Washington D.C. (March 12th-13th, 2024), here he outlines how the planned expansion of registered apprenticeship in the USA could more fully open the door to independent training providers and universities from the UK, who may themselves spot a business opportunity to get involved.Winston Churchill, a staunch Anglo-American, once observed: “You can always count on Americans to do the right thing – once they have tried everything else.”After decades of being an international outlier in the registration and delivery of formal apprenticeships, this position may be about to change. Two potentially game changing initiatives have recently placed the federal government’s policy trajectory on course for an apprenticeship system much closer in design and ambition to world-class models found in Europe and Australia.Crucially, there is a renewed opportunity for UK-based providers of apprenticeship training and end-point bodies to support the expansion effort; by either forming their own ‘intermediary organisations’ across the pond; or by partnering with existing US firms that place registered apprentices with employers. This includes providing support to the emerging ecosystem of apprenticeship providers, with marketable products such as competency-based assessment plans, industry-backed credentials, virtual bureaucracy busting platforms; technical assistance and programme delivery expertise.In a sign of how organised the American apprenticeship community is getting, the non-profit, Apprenticeships for America (AFA), has been formed in the last year or so to be a strong advocate for the entire skills ecosystem of intermediary organisations – terminology in the UK context that means independent training providers (ITPs), FE colleges and universities that deliver degree apprenticeships.ITPs as intermediaries in the US context. The term intermediary is popular in the US because it has become shorthand for the fact that in order to expand the registered apprenticeship model, it is not always possible to assume that employers will simultaneously spring into action – i.e. recruiting apprentices and training them without some kind of intermediate support.To put the current registered apprenticeship model into some perspective: the US labour market is made up of 132 million full-time employees, more than four times the size of the British workforce of 31.7 million. Yet, when it comes to the penetration of apprenticeship numbers, the UK trains around 2.5% of apprentices as a ratio to its full-time workforce, compared to just 0.32% undertaking apprenticeship in the US. In other words, the US should be training about 4 million apprentices per annum to match the position in England, compared to only 600,000 American apprentices that currently take advantage of this pathway. US intermediaries carry out a number of functions in the registered apprenticeship model. Some act as sponsors, making it easier for employers to access and register programs with state and federal apprenticeship agencies. In return, these approved sponsors can access grants from the state or directly from various US-DOL grant calls. Other intermediaries are more end-to-end, not only guiding the employer through the whole registered apprenticeship process, but by also delivering the Off-Job-Training (OJT) or Related Training Instruction (RTI), which is broadly equivalent to the 20% off-job support ITPs and colleges must give to apprentices in England. While some grants have helped pay for these elements, acting as an incentive to US firms to get involved, the US-DOL has not yet succeeded in persuading Congress of the need to fully subsidise the OJT/RTI element of the apprenticeship journey, as is routinely the case in the world leading systems of the UK, Australia, Germany and Switzerland.Uncle Sam is thinking big. Despite the relatively low numbers, US policymakers are still thinki...

In the rapidly changing landscape of the UK’s education sector, leaders are at the forefront of innovation, facing an array of challenges that are magnified for those who are neurodivergent. Neurodiversity encompasses a range of conditions, including autism, ADHD, dyslexia, and other traits. An estimated 20% of the working population identifies as neurodivergent. This percentage is thought to be even higher in fields that demand creativity, innovation, and hands-on skills, such as information technology, engineering and the arts.The journey to leadership for a neurodivergent individual is often paved with significant obstacles, yet their unique perspectives are invaluable in driving innovation and fostering inclusive environments. However, as organisations evolve, the strategies that previously facilitated their success may require adjustments. It becomes crucial for these leaders to reassess and adapt their approaches to maintain effectiveness and navigate the complexities of organisational change.For neurodiversity leadership, awareness is key. One of the primary challenges neurodivergent leaders face is the pervasive lack of understanding and awareness about neurodiversity in the workplace. Many have surmounted considerable barriers to attain their current positions, only to find that the very strategies that propelled them into leadership roles now need revision. Without widespread recognition of the strengths and challenges associated with neurodiversity, these leaders may struggle to adapt and thrive.Consider the example of a leader within a large organisation who, despite excelling in financial performance, found his ADHD traits hindering his ability to navigate the internal politics of his organisation. His innovative efforts led to substantial success from a profit and loss perspective, yet behavioural misunderstandings placed him on a final written warning. Only through targeted support aimed at helping the organisation understand the root of these behaviours and assisting the leader in developing more effective strategies was he able to turn the situation around.Neurodiversity leadership support systems matter. Another prevalent issue is the inadequacy of support systems. Often, when leaders perform well, their needs are overlooked. However, when challenges arise, questions about the individual’s competency are posed instead of inquiries into the underlying causes of their struggles. For instance, another individual I worked with was grappling with the impacts of a family bereavement and the breakdown of a personal relationship. These challenges overwhelmed them, affecting their ability to lead their team effectively. Combined with years of masking their difficulties, they were on the verge of burnout. Through careful analysis and engagement, a plan was developed that allowed them to take the necessary time to recuperate, reengage with their team, and ultimately return to their leadership role with renewed strength.Workplace adjustments need to be normalised for neurodiversity leadership to thrive. Workplace adjustments are often pivotal for neurodivergent individuals but can be perceived as a sign of weakness for leaders. Accessing these adjustments can be daunting and may not adequately consider the individual’s needs, including how they interact with their team, manage their time, and cope with various pressures. By reassessing these processes to be more inclusive and tailored to the leader’s needs, organisations can significantly enhance the effectiveness of neurodivergent leaders.Making social work. Social interaction can pose challenges, particularly in senior roles where networking and forming connections with other organisations are crucial. Navigating social situations can be daunting for individuals with neurodivergent traits, such as those on the autism spectrum. I recently supported a senior leader who struggled with the concept of small talk, finding it irrelevant to his passion for mathematics and codi...

Stuart Edwards discusses the potential to use technology for assessment in apprenticeships and highlights features of the End Point Assessment model that may stifle innovation. Based on his report for the Gatsby Foundation, he suggests actions for Ofqual and IfATE to move things forward.Over the past two years, I have been looking at the potential to apply more transformative approaches using digital technology to the assessment of apprenticeships. My focus has been on end point assessment (EPA) which is a defining feature of the occupational standards-based apprenticeship approach adopted in England following the 2012 Richard Review. While I have found some interesting examples which could have wider application, these have been few and far between. I have concluded there are barriers, including features of the endpoint assessment model itself, that could stifle digital innovation in future. Nevertheless, I believe there is still more that bodies like Ofqual and the Institute for Apprenticeships and Technical Education (IfATE) could do to encourage progress and I have some suggestions to offer.Why using digital technology for assessment matters It matters for two reasons. First, digital technology has the growing potential to address some of the underlying challenges of providing an assessment that is both valid and consistent, particularly for practical skills and behaviours. Secondly, as digital technology continues to transform the workplace, if it is not fully utilised in assessing workplace competence, there is a risk that some apprenticeships become less relevant and anachronistic – particularly given the weight placed on end-point assessment. Sampling occupational standards and EPA plans In the course of undertaking my review for the Gatsby Foundation, I looked across a wide range of apprenticeship standards within four main routes: digital, engineering and manufacturing, transport and logistics, and care services. I deliberately chose a range of occupations in terms of the extent of current workplace digitalisation. I also took account of scale in terms of several apprentices needing to be trained in a particular occupation. Each standard has an EPA plan agreed upon by a trailblazer group of employers and approved by IfATE. The plan details the assessment methods to be used by independent End Point Assessment Organisations (EPAOs) for assessing the particular occupational standard and provides a rationale for why these methods have been selected from a menu of options provided by IfATE. At least two assessment methods need to be used, one of which must be a synoptic assessment of a combination of the individual Knowledge Skills and Behaviours (KSBs) that make up the apprenticeship standard. The standards that I examined typically specified two or three different assessment methods. As is the case across all standards, the most commonly used assessment method is a professional discussion or interview with an independent assessor, usually supported by a portfolio of evidence compiled by the apprentice as a pre-requirement for taking the EPA rather than being part of the actual assessment. This is then often combined with a practical observation/demonstration or, particularly at higher levels, a practical project. There may also be a written test based on multiple-choice questions or scenarios. Examples of transformative uses of technology A broad distinction can be drawn between using digital technologies that streamline or add flexibility to existing assessment methods, and those that have the potential to change the nature of the assessment process itself. The former category – such as automated multiple-choice tests, remote observation or interviewing, e-portfolios etc. – are relatively widespread and their adoption has been accelerated by the flexibilities introduced by IfATE during COVID. The more transformative uses of technology – such as data capture and performance analysis using technologies already in real wo...

John Paul has worked across the recruitment and HR technology market for 20 years and is responsible for leading the business and growth of the platform. Since Ramp Global’s inception, he has raised significant investment to develop the technology platform and build the team. Before setting up RAMP.Global, John Paul worked for two major global staffing agencies, Michael Page and Manpower, before setting up his recruitment agency specialising in Accountancy & Finance.Embracing technology within the recruitment market will no longer be a choice, but a necessity. Whether we like it or not, these advancements are redefining our way of working. From the early stages of artificial intelligence (AI) to today’s sophisticated and integrated tools, AI has transformed how we connect talent with opportunity.As we navigate the complexities of the past, present, and future impacts of technology on recruitment, it becomes clear that while AI promises efficiency and insight, it also demands a nuanced understanding of its capabilities and consequences.Here is everything you need to know about how tech has and will reshape the industry.The Past – Technology’s early impact on recruitment. As technology first began to weave its way into recruitment, it marked a significant shift from manual methods towards automation and digital processes. Initially, AI’s role was limited, primarily focused on streamlining administrative tasks and simplifying the application process through chatbots. These early uses of AI provided structured responses and managed applications on a basic level.The true potential of AI was glimpsed in its ability to sift through vast numbers of applications, identifying suitable candidates by matching keywords, skills, and experience against job descriptions. This era also saw the beginnings of predictive analytics, with systems using historical hiring data to inform future recruitment decisions.However, this reliance on past data introduced the risk of perpetuating existing biases into the selection process, subtly shaping the profile of ‘ideal’ candidates based on historical successes rather than potential capabilities. This meant that any inherent biases in past management or hiring practices could become embedded within the AI’s decision-making process. While this tech brought efficiency and the appeal of data-driven recruitment, the lack of transparency and control within these “black box” models raised concerns about bringing past biases into new hiring practices.The Present – AI as a catalyst for change. Today, AI is not just a tool for efficiency but a transformative force. It’s erasing borders, opening up global talent pools, and making the job market fiercely competitive. Generative AI, for instance, is revolutionising recruitment by streamlining processes, cutting bias, and allowing recruiters to focus on high-value tasks. It’s making hiring more inclusive by using sophisticated algorithms for a fair assessment of candidates, moving from the opaque “black box” AI to systems that are clear and adjustable.The real game-changer is generative AI’s ability to craft engaging job descriptions and outreach, tailored to attract a diverse range of applicants. However, its success relies on recruiters’ skills in using these tools effectively. Training and a critical eye towards AI’s suggestions are crucial to truly benefit from this technology, rather than letting it dominate the process. The key to the continued success of AI in recruitment revolves around the need to work alongside human insight to support decision-making, helping it become more strategic, inclusive, and efficient.The Future – Navigating new frontiers in hiring. AI’s journey into the future of recruitment is set to transform how we connect with opportunities and talent. The focus is shifting towards AI models that complement human ingenuity, emphasising the need for job seekers and employers to leverage technology while nurturing irreplaceable human skills....

The new multi-channel marketer standard takes a refreshed approach to marketing apprenticeships, enabling individuals to gain the skills and knowledge for their future career. But what’s different about the new standard and what does it mean for employers looking to develop a workforce with future-ready skills?The new multi-channel marketer apprenticeship offers a fresh approach to marketing apprenticeship programmes at level 3. The apprenticeship has been designed to equip aspiring marketers with the experience and knowledge to support customer-centric marketing activities across a wide range of channels. The apprenticeship will provide those undertaking it with the tools they need to work as part of a wider marketing team and with in-house teams and agencies alike.How was the standard developed? The Chartered Institute of Marketing (CIM) works closely with employers and providers as part of both trailblazer groups and employer panels, to support the development of apprenticeship standards for marketing that accurately reflect the knowledge, skills and behaviours required to drive the development of the marketing profession both now and in the future.This new standard replaces both the marketing assistant and digital marketing apprenticeship which lacked the versatility demanded of marketers today. The development of technology over the past decade has ushered in a paradigm shift in how businesses interact with and reach their target audiences. Apprenticeship standards have had to recognise the changing nature of marketing and the new requirements this places on individualsApprenticeships are a critical route for people to enter the marketing profession, reducing barriers to entry for aspiring marketers, making the profession more accessible and allowing businesses to nurture talent from within their organisations and leverage the benefits of diverse skill sets. The multi-channel marketer apprenticeship will further help to professionalise the marketing industry, enabling businesses to develop talent and plug skills gaps within organisations as technology continues to redefine the requirements of successful marketing.What does the new multi-channel marketer standard mean for individuals? The multi-channel marketer standard has been developed to provide individuals with the opportunity to develop a wide range of skills and capabilities that will help them navigate the diverse and rapidly changing marketing landscape. There is an increased emphasis on developing skills and expertise across a range of digital and traditional channels. There is a stronger focus on functional, tactical skills including communications and copywriting, research and customer insights, technology and software proficiency, budget management and stakeholder engagement which will see apprentices interacting with clients and customers across the marketing sector and requiring them to provide deliverables and advice. What does this mean for the sector? The Digital Marketing Skills Benchmark, published in 2023 by the training body Target Internet, in association with CIM, revealed that the core digital skills marketers rely on have improved but that the growing demands of new and evolving technologies are contributing to a skills gap across the majority of industries.The rapid pace of change in the marketing sector means it can be difficult for marketers to remain up to date and relevant, which impacts a team’s ability to meet business objectives, thus impacting the bottom line. Sustained investment in training is needed to ensure that teams have the requisite skills they need to compete in the crowded marketing space.Using the apprenticeship levy can make upskilling staff an attractive proposition for employers as well as an effective way to plug skills gaps, all whilst safe in the knowledge that this new apprenticeship standard has been developed in collaboration with experts to reflect industry best practice. By nurturing talent from within their organis...

In this editorial, Sheila discusses strategies for effectively managing and supporting apprentices to ensure their success. She emphasises the importance of understanding apprenticeship requirements, selecting suitable mentors, and adapting management styles.Key points include refining onboarding processes, setting goals, monitoring progress, providing mental health support, and accommodating study commitments. Sheila also highlights the necessity of recognising apprentices’ varied experiences and fostering an inclusive, supportive work environment that encourages continuous learning, autonomy, and integration into the workplace culture.Starting an apprenticeship is a pivotal moment for any young person. It’s an opportunity for young people to gain the skills and knowledge they need to enter the working world.Before hiring an apprentice, it’s essential to have a thorough understanding of what it entails to ensure you can offer them the necessary guidance and supervision. This includes selecting suitable managers and mentors, as well as adapting management approaches to suit each individual apprentice.Organisations must also prioritise refining the onboarding process, encompassing pre-onboarding preparation, the crucial initial weeks, and ongoing support. Moreover, implementing strategies such as goal establishment, monitoring progress, and providing mental health assistance can significantly contribute to the success and well-being of apprentices within your organisation.What qualities make a good manager for apprentices? Effectively guiding apprentices requires a unique combination of leadership, mentorship, and dedication to supporting their professional growth. Key attributes like patience, understanding, and clear communication are vital for supporting their learning journey.Providing mentorship encourages apprentices to seek advice, while offering constructive criticism helps in understanding and overcoming hurdles and supports diverse learning styles. Demonstrating empathy, while upholding ethical leadership sets a standard for professional conduct and integrity, shaping apprentices’ work ethic.Top of FormHow to manage young apprentices vs more experienced apprentices? Contrary to popular belief, apprentices are not exclusively young individuals fresh out of school and include various age groups. Managing a workforce of multigenerational apprentices requires a flexible and thoughtful approach.For young apprentices embarking on the early stages of their careers, effective communication is paramount. Providing clear instructions and expectations helps establish a solid foundation for understanding tasks and objectives.Structured training programmes offer these individuals a supportive environment for learning, enabling them to grasp fundamental concepts as they navigate their entry into the professional world.Conversely, managing experienced apprentices involves recognising their capabilities and offering opportunities for challenging assignments and autonomy. This keeps them engaged and committed to their professional development.Acknowledging the unique qualities of each apprentice, regardless of their level of experience, fosters an inclusive and supportive workplace environment.How to onboard an apprentice – Ensuring a smooth onboarding process for apprentices is crucial, setting the stage for their entire tenure within the organisation and fostering their long-term success.A well-structured onboarding programme not only assists apprentices in adapting to their new roles but also plays a pivotal role in their professional development.Prior to the apprentice’s first day, thorough pre-onboarding preparation is essential. This includes sending them a welcome package containing vital documents, company policies, an overview of organisational culture and values, and a breakdown of team hierarchy to provide insight into team dynamics in advance.Additionally, assigning a mentor beforehand offers the apprentice immediate suppo...

Recent surveys reveal key drivers of employee engagement in UK Higher Education, highlighting benefits like purpose-driven work and challenges such as leadership issues and workload, emphasising the importance of employee feedback.A career in Further education is busy and varied. It can be extremely rewarding, and thousands of people throughout the country are eagerly working toward tenured positions, keen to make a difference and contribute to their chosen field. However, no profession is perfect, and the reality is, that staff in many universities are feeling anxious about their future. In fact, according to a UCU survey of over 7,000 UK participants in HE, nearly two-thirds said they were likely, or very likely, to leave the university sector in the next five years. Higher Education in the UK is of a remarkable standard, enjoying an international reputation for excellence. However, if this reputation is to persist, we must remain up-to-date with the state of the workplace, as we would in the private sector. How happy are the employees? What is motivating them to excel and where can Higher Education Institutions improve to retain and engage their staff? A recent report commissioned by UCEA via People Insight set out to investigate what employees value most about working in HE while highlighting areas for improvement. Insights were extracted from a dataset of over 300,000 data points specific to Higher Education to lend a nuanced perspective when benchmarked against the millions of data points spanning the private and not-for-profit sectors. Before we delve into where HE is excelling and where it’s falling behind, let’s first look at employee engagement levels within HE. Employee Engagement Levels in HE Put very simply, employee engagement is the emotional commitment an employee has to their work, their place of work and their organisation’s goals. Many elements affect an employee’s engagement level, and it’s likely to vary over time, for several reasons. Universities with high engagement scores are creating the right conditions to allow their employees to thrive. This recent report on Higher Education Institutions shows that generally, engagement levels are slightly lower in HE (74%) than in the private (78%) and public sectors (76%). To understand why this is, and to turn things around, we need to first understand the key drivers of engagement in the world of HE. The research revealed what employees love about working in the sector, along with where they feel improvements must be made. The Notable Benefits of Working in HE — According to the Data The report found that HEIs excel in the following areas: Purpose-Driven Work When it comes to working in HE, the one driver that resonates with the majority of people is that of purpose-driven work. Typically, employees in HEIs are more passionate and more driven than those in other sectors. Eight out of ten find their work both challenging and interesting, and 76% claim to derive a sense of achievement from their work — a full 4% more than those in professional services. Those working in HE value the intellectually stimulating environment, and the opportunity to think critically and carry out impactful research while engaging in complex ideas. People in HE are generally driven by a desire to have a positive impact through their work, and they feel they can make a real difference within their chosen profession. Something else that goes hand-in-hand with purpose-driven work is employee autonomy to pursue their work in a way that suits them. 79% of people in HE claim they have the freedom and flexibility to get on with their jobs, to develop ideas and to innovate while working independently. Colleagues and Teamwork One real benefit of working in HE appears to be the camaraderie, trust and collaboration between employees. More than 90% of people in HE believe they have good relationships with their colleagues, and more than three-quarters say that people help and support each other at...

Transitioning to personalised education, especially for neurodivergent learners, reduces talent wastage and fosters inclusivity. By adopting Universal Design for Learning (UDL) and targeted support, this approach caters to diverse learning needs, ensuring every student’s success. This shift is crucial for preparing students for modern workforce complexities, emphasising the value of individual differences and flexible standardisation in education. It will take bold leaders to make these changes.Educational practices have remained consistent using an industrialised factory model and standardised approach to education since the early 19th Century. This approach was useful for mass delivery and our assessment processes mirrored this. We needed one way in and one way out for all and ensure everyone was doing the same thing. However, it also means this suit and favours some learners far more than others. The argument is often that we need to teach to large groups and undertake marking in a uniform manner to be fair and equal.We need to acknowledge that is not equitable and we are wasting 10-15% of talent. We also need to be aware that individuals who could potentially do certain jobs that are in demand in STEM subjects are being lost along the way because they do not meet these narrow measures of ability.Where do we lose students along the path? Information accessThe first barrier to inclusivity is often the accessibility of information about courses. Information needs to be presented in diverse formats that cater to all. For instance, avoiding complex language without, offering video descriptions, and providing material in formats accessible to screen readers can make a significant difference. We need to remind ourselves that you don’t know what you don’t know. For some students knowing how to access Disability Student Allowance or knowledge of Learning Support Fund in England for Apprenticeships could make a difference to making an application. Appropriate support can make all the difference with engagement and exclusion. Have you ever been to open days at colleges and universities? For some they are so exciting but they can be very noisy and appear somewhat chaotic for a student with sensory issues.Application processes. Application procedures can be daunting and exclude some with neurodivergent conditions. Simplifying these processes, allowing for alternative forms of application submissions (like video or audio applications), and clearly stating that accommodations are available can help in making the application process more inclusive. The important point here is ensuring information is easily available for applicants so they can know how to ask for help at all stages of the application process.Interviews. The traditional interview process can disadvantage some neurodivergent individuals. Offering interviews in various formats, such as written, in-person with adjustments, or via video call, allows applicants to choose the format in which they can best demonstrate their abilities. Providing interview questions in advance can also help applicants prepare better. We need to consider what skills align to a course or apprenticeship and if communication skills are not an essential component not score this component in the assessment process and consider other means of assessing the skills.Training and teaching delivery approaches. Inclusive education must adapt to diverse learning ways and needs. This means considering universal design principles from the get-go. This takes time and this is often the challenge for many lecturers and tutors who need to create and deliver courses at speed. We can say we need materials in various formats, but the reality is that this takes time to do and there is a need to provide training on developing and delivering inclusively. Without investing in this, we continue to teach to the average student and need to accept drop out as the norm as we fail a sector of students in every cohort.SLC data indic...

Generative AI is revolutionising higher education institutions. Creating better connected and intelligent campus’ is a top priority in 2024 and further education institutions are exploring technologies that offer solutions that will empower staff and students.The world of further education is no stranger to technology and automation. After all, when today’s students begin to consider which careers they might like to pursue, their first point of call is often the government’s DYSAC tool—a psychometric digital assessment that reviews users’ skills, interests, motivations, and preferences to suggest vocations and pathways. But in 2024, technology looks set to play a greater role than ever.The advancement of artificial intelligence (AI) means that further education institutions may be able to deliver more coordinated, connected efforts that help students succeed, which is especially vital as some still try to overcome the setbacks imposed during the pandemic. We have also seen recently that there is a growing demand for digitisation and centralisation of records, which allows schools and teachers to access and secure vital data. Altogether, AI looks set to transform further education, yielding more successful outcomes for students and their teachers. But how exactly will this play out? And for whom?The impact of AI on student learningThough hybrid learning is now well established, digital transformation initiatives will continue to play a significant role in supporting students, granting them unprecedented access to information and support.For instance, AI tools can be used almost like a ‘personal tutor’ that students interact with and question at will. Chatbots can answer routine queries 24/7, offering students help whenever required and helping to reduce stress or worry. They can also be used as an advanced jumping-off point—sparking ideas, starting drafts, summarising information and giving students self-test opportunities. Speaking of testing, some tools can provide instant feedback on assignments and exams, enabling students to identify their strengths and weaknesses and begin working on these areas of improvement straightaway. Plus, AI-powered study apps can help with effective time management, send study reminders, and support memorisation and comprehension.For those with special needs, AI tools can also provide extra support including translation services, voice recognition and visual or auditory aids. Similarly to DYSAC, AI can assist in FE course selection and career advice based on special needs students’ interests, goals and performance. And perhaps most importantly of all, by using AI tools, students will gain early exposure to technologies they are now nearly guaranteed to encounter in their future professions.Innovative teacher resources and supportAI is also set to transform how teachers approach their education. The recent proliferation of learning technology, largely as a result of hybrid schooling, brought on an increase in data, which can be analysed to create a more personalised learning for students. This increased data access will empower staff to identify trends and develop tailored approaches for individuals, while students will benefit from enhanced transparency and access. It could even help with assessing student work, with marking having long been a time-consuming bane for teachers.Crucially, generative AI will also continue to revolutionise further education institutions by creating a more connected and intelligent campus. AI can and will be used as an assistant, aiding staff, colleges and universities in locating essential information and aggregating data for comprehensive reports and insights. AI-driven tools can create interactive learning environments, such as simulations and virtual reality, supercharging comprehension and engagement. New tools can even detect AI-written content to spot and minimise academic misconduct. Previously, education was often one-size-fits-all. The advent of generative...

As universities come under increasing pressure to improve their sustainability performance, they are missing a crucial opportunity to accelerate their transition to net zero. Heat energy takes up over half of global energy demand. If universities are serious about transitioning away from fossil fuels, they need to decarbonise their heat.As the effects of climate change ramp up, the decarbonisation of British universities presents a great opportunity to accelerate the country’s net zero efforts.While UK institutions have been gradually improving their sustainability performance – with universities like Birmingham and Lancaster leading the way – many of them still rely heavily on fossil fuels.Those in charge of campus sustainability may jump straight to electrification, but they’re missing a trick. If universities want to make a real impact, then they need to look at their heat consumption.Heat is often the forgotten aspect of our energy transition. Heating and cooling make up more than half the world’s energy consumption and a third of the UK’s carbon emissions. Around 90% of that energy is currently generated from fossil fuels.If universities are serious about decarbonising, then they should be looking at their heat consumption.Other countries doing it betterWhilst universities around the world are coming under increasing pressure to improve their sustainability performance, the UK is falling behind the curve.By-and-large, universities overseas are outperforming their UK counterparts in sustainability rankings, and student climate campaigners have warned that nearly half of UK universities aren’t on track to meet emissions targets. Students are demanding climate action from their universities.North America is doing particularly well, with the United States leading the pack as a result of Biden’s Inflation Reduction Act.Campuses have been able to seize the opportunity to invest in green technologies due in part to the funding, with many exploring a variety of different on-site renewable tech to accelerate their transition away from fossil fuels.Solar thermal is proving to be one piece of the decarbonisation puzzle for universities’ looking to reduce their fossil fuel usage.In October 2023, Naked Energy completed their first installation in the US at Creighton University in Omaha, Nebraska.The project consists of 240 VirtuHOT solar thermal collectors, allowing the new Graves’ Hall building to heat water for 400 campus residents, and reduce the university’s carbon emissions by 40 metric tonnes each year – the equivalent to nearly 100 barrels of oil.The installation is also equipped with traditional solar PV. Both these technologies compliment each other and reduce the building’s fossil fuel demand. It’s this technology agnostic approach that we need to see more of.There’s no silver bullet, no single technology to tackle climate change, and projects like the one at Creighton University are shining examples of campus buildings done correctly.What can the UK do?But what can the UK be doing to catch up? Well, it’s not all doom and gloom.Funds like Public Sector Decarbonisation Scheme (PSDS) are available to public universities to help fund green projects, and there are exemplar projects being installed on both Birmingham and Lancaster campuses.However, there are still several barriers that universities must overcome before they can begin to roll out renewable technology.The process of applying for grants is often mired in red tape, and application forms are unnecessarily complex.In our experience, the hurdles for universities are often too high for them to take full advantage of decarbonisation measures.Instead, the central Government should speed up green-lighting those projects which don’t require grid connection, which are currently prolonged by long and unpractical planning permissions. These kinds of projects can save universities money and reduce their carbon emissions immediately after installation. Consistent policy is the ke...

BLG Lead Trainer Dennis Francis shares his insights. He focuses on the progress of anti-racism led by BLG with organisations in education and business. Here, Dennis gives his perspective on the importance of leadership in FE & Skills to tackling systemic and organisational racism. IntroductionFor me, the key question for leaders in tackling racism is how individuals will step up and embrace the concept of creating an anti-racist culture. It takes boldness for people within organisations to be game-changers. Declaring their commitment to being anti-racist and dedicating time and resources to this cause, especially when there are competing priorities. Some might ask, “Why do we need to do more? Isn’t this something we already do anyway?” The answer lies in intentionality.  Anti-racism is a call to action, a deliberate approach that creates a clear pathway for actions and expected outcomes.  The goal is to move beyond performative gestures and embed anti-racism into the fabric of the organisation. It is how Leaders take positive steps to build a “movement rather than a moment” in effecting culture change that is sustainable and makes a tangible difference. For those of us in Further Education and Skills, this is particularly important. We have that additional responsibility of preparing others, students and apprentices, for the world they will be living and working in. With demographic trends making us an increasingly diverse society, all ethnicities must understand the world they live in today and will be in the future. A courageous leader in FE recognises the increasing diversity and proactively prepares students for a world where they will encounter people from different cultures and ethnicities. This requires questioning the practices of the organisation, looking ahead and anticipating future needs to create an organisation, that understands, values and serves a wide and diverse range of stakeholders especially current and future students, with the ambition to be anti-racist. Role Modelling And Self-Awareness an Anti-Racist LeadershipIn the context of anti-racism, leadership is about role-modelling the behaviour you expect from others. We are dealing here with a sensitive and potentially uncomfortable topic but effective leaders can manage these conversations by addressing the “why” and acknowledging the discomfort some may feel. This might involve questioning your practices as courageous leadership begins with self-reflection: understanding your current position (the way you think and behave) and the responsibility you hold. Ask yourself, If I am ‘not racist’, am I anti-racist?Am I actively standing up against racism and being an ally?  Am I role-modelling the behaviours needed to address incidences of racism or policies, customs and practices that perpetuate a culture of racism? Am I willing to learn, and grow in my understanding and awareness of racism?Am I bold enough to discuss and define anti-racism with others such as the  senior management team? By living out these core principles, courageous leaders can inspire and confidently move towards creating  an anti-racist leadership and organisation. By providing meaningful answers to these questions, senior leaders can champion anti-racism. They are the spark that ignites conversations and helps cultivate a safe space for exploration. They are the key to helping to ‘fertilise the imaginations of organisations’ to stride with purpose in the direction of creating an anti-racist organisation. Making The Invisible Visible The Black Leadership Group works with organisations to bring unconscious bias to light. Our diagnostic tools help them see where they stand on the spectrum of anti-racism. And when we talk to organisations, we remind them that leadership is not limited to a select few. The responsibility for creating an Anti-Racist culture should be the endeavour of the many not the preserve of the few. Everyone who interacts with others has the opportunity to demonstrate...

Sparking Interest in STEM. For many years now, there has been a growing recognition of the importance of diversity and representation in the fields of Science, Technology, Engineering and Mathematics (STEM). From early childhood education to careers at every stage, efforts are being made to ensure that women and girls from all backgrounds have equal opportunities to participate and excel in these critical fields. Yet inequality stubbornly remains and more still needs to be done to address this.STEM skills are crucial to every industry and the demand is only increasing. However, we are faced with a current shortage and a future pipeline of the necessary experience to fully exploit the opportunities they present and how these skills can shape innovations and increase productivity and economic prosperity. It is insufficient to focus on only later stages and higher education, and on reskilling existing workforces.The journey towards diversity and representation in STEM needs to begin in early childhood education and efforts must remain consistent throughout a child’s academic career. Initiatives such as STEM-focused preschool programmes and outreach efforts targeting underrepresented communities should be as common today as learning the three ‘R’s’- reading, writing and arithmetic; the three basic skills that have been taught in schools since the 19th century. STEM-focused programmes should aim to spark interest and curiosity in young minds and demonstrate how a career in STEM can be rewarding and long-lasting. Many organisations focus on inspiring young minds in these subjects and are instrumental in providing resources and support to encourage children to pursue STEM from their early years. However, so much more can be achieved with a stronger collaborative effort between academia, and the private and public sectors.Ensuring access to quality STEM programmes remains paramount as students progress through primary and secondary education. There is much evidence pointing to gender stereotypes being one of the main barriers that deter girls from choosing a career in STEM and that the chipping away at the gender bias towards STEM starts in childhood. There are ongoing efforts to diversify the curriculum, provide mentorship opportunities, and help dismantle stereotypes. But we must collectively look for ways to inspire young women and girls through the national curriculum, community outreach programmes and the Tech industry as a whole bringing STEM to young people in unique ways through their own volunteering and outreach programmes. By holding up the many, brilliant examples of pioneering women and girls who are trailblazers in these fields’ aspirations can be built.Advancing Diversity in Higher Education. As young women advance to higher education, universities and colleges are implementing many initiatives to increase diversity in STEM programmes. Scholarships, mentorship, and targeted recruitment and industry sponsorship efforts can help to attract and retain students in under-represented groups. And increasingly these institutions are fostering inclusive learning environments where all students are valued and supported. There must also be a clear route to industry career opportunities which can be demonstrated through closer alignment to industries and organisations which focus on STEM careers, to encourage young people to see an exciting future.Fostering Diversity in Professional Settings. However, we must ensure that our commitment to supporting women in STEM does not stop at education. In the working world, the focus shifts to advancing diversity and representation in the professional workforce. Whether a person is at the beginning of their career, entering at a later stage in life, or returning to work after a career break; organisations should provide programmes that support everyone and offer opportunities to retrain and reskill. Companies that recognise the importance of diverse teams in driving innovation and problem-solv...

The Federation of Awarding Bodies hosted an event at the Scottish Parliament in February. Scottish Members of Parliament, skills and education stakeholders, and FAB members attended to discuss reform to 16+ education in Scotland.Reforming Scotland’s 16+ Education OfferLike the other UK nations, Scotland is in the midst of reforming their 16+ education offer. Recommendations made in the Withers review on skills and the Hayward review on qualifications and assessment in 2023 are helping to lead thinking on what the new system could look like, and this includes a radical overhaul of the regulatory body in Scotland, the Scottish Qualifications Authority (SQA).The Federation of Awarding Bodies is keen for awarding bodies to be involved in discussions as key decisions are being made. This is particularly important because of the changes to the regulatory body and potentially to the approvals process of qualifications being delivered in Scotland.Parliamentary Event and Ministerial EngagementIn support of this, Meghan Gallacher MSP (Deputy Leader of the Scottish Conservative and Unionist Party) sponsored a parliamentary event in Holyrood on 18th February. The event was attended by Minister for Higher and Further Education Minister, Graeme Dey – a key figure in the reforms – and chaired by FAB Scotland group chair, Paul Eeles from the Skills and Education Group.Ms Gallacher opened the event, calling education a ‘pivotal tool’ for social mobility but one that is currently a difficult landscape to navigate.Minister Dey then addressed the panel to highlight his intention to shape Scotland’s 16+ offer based on conversation with stakeholders, employers and other experts. While the Minister acknowledged that the task ahead is not an easy one, the ‘guiding principle’ is to be simplification in the system.Echoing what the Federation have heard from ministers in other UK nations, the Minister described the current system as unclear and difficult for learners to navigate. The intention of any reform will be to strengthen skills planning regionally and to have apprenticeships and training available that reflect economic needs.Also in line with other nations is the desire for a more agile and responsive system in Scotland, and the development of new qualifications that reflect the changing needs of employers and learners alike.Challenges and Solutions in Education ReformSpeakers from the panel then raised the challenges they currently face with the Minister, and what a new system could do to address those. Chris Brodie (Skills Development Scotland) spoke on the issue of skills gaps, and getting the right people into the right roles; Shona Struthers (Colleges Scotland) emphasised the importance of funding and that industries are requesting more short courses for upskilling and training; and Angharad Lloyd-Beynon from City and Guilds representing FAB members, highlighted the importance of minimising regulatory burden and unintended consequences for awarding bodies.Minister Dey responded to the speakers’ points and advised that he is committed to ‘not leaving anyone behind’ by having clear pathways for all types of learners, His long term vision is on providing transferable, high-quality qualifications and microcredentials.While there is still a way to go in this reform, including decisions being made around regulating awarding bodies delivering in Scotland who are not currently recognised by SQA, those in attendance at the event left feeling positive about next steps and their inclusion in any conversations. The Federation of Awarding Bodies extends its thanks to Ms Gallacher, Minister Dey, and those who took time to attend and speak. We look forward to engaging more with Scottish officials to ensure that members views continue to be represented as the reform process moves forward.By Luise Ruddick, Policy Officer at Federation of Awarding Bodies (FAB)

This article discusses Canada’s economy and the role of employability services in addressing job market challenges and laying the groundwork for long-term economic resilience amidst global economic fluctuations and technological advancements.After my recent visit to Ontario, Canada, where I had the opportunity to learn about the challenges faced by job seekers and the critical work of our members, I would like to share what I learned about the Canadian economy and how the Employability sector supports and will continue to support it.As we look ahead, Canada’s economy faces a unique set of challenges and opportunities in the coming 12 months. Known for its stable financial system, rich natural resources, and strong public healthcare system, Canada’s economy is nevertheless at a crossroads, influenced by global economic fluctuations, technological advancements, and shifts in the labour market.As we progress through the first quarter of 2024, we need to understand these anticipated economic changes, the concerning rise in unemployment, and the pivotal role employability services can play in not just addressing immediate job market woes but also in laying the groundwork for long-term economic resilience.Canada, with its diverse and resource-rich economy, has shown remarkable adaptability in the face of global economic stresses. However, as we continue through 2024, several factors demand close scrutiny.Emerging Economic ChallengesCanada’s economy, heavily reliant on international trade, must navigate the complexities of shifting global trade relations, particularly with its largest trading partner, the United States. The global shift towards renewable energy poses both a challenge and an opportunity for Canada, a significant player in the oil and gas sector. Rapid advancements in technology offer growth prospects but require the workforce to adapt swiftly to new demands. Canada’s commitment to environmental sustainability influences economic policy and investment, impacting industries across the board. On top of that Canada has, like many other parts of the world, priorities linked to skilled trades, migrants, D&I, and the integration of AI into the workforce to name but a few.Anticipated Changes in the Next 12 MonthsThe coming year is critical for Canada as it seeks to bolster economic growth while addressing environmental and social goals. Economists predict moderate growth as the country continues to recover from the impacts of global economic volatility. Sectors such as technology, renewable energy, and healthcare are expected to expand, while traditional industries may see slower growth. The government and the private sector are likely to invest heavily in innovation, particularly in green technology and digital infrastructure.The Unemployment ChallengeDespite a generally stable economy, Canada faces unemployment challenges, particularly among young people, immigrants, and sectors affected by technological disruption and the transition to a greener economy. The current transformation focus is on improving the effectiveness of employability support in Ontario. This is an interesting environment to be operating as this transformation agenda has replaced all public employment services in the region. All contracted SSMs (Prime Contractors in the UK) are tasked with developing and then delivering better employability support services and outcomes.Contributing Factors to Unemployment and Where Employability Services are Crucial.A mismatch between the skills of the workforce and the requirements of the evolving job market is a real and present problem. As some sectors contract and others expand, workers in declining industries face job losses. The transition towards a more sustainable and technologically driven economy necessitates a realignment of the workforce. In this context, employability services emerge as critical agents of change, capable of bridging the gap between job seekers and the evolving demands of the Canadian ec...